Troublesome Knowledge of SoTL

Karen Manarin, Earle Abrahamson

Research output: Contribution to journalArticlepeer-review


This study explores the Scholarship of Teaching and Learning (SoTL) as a form of troublesome knowledge (Perkins 1999) that continues to trouble its practitioners. Forty-eight higher education professionals from six countries described their understanding of SoTL in an online survey; ten individuals participated in follow-up interviews to consider how SoTL experiences shape, support, or hinder academic identity and knowing. We categorize our findings according to the dynamic factors—personal, relational, and contextual—identified by Lieff et al (2012); we argue that SoTL serves to illuminate and expose tensions created by competing values and that these values can lead to, or create, a troublesome space wherein promoting SoTL can be enabling and disabling.
Original languageEnglish
Article number2
JournalInternational Journal for the Scholarship of Teaching and Learning (ijSOTL)
Issue number2
Publication statusPublished - 6 Jul 2016


Dive into the research topics of 'Troublesome Knowledge of SoTL'. Together they form a unique fingerprint.

Cite this