{"id":664,"date":"2026-09-29T20:59:12","date_gmt":"2026-09-29T19:59:12","guid":{"rendered":"https:\/\/blog.shu.ac.uk\/sotl\/?p=664"},"modified":"2026-09-30T07:25:51","modified_gmt":"2026-09-30T06:25:51","slug":"from-zooming-in-to-zooming-out-recognising-the-multiple-levels-of-sotl-impact-through-the-4m-framework","status":"publish","type":"post","link":"https:\/\/blog.shu.ac.uk\/sotl\/from-zooming-in-to-zooming-out-recognising-the-multiple-levels-of-sotl-impact-through-the-4m-framework\/","title":{"rendered":"From\u00a0‘zooming\u00a0in’\u00a0to\u00a0‘zooming\u00a0out’: Recognising the\u00a0multiple\u00a0levels of\u00a0SoTL\u00a0impact through the 4M\u00a0framework\u00a0"},"content":{"rendered":"

From\u00a0‘zooming\u00a0in’\u00a0to\u00a0‘zooming\u00a0out’: Recognising the\u00a0multiple\u00a0levels of\u00a0SoTL\u00a0impact through the 4M\u00a0framework\u00a0<\/h1>\n
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\"SoTL@SHU<\/figure>\n<\/div>\n\n\n

Wherever you are on your SoTL journey, this blog post can help you articulate where to start, or where to be working towards for growing your impact and evidence of expertise.<\/p>\n\n\n\n

SoTL impact is often viewed through the microscope of individual teaching improvement, but its value extends far beyond the classroom. When we undertake a SoTL project, our immediate focus is often on improving learning locally within a module. We look closely at student experiences, engagement, assessment, or curriculum design. Yet the impact of SoTL rarely stops there. Like ripples in a pond, even small-scale inquiries can influence other colleagues, institutions, disciplines, and wider educational communities.<\/p>\n\n\n\n

Chick and Poole (2018) argue that “These local situations and complexities are the bricks that make up the edifices we build through SoTL research”. In an interview Poole (Simmons, 2019) talks about microscopic and macroscopic effects and focus of SoTL. He disputed a claim that if SoTL work is primarily microscopic it won’t have an impact on higher education generally, and argues that a compilation of microscopic explorations conducted at a local level can have a large impact.<\/p>\n\n\n\n

Felten’s (2013) five principles include, making SoTL work ‘appropriately public’, and by doing so this work can be shared wider, creating an impact beyond the classroom. At Sheffield Hallam we are developing a valuable collection of outputs such as blog posts, podcasts and case studies that are being openly shared and doing just that!<\/p>\n\n\n\n

SoTL invites us to look through multiple lenses. At a microscopic level, we can examine individual students’ experiences and learning within a module. Zooming out, we can also see meso, macro and even mega-level effects as insights influence courses\/programmes\/service areas, institutions, disciplines and the wider sector.<\/p>\n\n\n\n

The 4M Framework<\/strong> <\/mark><\/h2>\n\n\n\n

The 4M framework (Friberg, 2016; Simmons, 2020) offers a useful way to recognise these multiple layers of SoTL advocacy and impact. The four levels they presented are Micro (individual), Meso (department \/ faculty), Macro (institution) and Mega (beyond a single institution). Figure 1 is our adaption of this framework. The examples provided are illustrative rather than fixed as we know colleagues may locate their work differently depending on their role and institutional context. The framework is intended to help zoom in and out to consider the reach and influence of our practice and scholarship.<\/p>\n\n\n

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\"The<\/figure>\n<\/div>\n\n\n

Figure 1: The 4M Framework: Potential layers of SoTL impact <\/p>\n\n\n\n

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1. Micro Level: Individual, Module, Service, Project or Team<\/strong> <\/p>\n\n\n\n

At the micro level,\u00a0SoTL\u00a0focuses on what happens within specific teaching, learning, and student support contexts. This is where much\u00a0SoTL\u00a0activity begins through inquiry into educational practice, curriculum design, assessment, student learning, engagement, or the student experience. For example, a lecturer might investigate the effectiveness of authentic assessment within a module, while a librarian, careers adviser, learning developer, learning technologist or student support practitioner might explore how an intervention influences student confidence, engagement, belonging, or success.\u00a0<\/p>\n\n\n\n

2. Meso Level: School, Institute, Department, College, Programme or Service Area<\/strong> <\/p>\n\n\n\n

The meso level acknowledges that educational practice does not occur in isolation. A useful way to think about meso-level impact is that SoTL begins to move from “my practice” to “our practice”. Impact may include the dissemination of effective approaches among colleagues, collaborative enhancement of curricula or services, the development of communities of practice, cross-functional partnerships, and the mentoring of new SoTL practitioners. At this level, insights often influence programmes, departments, schools, or professional service teams. <\/p>\n\n\n\n

Meso, like Macro, are complex because these units can be of various shapes and sizes; meso level for some education practitioners might be a giant school of 5000 students and 150 academics in a large university of 30,000 students of 1000 academics. For others a department might be 1500 students and 50 academic colleagues in a small university of 10,000 students.  <\/p>\n\n\n\n

3. Macro Level: Institutional Impact<\/strong> <\/p>\n\n\n\n

The macro level considers how SoTL influences institutional priorities, policies, and cultures. SoTL evidence may inform university-wide strategies relating to teaching, learning, assessment, student success, employability, inclusion, digital education, wellbeing, or student support. Impact at this level may include contributing to institutional frameworks, influencing decision-making, shaping staff development provision, or embedding evidence-informed approaches across the institution. <\/p>\n\n\n\n

4. Mega Level: External Institutions, Sector, Discipline, National and International Influence<\/strong> <\/p>\n\n\n\n

The mega level represents the broadest sphere of influence. Here, SoTL findings move beyond local contexts and become part of wider scholarly and professional conversations. This may include contributing to disciplinary knowledge, informing sector-wide debates, influencing professional practice, supporting policy development, or shaping educational enhancement across institutions. Impact is often achieved through publication, conference presentations, professional networks, collaborative projects, and the sharing of evidence-informed practice. <\/p>\n\n\n\n

Summary<\/strong><\/mark><\/h2>\n\n\n\n

So, when thinking about your SoTL work you don’t have to begin with a sector-wide problem. Start with a problem that matters in your own practice (micro) but then ask: <\/p>\n\n\n\n