This study aimed to explore academic line mangers role in influencing, motivating and supporting staff engagement in teaching and learning related to CPD.

This was a multi-methodological approach with the use of existing data sets from peer reviews, engagement with events, interviews with line mangers of 1 -2 hours and this sample included representation of all faculty and compasses.

The interviews with managers asked them to reflect on their role in supporting learning and teaching, the UKPSF, CPD opportunities, Teaching and learning excellence and how they address teaching and learning issues and SOTL.

The analysis drew on Gibbs academic leadership activities, leadership, organisational and culture discipline. There were 11 Heads of department and the presenters also used McNay’s work on culture which included views from collegiate to transformational. Each HOD become a case study. The data was review from the transcripts of the interviews but also the CPD of staff around SOTL and recognition as well as events across departments and university and, peer review with the % of staff.

The results showed that line managers do have a role in encouraging staff to be involved. Quotes illustrated the importance of teaching and learning in schools where staff engaged and where staff were not engaged in activities the manager was focused on research only activities. Some managers did not value CPD for teaching for others and recognition and valuing SOTL was seen as important by some but generally it was felt that greater weight should be given to REF.

Some key barriers to teaching and learning SOTL were seen as the issue of research vs teaching, leadership vs management, teaching excellence vs (mis-conceptions of teaching) and SOTL. The barriers need to be addressed to meet strategy and the focus of the University.