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Book part
Publication date: 8 October 2018

Mark Dahl

Because of online digital resources, academic libraries no longer need to spend as much time and energy organizing their own collections as they used to. They now have an…

Abstract

Because of online digital resources, academic libraries no longer need to spend as much time and energy organizing their own collections as they used to. They now have an opportunity to pivot their expertise in organizing information outward. “Inside-out” library services can include support for special collections, digital scholarship, scholarly communication, and data management. A key characteristic of such services is that an academic library takes on broader information management challenges at their college or university. This chapter will examine what it takes to build successful inside-out library services by looking at their cost, how well they complement existing library expertise and culture, and their impact on teaching, research, and the wider community.

Details

Challenging the “Jacks of All Trades but Masters of None” Librarian Syndrome
Type: Book
ISBN: 978-1-78756-903-4

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Book part
Publication date: 8 July 2010

Pramodita Sharma

According to Boyer (1990, p. 15), “the term ‘scholarship’ was first used in England in the 1870s by reformers who wished to make Cambridge and Oxford ‘not only a place of…

Abstract

According to Boyer (1990, p. 15), “the term ‘scholarship’ was first used in England in the 1870s by reformers who wished to make Cambridge and Oxford ‘not only a place of teaching, but a place of learning,’.…[it] referred to a variety of creative work carried on in a variety of places, and its integrity was measured by the ability to think, communicate, and learn.” Today, the word “scholarship” evokes thoughts of academic articles published in peer-reviewed journals, most frequently written by individuals holding academic ranks in colleges or universities. It is assumed that these articles are an outcome of dedicated and disciplined pursuit of knowledge aimed to enlighten man's thought processes, generate understanding, and enhance the ability to think and make good decisions. Clearly, in the last 150 years, the meaning of the word “scholarship” has changed significantly in higher education.

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Entrepreneurship and Family Business
Type: Book
ISBN: 978-0-85724-097-2

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Article
Publication date: 25 April 2020

K. Doreen MacAulay, Mark J. Mellon and Walter R. Nord

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…

Abstract

Purpose

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.

Design/methodology/approach

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).

Findings

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.

Originality/value

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.

Details

American Journal of Business, vol. 35 no. 1
Type: Research Article
ISSN: 1935-5181

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Article
Publication date: 30 September 2014

Hei-hang Hayes Tang

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”…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

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Article
Publication date: 13 April 2015

Catharine Mary Ross, Laurie Robinson and Jan Francis-Smythe

– The purpose of this paper is to explore the impact of academic scholarship on the development and practice of experienced managers.

Abstract

Purpose

The purpose of this paper is to explore the impact of academic scholarship on the development and practice of experienced managers.

Design/methodology/approach

Semi-structured interviews with experienced managers, modelled on the critical incident technique. “Intertextuality” and framework analysis technique are used to examine whether the use of academic scholarship is a sub-conscious phenomenon.

Findings

Experienced managers make little direct use of academic scholarship, using it only occasionally to provide retrospective confirmation of decisions or a technique they can apply. However, academic scholarship informs their practice in an indirect way, their understanding of the “gist” of scholarship comprising one of many sources which they synthesise and evaluate as part of their development process.

Practical implications

Managers and management development practitioners should focus upon developing skills of synthesising the “gist” of academic scholarship with other sources of data, rather than upon the detailed remembering, understanding and application of specific scholarship, and upon finding/providing the time and space for that “gisting” and synthesis to take place.

Originality/value

The paper addresses contemporary concerns about the appropriateness of the material delivered on management education programmes for management development. It is original in doing this from the perspective of experienced managers, and in using intertextual analysis to reveal not only the direct but also the indirect uses of they make of such scholarship. The finding of the importance of understanding the “gist” rather than the detail of academic scholarship represents a key conceptual innovation.

Details

Journal of Management Development, vol. 34 no. 3
Type: Research Article
ISSN: 0262-1711

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Article
Publication date: 9 November 2015

Christine Greenhow and Benjamin Gleason

This paper aims to provide a re-envisioning of traditional conceptualizations of scholarship informed by knowledge assets theory, trends shaping the modern university and…

Abstract

Purpose

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.

