Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines

By Paul R. Trowler; Tony Becher | Go to book overview

1
Landscapes, Tribal Territories and
Academic Cultures

HE in the post-industrial environment

The first edition of this book, published over a decade ago, mapped the territory of academic knowledge at the time and traced the links between the academic disciplines into which that knowledge had coalesced and the cultures of the academics engaged in them. Since then there have been major shifts in the topography of academic knowledge and more significantly, in the very landscape in which it lies: not only in higher education (HE) institutions and systems at the national and international level but also in the socio-economic contexts within which they operate. We can describe these shifts as structural in the sense that, as they occur, there are changes in long-standing sets of practices in different locales among the academic tribes which are the concern of this book. Structures have the characteristics of both rules and resources (Giddens 1984) and, as we shall see below, there have been important developments in various aspects of both in recent years.

This chapter begins by tracing the nature of the fundamental, geomorphic, changes in HE, and goes on to provide an initial overview of the implications for the academic tribes and their territories, setting the scene for our closer re-mapping of academic knowledge and cultures in later chapters. As in the first edition, the main focus is on HE in the UK and USA, though we argue (with Neave and van Vught 1991; Dill and Sporn 1995; Slaughter and Leslie 1997 and others) that it is possible to discern international convergence in many of the trends we identify in this chapter, at least in the developed world.

Cameron and Tschirhart (1992) have described the new HE system as operating in a post-industrial environment characterized by turbulent change, information overload, competitiveness, uncertainty and, sometimes, organizational decline. For HE institutions this has meant high levels of competition, scarce resources and new associated costs, as well as unpredictable fluctuations in enrolments and revenues. For academics it has sometimes

-1-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Preface to the First Edition ix
  • Preface to the Second Edition xiii
  • Abbreviations xvi
  • 1 - Landscapes, Tribal Territories and Academic Cultures 1
  • 2 - Points of Departure 23
  • 3 - Academic Disciplines 41
  • 4 - Overlaps, Boundaries and Specialisms 58
  • 5 - Aspects of Community Life 75
  • 6 - Patterns of Communication 104
  • 7 - Academic Careers 131
  • 8 - The Wider Context 159
  • 9 - Implications for Theory and Practice 181
  • Appendix- Data for the Initial Study 208
  • Bibliography 213
  • Index 236
  • The Society for Research into Higher Education 239
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 240

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.