Scholar Models Overview- the Tradition

Scholar Models Overview- the tradition of scholarship is both archetypal and ancient for humans. There are many types of scholars and scholarship; most popular are the paradigms of the scholar, the practitioner, the scholar-practitioner and the practitioner-scholar. Each has a specific focus in the way information is processed both overtly and covertly -- and the way that information is disseminated to others. In most cases, the models have focused on traditional, clinical areas -- with appropriate emphasis on the rubric in which treatment (or communication, results, etc.) occur.

The various models are simply a way of viewing one's intellectual development and ability to apply intellectual methodology to a chosen field; and then the manner in which that ability and information is used for the betterment of humankind, or to actualize oneself or others. In many ways, the modeling supports lifelong learning (scholarship) coupled with the idea of social and workplace contribution (practice), and in many cases the added ability to exert positive and cogent influence (leadership) in one's academic, professional, and personal life (Mullen, 2005).

In general, we may define these types thus: Scholar Model -- the scholar model takes us back to the more pure academics of the Greek Academy or the Renaissance College. This is the time for intellectual actualization, learning new material, but taking that learning far beyond the rote into the analysis and synthesis stages. One might also think of this model as an accumulation/interaction model of knowledge (Heppner, 2008, et.al., 23-5).

Practitioner Model -- This model is extroverted; taking knowledge and applying it, gleaning the experience necessary to adequately synthesize knowledge and the intricacies of the universe to make better and more appropriate decisions; to think outside the box; and to understand that real-world examples often defy the logic of the text (Heppner).

Scholar-Practitioner- the emphasis on this model is one of research, of expanding -- pure knowledge for the sake of the field and of humanity, and of reveling in the delight of continual knowledge acquisition; as well as how that knowledge may be used in the field. This model moves through the stages of learning, but focuses more on the hypothetical and solving of mysteries and of bettering humankind in general, rather than so much in individual focus (DiStefano, et.al., 2004, 393-4).

Practitioner-Scholar -- Is both a template of action and a training program that focuses on clinical practice. In this model, the professional is a scholar -- a consummate consumer of learning, research and the understanding of data, while at the same time, one who applies knowledge and techniques to solve problems. It is about focus; in this model, the focus is on application of scholarship -- perhaps teaching and learning, staying abreast of one's field, but primarily focusing on the action oriented nature of the field (Wright & Cummings, 2001).

Roles in Academia- by the very nature of contemporary learning, as well as the absolute vast amounts of data available on a daily basis, professional schools must first focus on the scholarly role, and then move into the practitioner. The Master's degree is primarily about taking the basic knowledge from the undergraduate degree and expanding that knowledge; analyzing and synthesizing, and learning to speak cogently about the topic within an intellectual reference.

Typically, this level also has some practitioner components, since a student must learn to evolve, use particular information appropriately, while still connecting with clients or the public. Within a PhD program, learning switches a bit from amassing.