SoTL

‘Is that your data?’ | Presenting meaning in a poster

~ Katherine Herbert

I recently embarked on exploring the relationship between the scholarly activity guidance and requirements by the Tertiary Education Quality and Standards Agency (TEQSA) and Scholarship of Teaching and Learning (SoTL) output for an Australian regional university. Using a scoping review, I mapped both peer-reviewed articles and grey literature from the regional university as a starting point of further investigation on the relationship between TEQSA requirements and SoTL outputs.  Happenstance, a higher education conference offering poster presentation for early-stage research or research in-progress was in the offing. This is a good way to present my initial findings and get feedback from peers and colleagues in the learning and teaching space. In this context, this post deconstructs the poster I created for the recent Higher Education Research and Development Society of Australasia (HERDSA) conference as part of my own scholarly reflection.

The impact of poster presentations

Poster presentations at academic conferences in general serve as a mechanism for communicating research in a less formal setting and in short format (Endsley et al., 2025; Freedman et al., 2025; Soon et al., 2022). In this way, poster presenters are able to network with a variety of peers and colleagues, collecting feedback, insights and discussion with interested viewers (Soon et al., 2022). Researchers opt in to poster presentations if they are early career academics or novices in research presentations. This mechanism also allows experienced researchers who are in the early stages of their research activity to scope out the interest in and viability of their research against peer conversations. It is interesting therefore to understand the impacts of presenting posters to researchers’ practice.

Soon et al. (2022) found in their recent research that while poster presentations provided a less threatening space to present a rapid overview of research, posters were “perceived to have a lower academic status” (Soon, p. 1405). It is perceived that posters presented at academic conferences are not well-attended (Endsley et al., 2025; Freedman et al., 2025; Soon et al., 2022). In my own experience, I have been able to develop and evolve my research through poster presentations and therefore see this as a valuable mechanism for developing research. I reflect on the impact of my own poster presentation experiences at the HERDSA conference to gauge whether the literature on poster presentations underrepresents the impact of this type of research presentation.

After analysing winning conference posters, Faulkes (2023) observed that academic posters generally followed the format used for published research articles, that is the “introduction, method, and results” (IMRAD) structure. Faulkes (2023) goes on to say that this type of poster design that is generally text heavy is informed by the presenters’ hope that their “first draft” (p. 2) can be developed to traditional articles. Faulkes asks whether in fact these posters that are dense with text and information could in fact impede productive conversation and information exchange at conferences. I agree with Faulkes former point on posters being designed for conferences which become a jumping point for an early draft of research. In my experience however, his latter point about the density of text and information being an impediment to conversation and discussion at the conference did not materialise, especially in the onsite presentation of my poster.

Within this context, I present how the starting point of my exploration of the TEQSA and SoTL output was given a boost and has evolved through conversations had at the conference. I begin by detailing the scoping literature review, which then informs the data presented in the poster. I then provide the thinking behind the poster design based on HERDSA instructions, both onsite and digital. A description of the poster presentation session is provided. I end with a discussion of the impact of my own poster presentation conversations in progressing my research.

Collating the data and finding meaning

A researcher conducts a scoping review when the aim of reviewing the extant literature is to identify the gaps in the knowledge, and where scoping the literature helps to clarify concepts within phenomena (Munn et al., 2018). Scoping reviews are commonly used to explore the range of evidence already available on a topic; they allow the examination of a broad area within a phenomenon to identify and clarify concepts; and they can help to report on types of evidence that can inform practice (Peters et al., 2015). Given that the literature about SoTL, and Scholarly Activity as defined by TEQSA is complex and heterogeneous, the scoping review will provide a way to map what evidence and data related to SoTL and Scholarly Activity exists, and where they are located within the context of an Australian regional university.

