About the Journal
Focus and Scope
NorSoTL provides a dedicated platform for higher education instructors in Norway engaged in the Scholarship of Teaching and Learning (SoTL). The journal aims to:
- Establish a high-quality publication outlet recognized at Level 1 for selected formats.
- Strengthen collaborations between institutional units supporting SoTL across Norwegian higher education institutions.
- Foster communities of practice in SoTL both within and beyond institutional boundaries.
The journal is published by the research groups "Teaching and Learning in Higher Education" (TeLEd) at the University of Bergen (UiB) and the "Research Gruop University Pedagogy" at the Western Norway University of Applied Sciences (HVL).
We welcome contributions from colleagues across all disciplines and students actively engaged in SoTL and related approaches.
The Scholarship of Teaching and Learning (SoTL)
SoTL is a systematic, inquiry-based approach where educators, ideally in collaboration with students, take on the dual role of instructor and researcher. It involves critically reflecting on teaching practices and student learning within specific educational contexts. SoTL inquiries address questions at various levels, from individual student experiences to institutional teaching cultures, and can be undertaken individually or collaboratively within communities of educators, students, and higher education staff.
SoTL employs rigorous methodologies—empirical or theoretical—building upon existing knowledge to explore key questions in teaching and learning. A defining characteristic of SoTL is its public dissemination, contributing to a broader "teaching commons." Findings are shared through conference presentations, peer-reviewed publications, or other academic forums, allowing for discussion and feedback from the academic community. This process fosters scholarly teaching, supporting both individual educators and the broader higher education landscape. Whether focusing on student learning, curriculum development, or institutional policies, SoTL aims to advance teaching practices and promote a collegial culture of continuous educational development.
Open-Access Policy
There are no fees for submitting or publishing articles in NorSoTL. The journal follows a continuous publication model: articles are published as soon as they have undergone peer review and copy-editing. All published works are licensed under the Creative Commons CC-BY 4.0 license, ensuring open access and broad dissemination.
Publication Formats and Peer Review
NorSoTL accommodates a variety of contributions through three publication formats: Inquiry Article, Thinking Piece, and Original Idea. These formats reflect the journal’s commitment to promoting high-quality SoTL and the Scholarship of Academic Development (SoAD). Each submission undergoes a rigorous review process appropriate to its format, ensuring academic integrity and relevance to the field.
Peer review is conducted by academics from Norway, Scandinavia, and Europe, depending on their expertise and language proficiency. Reviewers are selected based on their involvement in SoTL and educational development, including those who have attained the status of Excellent Teacher Practitioner, contributed to Centres for Excellence in Education (SFUs), previously published in NorSoTL, or actively work in the fields of university pedagogy and academic development.
