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Boshier Roger (2009). « Why is the Scholarship of Teaching and Learning such a hard sell? ». Higher Education Research & Development, vol. 28, n° 1, p. 1–15. ISSN 0729-4360. 
Added by: Laure Endrizzi (06 Jul 2011 17:02:33 Europe/Paris)   Last edited by: Laure Endrizzi (06 Jul 2011 17:04:37 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/07294360802444321
ID no. (ISBN etc.): 0729-4360
BibTeX citation key: Boshier2009
Categories: Enseignement supérieur
Keywords: profession universitaire
Creators: Boshier
Collection: Higher Education Research & Development
Views: 1566/2130
Views index: 19%
Popularity index: 4.75%
Abstract     
Advocates have difficulty convincing colleagues Scholarship of Teaching and Learning {(SoTL)} is a worthwhile use of time and resources. This article highlights problems impeding {SoTL.} First, scholarship of teaching gets used as a synonym for other activities. Second, Boyer's definition was conceptually confused. Third, {SoTL} is difficult to operationalize. Fourth, much discourse concerning {SoTL} is anti-intellectual and located in a narrow neoliberalism. Fifth, there is uncritical over-reliance on peer review as the mechanism for measuring scholarship. Each impediment makes {SoTL} a hard sell - particularly in research-intensive universities. Taken together, they constitute a formidable problem for {SoTL} advocates and contain incendiary implications for promotion candidates and committees.
Added by: Laure Endrizzi  Last edited by: Laure Endrizzi
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