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Affordances of Funding for Enhancing Scholarship of Teaching and Learning: Gifts for Growth?
- Source :
-
Teaching in Higher Education . 2023 28(3):550-564. - Publication Year :
- 2023
-
Abstract
- Funding has become an established means of promoting the professionalisation of teaching and learning. Various funding schemes in Higher Education have incentivised innovation and research aimed at developing a scholarship of teaching. However, a causal relationship is impossible to prove and the underlying subjective processes of scholarly development are contested. It has been suggested that funding might become another instrument to achieve a neoliberal agenda of increased performativity. This paper explores the affordances generated at a particular institution in South Africa from the perspective of recipients of relatively small awards. Qualitative data were generated in face-to-face individual interviews and analysed thematically. Insight generated included how funding acted as a catalyst for further scholarly development of individuals, disciplines and project teams. A culture of flexibility, nurture and care-full operational management were considered enablers. Using 'slow scholarship' as a lens allowed understandings of developmental pathways and multiple contextual influences on scholarly trajectories.
Details
- Language :
- English
- ISSN :
- 1356-2517 and 1470-1294
- Volume :
- 28
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Teaching in Higher Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1386389
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/13562517.2020.1830367