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.

This volume deals with the transition from the Late Bronze to the Early Iron Age in the central East Jordan Valley, the period of the fall of the Egyptian New Kingdom, and of the birth of a new era, in which small kingdoms such as Ammon, Moab and Israel were born. A broad spectrum of sources is being reviewed: written evidence, excavations and surveys, and ethnographic sources from the 19th century and later. New archaeological evidence is being presented, including a report on the excavations of Tell el-Hammeh on the Zerqa. This evidence, written, material and ethnographical, is incorporated in a new model for the LB-IA transition in the region: a model that explains the events of this turbulent period as the precipitation of a tribal society, where the interactions of tribes and territories determined the political lay-out and shaped the kingdoms of the Iron Age.

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.

Winner of the 2021 Bancroft Prize and the 2021 Ridenhour Book Prize Finalist for the 2020 National Book Award for Nonfiction Named a Top Ten Best Book of 2020 by the Washington Post and Publishers Weekly and a New York Times Critics' Top Book of 2020 A masterful and unsettling history of “Indian Removal,” the forced migration of Native Americans across the Mississippi River in the 1830s and the state-sponsored theft of their lands. In May 1830, the United States launched an unprecedented campaign to expel 80,000 Native Americans from their eastern homelands to territories west of the Mississippi River. In a firestorm of fraud and violence, thousands of Native Americans lost their lives, and thousands more lost their farms and possessions. The operation soon devolved into an unofficial policy of extermination, enabled by US officials, southern planters, and northern speculators. Hailed for its searing insight, Unworthy Republic transforms our understanding of this pivotal period in American history.

This book addresses policies and strategies on internationalization across very different higher education systems globally, including inter alia from South America, Asia and Africa. The volume zooms in on the interplay between the national, institutional and “human” levels of internationalization. The latter is especially novel in that it pays particular attention to how internationalization shapes individuals – rather than only to the effects on student learning or research productivity. The work expounds on (a) the role of internationalization in fostering ethical forms of integration and preparing citizens to engage in dialogue across those differences, (b) the possible trade-offs between private benefits and negative social effects, and (c) the contribution of internationalization to a “global community of minds”. By discussing the human dimension, it becomes clear how internationalization can contribute to defining unique ways to confront today’s societal challenges. Moreover, as the world is facing unprecedented challenges in the wake of the coronavirus, a specific chapter examines how the pandemic has made diversity among different student groups more explicit and what implications this holds for the globalisation of higher education. A range of methodologies was adopted, including qualitative (case studies and interviews) and quantitative (e.g. surveys). The book draws on both strategic frameworks and research projects to provide new perspectives on how internationalization plays out, especially linking strategies with human impacts.

This groundbreaking book highlights the profound impact of internationalization in doctoral education, offering a variety of models to align with student interests and needs. It includes insights from over seventy contributors spanning more than thirty-five national contexts on six continents, who explore the values and benefits of internationalization at the doctoral level, such as social and cultural enrichment, academic and personal growth, network enhancement, and research collaboration, paving the way for meaningful career opportunities in academia or elsewhere. Evaluating the outcomes of internationalization and the development of researcher identities, the volume underscores the immeasurable value and impact of internationalized doctoral experiences while recognizing the importance of student agency. Reflections from students and graduates reveal the merits of international experiences but also address challenges and pitfalls, including environmental, economic, equity, and decolonization concerns. With implementable recommendations for institutions, academics, and students, this important book offers guidance for the future of internationalization in doctoral education and emphasizes the importance of strategic institutional approaches. Internationalization of the Doctoral Experience: Models, Opportunities and Outcomes is essential reading for anyone interested in the evolving landscape and transformative potential of internationalization in doctoral education.

Threshold Concepts on the Edge explores new directions in threshold concept research and practice and is of relevance to teachers, learners, educational researchers and academic developers.