Reconciling Research, Teaching and Scholarship in Higher Education: An Examination of Disciplinary Variation, the Curriculum and Learning

Integración de teoría y práctica en educación comercial

“…This requires a much more holistic view of business which in turn rests on a better understanding of the nexus between theory and practice. While the previously mentioned lofty goal may seem overly ambitious, one should remember that the original goal of higher education in the United States was always the "bildung" (cultivation) or social growth of the individual with the learning of a trade simply being a secondary positive externality (Lueddeke, 2008;Sorkin, 1983). Evidence of the previous assertion can be found in the general education requirements of the American bachelor's degree which includes subjects such as Art History, Political Science, and Sociology, inter alia (Aud et al, 2011).…”

Chapter 16: Establishing External, Blind Peer Review of Scholarship of Teaching and Learning Within the Disciplines

“…He concludes that "perhaps the greatest surprise is that, given these competing distractions, so many faculty members continue to exhibit such devotion to their students" (p. 25). Recently, a number of experts have argued that embracing SoTL as scholarship is increasingly imperative and no longer a choice Lueddeke, 2008;O'Meara & Rice, 2005;Weimer, 2006). Shulman (2000a) presents the rationale for embracing SoTL from three perspectives: professional, pragmatic, and policy.…”

“…Shulman (2000b, p. 105) predicted that by 2005 "there will be a fundamental recognition at colleges and universities that good teaching requires serious investigation and learning," and its inclusion in the expected repertoire of scholarly practices will replace SoTL's present status as an add-on. Although SoTL has certainly received much of the support Shulman predicted in the form of teaching academies and faculty development programs, little progress has been made regarding changes in reward structures governing tenure and promotion (Lueddeke, 2008). As was the case prior to Boyer's (1990) reconceptualization of scholarship, the majority of colleges and universities still apply scholarship standards that primarily value discovery research.…”

Decision making of university teacher: motivating and inspiring students versus too high criticality and demands of teacher

“…Fortunately, the group of students who want to obtain not only an university degree but especially acquire serious knowledge and developed competence, continues to be more numerous (e.g. Vašutová, 2002;Lueddeke, 2008;Slavík, 2012;etc.). Johnston & Elton (2005) in their study on comparing the views of British and German graduates even confirmed the graduates put the development of their personality as the most important in their study.…”