View in EDS HTML Full Text PDF Full Text

Aligning academic motivation with SoTL: Taiwan's national Teaching Practice Research Programme policy.

Saved in:
Bibliographic Details
Title: Aligning academic motivation with SoTL: Taiwan's national Teaching Practice Research Programme policy.
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]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 190648976
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Aligning academic motivation with SoTL: Taiwan's national Teaching Practice Research Programme policy.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jason+Chen%2C+Hung-Chang%22">Jason Chen, Hung-Chang</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Jan2026, Vol. 51 Issue 1, p128-146. 19p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Government+policy%22">Government policy</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarly+method%22">Scholarly method</searchLink><br /><searchLink fieldCode="DE" term="%22Talent+development%22">Talent development</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=190648976
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03075079.2025.2460021
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 128
    Subjects:
      – SubjectFull: Academic motivation
        Type: general
      – SubjectFull: Government policy
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Scholarly method
        Type: general
      – SubjectFull: Talent development
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: Aligning academic motivation with SoTL: Taiwan's national Teaching Practice Research Programme policy.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jason Chen, Hung-Chang
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: Jan2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 03075079
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Studies in Higher Education
              Type: main
ResultId 1