Description
There is a renaissance in the use of the term “scholarship,” as it is being used to define areas of academic endeavour, describe academic work and achievements, and measure the quality of higher education. Although all academicians are required to engage in scholarship, it is difficult to navigate as there is a misunderstanding of this concept as new methods and approaches emerge.
Emerging Methods and Paradigms in Scholarship and Education Research is an essential academic book that is designed to explain the areas of scholarship and their contemporary relationship to key components of academic work: research, teaching, service, and engagement. The chapter authors explore conceptions of scholarship, paradigms, and methods that fit a variety of contexts and needs. Highlighting a wide range of approaches from scientific realism and neo-positivism to interpretative, transformative, and pragmatic educational strategies and policy, this book is ideal for researchers, teachers, educational leaders, academicians, educational policymakers, and quality assurance agencies.
Author's/Editor's Biography
Lorraine Ling (Ed.)
Lorraine Ling was the foundation Executive Dean of Education at La Trobe University in Australia for the past ten years. She joined La Trobe University following a career as a teacher in primary, secondary and technical schools in metropolitan and rural areas. She has been in teacher education for in excess of 30 years holding many roles. She has undertaken educational consultancies in many countries and has led several partnership and collaboration activities both nationally and internationally. Lorraine is a past chairperson of the Research and Development Centre for Professional Development within the Association for Teacher Educators in Europe. Her research and writing focuses on education policy and the policy construction process, values in education, higher education and teacher education, the changing nature of academic work, educational leadership and management, and networks and partnerships in education. Professor Ling has edited and authored several books and journal articles.
Peter Ling (Ed.)
Peter Ling is Adjunct Associate Professor, Learning Transformations, Swinburne University of Technology, Australia. Peter has extensive experience in academic development in Australia and U.S.A. Peter has been principal researcher for several national projects including “The development of academics and higher education futures” (2012). He has been evaluator for nationally commissioned projects including: “Peer Review of Teaching in Higher Education”, (2008), “Evaluation of Learning Spaces” (2010), and “Professional development program to embed inclusive and explicit teaching practices” (2015). Recent authored or co-authored publications include: Pedagogies for Next Generation Learning Spaces, in K. Fraser (Ed.),
New Generation Learning Spaces (Routledge Falmer, 2014); Learning online, in K. Fraser (Ed.),
Studying for Continuing Professional Development in Health (Routledge, 2009); Towards post-colonial management of transnational education,
Australian Universities Review (2014); and How academic is academic development?
International Journal for Academic Development (2013). Peter has co-edited
Higher Education Research and Development and guest edited
Innovative Higher Education.