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This article assesses the ability of Boyer's (1990) four-function definition of scholarship to address critiques of business schools. Boyer's definition of scholarship is presented as the foundation for a paradigmatic shift in higher education in business.

The authors developed this conceptual paper by considering information from three sources: 1) Ernest Boyer's Scholarship Reconsidered: Priorities of the Professoriate, 2) articles by four well-known pundits of business education as well as critiques appearing in the Academy of Management Learning and Education Journal and 3) articles in which Boyer's work was the focal point of the article found by searching Google Scholar, two well-known education journals, a prominent database of education articles and the International Handbook of Higher Education (Forest and Altbach, 2007).

A four-function framework based on Boyer's definition of scholarship is proposed to help improve the operations of business schools. The authors also forward ideological and practical implications related to each of Boyer's four functions.

For several decades now, a number of highly respected business scholars have criticized American business education in its current form. These criticisms, although plentiful, have not fueled the magnitude of change needed to have a significant, sustainable impact on business education. The authors suggest that this lack of change is due, in part, to institutional practices and to the absence of a unified framework for how higher education in business should be executed. The authors argue that Boyer's four-function definition of scholarship could provide such a framework.

This paper aims to reflect on some aspects of pedagogy in management history, using Boyer's model of scholarship as a framework for consideration.

Drawing on Boyer's model of scholarship, this paper considers how one might apply the notion of the “scholarship of representation” to one's teaching efforts in management history.

Satisfied that one's conceptions of the past are developed in ways that, as far as possible, make them useful in creating one's future, one then needs to represent those conceptions in a meaningful way. This paper considers some of the issues of which those seeking to represent those conceptions must be cognisant.

Learning from the lessons of management history depends, at least in part, on the quality of the scholarship of representation, which should be a combination of transmission and transformation.

During a period of significant crisis within HE on a global scale, there is a clear need for colleges to clearly articulate the distinct nature of their higher vocational education provision. This need is particularly acute given the current financial and political pressures impacting on a diverse HE landscape. The purpose of this paper is to argue that colleges are well placed to develop and implement an approach to scholarly activity which revitalises links with local communities.

This paper provides a synthesis of recent research on scholarly activity within college-based higher education (CBHE) and the concept of a “civic university”. It also provides a brief case study of how scholarship within the college context can be utilised to promote meaningful community engagement.

Working productively with community organisations, groups and individuals, colleges will be provoked to recast the complex relationship between teaching, research and community engagement in a manner appropriate to their immediate context rather than a national agenda. Moreover, a strengthened relationship between colleges and their local communities will recapture the rich heritage of vocational education in widening participation and raising aspirations towards education in general.

This paper attempts to relocate current discussions of CBHE scholarly activity within the context of civic engagement. It will be of interest to colleagues across the higher vocational education sector, both nationally and internationally, in situating their institutional and departmental scholarly activity strategies within the context of the communities which they serve.

This paper aims to provide a re-envisioning of traditional conceptualizations of scholarship informed by knowledge assets theory, trends shaping the modern university and technological advancements. We introduce social scholarship, a set of scholarly practices being envisioned within the conventional four domains of scholarship (i.e. discovery, integration, teaching and application). This paper provides concrete examples of the benefits and challenges of enacting social scholarly practices in light of Boisot’s theory of information flows, proprietary knowledge and the social learning cycle.

This article is a cross-disciplinary conceptual exploration.

In the model of social scholarship, access to knowledge is spreading faster than ever before; information flows are bi-directional in each domain (discovery, teaching, integration and application) where previously knowledge resided with the institution, flowing out to the public. Relationships between scholars and their university as well as between government, university, researchers and the public are being re-negotiated.

Certain limitations may exist, such as the conceptual alignment of a business model of knowledge generation to the university, which has particular cultures, service-orientations and power structures that are unique to academia.

The alternative model for scholarship outlined in this paper has implications for those in higher education concerned with faculty recruitment, retention, professional development and performance review. The insights in this paper are also relevant for those concerned with the induction and training of doctoral students and preparation of future faculty programs.

