HKIER

Abstract

Discontent with the emphasis on research versus teaching in higher education and the bias in the evaluation of scholarly activities of institutions by the University Grants Committee have led to the articulation of a broadened and multidimensional conception of scholarship in education in Hong Kong. Following Boyer's (1990) classification, four categories of scholarship related to discovery, integration, application, and teaching are described and elaborated with respect to the interdisciplinary field of education. Implications for educational research suggested by these categories of scholarship are discussed.

Keywords: scholarship; education; teaching and research

摘要

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