In this paper scholarship of teaching and learning (SoTL) is discussed in relation to profession studies. SoTL is situated and constructed as an academic skills development process for teaching higher education. In many ways SoTL can be understood as professionalisation of a field of work as well as professional development in higher education. In this paper profession theory inspires a furthering of SoTL by using the analytical concept jurisdiction; which means groups of people managing to get jurisdiction within a line of work. Jurisdiction is a way to demarcate against other groups. It is linked to differentiation (divide in areas of responsibility), and integration (cooperation in teams). Jurisdiction is to claim something. SoTL claims to create high quality higher teaching and learning. Being an academic developer is claiming jurisdiction of a certain form of expertise, not resembling traditional meanings of expertise. In this paper a suggestion of a start of history of jurisdictions of SoTL is given by referring to classic work of Bass, Boyer and Schulman, on how they present who served these jurisdictions, where they came from, how it was created, how conflict shaped participants. It is discerned that jurisdiction makes articulate how degradation implicates competition. It brings forward values of constructing and placing academic development organisations in academia. It also brings a deepened understanding of frictions in the everyday life of an academic developer. In conclusion it is argued that profession studies can enrich SoTL, by acknowledging competition and possible cooperation, bridging boundaries is made possible.