A new theoretical framework to evidence scholarly activity that includes the creative arts: Reconceptualising Boyer scholarship

Ardzejewska, K; Eden, DG; Shannon, AG

A new theoretical framework to evidence scholarly activity that includes the creative arts: Reconceptualising Boyer scholarship

Ardzejewska, K Eden, DG Shannon, AG

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Higher Education Research and Development, 2025, ahead-of-print, (ahead-of-print)
Issue Date:: 2025-01-01

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Field	Value	Language
dc.contributor.author	Ardzejewska, K
dc.contributor.author	Eden, DG
dc.contributor.author	Shannon, AG
dc.date.accessioned	2025-08-06T04:22:27Z
dc.date.available	2025-08-06T04:22:27Z
dc.date.issued	2025-01-01
dc.identifier.citation	Higher Education Research and Development, 2025, ahead-of-print, (ahead-of-print)
dc.identifier.issn	0729-4360
dc.identifier.issn	1469-8366
dc.identifier.uri	http://hdl.handle.net/10453/189228
dc.description.abstract	Reporting on scholarly activity can be problematic for those working in higher education and can feel almost impossible for creative arts academics and administrators. Few current studies explore scholarly activity from a creative arts perspective. This paper sets out to support creative arts educators through the development of a new framework underpinned by Boyer’s four scholarships model. It is the first step in a research design-based methodology project. The practice-based disciplines have long been using an application-based model of Boyer scholarship. We took their research; our collective professional experiences informed by theory and research; and the extant Boyer literature as applied to the underpinnings of university life and clarified the domains of scholarship that includes the creative arts, removing current barriers for educators to express their scholarly contributions to the academic community. This new framework may not just assist in better rewarding and recognising academics in the creative disciplines, but all academics of higher education. This is timely given Australia’s regulatory climate and the need for higher education providers to utilise frameworks that are transparent and meaningful to staff.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Higher Education Research and Development
dc.relation.isbasedon	10.1080/07294360.2025.2492131
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	39 Education
dc.title	A new theoretical framework to evidence scholarly activity that includes the creative arts: Reconceptualising Boyer scholarship
dc.type	Journal Article
utslib.citation.volume	ahead-of-print
utslib.for	13 Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated	2025-08-06T04:22:25Z
pubs.issue	ahead-of-print
pubs.publication-status	Published
pubs.volume	ahead-of-print
utslib.citation.issue	ahead-of-print

Abstract:

Reporting on scholarly activity can be problematic for those working in higher education and can feel almost impossible for creative arts academics and administrators. Few current studies explore scholarly activity from a creative arts perspective. This paper sets out to support creative arts educators through the development of a new framework underpinned by Boyer’s four scholarships model. It is the first step in a research design-based methodology project. The practice-based disciplines have long been using an application-based model of Boyer scholarship. We took their research; our collective professional experiences informed by theory and research; and the extant Boyer literature as applied to the underpinnings of university life and clarified the domains of scholarship that includes the creative arts, removing current barriers for educators to express their scholarly contributions to the academic community. This new framework may not just assist in better rewarding and recognising academics in the creative disciplines, but all academics of higher education. This is timely given Australia’s regulatory climate and the need for higher education providers to utilise frameworks that are transparent and meaningful to staff.

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http://hdl.handle.net/10453/189228