demonstrate that professional learning has been internalised and they create a visible record of faculty engagement. Students, too, are encouraged to reflect after projects, reinforcing the idea that scholarship is about growth and contribution at every stage. Bridging teaching & scholarship ASM’s Centre for Teaching, Learning and Scholarship (CTLS) has been central to moving scholarship from a collection of individual efforts to an institutional culture. CTLS was intentionally designed as a hybrid. At many institutions, teaching and learning centres are separated from research or scholarship offices. We chose a different path, deliberately combining these functions under CTLS, recognising that faculty growth in teaching and faculty engagement in scholarship reinforce one another. This works because of who our faculty are and what our students need. Many instructors bring decades of industry experience, but they have not always been supported in building an academic profile. CTLS gives them a direct pathway: teaching innovations can be recognised as scholarship, which then feeds back into improved teaching. At the same time, students are drawn into this culture through structured opportunities such as capstone projects and poster presentations, which position them not only as learners but also as emerging contributors. For faculty, CTLS provides direct support through workshops, one-on-one consultations and a growing online knowledge base of teaching and learning resources. By curating and publishing Scholarly Bites and maintaining the contributions ladder, CTLS gives faculty a sense of trajectory and belonging in scholarship.
Our approach has been to lower the barriers and highlight the ways scholarship can grow out of the rhythms of teaching. The following three practices in particular have made a difference. • Applied research connected to teaching: Rather than positioning research as something that happens away from the classroom, we encourage faculty to use their courses as living laboratories. Several instructors, for example, have drawn on student projects and casework to explore trends in business and learning. These applied projects, when shared with colleagues, bridge professional knowledge and academic inquiry, as well as modelling to students how applied research can generate impact. This is pracademia in action, where professional insight evolves into scholarly contribution. • Teaching innovations & knowledge sharing: Faculty often experiment with new pedagogical approaches but, without a structure to share them, these remain isolated efforts. Through Scholarly Bites, instructors are encouraged to write short, reflective pieces on what worked in their classrooms. These are not lengthy journal articles, but they are scholarly in the sense that they document, reflect and invite discussion. In some cases, students have contributed by presenting their own insights as well. • Reflection as a scholarly contribution: Another important step has been formalising the idea that reflective practice counts as scholarship. After attending a conference or professional development event, faculty are asked to write short, post‑event reflections. These serve two purposes: they
26 Business Impact • ISSUE 6 • 2025
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