The Importance of Scholarship

The new lecturer had just started at the university and wanted to do his best, and knew of the concept of scholarship, but wanted to understand how it functions at his university. He asked his Head of the Department, his former lecturer and mentor, and the response was that in the context of the Australian Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework), ‘scholarship’ refers to those activities concerned with gaining new or improved understanding, or appreciation and insights into a field of knowledge, or engaging with and keeping up to date with advances in the field. The Head continued by saying that Scholarship is used to inform teaching (and perhaps even learning) but has a relatively singular purpose to essentially improve teaching and enhance the student learning process. He added that it would be a bonus if publications resulted.

The Research and Scholarship Distinction

The Head pointed out that for many years within the higher education sector, there has been a distinction – and not necessarily a positive one - between research and scholarship. Mainstream universities have both, with research normally being given priority and being defined as an investigation (quantitative or qualitative) that results in a report of some kind that in turn is intended to either improve a situation or at least become more informed on matters relating to that situation. However, for teaching and learning-only institutions, that is those which did not have formal research, it has become essential to understand what scholarship is about and develop a framework of suitable elements. It is imperative to ensure that this activity is evident as it is vital to comply with the government requirements including the above-mentioned Threshold Standards.

Why Bother?

He pointed out that superficially, scholarship is needed to enhance curriculum development, ensure currency, and provide a suitable framework for pedagogy. He continued saying that scholarship can be, and is, much more than that.

Being Scholarship Active

The discussion then was aimed at being scholarship-active, and the Head continued by saying that being scholarship-active is one thing – but being able to demonstrate it (especially on an annual basis) is another and more difficult matter.

Developing a Culture of Scholarship

“Scholarship-active demonstration is vital” was what the Head stressed and continued noting that fundamental to good/best practice is ensuring there is a culture of scholarship. That is, everyone in the organisation is actively involved in one way or another with scholarship; that effort is acknowledged and rewarded; and success and profile are celebrated rather than downplayed.

He said that it is essential to set a standard and a model of practice and wherever possible share that profile with stakeholders – not by way of boasting – but by way of modelling and encouraging participation and activity.

He advised that in his colleague’s teaching-only higher education institution, a position of Senior Scholarship Fellow was established in 2020 to assist with encouraging staff to be scholarship active and to record their activities either in article form or updates for staff and community. To this end, a vital reinforcement is the weekly bulletin and the fortnightly newsletter assist to profile scholarly activity.

Continuing, he said that late in 2021 a formal Centre for Scholarship and Research (CSR) was established in his colleague’s organisation to mentor staff and encourage a range of scholarly activities. The charter is best captured in the following five dot points-

Maintain a register of scholarly work (including publications);
Encourage staff writing through online and ISBN publications;
Encourage scholarship diversity consistent with the school's thinking;
Establish a publication series; and
Encourage internal and external Fellows to join our efforts to support scholarship and raise the profile of scholarship across the school.

Each month the CSR captures the scholarship activity and produces an update which in turn is published and distributed through the various communication channels.

Annual Report

The Head then gave the example of the colleague’s teaching-only higher education institution which regarded scholarship seriously, and required an annual report from staff involving eight categories –

Positions Held: Need to be relevant to Teaching and Learning or Field of Knowledge and any useful dates to be added;
Professional Memberships: Relevant to Teaching and Learning or Field of Knowledge and any useful dates to be added;
Presentations at Conferences and/or Symposia: Relevant to Teaching and Learning or Field of Knowledge;
Articles and Papers: Relevant to Teaching and Learning or Field of Knowledge – to include only those published in 2023;
Self-Education: Relevant to Teaching and Learning or Field of Knowledge;
Teaching at other HE Institutions: Where appropriate add actual subjects taught;
Formal Courses: Relevant to Teaching and Learning or Field of Knowledge – an indication of progress to date is requested;
Other: Relevant to Teaching and Learning or Field of Knowledge. This includes updating the subject design with current material (state the subject and brief description) and other professional development activities.

Ensuring staff are scholarship-active is a serious commitment and is best handled/encouraged at the most senior level of the organisation. Understanding what scholarship is about is essential from the outset. Creating a clear set of domains that express this intention is equally important. The collection of data, as much as possible, and the publishing of annual reports are also essential. It is very much a long game that requires consistent effort and emphasis. It is also highly desirable to create a culture of scholarship across the whole organisation – and that is no easy feat.

Associate Professor Cyril Jankoff is Associate Dean of Scholarship at UBSS and a Fellow of the Centre for Scholarship and Research