An autoethnography of pathways of digital scholarship for academic leadership in online learning and teaching

This autoethnography described, analysed and interpreted the researcher's experiences for the meaning and pathways of digital scholarship and associated practices in leading innovation in online learning and teaching in higher education. The findings conceptualised how digital scholarship is related to academic identity, purpose and practice to understand influences on practitioner academic leadership. A model for academic leadership in online learning and teaching synthesises the research findings to offer a mechanism for digital transformation of scholarly practices within learning, teaching, faculty development and strategic initiatives to support innovation and change in higher education.