The present study seeks to investigate the concept of scholarship from the viewpoint of faculty members in different disciplines. To this end, a consequential mixed approach was applied. The first part of the study was conducted with exploratory purposes, a phenomenological method and interview with 30 faculty members who taught and conducted research in different fields of science. Subsequently, in order to generalize the results, the research was continued using a descriptive survey method with a sample of 120 faculty members. Data gathering tools were semi-structured interview and a researcher-made questionnaire based on the results of the qualitative section. The results of the qualitative section demonstrated that the experience of faculty members could be categorized into five patterns: research as professional responsibility, artwork, journey to unknowns, puzzle and judgment. The researchers also managed to extract five patterns from quantitative data, which were almost equivalent to qualitative concepts: discovery of reality, information gathering, problem solving, re-exploration and misconception of research. The findings of the quantitative section also indicated that the type of faculty and consequently, the specialized field of faculty members cannot make a significant difference in the average of most of the main factors of faculty members’ perception of the concept of research. Patterns and factors taken from the concept of scholarship provide a way to understand problems or failures in the lack of course and research completion due to the incompatibility of the concepts and perceptions of professors and student.