{"id":24,"date":"2025-10-28T18:02:45","date_gmt":"2025-10-28T22:02:45","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/routestochange\/?post_type=part&p=24"},"modified":"2026-05-26T14:01:45","modified_gmt":"2026-05-26T18:01:45","slug":"ulhfsdkxcjvh","status":"publish","type":"part","link":"https:\/\/pressbooks.bccampus.ca\/routestochange\/part\/ulhfsdkxcjvh\/","title":{"raw":"SoTL Leadership in an International Context","rendered":"SoTL Leadership in an International Context"},"content":{"raw":"In the previous section, we explored how institutional cultures shape the possibilities for SoTL leadership, highlighting how individuals and groups navigate, influence, and contribute to change within their own organisational contexts. While these contexts are locally grounded, they are also connected to broader academic and scholarly landscapes that extend beyond institutional and national boundaries.\r\n\r\nThis section extends that perspective by focusing on SoTL leadership in an international context. If earlier sections addressed questions of identity, relationships, and institutional conditions\u2014\u201cWho am I becoming?\u201d<\/em>, \u201cWith whom do I work?\u201d<\/em>, and \u201cWithin what structures does this work take place?\u201d<\/em>\u2014this section asks: \u201cHow does SoTL leadership unfold across diverse cultural, linguistic, and academic contexts?\u201d<\/em>\r\n\r\nAcross the chapters, SoTL is presented as both locally situated and globally connected. Contributors show how teaching and learning practices are shaped by specific cultural and institutional contexts, while also being part of an international scholarly conversation. This creates both opportunities and tensions: ideas, frameworks, and practices do not always transfer easily across contexts, and what counts as SoTL\u2014or as leadership\u2014may differ significantly between regions and traditions.\r\n\r\nThe chapters approach these dynamics from complementary perspectives. Some examine the challenges of working across boundaries, including differences in language, access, recognition, and academic norms. Others highlight the possibilities that emerge through international collaboration, such as the sharing of diverse perspectives, the development of more inclusive forms of scholarship, and the creation of networks that extend beyond national or disciplinary borders.\r\n\r\nWhile these contributions share a focus on global engagement, they differ in how they position leadership within this space. Some emphasise navigation and translation, illustrating how SoTL leaders interpret, adapt, and recontextualise ideas across settings. Others focus on connection and collaboration, showing how international partnerships can generate new forms of knowledge, practice, and scholarly community. Together, these perspectives highlight that SoTL leadership in an international context involves both engaging with difference and working across it.\r\n\r\nTaken together, the chapters demonstrate that international SoTL leadership is not simply about extending local practices to a wider audience, but about engaging critically and constructively with diversity. It requires sensitivity to context, openness to multiple ways of knowing, and a willingness to question assumptions about teaching, learning, and scholarship. In this way, the relational and institutional dimensions explored in earlier sections are extended into a broader global landscape, where leadership involves connecting perspectives across boundaries and contributing to shared learning.\r\n\r\nThis section invites you to reflect on your own position within the global SoTL landscape: the contexts you are part of, the perspectives you bring, and the opportunities you have to engage with others across boundaries. It also encourages you to consider how international engagement might inform and enrich your own SoTL leadership practice.","rendered":"

In the previous section, we explored how institutional cultures shape the possibilities for SoTL leadership, highlighting how individuals and groups navigate, influence, and contribute to change within their own organisational contexts. While these contexts are locally grounded, they are also connected to broader academic and scholarly landscapes that extend beyond institutional and national boundaries.<\/p>\n

This section extends that perspective by focusing on SoTL leadership in an international context. If earlier sections addressed questions of identity, relationships, and institutional conditions\u2014\u201cWho am I becoming?\u201d<\/em>, \u201cWith whom do I work?\u201d<\/em>, and \u201cWithin what structures does this work take place?\u201d<\/em>\u2014this section asks: \u201cHow does SoTL leadership unfold across diverse cultural, linguistic, and academic contexts?\u201d<\/em><\/p>\n

Across the chapters, SoTL is presented as both locally situated and globally connected. Contributors show how teaching and learning practices are shaped by specific cultural and institutional contexts, while also being part of an international scholarly conversation. This creates both opportunities and tensions: ideas, frameworks, and practices do not always transfer easily across contexts, and what counts as SoTL\u2014or as leadership\u2014may differ significantly between regions and traditions.<\/p>\n

The chapters approach these dynamics from complementary perspectives. Some examine the challenges of working across boundaries, including differences in language, access, recognition, and academic norms. Others highlight the possibilities that emerge through international collaboration, such as the sharing of diverse perspectives, the development of more inclusive forms of scholarship, and the creation of networks that extend beyond national or disciplinary borders.<\/p>\n

While these contributions share a focus on global engagement, they differ in how they position leadership within this space. Some emphasise navigation and translation, illustrating how SoTL leaders interpret, adapt, and recontextualise ideas across settings. Others focus on connection and collaboration, showing how international partnerships can generate new forms of knowledge, practice, and scholarly community. Together, these perspectives highlight that SoTL leadership in an international context involves both engaging with difference and working across it.<\/p>\n

Taken together, the chapters demonstrate that international SoTL leadership is not simply about extending local practices to a wider audience, but about engaging critically and constructively with diversity. It requires sensitivity to context, openness to multiple ways of knowing, and a willingness to question assumptions about teaching, learning, and scholarship. In this way, the relational and institutional dimensions explored in earlier sections are extended into a broader global landscape, where leadership involves connecting perspectives across boundaries and contributing to shared learning.<\/p>\n

This section invites you to reflect on your own position within the global SoTL landscape: the contexts you are part of, the perspectives you bring, and the opportunities you have to engage with others across boundaries. It also encourages you to consider how international engagement might inform and enrich your own SoTL leadership practice.<\/p>\n","protected":false},"parent":0,"menu_order":4,"template":"","meta":{"pb_part_invisible":false,"pb_part_invisible_string":""},"contributor":[],"license":[],"class_list":["post-24","part","type-part","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/pressbooks\/v2\/parts\/24","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/pressbooks\/v2\/parts"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/wp\/v2\/types\/part"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/pressbooks\/v2\/parts\/24\/revisions"}],"predecessor-version":[{"id":310,"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/pressbooks\/v2\/parts\/24\/revisions\/310"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/wp\/v2\/media?parent=24"}],"wp:term":[{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/wp\/v2\/contributor?post=24"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/routestochange\/wp-json\/wp\/v2\/license?post=24"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}