On 7 May 2026, a bustling room full of academic colleagues took a welcome break from end-of-year marking to come together and discuss a common challenge: how to build and sustain a culture of Scholarship of Teaching and Learning (SoTL).
The event marked the culmination of one workstream of a BILT Associate project on pedagogic research and SoTL culture, now in its third year. This strand of the project focused on understanding and fostering supportive SoTL cultures, with the event providing a valuable space to share experiences, discuss challenges, and consider how Schools might further develop their own approaches.
Following opening remarks from Alvin Birdi, participants heard three School case studies: Sheena Warman from the Bristol Veterinary School, Becky Selwyn and Joel Ross from Engineering, and Rushana Khusainova from the Business School. While each story was unique, they shared a common theme. What began as small-scale, informal gatherings had grown into established networks of activity and support, in some cases leading to the hosting of national and international conferences.
The speakers reflected on their journeys, discussing the establishment, development and ongoing management of groups dedicated to supporting SoTL and pedagogic research within their Schools. They spoke candidly about the highs and lows, the challenges and successes, what had changed over time, and their aspirations for the future.
Although the contexts differed, several common themes emerged from their stories. Together, the case studies highlighted a range of challenges, activities and impacts, which then formed the basis for a lively discussion among attendees. Colleagues reflected on their own School cultures and experiences, considering what was already happening in their local contexts and how further developments might be encouraged.
Among the challenges discussed, two stood out above all others: time and money.
Finding time for SoTL and pedagogic research activities remains a persistent challenge. Academic workloads are increasingly demanding, and simply bringing colleagues together can be difficult amidst competing priorities and crowded calendars. For Pathway 3 colleagues, whose roles place a particular emphasis on education and pedagogic scholarship, dedicated time for this work is often even more limited and difficult to protect. As one audience member observed, developing a thriving SoTL culture requires institutions and individuals alike to consciously prioritise this activity alongside many other competing demands.
Funding presented a similar challenge. However, presenters also shared examples of how relatively small funding opportunities, accumulated over time and combined strategically, can add up to something more than just the sum of its parts.
Another important theme centred on connectivity across the University. Participants highlighted the importance of avoiding duplication of effort and ensuring that knowledge, resources and successful initiatives are shared beyond individual Schools. Indeed, one of the event’s key objectives was to facilitate exactly this kind of exchange. Further short presentations from Faculty education group leads demonstrated the work already underway to strengthen these connections and create opportunities for collaboration.
The discussions also highlighted the significant impact that a strong SoTL culture can have. Some benefits were reputational, enhancing the profile of both Schools and the wider University. For staff, involvement in SoTL activities supported publication opportunities, conference participation, pedagogic innovation and career progression. Equally important was the sense of professional belonging and recognition that these communities fostered, particularly for Pathway 3 colleagues.
The benefits for students were equally compelling. Participants shared examples of how SoTL-informed approaches had enhanced learning experiences, while some initiatives had directly involved students as partners in pedagogic research. Others had created opportunities for students to engage in education-focused research through internships and credit-bearing projects, opening up new avenues for learning and development.
The stories shared demonstrated not only how effectively SoTL and pedagogic research can be supported, but also the value such activity brings to individuals, Schools and the wider institution. The richness of the discussions that followed demonstrated a genuine appetite for these conversations and underscored the importance of creating spaces where colleagues can come together to share ideas, learn from one another, and consider how SoTL cultures can continue to flourish across the University.
And so the three case studies brought together here, in both written and talking head forms, present the School stories from the event in more detail in the spirit of supporting SoTL culture.
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