Tribes and Territories in the 21st Century: Rethinking the significance of disciplines in higher education...

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Paul Trowler Murray Saunders (University of Lancaster, UK)

Tribes and Territories in the 21st Century

Rethinking the significance of disciplines in higher education

Paul Trowler, Murray Saunders (University of Lancaster, UK), Veronica Bamber

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English

Routledge
23 December 2013

Admissions procedures; Higher & further education, tertiary education

Series: International Studies in Higher Education

The ‘tribes and territories’ metaphor for the cultures of academic disciplines and their roots in different knowledge characteristics has been used by those interested in university life and work since the early 1990s. This book draws together research, data and theory to show how higher education has gone through major change since then and how social theory has evolved in parallel. Together these changes mean there is a need to re-theorise academic life in a way which reflects changed contexts in universities in the twenty-first century, and so a need for new metaphors.

Using a social practice approach, the editors and contributors argue that disciplines are alive and well, but that in a turbulent environment where many other forces conditioning academic practices exist, their influence is generally weaker than before. However, the social practice approach adopted in the book highlights how this influence is contextually contingent – how disciplines are deployed in different ways for different purposes and with varying degrees of purchase.

This important book pulls together the latest thinking on the subject and offers a new framework for conceptualising the influences on academic practices in universities. It brings together a distinguished group of scholars from across the world to address questions such as:

Have disciplines been displaced by inter-disciplinarity, having outlived their usefulness?

Have other forces acting on the academy pushed disciplines into the background as factors shaping the practices of academics and students there?

How significant are disciplinary differences in teaching and research practices?

What is their significance in other areas of work in universities?

This timely book addresses a pressing concern in modern education, and will be of great interest to university professionals, managers and policy-makers in the field of higher education.

Edited by: Paul Trowler, Murray Saunders (University of Lancaster, UK), Veronica Bamber
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 229mm, Width: 152mm, Spine: 20mm
Weight: 430g
ISBN: 9781138021037
ISBN 10: 1138021032
Series: International Studies in Higher Education
Pages: 294
Publication Date: 23 December 2013
Audience: College/higher education , Professional and scholarly , Further / Higher Education , Undergraduate
Format: Paperback
Publisher's Status: Active

1. Introduction: overview of thinking to date about disciplinary differences, Trowler 2. Academic practices as social practice, Trowler, Saunders and Bamber Section I. Disciplinary differences and research practices Section I. Top – Introduction to the four contributory chapters in this section, Trowler (UK) 1a. Disciplinary differences in research: metaphors and practices, Angela Brew (Australia) 1b. The meaning of ‘research’ in the disciplines; the case of art and design, Trowler (UK) 1c. Research in a specific subject area, (a non-UK country) 1d. Research in a specific subject area, (a non-UK country) Section I. Tail – Commentary on the four chapters from a social practice perspective, applying the principles set out at the end of chapter 2, Trowler (UK) Section II. Disciplinary differences and learning and teaching practices Section II. Top – Introduction to the four contributory chapters in this section, Bamber 2a. Learning and teaching practices in Law, Fiona Cownie (UK and USA) 2b. Learning and teaching practices in engineering, Quinlan (Australia) 2c. The use of learning technologies in physics, divinity and ved med in their first year, Judy Hardy (Scotland – the LEAD project) 2d. Signature pedagogies in vocational disciplines, Shulman (USA) Section II. Tail – Commentary on the four chapters from a social practice perspective, applying the principles set out at the end of chapter 2, Bamber Section III. Disciplinary differences as an organizing principle Section III. Top – Introduction to the four contributory chapters in this section, Trowler (UK) 3a. Learning and teaching across the disciplines, Ruth Neumann (Australia) 3b. From modes I and II to mode III, Gary Rhoades (USA) 3c. Interdisciplinarity as an organizing device, (a non-UK country) 3d. Managerialism and the decline of donnish dominion, Rosemary Deem (UK) Section III. Tail – Commentary on the four chapters from a social practice perspective, applying the principles set out at the end of chapter 2, Trowler (UK) Section IV. Conceptualising the drivers of academic practices Section IV. Top – Introduction to the four contributory chapters in this section, Saunders (UK) 4a. Lecturers’ pedagogical constructs, Joelle Fanghanel (UK) 4b. Communities of practice, assessment practices, Suellen Shay (South Africa) 4c. Discourse and practices, Christina Winberg (South Africa) 4d. Moral orders of study, Oili-Helena Ylijoki (Finland) Section IV. Tail – Commentary on the four chapters from a social practice perspective, applying the principles set out at the end of chapter 2, Murray (UK) Concluding Chapter. Rethinking tribes and territories: a social practice approach, Trowler, Bamber and Saunders

Paul Trowler is Professor of Higher Education and Director of Research at the Centre for Higher Education Research and Evaluation in the Department of Educational Research, Lancaster University, UK. Murray Saunders is Director of Evaluation at the Centre for Higher Education Research and Evaluation in the Department of Educational Research, Lancaster University, UK. Veronica Bamber is Director of the Centre for Academic Practice at Queen Margaret University in Edinburgh.

Reviews for Tribes and Territories in the 21st Century: Rethinking the significance of disciplines in higher education

"Mary Taylor Huber, Senior Scholar, The Carnegie Foundation for the Advancement of Teaching Yes, it’s timely. I agree with the editors that it would continue to be considered so for about ten years. If the authors are clever enough in picking up on the trends, it could continue to be consulted after that. Again, it is hard to comment without abstracts of the chapters. I think the book’s main appeal will be its comprehensive look at the disciplines roles in research, teaching, organization, and contributing to academic thought and practice. In the US, readers from the primary audience are likely to be members of the American Education Research Association (AERA), the Association for the Study of Higher Education (ASHE), and the Professional and Organizational Development Network (POD). Can you comment on the sales potential for this book, and whether it would be likely to sell copies outside of the UK (Australia, US, Canada, Europe, S. Africa)? I do believe it would sell in the US. Two of its contributors (Shulman and Rhoades) are well-known, but the topic itself is of sufficient interest that the book would get attention. The editors are right: it could be interesting to consider the current situation in light of Becher’s very widely read Academic Tribes and Territories (1989). However, I have some concern that the emphasis on a ""social practice"" approach may overload what a relatively short edited book can comfortably carry. They’ve got policy change, disciplinary differences, and national inflections already in play. Rob Cuthbert, Professor of Higher Education Management, University of the West of England 1. Do the author(s)/editor(s) appear well qualified to write/edit the book? Yes. They are an established team with a range of expertise which is well-suited to the task. Paul Trowler is worldwide probably the best-known living author on this topic, as well as having done more of the best research in the area than anyone else. The more I reflect on the proposal, the more I feel that a really definitive work would be more likely if it were not an edited collection but an authored book. As it stands, the authors will have to work hard to persuade their many suggested leading contributors to fit into their fairly tight schema. And the results might not add a great deal to the overall force of the argument. I recommend this book for publication, preferably if it could become an authored book rather than an edited collection. Even if the authors won’t budge, I still recommend it for publication. I would use it (a lot) in either case."