Norwegian higher education teachers’ conceptions of the scholarship of teaching and learning: a qualitative study

The Scholarship of Teaching and Learning (SoTL) is enjoying considerable focus in Norway. The SoTL concept continues to evolve and to elude some higher education teachers. The aim of this interview study (n = 8) was to investigate conceptions of SoTL and perceived motivations, incentives, and barriers to SoTL engagement in a Norwegian context. Despite SoTL’s lack of direct resonation with the participants, they articulated conceptions that represented aspects of SoTL in different ways. They also underlined motivations and incentives such as improving student learning and opportunities for career advancement and recognition, and barriers including limited time and knowledge, as well as lack of prestige and institutional valuing of SoTL. These insights may be of importance for academic developers supporting SoTL practitioners at their institutions, and contribute to discussions on SoTL in an international context.