Scholarship and professional profiling: possibilities for promoting quality in higher education

Abstract

This article introduces the concept of scholarly quality from a historical perspective and reflects involvement in affirming scholarly work at two universities in South Africa B firstly from the experience of a staff developer and then from the viewpoint of an academic practitioner. The scholarly roles of the academic practitioner as identified by Boyer are explored and linked to at least five reigning perspectives of the concept of quality as well as the notion of standards. Profiling and portfolios are highlighted as important elements of scholarly quality in higher education, particularly in a developing higher education context. Scholarship profiling guidelines, spanning the four scholarly roles of Boyer, are provided, as well as an example of performance expectancies at the professorial level as developed as part of a system for the enhancement of scholarly quality at one university. Finally, the need for proper documentation of scholarly work for quality purposes is proposed.


SAJHE Vol.18(1) 2004: 19-37