TOWARD A RECONCEPTUALIZATION OF SCHOLARSHIP - A HUMAN ACTION SYSTEM WITH FUNCTIONAL IMPERATIVES

This article explores the meaning and dimensions of the construct of s cholarship. The authors use the Parsonian four-function paradigm as an analytic framework from which to deduce the basic categories of schol arship. The paradigm serves as a heuristic device for explaining the n ature and functions of faculty work. Comparisons are made with other a nalyses of scholarship. Potential expansions and limitations of the an alytic approach are also discussed.