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dc.contributor.authorBamber, Veronica
dc.contributor.editorBamber, Veronica
dc.contributor.editorSaunders, Murray
dc.contributor.editorTrowler, Paul
dc.date.accessioned2018-06-29T15:45:24Z
dc.date.available2018-06-29T15:45:24Z
dc.date.issued2012-01
dc.identifierER2465
dc.identifier.citationBamber, V. (2012) Learning and Teaching in the Disciplines: Challenging Knowledge, Ubiquitous Change, , , no. 336, , London
dc.identifier.isbn9.78E+12
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/2465
dc.descriptionLondon
dc.description.abstractThe '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.
dc.format.extent336
dc.publisherRoutledge
dc.relation.ispartofTribes and Territories in the 21st-century:Rethinking the significance of disciplines in higher education
dc.relation.ispartofseriesInternational Studies in Higher Education
dc.titleLearning and Teaching in the Disciplines: Challenging Knowledge, Ubiquitous Change
dc.typebook_section
dcterms.accessRightsnone
dc.description.facultyCAP
dc.description.ispublishedpub
dc.description.eprintid2465
rioxxterms.typebook_section
qmu.authorBamber, Veronica
dc.description.statuspub


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