Valuing the scholarship of integration and the scholarship of application in the academy for health sciences scholars: r
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Valuing the scholarship of integration and the scholarship of application in the academy for health sciences scholars: recommended methods Anne Hofmeyer*1,2, Mandi Newton2 and Cathie Scott3,4 Address: 1Faculty of Nursing, University of Alberta 3rd Floor, Clinical Sciences Building, Edmonton, Alberta, T6G 2G3, Canada, 2Knowledge Utilization Studies Program, 5-112 Clinical Sciences Building, University of Alberta, Edmonton, Alberta, T6G 2G3, Canada, 3Knowledge into Action Department, Calgary Health Region, 10101 Southport Road, Calgary, Alberta, T2W 3N2, Canada and 4Department of Community Health Sciences, Faculty of Medicine, University of Calgary, 3330 Hospital Drive NW Calgary, T2N 4N1, Canada Email: Anne Hofmeyer* - [email protected]; Mandi Newton - [email protected]; Cathie Scott - [email protected] * Corresponding author
Published: 29 May 2007 Health Research Policy and Systems 2007, 5:5
doi:10.1186/1478-4505-5-5
Received: 23 March 2007 Accepted: 29 May 2007
This article is available from: http://www.health-policy-systems.com/content/5/1/5 © 2007 Hofmeyer et al; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract In the landmark 1990 publication Scholarship Reconsidered, Boyer challenged the 'teaching verses research debates' by advocating for the scholarship of discovery, teaching, integration, and application. The scholarship of discovery considers publications and research as the yardstick in the merit, promotion and tenure system the world over. But this narrow view of scholarship does not fully support the obligations of universities to serve global societies and to improve health and health equity. Mechanisms to report the scholarship of teaching have been developed and adopted by some universities. In this article, we contribute to the less developed areas of scholarship, i.e. integration and application. We firstly situate the scholarship of discovery, teaching, integration and application within the interprofessional and knowledge exchange debates. Second, we propose a means for health science scholars to report the process and outcomes of the scholarship of integration and application with other disciplines, decision-makers and communities. We conclude with recommendations for structural and process change in faculty merit, tenure, and promotion systems so that health science scholars with varied academic portfolios are valued and many forms of academic scholarship are sustained. It is vital academic institutions remain relevant in an era when the production of knowledge is increasingly recognized as a social collaborative activity.
Background Over 25 years ago, Mensah [1] identified many dysfunctional manifestations in the process of tenure and promotion that result from judging an a
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