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A scholarly writing course for faculty.

Article Excerpt
Abstract

Because of new publication requirements imposed as a result of an accreditation candidacy, all business school faculty at a Utah college are now required to publish. Many have no previous education or experience in scholarly research, writing, or publishing and do not have terminal degrees. The purpose of this paper is to discuss a scholarly writing course designed for these faculty members as they began scholarly publishing efforts. This article presents information about the course content and structure, challenges, successes, and instructor and participant reflections.

Introduction

Throughout the past few decades, academic discussions focused on the roles, priorities, and conflict between teaching and research have not only increased but have become more impassioned. However, educators and administrators agree that a primary function of higher education is to effectively educate its students (Boyer, 1990). The definition of scholarship has even been expanded to include the Scholarship of Teaching (Kreber & Cranton, 2000). However, the role of research and publishing in institutions of higher education (Braxton, 1996) and, particularly in institutions without a primary research focus (Blackburn, Bieber, Lawrence, & Trautvetter, 1991), is an area that continues to ignite controversy. Some have purported that research activity has detrimental effects on undergraduate education (e.g., Clark, 1987); yet, much of the literature no longer supports these views (e.g., Fairweather, 2002). Further, some researchers (Feldman, 1987) have even found slight evidence that research productivity may increase instructional effectiveness. Unfortunately, many faculty who do not support and participate in scholarly research and writing activities tend to be the ones who are not current in their own fields. Researchers (e.g., Braxton, 1996) have found, and I would agree, that there is a relationship between participation in research activities and effective teaching.

It is clear that research and publishing can help motivate and assist faculty in becoming and remaining scholarly teachers. In fact, even with the changes in the meaning of scholarship (Boyer, 1990), one constant is that many accrediting bodies (e.g., The Association to Advance Collegiate Schools of Business--AACSB) continue to measure faculty field currency, even in undergraduate institutions, through measuring the number and level of scholarly publications and creative works. This is a significant challenge for schools deciding to work toward accreditations but who have faculty members with no experience or education in scholarly writing. This was our challenge.

The purpose of this paper is to provide a description and critique of a course that was designed to assist six faculty members begin writing and publishing. The paper will present the background of Utah Valley State College (UVSC) so readers can understand the reasons and importance of the intervention described. I will then describe the development and implementation of this course, present participant and instructor reflections, and outline...