FROM MACRO TO MICRO:SOTL FROM AUSTRALIANPERSPECTIVES
Associate Professor Colin Jevons andAssociate Professor Michelle J. EadyAcknowledgement of Country
Michelle: I pay my respects to the traditional custodians of the land, the Wodi Wodi peopleof the Dharawal nation, and all Elders past, present and emerging.
I respect the land, animals and waterways from the roots of the earth to the tops of thetrees. Thank you for letting us learn and grow on the land. We will try our best to protect it.
We understand that if we look after the Country, the Country will look after us.
Colin: And I pay my respects to the traditional custodians of the land from which I am
speaking to you today, the Wurundjeri and Bunurong peoples of the Kulin Nation. I regret
the errors of the past and pay my respects to their Elders, past, present and – as an
educator – particularly the emerging future Elders.

Introduction: Colin Jevons■ I am course director of the B Bus degree at Monash University in Melbourne, Australia, withover 6500 students. I have been Adjunct Professor at IESEG in France and also guested atAuburn and Michigan State Universities, USA, and the University of Twente, Holland. I haveworked on many university-wide initiatives, including developing an English language andcultural support program for international students.
■ My research interests are student retention and attrition, graduate employability, student
cross-cultural communication, and teaching critical thinking and scepticism in businesseducation. I have an h-index of 17 and have received eleven competitive research grants.
■ My pre-academic career was in consumer research and in book publishing, and he is anhonorary life member of the Society of Editors. My twitter handle is @colinjevons

SoTL in Australia – the macro level
Build networks and research groups
But need to show the reputation of SoTL

How to prove quality?
Citations?
Journal rankings?
Research-intensive approach

SoTL journal ranking system■ Encourage scholarship in this area run in parallel with theexisting discipline-based journal rankings■ Inform workloads and promotion applications for Educationfocused staff■ To be used by Teaching and Research staff when making theeducation case for promotionSoTL journal ranking system■ List all teaching and learning journals classified as A* or A on thelocal discipline-based ranking lists (ABDC and ERA 2010)– Easy, but doesn’t work well.
■ So we did the hard work.
■ We used three numerical metrics to measure a journals'impactfulness': SNIP, SJR and Citescore. We assigned A* to any
journal that fell in the top 40 according to any of these metrics.
■ We did likewise for the next 120 journals, giving them "A". The
next 140 got "B", and the remaining journals with any positivescore got "C". This 40, 120, 140 approach is consistent with theoriginal ERA 2010.

SoTL journal ranking system■ The international metrics used do not differentiate between‘education’ categories. Thus, we abandoned the use of FOR codes andcreated one aggregated list across the entire ‘education’ space, hence
the very large number of journals listed which will doubtless be edited
down.
■ Overall our rankings include 1,463 journals broadly in the ‘education’academic space:– A*: 63 journals,– A: 173 journals,– B: 257 journals, and;– C: 970 journals.
Many of these have broader relevance than simply businesseducation.

Introduction: Michelle J. EadyI am an Associate Professor in the School of Education at the University of Wollongong,Australia. I am a HERDSA fellow, an ISSOTL Fellow, a SFHEA (AdvanceHE), Research Lead at ElonCentre for Writing Excellence Summer Institute and hold a national teaching citation for mywork in quality teacher preparation. My research interests include SOTL, Distance
Learning/Synchronous Technology, Aboriginal Studies, Work Integrated Learning (WIL) andother current issues in Education. A central part of my work is to help students understand howto use their academic writing skills in reflection of WIL activities, connecting their experience
with the expectations of the workplace and the theoretical frameworks that they are learning.
My twitter handle is @michelleeady
https://scholars.uow.edu.au/display/michelle_eady

SoTL in Australia – the micro level■ Public facing SoTL

■ Academic SoTL

Public SoTL Workshops■ Engaging in SoTL is something that we as a part of our quality teaching practices.
However, it is worth acknowledging that “a scholarship of teaching is not synonymouswith excellent teaching.
■ Going Meta!
■ Workshops designed

Development of SoTL Workshops■ In developing the workshops, a variety of key SoTL
research was drawn upon, we read literature such as
Boyer (1990), Hutchings and Shulman (1999), andFelten (2013), with many of these sources assigned as
pre-work to workshop participants.

Four workshops
Four one-hour long workshops were developed, with thefollowing foci:■ Learning to speak SoTL
■ Creating space for SoTL

■ Conducting SoTL projects■ Disseminating SoTL research

Academic SoTLFoundational work in SOTL
– Boyer (1990): Scholarship Reconsidered– Bass (1999): The Scholarship of Teaching: What’s the Problem?
– Hutchings & Shulman (1999): The Scholarship of Teaching: NewElaborations, New Developments– Felten (2013): Principles of Good Practice in SoTL

Shifting from discipline based research toSoTL research
One example: Scholarship of marketing
education (Snuggs and Jevons, 2018) –three alternative futurescapes

Eady and Jevons papers of interest■ Eady et al. (2021): Re-positioning SoTL toward the T-shaped Community■ Simmons, Eady et al. (2021): SoTL in the Margins: Teaching-Focused Role Case Studies■ Green, Eady et al. (2020): Beyond the conference: Singing our SSONG■ Eady et al. (2019): Supporting Writing Collaborations through SynchronousTechnologies■ Jevons et al. (2019). Exploring student futures as business graduates: insights fromcapstone and internship experiences■ Snuggs & Jevons (2018). Reconceptualising the scholarship of marketing education–
SoME futurescapes■ Jevons, C., and Lindsay, S. (2018), The middle years slump: Addressing student-reportedbarriers to academic progressThank you!