Design/methodology/approach

This article is a cross-disciplinary conceptual exploration.

Findings

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.

Research limitations/implications

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.

Practical implications

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.

Social implications

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.

Originality/value

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.

Details

On the Horizon, vol. 23 no. 4
Type: Research Article
ISSN: 1074-8121

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Content available
Article
Publication date: 6 November 2017

Emma Foreman, Sara McMillan and Amanda Wheeler

The community-managed mental health sector needs to meet growing workforce demands. Yet, limited research has explored professional development opportunities and effective…

Abstract

Purpose

The community-managed mental health sector needs to meet growing workforce demands. Yet, limited research has explored professional development opportunities and effective recruitment and retention strategies to support sector growth. One strategy is the use of a scholarship program to increase skills and training, via a University qualification. The purpose of this paper is to explore the progress of 19 mental health scholarship students and the impact of the scholarship on career intentions.

Design/methodology/approach

A mixed-methods approach comprising scholarship applications, questionnaires and semi-structured interviews was used to explore the students’ university experiences between February 2013 and January 2015. Course convenors of the Mental Health Program were interviewed. Data were collected across three time-points over 24 months, with each collection informing the next research phase. Data analysis involved thematic analysis and descriptive statistics.

Findings

Deeper knowledge, recognition of experience, new career pathways and improved work practice were benefits. Managing time and study, and work-life balance were the greatest challenges. Completing students displayed a range of internal attributes and accessed external supports. At the time of the study, the scholarships maintained student motivation and intention to work in the sector.

Originality/value

This research provides a deeper understanding of the demographics of the sector’s workforce. Insight into the attributes of completing students was obtained. The benefits realized and the challenges faced by the scholarship recipients will inform ongoing workforce development programs for the community-managed mental health sector.

Details

The Journal of Mental Health Training, Education and Practice, vol. 12 no. 6
Type: Research Article
ISSN: 1755-6228

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Article
Publication date: 6 June 2016

Neville Douglas Buch and Beryl Roberts

The purpose of this paper is to find an answer the question of whether an educational institution of a fair socio-economic mix of pupils, and an institution favoured with…

Abstract

Purpose

The purpose of this paper is to find an answer the question of whether an educational institution of a fair socio-economic mix of pupils, and an institution favoured with powerful political connections, made any difference to access, equity, and exclusivity in relation to the transition into secondary education. It undertakes this purpose as a historical investigation of Junction Park State School in the early twentieth century combined with statistical analysis of family backgrounds of scholarship holders and their cohorts from 1915 to 1932.

Design/methodology/approach

The socio-economic study uses a published list of scholarship holders from Junction Park State School for the years 1924-1932. The study compares the scholarship groupings with their different school cohorts for the same years using the data on parental occupations, extracted from the Junction Park State School Admission Records 1915-1931. After refinement the study examines a cohort data set of 4,531 pupils which includes 287 scholarship holders. Parental occupations are categorised into socio-economic groupings with high and low occupational ends. There were 237 parental occupations described among the cohort, 1915-1931, from the admission records.

Findings

The statistical chance of obtaining scholarship is increased for a pupil from “commercial low” and “industrial low” background when the school starts with a cohort that has a large representation from such backgrounds. Pupils who were at the lower end of the socio-economic scale at Junction Park State School did much better in scholarship outcomes than for the state. However, pupils whose family background was at the high end of the professions did marginally better than the state result. For the school between 1915 and 1932, in most socio-economic groupings, the boys outperform the girls in the like-to-like comparisons.

Research limitations/implications

The numeric value is excessively low for the primary producers (high) category and numbers in cohort groupings vary. This study deliberately applied like-to-like comparisons: the number of scholarship holders compared to their own gender for the same socio-economic cohort. Percentile in relation to the study’s total was not used due to numeric variations between cohort sizes. The study is a historical investigation of a formative period before Junction Park State School developed its reputation as a scholarship school in the 1940s, and historical factors relating to the post-Second World War era would have different results for a similar statistical analysis.

