The proposed framework (Figure 1) provides an iterative process for engagement with and evidencing scholarship practices. Engaging in scholarship activities as defined by TEQSA ensures that academic staff are able to improve and broaden their knowledge, as well as integrate this knowledge within (and sometimes across) disciplines so that it is incorporated into their teaching and learning practice and/or research. The following Scholarly Activity Framework has been modified from the Psychology Board of Australia Professional development framework.
The Scholarly Activity Framework (Figure 1) emphasises personal responsibility within a supportive professional development environment. A process of self-assessment that is already built in to the professional development system (EDRS system for Charles Sturt staff or “My Development” for SG staff) forms the basis of developing goals to evidence scholarship.
Within the Scholarly Activity Framework, academic staff are responsible for developing and maintaining evidence of scholarship during the 12 month cycle. Evidence of engagement with scholarly activity ensures positive outcomes for staff, enabling them to further share knowledge and skills with their peers.