This paper considers the support required to develop Scholarship of Teaching and Learning (SoTL) capability across institutions. Rather than developing a checklist or a standardised audit approach, this paper describes the reflective journey taken by a group of academic developers who used strategies and structures previously identified in the literature to develop a conceptual framework for academic professional development. The framework was refined through an iterative process, including reflection on its use within diverse institutional contexts, combined with evaluative feedback from recognised experts in the field. The resulting framework is designed to facilitate and guide conversations to support institutional decisionmaking related to SoTL capacity building.

There is a mass movement toward conducting classes online due to the coronavirus situation. The call for new ways to engage students in a synchronous online course is especially urgent. Given that most face-to-face classes in physical settings have been cancelled, it is imperative that instructors know how to engage students in online lessons so as to maximize their engagement and learning. This article documents how a cloud-based educational application known as Nearpod® can be used in conjunction with video conferencing tools to effectively engage students in a synchronous online class. It provides information on how a lesson can be set up, including how a lesson will be experienced from a student’s perspective. The advantages and disadvantages of Nearpod are also explored.

In the leadership development sector, it is widely acknowledged that there is a gap between the theory and practice of leadership. Within the field, rapid changes in business, technology, political, and social factors have resulted in a genuine need for knowledge workers to put into practice leadership skills and to draw conclusions about the interplay between their own roles, domain, and organizational context. This article puts forward an arts‐based leadership training approach that uses improvisatory theater techniques, which allows knowledge workers to engage reflexively in the concept of shared leadership. The major focus of this approach is to develop shared leadership competencies among participants, which they acquire by acting out different scenarios they are presented with. This paper argues that art‐based leadership activities can be an effective means of fostering confidence, being empowered to lead and leading others through change. It argues for the need to steer away from traditional models of leadership towards a transformative model using an art‐based approach. This essay also presents key features shared leadership before discussing the proposed model in greater detail.

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