The conceptualization of scholarship outlined in this paper has implications for a broad, non-specialist audience who seeks to access, critique and provide input on basic, interdisciplinary or applied research as well as teaching in higher education.

Using a business model of knowledge generation, this paper introduces how current social media affordances and societal values can and are transforming conceptions of “the scholar,” “scholarship” and the university as knowledge-purveyor.

The purpose of this paper is to use a descriptive case study to establish how collaboration, innovation and knowledge‐management strategies have scaled‐up learning and development in rural, remote and other resource‐constrained Canadian delivery settings.

Intervention design was realized through a one‐time, collaborative, national capacity‐building project. A project portfolio of 72 sub‐projects, initiatives and strategic activities was used to improve access, enhance quality and create capacity for palliative and end‐of‐life care services. Evaluation was multifaceted, including participatory action research, variance analysis and impact analysis. This has been supplemented by post‐intervention critical reflection and integration of relevant literature.

The purposeful use of collaboration, innovation and knowledge‐management strategies have been successfully used to support a rapid scaling‐up of learning and development interventions. This has enabled enhanced and new pan‐Canadian health delivery capacity implemented at the local service delivery catchment‐level.

The intervention is bounded by a Canada‐specific socio‐cultural/political context. Design variables and antecedent conditions may not be present and/or readily replicated in other nation‐state contexts. The findings suggest opportunities for future integrative and applied health services and policy research, including collaborative inquiry that weaves together concepts from adult learning, social science and industrial engineering.

Scaling‐up for new capacity is ideally approached as a holistic, multi‐faceted process which considers the total assets within delivery systems, service catchments and communities as potentially being engaged and deployed.

The Pallium Integrated Capacity‐building Initiative offers model elements useful to others seeking theory‐informed practices to rapidly and effectively scale‐up learning and development efforts.

Argues for an eclectic and pragmatic model of academic development. Such a model encourages inquiry into, and conversations about, academic problems and practices. The intention is to produce more or less useful, though tentative, suggestions for action and intervention. These would reflect Rorty’s pragmatic rationale for “nonideological, compromising, reformist muddling through”, or what Dewey called “experimentalism”. Examines each main term: “towards”, “pragmatic”, “scholarship”, and “academic development”. For example, “pragmatic” is characterised as wanting to promote a liberal, democratic, consensual, just, and even a Utopian society. “Scholarship” is examined as a broad conception following Boyer. “Academic development” is viewed as promoting useful (rather than, say, true or correct or best) approaches to teaching and learning, as encouraging experiments and inquiries, as being more anti‐managerial than managerial, as arguing for a conversational and contestational approach, and as claiming only “tentative responses, possible readings and suggested ideas for action and intervention”.

The purpose of this paper is to undertake an inquiry into the way academic entrepreneurialism manifests itself in the changing discourses of the notion of “scholarship”. It particularly examines the contexts, rationales, definitions and implications of the discursive field of the “scholarship of application”. The global trend of academic entrepreneurialism profoundly affects the organisation of higher education institutions and academic life. Particularly, the form of scholarship has been undergoing subtle but constant transformation. The emergence of knowledge economies worldwide influences the practices and goals of traditional academy and illustrates commitment for fundamental knowledge and the new economies emphasise the results and impacts brought by applied knowledge. Alongside the “scholarship of discovery”, the “scholarship of application” is given attention.

By reviewing the related literature, this paper articulates the definitions and dimensions of the “scholarship of application”. In addition, the impacts brought about by the concerned academic and policy discourses will be discussed.

This paper finds that the emergence of the discursive field of the “scholarship of application” – as well as the discussions and actions in response to it – coincide with the intense neoliberal changes that affected traditional academia in the 1990s. It is argued that the emergence of and subsequent responses to the discursive field of the “scholarship of application” resulted in transforming purposes and practices of academic life. The discursive field of the “scholarship of application” also impacts on the concerned academic and policy discourses.

To sustain the advancement of the scholarship of application, this paper implies the need to develop practices, cultivate culture as well as formulate prestige and reward mechanisms inherent to the existing higher education systems.

