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How University Teaching Award Winners Conceptualise Academic Work: Some further thoughts on the meaning of scholarship

Following personal construct theory (Kelly, 1955), a repertory grid was administered to 58 university teachers with the goal of identifying their implicit conceptualisations of academic work. The 58 individual grids were aggregated to form a consensus grid. This consensus grid was subjected to a principal component factor analysis to identify the underlying pattern of relationships that these professors see between the activities they typically associate with academic work. The main consideration underlying this exploratory study was that these conceptualisations may shed some new insight on two important relationships discussed in the higher education literature: between the processes and products of academic work on the one hand, and between teaching and research on the other. The results are discussed in relation to both the traditional, and more recent conceptions of scholarship and academic work.