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The purpose of this paper is to provide a reflective evaluation of the concept of the teaching commons as presented by authors Huber and Hutchings and to summarize expected outcomes from participation therein.

An appraisal of the book The Advancement of Learning: Building the Teaching Commons is presented to explore the conception of the teaching commons. This review addresses the definition of the teaching commons and explores the establishment of, and participation in, the teaching commons as a means of advancing the scholarship of teaching and learning and for improving student learning.

A fundamental premise is developed suggesting that the development and utilization of a teaching commons will improve teaching and learning through the provision of a defined safeplace for conversations about teaching and learning and specific avenues to share information about teaching innovations for improving student learning. Sustained faculty engagement in a teaching commons must be supported by formalized institutional recognition and appropriate rewards.

A practical resource for faculty members involved in the scholarship of teaching and learning and for administrators developing teaching and learning centers or resources for utilization by faculty members.

This review examines the definition and establishment of a teaching commons for improving the scholarship of teaching and learning at the college and university levels.

This paper explores who among the AACSB categorization of academics conducts the scholarship of teaching and learning (SoTL) research within business schools and how AACSB-accredited business schools capture SoTL research as part of their portfolio of intellectual contributions.

This study adopts a qualitative-method research design by collecting primary data through surveys, semi-structured interviews and secondary data in policy documents focused on AACSB-accredited business schools in Canada and the United States.

The findings establish that scholarly and practice academics who possess rigorously acquired research skills due to their terminal degrees are most likely to conduct SoTL research. The results also reveal an even split among respondents regarding whether their AACSB-accredited business school captures SoTL with their journal ranking frameworks.

Based on the findings, two recommendations are offered to foster more SoTL research at AACSB-accredited schools. First, higher education leaders (e.g. business school deans) can further inculcate a culture of SoTL research at the department and institutional levels by creating communities of practice (CoPs). Second, AACSB-accredited business schools could adopt more inclusive journal ranking frameworks to capture better and incentivize SoTL research.

This is the first known study to explore how AACSB Standards 3 and 8 are implemented and operationalized regarding SoTL research. Understanding how these standards are adopted and implemented could help institutional leaders, standard setters and administrators better facilitate SoTL research.

There are a number of indicators of academic engagement with the scholarship of teaching and learning (SoTL) that have been used in previous studies, such as analysing journal publications. However, this snapshot survey uses attendance at higher education conferences as a measure. Attendances were analysed at three conferences in the UK between July‐December 2008. The country in which each conference delegate was based and (for Wales only) their institution, was recorded. The results indicate that there were 991 attendances including delegates from 33 countries. The Annual Conference of the Society for Research into Higher Education had the most international delegates (from 32 countries), compared to two conferences run by (or in association with) the Higher Education Academy, both with delegates from seven countries. Delegates from English institutions dominated all conferences, followed by Wales, Australia, Scotland and Ireland. It is estimated that to raise conference attendance by Welsh academics to the same proportion as English academics, an increase of 25 per cent would be required. Of the 11 Welsh institutions analysed, the four ranked top are all regarded as teaching‐focused universities, whilst the tail comprises three universities regarded as research‐intensive. The four remaining Welsh institutions did not have any representation at any of the conferences studied. Although limitations of this study are discussed, the data may be used to inform strategy for further engagement with SoTL in Wales and elsewhere.

The purpose of this chapter is to present a model to support a humanizing approach to international education that is sustainable and facilitates respectful service, scholarship and teaching. University faculty engage internationally through teaching, service and scholarship. All three require faculty to possess strong trusting connections to the international community in which they operate. Literature suggests that the impulse to initiate service learning and scholarship with communities foreign to the faculty too early can be detrimental. A deep relationship between the faculty and community built upon trust and mutual respect is the key to successful internationally situated service, teaching and scholarship. However, such relationships require time to develop and many universities cannot support faculty toward developing international relationships. The Deep Field School presents a way of blending teaching, service and scholarship in a way that supports the nurturing of long-term relationships. The Deep Field School is an internationally situated short-term faculty led study abroad that operates with a commitment toward the long term and closely adheres to the humanizing principle that learning is a process not an outcome. A deep field school operating in Peru is presented as a case study along with guidelines for development.

In 2013–2014 academic year, the authors led a Faculty Learning Community (FLC) on the Scholarship of Teaching and Learning (SoTL). The goal of the FLC was to increase participants’ knowledge of and experience with SoTL. The facilitators resided and worked in United States; the co-facilitator and the participants worked at Universidad Del Norte in Colombia South America. The facilitators in the United States spoke English; the participants spoke Spanish. While the technology was sometimes problematic, the translation difficult, and the distance inhibiting, overall the learning community was very successful in meeting its goals. We conclude with the lessons learned from this cross-cultural FLC experience.

The purpose of the study is to assess the role of academic libraries in digital scholarship at the University of Cape Coast. The study adopted the descriptive survey design and used teaching staff (lecturers) as the population of the study.

A sample size of 278 was used for the study. The study used questionnaires to obtain data from participants. The study revealed that faculty members appreciate digital scholarship through the services offered by Sam Jonah Library are relevant to the current higher education context, reliable information, preservation of information resources and facilitating the integration of library services into the learning process are closely integrated into the library service, transform scholarly communication, teaching and learning style and research paradigm.

The study revealed that digital scholarship contributes to faculty members' delivery at the University of Cape Coast through the provision of information literacy training for new students, provision of reference lists of materials available in the library and provision of lists of new materials. The study revealed that faculty members face inadequate facilities to enhance digital scholarship, inadequate open access to reading materials (articles, books, etc.), inadequate platforms or suite of tools for librarians to take faculty.

The application of digital scholarship provides an expansion to the core competitiveness of librarians new services which enables innovativeness and transformation of libraries. Students will be equipped with digital literacy skills; it affords instructors to approach teaching with innovation and scholars are also engaged to perform novel practices in scholarship acquisition. Digital scholarship is the umbrella under which all academic technologies comes under to foster collaboration and better learning experience.

This paper offers an insight of the role digital scholarship in promoting and advancing scholarship in the academic environment. It highlights a number of digital scholarship platform available in the library. It is observed that digital scholarship practices must be encouraged in the library because it facilitates the role of academic library which is to support teaching, learning and research.

In 2008 the University of Tasmania and the Tasmanian Department of Education (TasED) entered into a high-level Partnership agreement. The Partnership in Teaching Excellence, funded by the Federal Smarter Schools National Partnerships – Improving Teacher Quality agreement, included higher education funded places for teachers wishing to complete a Master’s degree, and at the other end of the profession, an innovative alternative teacher education pathway for final-year pre-service teachers (PSTs), run as a competitive scholarship program. The intent of the program was threefold, to assist PSTs in becoming quality reflective practitioners with the capacity to work in high needs schools, explore ways of improving mentor teachers and PSTs’ reciprocal relationships, and increase the retention of teachers in TasED schools. Begun at a time of intense industrial action, the Partnership program appeared rather one-sided with little apparent benefit conferring to the University and was at all times highly contentious.

Using Kagan’s six stages of collaboration as a framework, and drawing on interviews with the first cohort of scholarship PSTs, and a range of personal files documenting the beginnings of the Partnership, including minutes of meetings, PST results, and unpublished reviews commissioned by the TasED, this chapter explores the beginnings of the Partnership, as together those on the ground worked out what “Partnership” meant. It presents an evaluation of those initial successful first years, including the learning outcomes of the PSTs and discusses the lessons learned for establishing future university/school Partnership. The Partnership program continued to 2013, when Federal funding for the project was discontinued.

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.

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 present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.