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Defines scholarship and argues why it must be upheld, linking it to constructivist learning theory and the inquiry-based role of teachers. Discusses whether scholarship is embedded in quality standards and codes and how an agency could assess it, including a risk-based testing approach for higher education institutions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-universities-review-scholarship-regulation-and-the-common-pursuit-of-knowledge/595085/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-universities-review-scholarship-regulation-and-the-common-pursuit-of-knowledge/595085.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What issues must higher education agencies address when assessing scholarship?","Question",{"text":112,"@type":113},"The document outlines what scholarship is, why it needs to be upheld, whether it appears in higher education quality standards and codes, and how an agency would assess scholarship levels.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document connect scholarship to learning theory?",{"text":117,"@type":113},"It frames scholarship as an essential dimension of a higher education learning environment grounded in constructivism, where inquiry supports both student learning and teachers’ continual engagement in inquiry.",{"name":119,"@type":110,"acceptedAnswer":120},"What approach does the document suggest for assessing scholarship levels?",{"text":121,"@type":113},"It proposes a risk-based approach to testing scholarship levels, which would not normally be necessary for low-risk providers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595085,1792487533,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nThe Commonwealth of Learning  \nScholarship, regulation and the common pursuit of knowledge  \nMichael Tomlinson University of Melbourne  \nTo what extent do higher education regulators and quality agencies need to assess the level of scholarship in universities and other higher education providers? To answer this question, we need to address the following issues: What is scholarship and why does it need to be upheld? Does it feature in higher education quality standards and codes, and how would an agency go about assessing the level of scholarship? Scholarship is an essential dimension of a higher education learning environment based upon the educational theory of constructivism. Constructivism leads us to a concept of higher education based on the common pursuit of knowledge through inquiry. If the prime role of teachers is to stimulate and support student learning through inquiry, then it follows that they must be continually engaged in inquiry themselves. Agencies can take a risk-based approach to testing the level of scholarship in higher education providers, which will not normally be necessary for low-risk providers.  \nKeywords: scholarship, quality assurance, regulation. higher education  \nIntroduction  \nUniversities and colleges have been inextricably linked with scholarship since they began in the late medieval and early modern period. They evolved from groups of scholars who banded together to offer their services to students in a more organised context. The level of organisation has increased over the centuries, until 21st century universities became large corporations with professional management and tens of thousands of students.  \nMost governments invest large amounts of public money in higher education through grants and subsidies, and so they seek ways of holding the universities and colleges accountable. Research grant agencies often mount periodic assessments of the research they have been funding, such as the Research Excellence Framework (REF) in the United Kingdom and the Excellence in Research for Australia (ERA) framework.  \nTo what extent do other higher education quality agencies assess the level of scholarship in universities and colleges, and to what extent is this necessary? To answer this question, we  \nneed to address the following issues:  \n1. What is scholarship?  \n2. Why does it need to be upheld?  \n3. Does it feature in higher education quality standards and codes?  \n4. How would an agency go about assessing the level of scholarship at a university or a college?  \nWhat is scholarship?  \nScholarship in the early modern period consisted almost exclusively of the intensive study of texts. Knowledge was based on the authoritative texts passed down from antiquity, and scholarly activities consisted of clarifying those texts, copying them, and then interpreting them for the contemporary context.  \nIn his British Academy lecture, ‘The life of learning’, the renowned historian of this period, Keith Thomas, recounted how Protestant and Catholic scholars produced opposing accounts of church history to justify their respective religions,  \nvol. 63, no. 2, 2021 The Commonwealth of Learning Michael Tomlinson 55  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nand Biblical scholarship had profound political implications. Scholars also sought instruction on all topics from the works of the ancient authors of Greece and Rome, which ‘were believed to contain the foundations of human knowledge’(Thomas, 2001).  \nAround the same period, others started to pioneer anew approach to the accumulation of knowledge through systematic direct observation of the natural world. This approach was first codified in Francis Bacon’s Novum Organon (1620), in which he maintained audaciously: ‘my aim is to open up a new road for the intellect to follow, a road the ancients didn’t know and didn’t try’. His proposed method was to accumulate ‘instances’ that confi","cbCaifhGu4uEKeHY","https://ap.wps.com/l/cbCaifhGu4uEKeHY","pdf",177556,"English","# Introduction\n## What is scholarship?\n## Why scholarship needs to be upheld\n## Scholarship in quality standards and codes\n## Assessing scholarship in universities and colleges","[{\"question\":\"What issues must higher education agencies address when assessing scholarship?\",\"answer\":\"The document outlines what scholarship is, why it needs to be upheld, whether it appears in higher education quality standards and codes, and how an agency would assess scholarship levels.\"},{\"question\":\"How does the document connect scholarship to learning theory?\",\"answer\":\"It frames scholarship as an essential dimension of a higher education learning environment grounded in constructivism, where inquiry supports both student learning and teachers’ continual engagement in inquiry.\"},{\"question\":\"What approach does the document suggest for assessing scholarship levels?\",\"answer\":\"It proposes a risk-based approach to testing scholarship levels, which would not normally be necessary for low-risk providers.\"}]","Australian Universities’ Review - Scholarship, regulation and the common pursuit of knowledge | PDF",1792080414,18]