Engaging communities as scholarship

Paper


St Hill, Rod. 2005. "Engaging communities as scholarship." 2005 Australian Universities Quality Forum: Engaging Communities. Sydney, Australia 06 - 08 Jul 2005 Melbourne, Australia.
Paper/Presentation Title

Engaging communities as scholarship

Presentation TypePaper
Authors
AuthorSt Hill, Rod
Journal or Proceedings TitleProceedings of the 2005 Australian Universities Quality Forum: Engaging Communities
Number of Pages4
Year2005
Place of PublicationMelbourne, Australia
ISBN1877090425
Web Address (URL) of Paperhttp://www.auqa.edu.au/qualityenhancement/publications/occasional/publications/index.shtml
Conference/Event2005 Australian Universities Quality Forum: Engaging Communities
Event Details
2005 Australian Universities Quality Forum: Engaging Communities
Event Date
06 to end of 08 Jul 2005
Event Location
Sydney, Australia
Abstract

The contemporary university in Australia publicly states a commitment to engaging communities, yet engagement is not often seen as a core activity of academics. This paper suggests that engagement should be regarded as a form of scholarship that should be added to the four types of scholarship identified by Ernest Boyer. The paper also suggests some measurements for quality audit purposes.

KeywordsAustalia; Australian; universities; communities; scholarship; Ernest Boyer
ANZSRC Field of Research 2020390303. Higher education
390403. Educational administration, management and leadership
470108. Organisational, interpersonal and intercultural communication
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsFaculty of Business
Permalink -

https://research.usq.edu.au/item/9xqy5/engaging-communities-as-scholarship

Download files


Submitted Version
St_Hill.pdf
File access level: Anyone

  • 2112
    total views
  • 217
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

The ethics of designing for multimodality: empowering non traditional learners
Sankey, Michael D. and St Hill, Rod. 2008. "The ethics of designing for multimodality: empowering non traditional learners." Demiray, Ugur and Sharma, Ramesh C. (ed.) Ethical practices and implications in distance learning. Hershey, PA. USA. IGI Global. pp. 126-154
Ethical considerations in providing distance education in the light of massification
Sankey, Michael and St Hill, Rod. 2008. "Ethical considerations in providing distance education in the light of massification." Orr, Debbie, Danaher, Patrick Alan, Danaher, Geoff and Harreveld, R. E. (Bobby) (ed.) 5th International Lifelong Learning Conference: Reflecting on Successes and Framing Futures. Yeppoon, Australia 16 - 19 Jun 2008 Rockhampton, Australia.
Meeting some challenges of learner diversity by applying modal preference and learning needs to adult learning
Pedersen, Cec and St Hill, Rod. 2000. "Meeting some challenges of learner diversity by applying modal preference and learning needs to adult learning." 8th Annual Teaching Economics Conference: Making Economics Relevant for Today's Business. Melbourne, Australia 11 - 12 Dec 2000 Melbourne, Australia.
Towards quality in multiple-choice assessment
St Hill, Rod and Carmichael, Colin. 2006. "Towards quality in multiple-choice assessment." International Journal of Business and Management Education. Special Issue, pp. 33-47.
Meeting the challenge of 'massification': taking learner diversity seriously
Pedersen, Cec and St Hill, Rod. 2002. "Meeting the challenge of 'massification': taking learner diversity seriously." Cameron, Jim, Shaw, Greg and Arnott, Allan (ed.) Teaching and Learning Conference 1999. Darwin, Australia 28 - 30 Jun 1999 Darwin, Australia.
Multimodal design for hybrid learning materials in a second level economics course
Sankey, Michael D. and St Hill, Rod. 2005. "Multimodal design for hybrid learning materials in a second level economics course." Cheung, Stephen L. (ed.) 11th Australasian Teaching Economics Conference. Sydney, Australia 11 - 12 Jul 2005 Sydney, Australia.