Practical implications

The paper presents a case study of particular historical significance; however, a generic principle that institutional status can change access and equity opportunities can be tested within the historical setting. The paper claims that historical investigation provides the groundwork to establish the distinctive actuality. Historical investigation picks up on unusual patterns over time, not necessarily to disprove the sociological model, but more to test the model against actual events.

Social implications

The Queensland social history is connected to the study’s statistical analysis. The data are considered from a perspective that, first, Junction Park had a diverse population of pupils from different socio-economic backgrounds. Second, the school had a solid reputation as a leading school, partly from the political standing of the school leadership, and partly from the strength of its scholarship teachers. Together these factors suggest that pupils at Junction Park State School from the socio-economic backgrounds less inclined to foster educational values were given greater support to achieve better scholarship outcomes.

Originality/value

Statistical analysis is rarely brought to academic history work. There are greater risks in misinterpreting the data. There is also a difficult enterprise of extracting the required information. Nevertheless, the reward from this paper is an insightful view of a large and an innovating Queensland primary school, picking up the details in the life experience of pupils. In that historical process there is a greater degree of accuracy and better interpretive value which can be applied to the sociological model.

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Article
Publication date: 20 November 2017

Amon Simba and Nathanael Ojong

The purpose of this paper is to introduce a multi-layered theoretical framework to enable engaged scholarship to develop as a practice in entrepreneurship and small…

Abstract

Purpose

The purpose of this paper is to introduce a multi-layered theoretical framework to enable engaged scholarship to develop as a practice in entrepreneurship and small business research. To do so, it illuminates the salient features of engaged scholarship, collaborative learning and actor-network theory (ANT).

Design/methodology/approach

The paper follows a narrative or traditional literature review design. Specifically, it adopts a thematic approach for summarising and synthesising a body of literature on engaged scholarship, collaborative learning and ANT with the view to develop a new multi-layered theoretical framework.

Findings

Applying the theory of engaged scholarship to pivot entrepreneurship/SME research provides scholars with an opportunity to unlock the theory vs practice paradox. Moreover, engaged scholarship offers valuable instructions for encouraging interactionism between entrepreneurship researchers and practitioners as well as reconcile their polarised views. Co-production and co-creation of knowledge addresses the concerns often raised by the practitioner community regarding the relevance and applicability of academic research to practice.

Practical implications

The proposed multi-layered framework provides entrepreneurship researchers, and the practitioner community with a taxonomy to use to encourage a joint approach to research. Developing deep partnerships between academics and practitioners can produce outcomes that satisfy the twin imperatives of scholarship that can be of high quality as well as a value to society.

Originality/value

The paper advances the theory and practice of engaged scholarship in new ways that are not common in entrepreneurship/SME research. This enables engaged scholarship to develop as a practice in entrepreneurship and small firms’ research. Through applying the proposed multi-layered framework in research, academics can deliver fully developed solutions for practical problems. The framework is useful in the theory vs practice and entrepreneurship researchers vs practitioner debates.

Details

Journal of Small Business and Enterprise Development, vol. 24 no. 4
Type: Research Article
ISSN: 1462-6004

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Book part
Publication date: 16 December 2016

Alexander W. Wiseman, Petrina M. Davidson and Calley Stevens-Taylor

Research has established that reflective practice is a key to professionalization, but reflective practice requires data upon which to reflect. This research provides a…

Abstract

Research has established that reflective practice is a key to professionalization, but reflective practice requires data upon which to reflect. This research provides a two-year synthesis of data on comparative and international education scholarship, and the institutional, relational, topical, and methodological characteristics of the field producing this scholarship. By examining the scholarship published in comparative and international education journals in 2014 and 2015, analyses empirically examined the researcher characteristics, content coverage, and methodological approach of this published work. The analyses reported here find that about half of the publications in CIE in 2015 were by single authors and focused on single countries. The dominant methodology in the published scholarship continues to be overwhelmingly qualitative. This suggests that scholarship in comparative and international education over this two-year period may be characterized as single-author, single-country, qualitative case studies.

Details

Annual Review of Comparative and International Education 2016
Type: Book
ISBN: 978-1-78635-528-7

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