Abstract
Scholarship lacks a clear definition in spite of the work carried out by Boyer (1990) and numerous others since. This is particularly problematic in relation to teaching-focused academics for whom engagement with scholarship is important for professional recognition and career progression. This paper analyses data from a survey of research and teaching-focused academics in a UK university department, comparing their conceptualisations of scholarship with institutional definitions. A strategy to improve understanding of and engagement with scholarship is presented and recommendations for a broader understanding of the concept, in keeping with that originally proposed by Boyer, are made.
Authors retain the copyright for their work, while granting the journal the exclusive right of first publication. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.