– This paper aims to provide a re-envisioning of traditional conceptualizations of scholarship informed by knowledge assets theory, trends shaping the modern university and technological advancements. We introduce social scholarship, a set of scholarly practices being envisioned within the conventional four domains of scholarship (i.e. discovery, integration, teaching and application). This paper provides concrete examples of the benefits and challenges of enacting social scholarly practices in light of Boisot’s theory of information flows, proprietary knowledge and the social learning cycle.
– This article is a cross-disciplinary conceptual exploration.
– In the model of social scholarship, access to knowledge is spreading faster than ever before; information flows are bi-directional in each domain (discovery, teaching, integration and application) where previously knowledge resided with the institution, flowing out to the public. Relationships between scholars and their university as well as between government, university, researchers and the public are being re-negotiated.
– Certain limitations may exist, such as the conceptual alignment of a business model of knowledge generation to the university, which has particular cultures, service-orientations and power structures that are unique to academia.
– The alternative model for scholarship outlined in this paper has implications for those in higher education concerned with faculty recruitment, retention, professional development and performance review. The insights in this paper are also relevant for those concerned with the induction and training of doctoral students and preparation of future faculty programs.
– The conceptualization of scholarship outlined in this paper has implications for a broad, non-specialist audience who seeks to access, critique and provide input on basic, interdisciplinary or applied research as well as teaching in higher education.
– Using a business model of knowledge generation, this paper introduces how current social media affordances and societal values can and are transforming conceptions of “the scholar,” “scholarship” and the university as knowledge-purveyor.