A scoping literature review is applied to the scholarly activity policies and framework documents from the Australian regional university. This scoping review follows the guidance and framework put forward by the Joanna Briggs Institute (JBI) at the University of Adelaide, Australia. The JBI scoping review outlines five steps:

  1. Identify the question and focus of the review
  2. Identify your search strategy
  3. Select relevant studies
  4. Extract and map the data
  5. Report the data collected. (Peters et al., 2015, pp 143-146)

The literature review (Figure 1) was focused using the following research question:

What does the literature search on SoTL practices in an Australian regional university say about the relationship between SoTL frameworks and meeting TEQSA requirements?

Figure 1

Flowchart of scoping review process

The following themes emerged from the full text reading of the literature and each article was mapped accordingly: Scholarly Activity (14), SoTL (19), Discipline advancement (21), Arts & Education (18), Health & Science (9), Business, Justice and Behavioural Sciences (BJBS) (8).

51% of the literature came from Arts & Education; 26% came from Health & Science; and 23% from BJBS. Of the 19 SoTL articles, 9 could be mapped to advancement of their specific discipline (whether professional development or teaching development); 11 of these articles draw from the Arts & Education field. Of the 14 articles mapped to Scholarly activity, the largest output is concentrated in the Arts & Education field.

Presenting the data: Onsite versus digital poster

The HERDSA (2025, September 9) conference organisers encourage poster presenters to provide both onsite and digital posters. The onsite poster has a maximum size of an A0 size page with a portrait orientation. As opposed to the digital poster, which is a single PowerPoint slide that in then presented as an MP4 video file output running for a maximum of three minutes. The conference organisers require an abstract with the following structure to be submitted before a poster is approved for the presentation:

  • Aim
  • Background/context
  • Description
  • Method(s)
  • Evidence
  • Contribution to scholarship and/or practice. (HERDSA, 2025, September 9)

The remaining guidance provides an explanation of how abstracts need to be submitted using the online submission platform. No further instructions or guidance are provided on how you should design the onsite and digital poster. It can be perceived that the structure of the abstract submission for a poster presentation is indeed what is expected to be presented in the poster itself. I started with my onsite poster design which I then converted to the digital format.

As this was a representation of the early stages of my research, which I would later hope to publish as a traditional academic article, I ensured that the abstract headings were used in the poster. Essentially to hold space for viewers reading time, I used font size and style that were both aesthetically appealing and accessible when reading onsite as well as online. I accomplished this by relying on the accessibility reviewer included in Microsoft Word and Microsoft PowerPoint software. To ensure that my viewers understood the context of the research, I provided summarised information about the background, aim, and methods. The research question was positioned front and centre on the onsite poster (Figure 2)

Figure 2

Screenshot of onsite poster’s background, aim, methods, and research question

Infographic type images were then used to visualise the process from scoping the literature to mapping the literature against my research question (Figure 3). The conclusion held space for future directions of the research. In this way, the intention was for viewers to look at the images and ask me further questions around the resulting mapping.

Figure 3

Screenshot of the infographic elements and conclusion of the onsite poster

With the digital poster (Herbert, 2025, July 8), I used the same headings, information, and infographic type images as I did for the onsite poster. However, the design elements needed to be adjusted to the landscape orientation of the digital poster (Figure 4). I then added a voiceover to the digital poster. The crafting of the 3-minute voiceover took up most of the preparation time for the digital poster. Knowing that I would not have a chance to engage synchronously with the online audience, the voiceover script focused on linking my research aim and future research activities around this topic. The finished digital poster was uploaded to Youtube. The Youtube link was shared with the conference organisers who then added the link to the online session program.

Figure 4

Landscape oriented digital poster

Poster presentation

As per the instructions provided by the conference organisers for the onsite poster presentation, I arrived early on the day of the scheduled poster presentation to set up my poster during the designated setup period. My assigned poster board was clearly marked with a number displayed on the corner of a fabric board, and adhesive Velcro was supplied to secure the poster in place. I took care to ensure that my poster was mounted as smoothly and visibly as possible, remaining within the boundaries of my allocated space and being mindful not to encroach on adjacent presenters’ areas.

Having arrived ahead of time, and knowing I intended to attend several oral presentations later in the day, I used the setup period to browse posters that had already been displayed. This provided a valuable opportunity to engage with fellow presenters, discuss their research, and understand the rationale behind their poster content.