This paper aims to offer exploratory remarks by discussing whether blockchain can help organizations attain sustained competitive advantage in view of its increased applications and untapped potential. Organizations are yet to test its utilization as an intangible strategic resource at a time when organizational strategic landscapes – rapidly changing in a globally networked digitally empowered world – require them to enhance capability of combining resources for meeting stakeholders’ expectations.

Blockchain as an emerging technology draws frequent industry announcements and specialists’ posts on daily basis in media, and there exist inadequacies with respect to the availability of relevant studies in the extant literature on the subject of blockchain, which itself is in infancy. Keeping in view the limitations associated with the traditional understandings of scholarship underscoring, thereby that research and knowledge discovery have been restricting the progress across disciplines on account of which knowledge domains fail to make a meaningful effect; research design of the paper comprises the scholarship of integration method, which might appear to be less systematic but was more emergent in comparison to a traditional methodology of systematic literature review, and suitable for conducting this study.

Findings of this study suggest that blockchain with huge popularity as a technological innovation has huge potentialities and promises to be a strategic intangible resource for organizations helpful in attaining sustained advantage. However, the findings also suggest several cautionary remarks.

This paper offers exploratory remarks by discussing blockchain in the context of its consideration as a significant intangible strategic resource helpful in attaining sustained competitive advantage, emphasizing the need for continuous attention and revision with its increased applications. It attempts to assess the untapped potential of blockchain incorporating ample scholarly value in this era of fourth industrial revolution. The findings offer greater significance for different stakeholders including researchers and policymakers. However, this paper limits itself by throwing light on the strategic aspects only while attempting to touch upon only those aspects of blockchain that were perceived to be helpful in understanding it as a resource of sustained competitive advantage.

This paper presents originality and value by offering exploratory remarks that can be immensely useful given the scarcity of literature on the novel blockchain with respect to its consideration as a strategic resource. This paper attempts to provide much needed underpinnings to the notion whether blockchain can help organizations attain and sustain competitive advantage.

This paper aims to examine how pedagogical innovations in practical training facilitate professional learning among higher education (HE) students.

Through individual and group interviews and observations, this explorative phenomenological study investigates a technological innovation in nursing education and a student-driven innovation in architectural education, which provide the background for discussion on the potential of professional development through innovative work-based learning (WBL).

The findings revealed that increased involvement and engagement through innovative WBL in real-life scenarios increases students' confidence in their abilities, their critical commitment to their education and their professional knowledge.

This study is limited by the number of participants, which reduces the opportunity to compare results based on, e.g. the different roles of the students or their enrolment status. However, few studies address the students' voices in innovation processes; therefore, the results offer valuable knowledge to inform development work in HE.

The results suggest a stronger emphasis on “scholarship of practice” to increase attention to practice and professional knowledge as a formalised part of the core tasks in HE.

The paper showcases the importance of a learning paradigm that includes students in innovation processes and underscores the value of pedagogical innovation in WBL for students' professional development.

This chapter points out that many higher education institutions (HEIs) have responded to daunting sustainability challenges by (1) infusing sustainability into the curriculum; (2) becoming engaged with the United Nations (UN) sustainable development goals (SDGs); and (3) building on Boyer’s scholarship of engagement, developing partnerships for sustainability with various sectors of society through service–learning (SL). Perhaps our most daunting sustainability challenge is climate change, with its accompanying catastrophic biodiversity loss and widespread human misery from rising oceans, flooding, drought, wildfires, and extreme weather events. It has been shown that the food sector, or agriculture, has a great impact on climate change. For that reason the non-governmental organization (NGO) Intervale Center (IC), a recognized leader in sustainable agriculture, was selected as a partner for a University of Vermont (UVM) SL course in environmental interpretation (EI). IC and its programs are presented, followed by an explanation of EI. A case study of a university partnership for sustainability – a linkage between IC and the EI course – is then shared. The mechanics of that partnership are offered, and the resulting student creations. Finally, conclusions are drawn, especially the importance of HEIs networking with other sectors to work toward sustainable futures.