The University of Southampton
University of Southampton Institutional Repository

Professionalising teaching practice in higher education: a study of disciplinary variation and 'teaching scholarship'

Lueddeke, George R. (2003) Professionalising teaching practice in higher education: a study of disciplinary variation and 'teaching scholarship' Studies in Higher Education, 28, (2), pp. 213-228. (doi:10.1080/0307507032000058082).

Record type: Article


There has been extensive research in the last few years on adapting teaching to differences among learners, on the social and institutional context of teaching in higher education and, more recently, on the theory and methods of research on teaching. Less attention has been paid to how academics from different discipline areas actually prefer to engage in teaching-scholarship. The terms 'teaching-scholarship' and the 'scholarship of teaching' are used interchangeably in this article to include both ongoing learning about teaching and the demonstration of teaching knowledge. Most studies in this regard have been normative or descriptive. The 'professionalisation' of teaching practice in higher education is becoming more important as universities try to respond to an increasingly diverse and discerning student population, issues relating to standards and quality, growing international competition, and generally 'doing more with less'. This study sought to inquire into the relationship between a number of factors that characterise academics working in higher education and their approaches to the scholarship of teaching. Findings from this exploratory study suggest that discipline and teaching conceptualisation have the strongest influence on teaching scholarship, while qualifications and years of teaching have a moderate impact, and gender and post do not appear to play a significant part. General strategies in support of teaching scholarship that emerge from the study and the literature relate to the importance of educational and organisational development. Future investigations might examine institutional ethos, work distribution and climate factors and their relationship to promoting teaching scholarship in different types of higher education institutions.

Full text not available from this repository.

More information

Published date: 2003


Local EPrints ID: 60809
ISSN: 0307-5079
PURE UUID: 5a925c55-b6d4-4643-9c52-9fec26c9d229

Catalogue record

Date deposited: 09 Sep 2008
Last modified: 17 Jul 2017 14:23

Export record



Author: George R. Lueddeke

University divisions

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton:

ePrints Soton supports OAI 2.0 with a base URL of

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.