Scholarship and Research

Scholarship and Research at Blackpool and The Fylde College

Blackpool and the Fylde College has a long tradition of promoting and building capacity for research and scholarship in our academic community. We aim to provide both staff and students the opportunity to engage in research led, research, tutored, research oriented and research based (Healey, Jenkins and Lea, 2014) curriculum.

In recent years key drivers from the QAA and the Higher Education Academy have given further prominence to scholarship and research in the College Higher Education (CHE) sector and at Blackpool and the Fylde we are proud and confident of our definition of scholarship; referenced as it is to classic and contemporary scholarly works (Boyer, 1990; Hutchings and Shulman, 1999; Martin et al.2000)

Our definition here at Blackpool is based around Boyer’s (1990) conceptions of scholarship; the scholarship of discovery; scholarship of integration, scholarship of application and the scholarship of teaching.

Scholarship can be informed and generated by participation in a variety of different activities including:

  • Attendance at scholarly events, exhibitions and conferences.
  • Organising or participating at a scholarly event, exhibition or conference.
  • Consultancy industry or academic relevant to subject expertise.
  • External Examining or advising
  • Curriculum Design
  • The writing of conference papers, poster presentations, refereed articles for academic journals,
  • Chapters for academic texts, or contributions to professional or academic publications or exhibitions.
  • Professional and industrial updating, workshop attendance or employer engagement.
  • Field research, including visits to centres of academic excellence, good practice or with specialist facilities.
  • Action research relevant to teaching and learning in HE.
  • Authoring appropriately challenging, well referenced and contemporary course materials to support flexible learning.

These activities might in themselves be scholarly, but it is in the reflection, dissemination and incorporation of what has been learned into curriculum which defines our scholarship at Blackpool and the Fylde.

With a sound base in scholarly research and practice we have numerous and varied opportunities for staff and students to engage in scholarship and disseminate their scholarly outputs.

References

  1. Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. San Francisco: Jossey-Bass. The Carnegie Foundation for the Advancement of Teaching.
  2. Healey, M., Jenkins, A., and Lea, J. (2014) Developing research-based curricula in college-based higher education, York: HEA
  3. Martin, E., Benjamin, J., Prosser, M. & Trigwell, K.(1999) Scholarship of Teaching. In Rust, C. (Ed) Improving student Learning: Improving Student Learning Outcomes pp.326-331) Oxford: Oxford University Press.
  4. Hutchings, P. and Shulman, S.(1999) ‘The scholarship of teaching: New elaborations, new developments’ Change: The Magazine of Higher Learning, 31 (5), p. 10-15

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