Scholarship Reconsidered for the Professoriate of 2010

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Abstract
The main thesis in this paper argues that the predominant system of defining, conducting, and rewarding scholarship today is mismatched with the shifting mission of higher education. Success in the current monolithic system is based on one's record of publication in adjudicated journals, not on the generation and dissemination of knowledge that benefits academic disciplines, students, and other constituent groups. Three metaphors are used to partially capture the growing crisis in higher education, a crisis fostered by a widening gulf between how faculty members prioritize their time and how the public, students, and state funding agencies perceive faculty members should be doing so. Several alternative models of scholarship are mentioned, with one based on Ernest Boyer's (1990) Scholarship Reconsidered discussed at length for its implications for the amalgamated subdisciplines of physical education and the sport sciences.