How do academics perceive themselves and colleagues in their own disciplines, and how do they rate those in other subjects? How closely related are their intellectual tasks and their ways of organizing their professional lives? What are the interconnections between academic cultures and the nature of disciplines? This title maps academic knowledge and explores the diverse characteristics of those who inhabit and cultivate it.

Academic Tribes and Territories, Intellectual Enquiry and the Cultures of Disciplines

Education & Teaching

Becher, Tony

Higher & Continuing Education

Open University

Acclaim for the first edition of Academic Tribes and Territories: '...Becher's insistence upon in-depth analysis of the extant literature while reporting his own sustained research doubled the thickness of the material to be covered...Academic Tribes and Territories is a superb addition to the literature on higher education...There is here an education to be had.' (Burton R. Clark, Higher Education) '...Becher's landmark work. The higher education community - both practitioners and educational researchers - need to assimilate and to heed the message of this important and insightful book.' (Alan E. Bayer, Journal of Higher Education) 'a bold approach to a theory of academic relations...The result is a debt to him {Becher} for all students of higher education.' (The Times Educational Supplement) 'a classic in its field...The book is readily accessible to any member of the academic profession, but it also adds significantly to a specialist understanding of the internal life of higher education institutions in Britain and North America. I confidently predict that it will appear prominently on citation indices for many years.' (Gareth Williams, Studies in Higher Education) How do academics perceive themselves and colleagues in their own disciplines, and how do they rate those in other subjects? How closely related are their intellectual tasks and their ways of organizing their professional lives? What are the interconnections between academic cultures and the nature of disciplines? Academic Tribes and Territories maps academic knowledge and explores the diverse characteristics of those who inhabit and cultivate it. This second edition provides a thorough update to Tony Becher's classic text, first published in 1989, and incorporates research findings and new theoretical perspectives. Fundamental changes in the nature of higher education and in the academic's role are reviewed and their significance for academic cultures is assessed. This edition moves beyond the first edition's focus on elite universities and the research role to examine academic cultures in lower status institutions internationally and to place a new emphasis on issues of gender and ethnicity. This second edition successfully renews a classic in the field of higher education.

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

Trowler, Paul

Open Univ Pr

Process and structure in higher education

Routledge

During the 1980s the higher education scene in Britain shifted dramatically. This text presents a synoptic model of how the system as a whole now functions, and how its various components are interconnected. Drawing on detailed interview data from leading figures in British higher education, the authors explore the characteristic values and practices of the four main levels in the system - the central authorities, the institution, the basic unit and the individual - and analyze the pattern of relationships between them. They note the changes that have taken place in the last decade, and look ahead to how the system seems likely to develop in the future. Based on the UK, much of the analysis is relevant to higher education in other countries.

Process and Structure in Higher Education

Language:Chinese.PROCESS AND STRUCTURE IN HIGHER EDUCATION (STUDIES IN SOCIAL POLICY AND WELFARE) (map)

Process and structure in higher education (Studies in social policy and welfare)

Heinemann Educational Books

Curriculum development occupied an increasingly important place on the educational scene in the mid 1960's, foreshadowing much of the national debate initiated by the Prime Minister of Britain in late 1976. The agencies for development take different forms in different countries, but the underlying issues are remarkably similar across the globe. It is the basic framework common to all planned curriculum change which The Politics of Curriculum Change (originally published in 1978) is concerned to bring into sharper focus. A major consideration in embarking on or analysing any curriculum programme is the extent to which it reflects public concerns about education. The notion of the 'public curriculum' is a central strand in the authors' argument. It leads naturally into a discussion of mechanisms for control and development, and the political acceptability of new proposals to teachers, parents, pupils, and the public at large. But curriculum change has its internal, as well as its external politics. These are reflected in the contrasting styles of development, varied forms of evaluation, and in the conflicting response of the profession, both to change of the curriculum as a whole, and to a piecemeal subject-by-subject approach. The authors give these working aspects of curriculum development as careful attention as they afford to the larger issues of schooling in society. All in all, this book offers a view which has not hitherto been clearly articulated, but which is essential to understanding what curriculum development is all about. Its authors are in a good position to do this: one had a particularly close involvement with the external, and the other with the internal politics of development, and they previously worked together on an international study of curriculum.

The Politics of Curriculum Change (Routledge Revivals)

MacLure, Stuart

Schools & Teaching

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