Exploring the Role of the Scholarship of Teaching and Learning in the Context of the Professional Identities of Faculty, Graduate Students, and Staff in Higher Education

Oct 15, 2026

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Developing an identity as a Scholarship of Teaching and Learning (SoTL) researcher is linked to tensions in expanding disciplinary identity and to navigating a liminal space between disciplines, shaping a renewed professional self. This study examines how SoTL identity forms across three researcher groups. Focus groups of faculty, graduate students, and professional staff identified as SoTL researchers were analyzed using thematic analysis to compare barriers and motivations. Reflections inform practice implications for Educational Developers supporting institutional SoTL identity development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

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Abstract

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The Canadian Journal for the Scholarship of Teaching and Learning | Volume 8 | Issue 3 | Article 10 | | --- | --- | June 2017 Exploring the Role of the Scholarship of Teaching and Learning in the Context of the Professional Identities of Faculty, Graduate Students, and Staff in Higher Education Clarke Mathany University of Guelph, [cmathany@uoguelph.ca](cmathany@uoguelph.ca)[ ](cmathany@uoguelph.ca)Katie M. Clow University of Guelph, [kclow@uoguelph.ca](kclow@uoguelph.ca)[ ](kclow@uoguelph.ca)Erin D. Aspenlieder McMaster University, [aspenled@mcmaster.ca](aspenled@mcmaster.ca) Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)[ ](http://ir.lib.uwo.ca/cjsotl_rcacea) Part of the Scholarship of Teaching and Learning Commons Recommended Citation Mathany, C., Clow, K. M., & Aspenlieder, E. D. (2017). Exploring the Role of the Scholarship of Teaching and Learning in the Context of the Professional Identities of Faculty, Graduate Students, and Staff in Higher Education. The Canadian Journal for the Scholarship of Teaching and Learning, 8 (3). Retrieved from [http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/10](http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/10) Exploring the Role of the Scholarship of Teaching and Learning in the Context of the Professional Identities of Faculty, Graduate Students, and Staff in Higher Education Abstract Developing an identity as a Scholarship of Teaching and Learning (SoTL) researcher is associated with tensions of expanding on one’s disciplinary identity and often traversing the liminal space between disciplines that result in a newfound perception of professional self. This study explores the differences that emerged in SoTL identity formation among three different groups of researchers. Focus groups of faculty, graduate students, and professional staff who identified as SoTL researchers were conducted at one comprehensive research institution. Using thematic analysis, the differences and similarities for each of these groups in terms of barriers to SoTL identity formation and motivations for developing a SoTL identity are shared. Reflecting on these barriers and opportunities, a variety of implications for practice for Educational Developers are suggested as they look to support the SoTL identity development of researchers at their institutions. Le développement d’une identité en tant que chercheur en avancement des connaissances en enseignement eten apprentissage (ACEA) est associé à des tensions d’expansion de l’identité disciplinaire et consiste souvent à traverser l’espace liminal entre les disciplines qui aboutit à une perception nouvelle de son soi professionnel. Cette étude explore les différences qui émergent lors de la formation de l’identité enACEA parmi trois groupes différents de chercheurs. Des groupes de discussion de professeurs, d’étudiants de cycle supérieur et de personnel professionnel qui s’identifient comme chercheurs enACEA ont été organisés dans un établissement de recherche complète. L’analyse thématique a permis de mettre à jour les différences et les similarités parmi chacun de ces groupes en termes d’entraves à la formation d’une identité enACEA, ainsi que les motivations nécessaires au développement d’une identité enACEA. La réflexion sur ces entraves et sur les opportunités permet de suggérer une variété d’implications pour la pratique des conseillers pédagogiques quand ceux-ci sont à la recherche de soutien pour le développement de l’identité en ACEA des chercheurs dans leurs établissements respectifs. Keywords SoTL, SoTL identity, professional identity, faculty, graduate students, professional staff This research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/10](http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/10) Mathany et al.: SoTL and Professional Identity The number o

FAQs

What tensions are associated with developing a Scholarship of Teaching and Learning (SoTL) researcher identity?

The paper links SoTL identity development to tensions of expanding disciplinary identity and to moving through a liminal space between disciplines, leading to a new perception of professional self.

How does the study compare SoTL identity formation among different groups?

It uses focus groups of faculty, graduate students, and professional staff identified as SoTL researchers, applying thematic analysis to compare similarities and differences in barriers and motivations.

What implications does the paper suggest for Educational Developers?

It reflects on barriers and opportunities and suggests a range of practice implications for Educational Developers supporting researchers’ SoTL identity development at their institutions.

Oct 15, 2026

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