Ernest L. Boyer proposed a broadened and defined framework to guide the process of higher-level education, comprising of four individual components i.e. discovery, integration, research, and teaching (Boyer, 1990). These components were described by Boyer as pillars, which had the potential to redefine how scholars were involved with other stakeholders outside of their academic jurisdiction (Renwick et al., 2020, p2). Whilst the governance structures of some educational institutions do not operate solely on The Boyer Model, the progression of ideas has helped build foundations to incorporate creative and diverse ways to achieve higher-level teaching and learning outcomes (Schweitzer, 2000). This essay will review Boyer’s model of scholarship and its effectiveness in relation to my current professional context of Vocational Education and Training (VET).

The first pillar in Boyer’s model is the scholarship of discovery. Discovery aligns closely to the most traditional method of learning, more commonly known as research (Boyer, 1990, p. 17).

Basic research is the core element of advanced learning, acting as a foundation on which other applications of learning can be built (Boyer, 1990, p. 15). Research contributes to the intellectual capacity of our collective community and forms the body of intellectual knowledge for higher level education (Boyer, 1990, p .17). This is best described as, “What is to be known, what is yet to be found?” (Boyer, 1990, p. 19). In my context of the VET sector, there are universities that specialise in VET research such as Charles Sturt University and the University of Melbourne; as well as The National Centre for Vocational Education Research (NCVER), which aims to inform VET policy and practice in Australia.

The second pillar in Boyer’s framework is the scholarship of integration. The scholarship of integration is based on the notion of connecting the knowledge from traditionally non-related fields, so that understandings can be interpreted as a whole, and other perspectives can influence original ideas and concepts (Boyer, 1990, pp. 18-19). The scholarship of integration can be closely associated with discovery, as it initially begins with research and then moves beyond discipline boundaries to where common fields intersect. This can be described as, “overlapping [academic] neighbourhoods” (Polyani, as cited in Boyer, 1990, p. 19). As with discovery, this is best described as, “What do the findings mean?” (Boyer, 1990, p. 19). The relevance of this to my practice is how my knowledge of Language Literacy and Numeracy (LLN) was significantly relevant when teaching in remote Northern Territory. However, having an understanding of teaching English to non-English speaking students would have been beneficial in this context i.e. interdisciplinary. Another example of the intersection of disciplines within VET, is teaching the LLN that is embedded in trade content.

The third pillar in Boyer’s model is the scholarship of application. The scholarship of application can be defined as drawing on the knowledge and learnings i.e. the scholarship of discovery from institutions and allowing it to be utilized in a broader context of service to the community outside of academia (Boyer, 1990 p. 21-23). Thomas (2005) outlines the effectiveness of the application pillar for school counsellor graduates, claiming that traditional practices of attending conferences and doing regular journal research may be an unrealistic expectation due to the exhausting requirements of the occupation (p. 17). The benefits of educators and past graduates exchanging ideas and information in this field are reciprocal, as this practice reduces the isolation for new staff, and keeps educators aware of current issues in the sector (Thomas, 2005, p. 17). In my VET context, an example of the scholarship of application, could be that of an educational researcher contributing to policy on adult education at a government level, or educational researchers exchanging evidence-based ideas at a community of practice.

The scholarship of teaching is the final pillar of Boyer’s model. Boyer reinforces that one of the key functions in the relationship between the teacher and student, is that the teacher also becomes the learner when in the classroom. Teachers who demonstrate best practice, do not dictate information, or have a sole expectation for students to memorize and recall. Teachers need to be knowledgeable in their chosen field, teach to a range of learning styles and allow for classroom discussion, reading and questioning. This process means that learners are not just recipients of an ‘information dump,’ but they are more involved; and this also extends the teachers professional capacity (Boyer, 1990 p. 23-24).  Reflecting on my current role in VET, I think the foundation skills delivery only allows for limited extension of knowledge. However, my experience in delivering literacy in a community context, the learning is more transformational as the concepts can be applied by the students in other meaningful contexts.

In conclusion, there is real practical applicability of the four pillars in the Vocational Education and Training Sector. The VET sector relies on thorough and robust research (discovery), and VET LLN practitioners also work within various other VET trade disciplines on embedded literacy concepts (integration). In addition to this, VET employees share knowledge and ideas through communities of practice (application), and students in community learning environments are engaged in meaningful and contextualised education (teaching).

Reference List

Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. The Carnegie Foundation.

https://depts.washington.edu/gs630/Spring/Boyer.pdf

Schweizter, L. (2000). Adoption and Failure of the “Boyer Model” at the University of Louisville. Academic Medicine, Vol. 75, No. 9.

https://oce-ovid-com.ezproxy.csu.edu.au/article/00001888-200009000-00015/HTML

Renwick, K., Selkrig, M., Manathunga, C., Keamy, R., (2020). Community Engagement is… : revisiting Boyer’s model of scholarship. Higher Education Research & Development.

https://wwwtandfonline.com.ezproxy.csu.edu.au/doi/full/10.1080/07294360.2020.1712680

Thomas, S. R., (2005). The School Counselor Alumni Peer Consultation Group Consultation Group. Counselling Education and Supervision.

https://www.tandfonline.com.ezproxy.csu.edu.au/doi/full/10.1080/07294360.2020.1712680