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In the 1800s research became a function of the modern university. Humboldt’s ‘Theory of Human Education’ involved scholars in both teaching and research (Westbury, Hopmann, & Riquarts, 2000). Newman’s (1853) idea of university encompassed the position that it was a place a place for the communication and circulation of thought. This prompted universities to publish their own journals. In more recent times there has been greater pressure to publish and gain research funding, considered as prestigious by universities. Hence research-prominent scholars had greater chances of gaining promoting. Against this backdrop Boyer (1990) wrote his seminal work on scholarship. He was concerned that different facets of scholarship were undervalued and that the function of a ‘scholar’ had become research-intensive followed by teaching. Hence the scholarship of teaching and learning movement was launched, sparking discussions across the world about its definition, nature, and enactment.
The literature review indicates that scholarship has changed over time and appears to be influenced by a number of factors. These include the socio-cultural context and the structures within which scholars have to operate. This reflects recent research by Price and Draeger (2011) who found that perceptions of scholarship were influenced by socio-cultural contexts and institutional structures. This suggests that reshaping interpretations of scholarship is beyond mere discourse as the activities of scholars may be influenced by context and the institutional, if not political, structures within which they operate.