Boyer's Model

Boyer (1997) proposed an expanded definition of “scholarship” within the professorate based on four functions that underlie the Profile of a Quality Faculty Member (1.2.4): discovery, integration, application, and teaching. He argues that, within this framework, all forms of scholarship should be recognized and rewarded, and that this will lead to more personalized and flexible criteria for gaining tenure. He feels that, too often faculty members wrestle with conflicting obligations that leave little time to focus on their teaching role. Boyer proposes using “creativity contracts” that emphasize quality teaching and individualized professional development. He recommends that this model be based upon the life patterns of individuals and their passions.

The first element of Boyer’s model, discovery, is the one most closely aligned with traditional research. Discovery contributes not only to the stock of human knowledge but also to the intellectual climate of a college or university. He stresses that new research contributions are critical to the vitality of the academic environment, and that his model does not diminish the value of discovery scholarship.
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The second element, integration, focuses on making connections across disciplines. One interprets one’s own research so that it is useful beyond one’s own disciplinary boundaries and can be integrated into a larger body of knowledge. He stresses that the rapid pace of societal change within a global economy have elevated the importance of this form of scholarship.

The third element, application, focuses on using research findings and innovations to remedy societal problems. Included in this category are service activities that are specifically tied to one’s field of knowledge and professional activities. Beneficiaries of these activities include commercial entities, non-profit organizations, and professional associations.

Finally, Boyer considers teaching as a central element of scholarship. Too often teaching is viewed as a routine function and is often not the focus of professional development. Many professors state that they are primarily interested in teaching, but they feel that their institutions do not value or reward excellence in teaching (Borra, 2001). The academic community continues to emphasize and assign high value to faculty members’ involvement in activities other than teaching (Royeen, 1999).

Info from: faculty_handbook_9-2014__content_for_hub_.docx​