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Informationen zum Autor 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. Klappentext The 10th volume in the ground-breaking International Studies in Higher Education series, Tribes and Territories in Higher Education brings the latest thinking together with a new framework for understanding academic practices and research. Zusammenfassung The 10th volume in the ground-breaking International Studies in Higher Education series, Tribes and Territories in Higher Education brings the latest thinking together with a new framework for understanding academic practices and research. Inhaltsverzeichnis 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 pract ices 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 ...