One aspect of the session I particularly enjoyed was extending support to early career researchers and PhD students presenting posters for the first time. The support I offered went beyond logistical guidance, such as ensuring posters were correctly placed and respecting shared board space, and included advice on how they could think about interacting with viewers during the presentation session.

During the allocated poster session, I stood beside my poster, ready to engage with attendees. Initially, I observed viewers reading the poster without initiating conversation, assuming they would ask questions if interested. However, I soon realised that some might be hesitant to approach me directly. I adopted a more proactive stance, greeting attendees and asking about their conference experience and areas of interest. This approach led to the pivotal question: “Are you the author of this poster?” I responded affirmatively and proudly, which naturally transitioned the conversation towards my research (Figure 5).

Figure 5

HERDSA poster session

Note. From YouTube, by HERDSA (https://www.youtube.com/watch?v=o-U51GRFAj8). Copyright 2025 by HERDSA.

Many attendees preferred a verbal summary of my poster, which allowed me to provide context and facilitate deeper discussions. These exchanges often led to comparisons with their own institutional experiences, particularly regarding TEQSA requirements and the challenges of publishing scholarly work related to the SoTL.

The feedback I received varied in depth. Some viewers noted that acronyms familiar within my regional university context were not immediately clear to a broader audience, prompting me to clarify and adapt my explanations. The most enriching discussions occurred with experts in teaching and learning, who engaged critically with my methodology, particularly my data collection and the mapping of the scoping literature review. Their validation, questions, and suggestions offered meaningful insights and potential directions for further research.

In contrast to the onsite poster session, my digital poster was hosted on the YouTube platform, with the link submitted to the conference organisers four weeks prior to the event. Although the conference program, including links to the video presentations, was made available to attendees a few weeks before the online sessions commenced, there was limited opportunity for direct engagement with viewers. Based on the view count recorded on YouTube, I noted a small number of views; however, this did not translate into meaningful interaction or feedback from the audience.

Conclusion

In terms of preparation time, I found that significantly more effort was required to perfect the digital poster compared to the onsite version. After completing the initial work on the scoping review and designing the infographic elements, the onsite poster was relatively straightforward to finalise. With guidance from my institution, including the use of logos and adherence to external presentation standards, the poster was printed and ready for display with minimal additional effort. Contrary to Faulkes (2023) observation on posters being walls of dense text, I found that the onsite poster presentation allowed for more opportunities to grow the viewers and my own insights. Having limited space on the poster to present information, I was able to gauge where I could add explanations to data presented. Where there was a gap in the data presented, I took notes and ensured that when I transitioned to the next stage in my research, I would consider closing the gap to better service my research data and analysis. Importantly, having engaged in synchronous conversation, I could determine the interest in the research topic and the validation to continue exploring and developing on the topic.

In contrast, the digital poster required multiple iterations due to the strict three-minute time limit for the accompanying video. To ensure clarity and conciseness, I focused the video content on briefly outlining the methodology of the scoping review and the resulting literature mapping. I concluded the presentation by highlighting potential directions for future research. The process of scripting, recording, and refining the video demanded considerable time and attention to detail to ensure effective communication within the limited timeframe. And as I mentioned in the previous section, there was less meaningful interaction or feedback from the viewers.

References

Endsley, P., Martinkus, H., Chrisman, M., Marchello, N., & Skarbek, A. (2025). Why should you attend conference poster sessions? Discover Education, 4(1), Article 64. https://doi.org/10.1007/s44217-025-00462-1

Faulkes, Z. (2023). The “wall of text” visual structure of academic conference posters. Frontiers in Communication, 8. https://doi.org/10.3389/fcomm.2023.1063345

Freedman, D. E., Oh, J., & Feinstein, A. (2025). Fostering Conversations at Your Academic Poster: Creating Space for Comments and Interaction. Neurology. Education, 4(2), e200211. https://doi.org/10.1212/NE9.0000000000200211

