Aligning academic motivation with SoTL: Taiwan's national Teaching Practice Research Programme policy.
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| Title: | Aligning academic motivation with SoTL: Taiwan's national Teaching Practice Research Programme policy. |
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| Authors: | Jason Chen, Hung-Chang (AUTHOR) |
| Source: | Studies in Higher Education. Jan2026, Vol. 51 Issue 1, p128-146. 19p. |
| Subjects: | Academic motivation, Government policy, Teaching methods, Student engagement, Scholarly method, Talent development, Higher education |
| Geographic Terms: | Taiwan |
| Abstract: | The Scholarship of Teaching and Learning (SoTL) is increasingly prominent, yet challenges remain in effectively implementing and incentivising SoTL, particularly at a national level. This study examines how Taiwan's Teaching Practice Research Programme (TPRP), a national SoTL initiative, strategically incorporates academic motivation to drive faculty engagement and enhance SoTL's prestige and recognition. Using a qualitative approach, including interviews, document analysis, and publicly available data, and drawing on Blackmore and Kandiko's (2011) framework, the study reveals that the TPRP leverages a multifaceted approach to academic motivation, encompassing direct funding (monetary economy), integrating SoTL into formal scholarship (academic work), and fostering national recognition through promotion pathways and awards ('prestige economy'). Furthermore, the TPRP supports communities of practice and professional development as well as potentially fosters emerging commercialisation opportunities. However, warning about the TPRP include the potential for funding and prestige to influence participation levels, possibly overshadowing genuine engagement with SoTL, along with the potential underdevelopment of institutional SoTL cultures due to individualised funding, and the programme's limited international scope. This study advances understanding of how national SoTL initiatives can be strategically designed to promote sustained faculty engagement. It suggests that policymakers can leverage academic motivation models but must carefully consider any potential unintended consequences. Taiwan's TPRP offers valuable insights for policymakers and stakeholders seeking to advance teaching and learning in higher education through system-level interventions. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The Scholarship of Teaching and Learning (SoTL) is increasingly prominent, yet challenges remain in effectively implementing and incentivising SoTL, particularly at a national level. This study examines how Taiwan's Teaching Practice Research Programme (TPRP), a national SoTL initiative, strategically incorporates academic motivation to drive faculty engagement and enhance SoTL's prestige and recognition. Using a qualitative approach, including interviews, document analysis, and publicly available data, and drawing on Blackmore and Kandiko's (2011) framework, the study reveals that the TPRP leverages a multifaceted approach to academic motivation, encompassing direct funding (monetary economy), integrating SoTL into formal scholarship (academic work), and fostering national recognition through promotion pathways and awards ('prestige economy'). Furthermore, the TPRP supports communities of practice and professional development as well as potentially fosters emerging commercialisation opportunities. However, warning about the TPRP include the potential for funding and prestige to influence participation levels, possibly overshadowing genuine engagement with SoTL, along with the potential underdevelopment of institutional SoTL cultures due to individualised funding, and the programme's limited international scope. This study advances understanding of how national SoTL initiatives can be strategically designed to promote sustained faculty engagement. It suggests that policymakers can leverage academic motivation models but must carefully consider any potential unintended consequences. Taiwan's TPRP offers valuable insights for policymakers and stakeholders seeking to advance teaching and learning in higher education through system-level interventions. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2025.2460021 |
