Regardless of educational background, a common feature of the professoriate in EA
throughout these earlier years was the limited attention given to scholarly empirical
work and writing (Willower, 1983). The departments of EA in the 1960s were
bifurcated informally into two groups of professors. The older and more experienced
“schoolmen” were more concerned with “how to do it”, while the younger academics
focused on research and development of instructional and methodological
competencies required from scholars in EA (Farquhar, 1974; Walker, 1984).