Ernest Boyer’s Scholarship Reconsidered redefines traditional views on scholarship, challenging the focus on research as the hallmark of academic success. The book critiques “publish or perish” culture, suggesting a broader model for evaluating faculty roles, encompassing four types of scholarship. Boyer’s definition of scholarship emphasises a balanced approach, where diverse scholarly contributions are recognised, including the transformative impact of teaching and service on both academic institutions and society.

Key takeaways

1. Expanded definition of scholarship. Boyer’s fourfold scholarship model (discovery, integration, application, and teaching) offers a more comprehensive understanding of faculty contributions, moving beyond a research-centric view.
2. Inclusion of Teaching and Application. Teaching and applied knowledge are recognised as critical components of scholarship, especially for institutions and faculty focused on societal impact.
3. Flexibility in academic pathways. By validating various forms of scholarly work, Boyer’s framework allows faculty to pursue career paths suited to their strengths and institutional missions.
4. Impact on tenure and promotion. Boyer’s call for broader recognition of scholarship has influenced tenure policies, particularly at institutions open to rewarding teaching and service alongside research.
5. Community and public engagement. Scholarship is redefined as a means of building community within and beyond academia, fostering collaborations that address real-world challenges.

Practical implications for academics

1. Reframe career goals. Academics can leverage Boyer’s framework to design careers that reflect their unique strengths and interests, whether in research, teaching, or community engagement, rather than focusing solely on publication.
2. Advocate for institutional change. Faculty members might promote policy reforms that recognise diverse scholarly outputs, helping to shape a more inclusive and flexible academic environment.
3. Balance professional responsibilities. Boyer’s model offers a basis for balancing teaching, research, and service, particularly useful for academics feeling constrained by traditional reward systems.
4. Engage in cross-disciplinary work. The scholarship of integration encourages academics to pursue interdisciplinary work, connecting ideas across fields to generate fresh insights and solutions.
5. Pursue community-based scholarship. Academics interested in societal impact can focus on the scholarship of application, which legitimises service-oriented research and outreach.

Scholarship Reconsidered has become a foundational text for academics seeking a more inclusive view of scholarly work. It can help academics align their careers with diverse personal and institutional missions. Boyer’s ideas influence policies on faculty roles and rewards, underscoring the need for institutions to recognise a broad array of academic contributions. This perspective is particularly relevant for academics aiming to create impactful careers without exclusively focusing on publication outputs.

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