Wiley.com
Print this page Share

Faculty Members' Scholarly Learning Across Institutional Types: ASHE Higher Education Report, Volume 43, Number 2

ISBN: 978-1-119-44814-3
152 pages
September 2017, Jossey-Bass
Faculty Members

Description

Explore an important, yet understudied concept: faculty scholarly learning.

Taking a broad view, this volume explains how scholarly learning is defined and conceptualized by scholars. The authors synthesize the recent literature and organize the findings according to Boyer s four forms of scholarship (discovery, teaching, engagement, and integration). They then offer a counternarrative to faculty scholarly learning and the ways in which it is enacted and supported. Recommendations for developing, supporting, and evaluating faculty scholarly learning are also presented.

This volume answers:
  • What does scholarly learning look like at different types of institutions?
  • What contexts and/or supports hinder or help faculty members scholarly learning at the different institutional types?
  • What challenges are noted in the extant literature on faculty work around further study or better understanding of faculty members scholarly learning across institutional types?

    This is the second issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
  • See More

    Table of Contents

    Executive Summary 9

    Acknowledgements 12

    Foreword 13

    Introduction 16

    Challenges to Faculty Scholarly Learning 17

    Opportunities to Support Faculty Scholarly Learning 18

    Advancing Scholarly Learning Across Institution Types 20

    Monograph Purpose and Guiding Questions 20

    Monograph Overview 22

    Conceptualizing Scholarly Learning and Boyer’s Forms of Scholarship 23

    Defining Learning 23

    Defining Scholarly Learning 24

    Significance of Scholarly Learning in the Academic Career 26

    Defining Boyer’s Forms of Scholarship 27

    Conclusion: Connecting Scholarly Learning, Boyer, and Institutional Type 30

    Research Universities 31

    Defining Research Universities and Their Students and Faculty 31

    Mission 31

    Students 32

    Faculty 33

    Challenges 35

    Summary 37

    Faculty Scholarly Learning in Research Universities 37

    Scholarship of Discovery 38

    Scholarship of Teaching 40

    Scholarship of Engagement 42

    Scholarship of Integration 45

    Barriers to Scholarly Learning in Research Universities 46

    Valued Versus Rewarded 47

    Increased Demands for Competition and Productivity 47

    Academic Capitalism 48

    Opportunities for Scholarly Learning in Research Universities 49

    Scholarly Learning Through High-Impact Practices 49

    Increasing Opportunities for Collaboration with Internal and External Stakeholder 50

    Institutional Service to Support Scholarly Learning 50

    Conclusion and Implications 51

    Comprehensive Colleges and Universities 53

    Defining Comprehensives and Their Students and Faculty 53

    Mission 54

    Students 55

    Faculty 55

    Challenges 56

    Faculty Scholarly Learning at Comprehensives 57

    Scholarship of Discovery 59

    Scholarship of Teaching 60

    Scholarship of Engagement 62

    Scholarship of Integration 63

    Summary of Faculty Scholarly Learning in Comprehensives 63

    Barriers to Faculty Scholarly Learning at Comprehensives 64

    Workload Challenges 64

    Mission Confusion 65

    Faculty Members’ Scholarly Learning Across Institutional Types 5

    Lack of Resources 66

    Opportunities for Faculty Scholarly Learning at Comprehensives 66

    Broadening Views of Scholarship for Comprehensive Faculty 66

    Developing an Infrastructure of Support 67

    Conclusion and Implications 68

    Liberal Arts Colleges 70

    Defining Liberal Arts Colleges and Their Students and Faculty 70

    Mission 70

    Students 72

    Faculty 72

    Challenges 75

    Summary 76

    Faculty Scholarly Learning in Liberal Arts Colleges 76

    Scholarship of Discovery 77

    Scholarship of Teaching 77

    Scholarship of Engagement 80

    Scholarship of Integration 80

    Barriers to Faculty Scholarly Learning in Liberal Arts Colleges 81

    Inaccurate Assumptions About Academic Work in LACs 82

    Inadequate Faculty Development Supports 83

    Disconnect Between Expectations and Reward/Incentive Structures 83

    Opportunities for Scholarly Learning in Liberal Arts Colleges 84

    Redefining Faculty Learning in LACs 84

    Modernizing Faculty Development Supports 85

    Aligning Policy and Practice 85

    Conclusions and Implications 86

    Community Colleges 88

    Defining Community Colleges and Their Students and Faculty 88

    Mission 89

    Students 90

    Faculty 90

    Challenges 93

    Summary 94

    Faculty Scholarly Learning at Community Colleges 94

    Scholarship of Discovery 95

    Scholarship of Teaching 96

    Scholarship of Engagement 98

    Scholarship of Integration 99

    Summary of Faculty Scholarly Learning in Community Colleges 100

    Barriers to Faculty Scholarly Learning at Community Colleges 100

    Heavy Teaching Loads 101

    Narrow Views of Scholarship 101

    Limited Resources and Infrastructures 102

    Opportunities for Faculty Scholarly Learning at Community Colleges 103

    Reducing Teaching Loads 103

    Expanding View of Scholarship 103

    Enhancing Resources and Infrastructures 104

    Conclusion and Implications 105

    A Call to Action: Advancing the Study of Faculty Scholarly Learning 107

    Synthesis of Key Findings and Implications 107

    Barriers to Scholarly Learning Across All Institution Types: Implications for Research 111

    Narrow Views of Academic Work and Scholarship 112

    Contradictory and Unclear Faculty Evaluation and Reward Systems 113

    Limited Organizational Support and Infrastructures 113

    Workload Issues 114

    Opportunities to Support Faculty Scholarly Learning Across All Institution Types: Implications for Practice 115

    Broadening or Expanding View of Scholarship 116

    Revisiting Workload and Reward Structures 117

    Improving Resources and Infrastructure 117

    Future Directions for Research and Scholarship 118

    Concluding Thoughts 119

    References 121

    Name Index 139

    Subject Index 145

    About the Authors 148

    See More
    Back to Top