Charles Sturt University
Charles Sturt University

Scholarly Environment Model

The Scholarly Environment Model (SEM) has been adopted by Charles Sturt to provide guidance to the scholarly activity categories and collection of artefacts. The Scholarly Environment Model (SEM) (Figure 2) draws from the TEQSA categories outlined in the TEQSA Scholarship Guidance note (V2.5, December 2018). It recognises the different forms of scholarship, outputs that TEQSA might expect to see as evidence for the different forms of scholarship, and how networking opportunities could be used to help disseminate those outputs between academic staff. The SEM informs the learning plan and scholarly activities undertaken in the Scholarly Activity Framework.


Figure 2: Scholarly Environment Model

Please download a printable Scholarly Environment Model for your convenience.

Scholarly Environment Model (SEM)*

There are five core aspects to the model:

  1. Output categories are shown in white at the top of the page, and represent a simplified version of the TEQSA outputs;
  2. Artefacts are shown in green, and include examples of scholarly outputs for each category, as well as reflections on how these outputs have impacted teaching practice;
  3. Repositories are shown in yellow, and include both personal and institutional/community spaces for storing artefacts;
  4. Monitoring and reporting are both shown in red, and reflect individual review by supervisors as part of the professional development cycle as well as more metric-driven reporting to meet the needs of TEQSA and continuous improvement;
  5. Networks are shown in blue and reflect a range of opportunities for sharing, discussion and professional learning based on scholarly outputs.

*The SEM was developed by the BJBS Scholarship of Teaching and Learning (SoTL) working group, comprising BJBS and Study Centre academic leaders.

Additional information about the five scholarly activity categories with links to exemplar reflections:

  1. PROFESSIONAL AND SCHOLARLY COMMUNITIES: these contributions should advance knowledge and/or practice. They may include contributions to discipline-based or learning and teaching professional bodies/communities of practice, such as development of new standards, knowledge resources or codes of practice, and/or contributions to scholarly communities, such as editorial roles or peer review.
  2. PEER REVIEWED PUBLICATIONS: these contributions must be peer reviewed, and can include original research in a discipline or on teaching and learning practices, literature reviews or conference presentations
  3. NON-PEER REVIEWED PUBLICATIONS: these contributions are made to non-peer reviewed publications or conferences, and can include scholarly literature reviews, presentations or advanced professional development in a discipline or on teaching and learning practices.
  4. SELF/ INSTITUTIONAL SCHOLARSHIP: these contributions are to individual or collaborative (e.g. journal clubs, professional development activities) efforts to remain abreast of developments in a field AND/OR complete scholarly reviews of the current state of knowledge or teaching in a field to contribute to course/subject development.
  5. ADVANCED SCHOLARSHIP: this category focuses on advanced scholarship through higher level qualifications that lead to scholarly outputs, in particular higher degrees by research, undertaking specialised practice or scholarly secondments AND/OR formal advisory roles that may influence teaching activities.