ABSTRACT
Over the last 20 years, universities have diversified their workforce, employing a large number of academic staff on teaching and scholarship contracts. In this chapter, we’ll explore how Scholarship is defined, recognised, rewarded, supported and developed with teaching staff in UK’s research-intensive institutions using a two-phase study incorporating both a questionnaire and focus group. Through analysis of the results of the survey, we explore gaps in experience and develop in response a model which addresses these issues and seeks a new holistic definition of academic life in research-intensive institutions. This model recommends, following Boyer, the reclamation of the word Scholarship to underpin all academic work at universities and to be used by universities to underpin how they support staff to meet universities’ strategic goals and offers advice to you as a potential programme leads on how you can utilise the Scholarship of Teaching and Learning (SoTL) as a mechanism to drive innovation and evolution in the curriculum.
