The Scholarship of Teaching and Learning (SoTL)
As an academic within the Department of Management and Entrepreneurship at the University of the Western Cape (UWC), I view the Scholarship of Teaching and Learning (SoTL) as central to my professional identity and pedagogical practice. My teaching philosophy is grounded in the conviction that effective and transformative teaching must be research-informed, research-led, and reflective of the lived realities of students in diverse and evolving learning contexts (Trigwell & Shale, 2004). SoTL provides the framework through which I systematically investigate, document, and improve my teaching practices, ensuring that they contribute to both individual student success and the broader academic community.
SoTL is more than a pedagogical approach — it is a scholarly stance that demands critical inquiry into the teaching and learning process (Hutchings, Huber, & Ciccone, 2011). Through SoTL, I continuously examine the intersections between teaching practices, curriculum design, and student learning outcomes. This reflective process aligns closely with my belief in reflexive pedagogy, where teaching is informed by evidence, theory, and context (Brookfield, 2017). In this regard, my engagement with SoTL is not limited to theory but is embedded in my research outputs and professional practice.
To date, I have published three journal articles that directly contribute to SoTL. The first, on digital tools for social engagement, explored how technology can be leveraged to foster active, collaborative learning and enhance student participation in both face-to-face and virtual environments. This work reflects my growing interest in digital pedagogy and the affordances of educational technology in supporting inclusive learning (Laurillard, 2012). The second article focused on the decolonisation of the Retail Business Management curriculum, critically examining how African epistemologies and local case studies can be integrated into the curriculum to promote epistemic justice and cultural relevance in higher education (Leibowitz & Bozalek, 2016). The third article, which explored access to technology for previously disadvantaged schools, engaged with the persistent digital divide in South Africa and its implications for equitable access to higher education. Collectively, these works demonstrate my commitment to using SoTL as a vehicle for educational transformation, innovation, and social justice.
My engagement with SoTL also informs my day-to-day teaching of Management Theory (PGB712) and Strategic Management (MAN304). I intentionally design learning activities that align with research-led teaching principles, enabling students to engage critically with contemporary management issues through inquiry, problem-solving, and reflection. This approach aligns with Biggs’s (2014) concept of constructive alignment, ensuring that learning outcomes, teaching activities, and assessments are coherently structured around deep learning. By integrating SoTL principles into my teaching, I foster an environment where students become active participants in the co-construction of knowledge — a hallmark of transformative pedagogy.
In line with Boyer’s (1990) foundational conception of the scholarship of teaching, I view SoTL as a bridge between research and practice — a means of ensuring that the classroom remains a site of knowledge creation, not merely transmission. My SoTL practice is inherently collaborative: I engage with colleagues in peer reflection, attend teaching and learning colloquia, and participate in institutional communities of practice. These engagements allow me to share research findings, co-develop innovations, and contribute to the growing body of knowledge on teaching and learning in higher education.
Ultimately, my commitment to SoTL is grounded in a transformative vision of higher education — one that is student-centred, socially responsive, and intellectually rigorous. By continually investigating and publishing on pedagogical issues such as technology integration, curriculum decolonisation, and equitable access, I aim to contribute to the ongoing renewal of teaching and learning practices within UWC and the broader South African higher education landscape.
References
- Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5–22.
- Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching.
- Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
- Hutchings, P., Huber, M. T., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact. Jossey-Bass.
- Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.
- Leibowitz, B., & Bozalek, V. (2016). The scholarship of teaching and learning from a social justice perspective. Teaching in Higher Education, 21(2), 109–122. https://doi.org/10.1080/13562517.2015.1115971
- Trigwell, K., & Shale, S. (2004). Student learning and the scholarship of university teaching. Studies in Higher Education, 29(4), 523–536. https://doi.org/10.1080/0307507042000236407