Notion Of Scholarship Research Articles

Editorial Commentary

Editorial Commentary

Putting the Protest Back into Protestant

When Martin Luther nailed his 95 Theses to the door of the Wittenberg Castle Church on 31 October 1517, he did so in protest at abuses in Catholic theology and practice. Contemporary times, too, call for protest. The first “protest” concerns the revitalization of education and an increased commitment to intellectual excellence. The second “protest” concerns a recovery of Luther as a figure of protest. While scholars have tamed Luther's dangerous doctrines, the popular imagination still perceives him as an urban legend who spoke truth to power. An expansive notion of scholarship on Luther is required in order to approach a Luther who continues to inspire people around the world. The third “protest” is a critical protest of Luther's religious intolerance, specifically his anti-Judaism. Christian theologians must acknowledge Luther's anti-Judaism as central to his theology and radically revise this legacy to promote justice in inter-religious relations.

The inquiry network: A model for promoting the teaching-research nexus in higher education

We describe how our teaching and learning centre developed a model, founded on Boyer’s notion of scholarship, to explore the nature of the teaching–research nexus. At the core of this model is the Inquiry Network, a faculty learning community whose members moved from exploring the links between their own teaching and research to creating institution-wide resources to promote student learning. Working together, the members of the community developed a framework for learning outcomes that instructors can use in coursework to cultivate students’ understanding of research and scholarship, regardless of discipline, academic level, or class size. The article recounts the process that led to the creation of the framework, and it considers the effectiveness of the process and the framework as a model for educational development and institutional change at a research-intensive university.

Scholarly Activities in Hospitality and Tourism Higher Education among Private Higher Institutions in Australia

The purpose of this paper is to explore the notion of scholarship and develop research and scholarship strategies among Private Higher Institutions delivering Tourism and Hospitality degree programs in Australia. In doing so, this paper confronts the traditional view of research publications as the only form of scholarship by traditional universities. This paper argues that the purpose of scholarship should be focused towards improving a teacher’s teaching and learning process. These new knowledge need not be limited through peer reviewed journals only, but can be achieved through less formal means of communication such as fieldtrips to industry and attending conferences. This paper utilizes the six Scholarship key points as defined on P. 19 of the National Protocols for Higher Education Approval Processes in Australia by MCEETYA to investigate methods to capture scholarship beyond traditional research publications. <br />

The scholarship of integration (re)considered

There has been considerable debate on the nature of scholarship over the past two decades. A key contribution to this debate is a seminal work in which Boyer (1990) articulates an expanded notion of scholarship. One of the four functions of scholarship that Boyer identifies in this expanded view of scholarship is the scholarship of integration. In this article I argue that this function is too narrowly conceived; a broader view of this construct is needed to reflect the complexity of this terrain of scholarship. I argue for a multi-dimensional model of scholarship that integrates three forms of scholarship with Boyer's four functions of scholarship. I also discuss the implications this model of scholarship has for the research university.

Toward an Appreciation of Nursing Scholarship: Recognizing Our Traditions, Contributions, and Presence

The notion of scholarship as a process and product of inquiry has received abundant attention since Boyer, in association with The Carnegie Foundation, challenged the narrowly defined and restricted merit system of academe. This article examines the scope and definitions of scholarship advanced by Boyer and his colleagues with a view to surfacing the limitations that this framework places on academic disciplines that also serve professional mandates. Also presented is a framework for contemporary nursing scholarship that moves beyond Boyer's construction and captures the immensely rich and varied contributions that nursing does and can make to humankind.

Rethinking the Scholarly

In the Humanities the notion of scholarship is fundamental to professional identity and prestige. Among historians scholarship is still overwhelmingly identified with research, and research of a particular kind, which has come to dominate ideas of what it means to be a professional historian. The valuing of one aspect of professional practice has diverted attention from pedagogic issues, and relegated teaching and learning to a secondary status within the discipline. This article challenges this prevailing orthodoxy, and explores recent efforts to forge a more flexible conception of disciplinary scholarship that can address and acknowledge teaching and learning in a more serious fashion. It considers and elaborates on the notion of the scholarship of teaching in history, and provides an account of recent developments in practice towards the creation of a disciplinary identity better able to serve the needs of faculty, students and the discipline as a whole in the 21st century.

Scholarship in teaching as a core professional value: what does this mean to the academic?

This paper demonstrates how the introduction of the word scholarship in respect to teaching has become confused and misplaced and used to sustain and enhance a particular type of credibility to activities related to the enhancement of learning and teaching in higher education. Bourdieu's concept of symbolic culture is used to construct the argument and show how the use of the term ‘Scholarship of Teaching’ needs to be re‐examined and conceptualized. Twenty‐five academics from a variety of disciplines were interviewed to give their perceptions on the notion of scholarship, the scholarship of teaching, and the scholarship in teaching. These data were used to develop a framework for understanding and possibly reconsidering the role of the scholarship of teaching.

Student Affairs Scholarship: Reconsidering Questions Toward Possibilities for Liberation, Collaboration, and Innovation

Defining and redefining the notion of scholarship in student affairs continues to engage faculty, staff, and students in the profession. Unable and epistemologically unwilling to present a comprehensive list outlining student affairs scholarship, this article encourages us to reconsider the very questions we have been debating. How might shaping, redefining, or expanding the questions change our perceptions and lead us toward new considerations regarding scholarship? How might considering the possibilities for our scholarship (as opposed to current constraints and traditions) lead us toward liberation, collaboration, and innovation?

Service-Based Scholarship: An Impetus for Change in Physical Education in Higher Education

The controversy that remains in play over the accepted definition of scholarship has delayed higher education from progressing toward a more servicebased approach to scholarship. A change in the manner by which we perceive the worth of scholarship is imperative if higher education is to remain as a viable entity in a climate of economic constraints. In operationalizing the definitions of scholarship, scholars, service, and service-based scholarship, an agreeable language has been set forth to move the profession past discourse and debate and forward into action. The brief summary of NAPEHE's and Quest's philosophy with respect to a “changed” notion of scholarship and service echoes a common plea to the profession to be proactive change agents and leaders in the redesign efforts. Contextual factors, (mentoring systems, community politics, assessment standards, and reward and recognition systems) imbedded in most university environments, raise questions for scholars to wrestle with as they consider barriers that might prevent a “changed” notion of scholarship.