This paper discussed some research undertaken in a university where there were 27,000 students and 1,000 staff with multiple campus sites. The key objective was to increase the proportion of staff seeking internal recognition of effective learning and teaching practice through alignment to the UKPSF and provide support.

In 2014 there had been some HEA recognition targets introduced that the Centre for HE Research and Practice (CHERP) were to support. These were 75% staff to gain recognition. The study aimed to:

• explore the relationship between patterns of engagement with SOTL and the culture around the value and status of L and T at school level
• to make use of the results to inform and enhance subsequent provision of and support for engagement in SOTL

The data sets used for this included staff engagement with various activities and interviews. Interviews were undertaken with 6 faculty UKPSF leads, and then an online survey was undertaken with 250 staff to gain insight into academic staff experiences, perceptions of SOTL and pedagogic research. 25 staff also agreed to be interviewed and then conference attendance data and journal submissions were examined. The award and HEA recognition data was also examined.

From the online survey there was a response of 65 staff (25%) and this covered 29 of the 34 schools. From this the data showed that SOTL was valued in schools by 42% who agreed but 20% disagreed. There was contrasting views across schools. In response to my school encouraging or supporting conversations about Learning and teaching 49% agreed but 20% disagreed.

The conclusions from the evidence suggests that compliance has seen a marked growth of engagement with the natural driver being the target. There is the greater potential in schools where learning and teaching are valued. There needs to be a more consistent culture across the institution. In future the promotion route for academics will include a teaching and learning route and to gain SL promotion you will need to have SFHEA.