ABSTRACT
The notion of the scholarship of teaching has been prevalent for the last decade, yet as more is published, more confusion grows as to the meaning of the concept and its relevance to the higher-education community. The scholarship of teaching represents a view of how teaching may be conceptualized into a more scholarly activity in higher education. Throughout the book Boyer’s (1990) contribution to the scholarship debates within higher education has been referred to and discussed. This chapter re-examines such arguments, taking account of the ever-increasing complexity of higher education and the role that academics may have within that complexity. Particular attention is given to the role of learning within scholarship and higher education, not only for individual academics, but for the institutions in which they work and the more global structure in which they perform their duties.
