In 1990 Ernest Boyer documented a report titled “Scholarship Reconsidered: Priorities of the Professoriate”. Rice (2016) states that Boyer considered this project as the fundamental interest in the entity of his career. The writer aims to discuss the four components Boyer considers essential in his practice and further explore in brief the proposed and potential benefits in using the Boyer Model for an individual’s study and professional practice.

The Boyer model views Scholarship as a whole and how scholarship should actually be viewed. It dissects all functions that are considered to form the basis of scholarship. Boyer (1990) explores each function to further assess the integration and overlap each other to form Scholarship. The four functions that Boyer reports are the foundation of scholarship are Discovery, integration, application and teaching. The principal of discovery refers to the research, investigation and obtaining further knowledge throughout the education. It examines and questions what is known and what is to be learnt (Tobin, Bordonaro & Schmidt, 2010). Integration encourages the student to examine both their own findings and the research of others to interpret what is known (Moore, 2005). The application in scholarship refers to how an individual applies the knowledge to the situation and furthermore the engagement with their peers and been able to not only recite the knowledge but ensure full comprehension of those been educated (Fletcher & Hinkle, 2002). Burnett & Meacham (2002) suggest the main aspect to be acknowledged through the scholarship of teaching is to acquire insight through varying strategies and interventions that will ultimately advance the awareness of students.

Traditional Scholarship was viewed as having only three functions. Teaching, service and research make up scholarship. As Boyer (1990) states “scholarly” usually means having academic rank in a college or university and being engaged in research and publication. It was thought that those involved in teaching and research were scholars however there are more functions that make up scholarship. By adding the scholarship of application, it not only includes what is known but how it is applied, putting it into practice and remaining current with industry standards and processes. As Boyer (1996) stated six standards as by which all forms of scholarship might be measured are clear goals, appropriate procedures, adequate resources, effective communication, significant results and careful and thoughtful self-critique. These standards are at the very heart for all four functions of Boyers model. All four functions cannot work effectively if they do not overlap and integrate together with these standards in mind.

Boyer (1996) stated that the scope of scholarship be broadened to include the discovery of knowledge, the integration of knowledge, the application of knowledge, the teaching of knowledge, and that all forms of scholarship should be rewarded. Boyer gives credit to the fact that scholarship is not solely about the process, but rather about the people themselves. Ramsay (et.al, 2002), supports Boyers research and suggests that prior to the expansive research and redefining of scholarship, the synonymous view proved to be of greater harm to educational facilities and students. Bosold and Darnell (2012), identified distinct barriers in the practice of nursing that included the narrow definition of scholarship throughout educational facilities, and therefore found that by adapting Boyers view of scholarship, the term has a greater and more specific meaning.

To not follow the Boyer model in scholarship could ultimately prove detrimental to the teaching and education an individual provides. By structuring developed learning and education around the four principals of discovery, integration, application and teaching greater outcomes would be expected in overall productivity and recognition.