Typically, a scholar is a person who has achieved a high level of education in a particular field through a university. People who society may consider scholars are professors, academic researchers, as well as teachers and other professionals who have achieved PHD level qualifications.
In 1990, Ernest Boyer introduced the Boyer model of scholarship. The purpose of the Boyer model was to broaden the meaning of scholarship from its traditional roots to meet the requirements of the modern world and its emerging and academic functions.
Boyer described four domains of scholarship which are of equal importance. These domains are, as described by Boyer (1990)[i]:
Discovery: The scholarship of discovery is the traditional definition of scholarship and focuses on the discovery of new information from research and publication of this information for other scholars and students for example to consume. Some examples of output from the scholarship of discovery would be peer reviewed journals and academic books.
Integration: The scholarship of integration is the integration of research information for different areas, fields and topics. Through integration the topics are brought together to show information in new light and reveal new findings. Some examples of output from the scholarship of integration would be the presentation of new research and the review and improvement of existing research.
Application: The scholarship of application (engagement) implements new and existing knowledge to resolve issues by taking action. An example of output from the scholarship of application would be the application of research information to resolve issues, for example, the use of research information in medicine to manufacture drugs to cure disease.
Teaching: The scholarship of teaching encourages growth of knowledge for both students and scholars (teacher) through discussion, engagement and research by both the student and the scholar. Some examples of the scholarship of teaching would be the development of new student engagement strategies, the development of new or revised courses and curriculums for the development of teachers and students.
Vocational education and training in Australia traditionally targets non-academic learning specifically to meet the needs of the job market at the time. However, in recent times, institutions such as TAFE (Technical and Further Education) have commenced providing higher level qualifications such as associate and bachelor degrees further to their traditional offerings of Diploma and certificate level qualifications. Whilst this is the case, Wheelahan (2016, p. 1, 14)[ii] suggests that the vocational education and training system is fragmented and flawed, with too many course offerings from varied fields taking away from attention to detail and leading to poor job outcomes in many fields.
The Boyer model of scholarship is relevant within the vocational education and training sector in Australia as it emphasises the importance of quality teaching and application of knowledge rather than just the discovery of new knowledge. It’s relevance is demonstrated in the Victorian TAFE staff agreement package, which notes that teachers at Level 6 or above must have engaged in studies in applied research linked to the Boyer framework of scholarship. (Victoria TAFE, 2018, p. 63)[iii]
The Boyer model has provided opportunity for professionals to be considered scholars in their field not only through research but the implementation and teaching of known information. For example, TAS (technology and applied studies), specifically woodwork and metalwork, in a scholarship of teaching model is a collaborative and inclusive process between teacher and students, with learning occurring both ways (Atkinson, 2001).[iv] As a teacher, the Boyer model concept is important in delivering more than theory but also be able to translate this into practice, so students are able to use the knowledge they learn to design and create, use tools appropriately, and solve problems in their work. Not only must a teacher know and understand their discipline, they need to effectively utilise teaching methods to share this knowledge and be on a journey of continuous growth (Atkinson, 2001).[v] Practical components as part of qualifications, like teaching in university or trades in the vocational system, can be considered within Boyer’s domains as this applies newfound knowledge in a real-world situation.
Whilst the Boyer model of scholarship has expanded the meaning of what it is to be a “Scholar” in Australia, there are still boundaries set to this. For example, it is documented by TESA (Tertiary Education Standards Agency) that in some fields such as music, drama, art and design, it is difficult to articulate what constitutes as scholarly work. (Tertiary Education Quality Standards Agency, 2017)[vi] This acknowledges that scholarship may not be relevant to all fields of expertise.
As with any significant change there are strong arguments for supporting and challenging this broad model of scholarship. My thought is that the Boyer Model has acted as a gateway to allow for recognition and advancement of vocational education in Australia.
References
[i] Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Lawrenceville, N.J: Princeton. Retrieved from: https://files.eric.ed.gov/fulltext/ED326149.pdf
[ii] Wheelahan, L. (2016). Patching bits won’t fix vocational education in Australia – A new model is needed. International Journal of Training Research, 14(3), 180-196. https://doi.org/10.1080/14480220.2016.1254368
[iii] TAFE Victoria. (2018). Victorian TAFE teaching staff agreement 2018
[iv] Atkinson, M. (2001). The Scholarship of Teaching and Learning: Reconceptualizing Scholarship and Transforming the Academy Social Forces 79(4), 1217-1230. DOI: 10.2307/2675470
[v] Atkinson, M. (2001). The Scholarship of Teaching and Learning: Reconceptualizing Scholarship and Transforming the Academy Social Forces 79(4), 1217-1230. DOI: 10.2307/2675470
[vi] Tertiary Education Quality Standards Agency. (2017). Guidance Note, Scholarship.
