Abstract
Many schools of thought globally have argued on the subject of SoTL, its formulation, techniques and procedures, and this subject has also not spared and questioned the operation of previously disadvantaged universities. These universities identify more with teaching and less with research. Yet, SoTL pursues the primary motivation of including it as a culture in the teaching and learning process when such universities are highly incapacitated with research expertise. The philosophy underpinning SoTL alludes briefly that the knowledge economy is better served in contexts where academics practise scholarly teaching as they continuously engage students at regular intervals. This research dwells on analysing university policy as regards its teaching and research practices as vehicles which generate opportunities and operationalise progression for academic staff members to engage in SoTL. As such, features contained in the policies are analysed, and their implications in the educational business are scrutinised. This study highlights that the institutional policy has developed grounds and enabling attributes that promote adaptation in SoTL. Howbeit, this research argues that for successful transformation, brief strategies from departmental to institutional levels must be supported, and the change accepted. Moreover, the interface involving the teaching and research policies should harmoniously sync with the institutional strategy of SoTL engagement and other policies supporting teaching and learning.
Author Information
Fortune Ganda, Walter Sisulu University (Butterworth Campus), South Africa
Comments
Powered by WP LinkPress