Herbert, K., (2025, July 8). SoTL and TEQSA: A story from an Australian regional university [Conference poster presentation]. Higher Education Research and Development Society of Australasia (HERDSA), Perth, Western Australia. https://www.youtube.com/watch?v=vyMz3TfDQV4

Higher Education Research and Development Society of Australasia (HERDSA). (2025, September 9). Instructions to authors and abstract formatting guidelines. https://conference.herdsa.org.au/2026/abstracts/?utm_campaign=website&utm_medium=email&utm_source=sendgrid.com

Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18(1), 143. https://doi.org/10.1186/s12874-018-0611-x

Peters, M. D., Godfrey, C. M., Khalil, H., McInerney, P., Parker, D., & Soares, C. B. (2015). Guidance for conducting systematic scoping reviews. International Journal of Evidence Based Healthcare, 13(3), 141-146. https://doi.org/10.1097/XEB.0000000000000050

Soon, C. S. L., Tudor Car, L., Ng, C. J., Tan, N. C., & Smith, H. (2022). What Is the Utility of Posters? Qualitative Study of Participants at a Regional Primary Healthcare Conference in Asia. Medical Science Educator, 32(6), 1405–1412. https://doi.org/10.1007/s40670-022-01657-z

Having a career

~ Katherine Herbert

A shared experience and reflection with Maren Deepwell and Kin Lane

“What do you want to be when you grow up?”, a seemingly harmless and “simple” question asked as a child, as part of a writing activity at school. Looking back at it now, I simply did not have any clue of what I wanted to be. I know many family and friends followed through with the answer to that question and their pathways were very clear and chronological. Like Maren and Kin, however, I did not picture myself as being here today, doing what I am doing. My pathway to academia and scholarship of teaching and learning was never planned. I have seen it many times, the pathway to learning/education design and academic development is full of stories of people who fell into their career by chance and bloomed.

While Kin’s reflection began with a conversation with his sister, and Maren’s was sparked by Kin’s sharing of his career journey. My reflection came about because Maren’s journey resounded with me so much that I had to respond.

Like Kin and Maren, in the late 1990s, my view was I had to work to pay the bills but no real direction. I can remember having a conversation with my mother as we strolled one crisp winter morning in Stockholm. I was in the last year of high school and I blurted out “I don’t really have ambition, I just know I need to earn money.” My mother turned to me in disbelief and said “It is not good to not have ambition. You need purpose and meaning.” My mother’s response took me by surprise because in my mind I thought I was being pragmatic, practical even. I was not an excellent student and my grades were nothing to ‘write home about’. To this day, remembering her words, I often feel conflicted. Was it because she wanted me to be the best I could be and was sad that I didn’t want to be? It is a question I will have to ask her one day.

At university, I completed a literature degree, still not really knowing where I was headed. It allowed me to write creatively and engage with writers near and far.

My first few jobs were administration-based roles. I learnt how to file, take meeting notes, use a photocopier, set up events, make or buy coffee, and really build my communication confidence skills.

For a time, I worked in retail and banking. These experiences made it clear that this was definitely not a career path that suited me. I learnt a lot of uncomfortable truths. While it was hard to take constructive feedback on the chin, looking back now, it provided me with the knowledge, understanding and the much needed skills for resilience. Suffice it to say, I respect all those who work in retail and banking.

One day in the early 2000s, I was working on editing some documents for a training (professional development, not gym training) company, and one of the senior facilitators stopped to have a chat. She told me that she could see potential in me, and she encouraged me to look into a role in facilitation and training. I absolutely believe, it was from that point that my career began. I was mentored and encouraged. I focused on upskilling on all things learning design.

At the height of online learning, I jumped in with both feet and found myself consulting, designing and creating online learning resources for various industries. Along the way, my mentors (whether they knew it or not) would from time to time help me re-evaluate my journey and guide me to the next steps. In 2023 I completed my Doctor of Philosophy qualification. It was then that I realised I indeed have a career and the journey continues.

To that little girl who kept staring at the blank piece of paper, trying to find the answer to what she wanted to be, I say to her “you will find your tribe and you will flourish.”