The notion of scholarship of teaching has been prevalent for the last decade, yet as more is published, more confusion grows as to the meaning of the concept and its relevance to the higher education community. The scholarship of teaching represents a perspective and a view of how teaching may be conceptualised into a more scholarly activity in higher education. This paper re-examines such arguments and considers the implications surrounding the developing arguments related to scholarship within the changing context of higher education. Boyer was one of the first to draw attention to the narrow conception of scholarship held by the profession. He stated that:Scholarship is not an esoteric appendage; it is at the heart of what the profession is all about. All faculty, throughout their careers, should themselves, remain students. As scholars they must continue to learn and be seriously and continuously engaged in the expanding intellectual world. This is essential to the vitality and vigour of the undergraduate college. (p56)Given Boyer's emphasis on learning and the need to continue to learn, these issues should form the key basis for discussions in relation to the notion of scholarship. I suggest that we should be focusing our attentions on the scholarship of learning as opposed to that of teaching.The practice of research, scholarship and teaching in higher education and the role of learning for the academic are equally dependent on the whole educational context. The increased legislation and compliance in higher education in relation to the enhancement of teaching and learning requires the academic to constantly review and consider how research, scholarship and teaching are going to affect the role of learning for them in pursuit of their academic roles and responsibilities. This necessitates the consideration of the role of the scholarship of teaching within an academic community that is constantly being asked to concentrate on research or teaching. Increasingly the academic is torn between scholarship, research and teaching, a situation not helped by the possibility of further polarisations of university, whereby institutions can gain University status for teaching only. This paper considers the implications such confusion might have by considering two differing scenarios in higher education. The research led university and the teaching led university. Empirical data collected from both universities will be considered and tentative explanations given for the continued confusion and the need to challenge the concept of scholarship within higher education.