The Scholarship of Teaching and Learning: Changing the Dominant Narrative about (and in) Research Institutions

Autor/inn/en	Asarta, Carlos J.; Bento, Regina; Fornaciari, Charles J.; Lund Dean, Kathy; Arbaugh, J. B.; Hwang, Alvin
Titel	The Scholarship of Teaching and Learning: Changing the Dominant Narrative about (and in) Research Institutions
Quelle	In: Journal of Management Education, 42 (2018) 6, S.731-748 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arbaugh, J. B.) ORCID (Hwang, Alvin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562918777271
Schlagwörter	Teaching Methods; Learning Processes; Management Development; Business Administration Education; Innovation; Research Universities; Evidence Based Practice; College Faculty; Scholarship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Forschungseinrichtung; Fakultät; Scholarships; Stipendium
Abstract	Despite calls for and advances in the scholarship of teaching and learning (SOTL) over the years, research-intensive institutions have a persistent reputation as preferring and demanding Boyer's "scholarship of discovery" at the expense of SOTL work. In this article, we challenge the dominant narrative that research-focused institutions--the Carnegie "R1"and "R2"--do not engage in or value SOTL research in business and management education (BME). In a previous empirical study, we found evidence that a surprising proportion of R1 and R2 schools are already creating and disseminating innovative and impactful BME work. Using diffusion of innovations theory, we argue that those institutions can provide leadership due to their BME work, and examine what this might mean in terms of the prospects for diffusion of BME research among all research-intensive institutions. Due to external stakeholder pressures for excellent, evidence-based instruction, we assert that institutions that do subordinate SOTL to discipline-based scholarship will be forced to reframe their research portfolios. We end the article with solutions for how faculty could include BME work within their overall research efforts and challenge institutions to reconsider how BME scholarship may help them craft a more inclusive research narrative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01