Exploring SoTL Leadership: Contextualizing the Theoretical in the Lived Experience

Authors

DOI:

https://doi.org/10.20343/teachlearninqu.14.52

Keywords:

4M Framework, higher education leadership, academic collaboration

Abstract

Despite the expansion of teaching-focused roles in higher education (HE), the expectations for engagement in the scholarship of teaching and learning (SoTL) are often ill-defined within individual career pathways, across institutions, and across the global HE sectors. As such, our understanding of effective ways to intentionally grow SoTL capacity and the need for the support of SoTL practice across micro, meso, macro, and mega levels is limited. Consequently, the work of SoTL leaders guiding these efforts also remains somewhat ambiguous. The current image of SoTL leadership within the literature is one of isolated approaches to capacity building, often failing to support individuals who take on the role of nurturing and supporting SoTL development. Inspired by the fifth SoTL Grand Challenge (“to better understand and improve the practice, use, and growth of SoTL”) and the theme of the 2023 ISSOTL Conference (Context Matters), this paper initiates a multi-pronged research project aimed at developing a more comprehensive and inclusive understanding of SoTL leadership. Here, the eight authors begin by reflecting on our unique and individual career trajectories into SoTL leadership in order to establish and apply a framework for exploring the ways in which SoTL leaders enact their leadership practice.

Author Biographies

  • Melanie Hamilton, University of Saskatchewan

    Melanie Hamilton (Canada) is an assistant professor and the director of the Jane and Ron Graham Centre for the Scholarship of Teaching and Learning and an assistant professor in curriculum studies at the University of Saskatchewan. Her work focuses on early career SoTL researchers, mid-career faculty, and SoTL leadership. She is the current past-president of ISSOTL.

  • Claire Stocks, University of Chester

    Claire Stocks (United Kingdom) is head of academic practice and development at the University of Chester. She is a senior fellow of Advance HE. Her work focuses on supporting staff who move into HE from the professions to develop their SoTL practice and their academic identities.

  • Amanda Miller, Manchester Metropolitan University

    Amanda Miller (United Kingdom) is an associate professor at the Manchester Metropolitan University in the department of marketing, international business, and tourism. Her work focuses on supporting curriculum development and approval processes at an instructional level and she mentors colleagues across various faculties in their professional development.

  • Sonja Johnston, Southern Alberta Institute of Technology

    Sonja Johnston (Canada) is director, academic research at the Southern Alberta Institute of Technology (SAIT). Her work focuses on cultivating learning environments where individuals feel seen, supported, and empowered to thrive, especially in scholarly teaching and research.

  • Katrina Strampel, Edith Cowan University

    Katrina Strampl (Australia) is director of the centre for learning and teaching and lead of the Curriculum Transformation Program at Edith Cowan University in Perth. Her work focuses on inclusive curriculum, assessment, and teaching practices that positively impact student learning outcomes.

  • Margo Lane, University of New South Wales

    Margo Lane (Australia) is an associate professor and associate dean of Education (Innovation), Faculty of Medicine and Health at the University of New South Wales, Sydney, and is the academic lead for the UNSW Medicine Program Redesign project. She is also a fellow of the Royal Australian College of General Practitioners. Her work focuses on curriculum design and implementation, and clinical assessment.

  • Shannon Sipes, Indiana University

    Shannon Sipes (United States) is the director for the Scholarship of Teaching and Learning Program and lead instructional consultant in the Center for Innovative Teaching and Learning at Indiana University. Her work focuses on supporting faculty in their transition from scholarly teacher to SoTL practitioner.

  • Ginger Grant

    Ginger Grant (Canada) is a prominent innovation management expert and consultant with over 25 years of experience in fostering organizational creativity and transformation. She is currently an independent researcher and serves as a section editor for the Encyclopedia of Diversity, Equity, Inclusion, and Spirituality, reflecting her commitment to addressing critical contemporary issues.

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Three people holding a book, with a text overlay, "ICWG. SoTL Leadership."

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Published

2026-10-27

Issue

Vol. 14 (2026): Teaching & Learning Inquiry

Section

Special Section: 2023 ICWG Collection

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Copyright (c) 2026 Melanie Hamilton, Claire Stocks, Amanda Miller, Sonja Johnston, Katrina Strampel, Margo Lane, Shannon Sipes, Ginger Grant

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

“Exploring SoTL Leadership: Contextualizing the Theoretical in the Lived Experience”. 2026. Teaching and Learning Inquiry 14 (October). https://doi.org/10.20343/teachlearninqu.14.52.
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