Disciplinary Differences and University Teaching
Dados Bibliográficos
| ID | 4098549 |
|---|---|
| Autores | Ruth Neumann (autor correspondente) |
| Ano | 2001 |
| Volume | 26 |
| Fascículo | 2 |
| Páginas | 135-146 |
| Data de publicação | 2001-06-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Studies in Higher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070120052071 |
| OpenAlex | W2045328596 |
| Idioma | EN |
| Citações recebidas | 106 |
| Referências citadas | 31 |
In the past decade the importance and quality of teaching have received increased attention from policy makers as well as from higher educationalists. However, studies of university teaching and learning essentially remain focused on generic aspects, thus belying their complexity and diversity. This is in contrast to the recognition that academics identify most strongly with their discipline. Further, Becher's classic study of Academic Tribes and Territories demonstrated the strong interconnection between disciplinary culture and disciplinary knowledge. This article draws together existing, but largely scattered, research findings on teaching and learning under an established framework of broad disciplinary classifications. In doing so, it examines the nature of teaching, teaching and learning processes, and teaching outcomes across the different disciplines. The picture presented demonstrates scope for future macro, meso and micro level studies to seek explanations for systematic disciplinary differences. It suggests how the results of this research can be used to inform institutional and government policy to make the governance of higher education fairer and more effective
Corporate governance · Discipline · Engineering ethics · Higher education · Management · Mathematics education · Pedagogy · Political science · Social science · Sociology · Teaching method · Computer Science · Engineering · Evaluation of Teaching Practices · Higher Education Governance and Development · Innovative Teaching Methodologies in Social Sciences · Psychology
Lehrende in der Hochschule
Tertiary education learning outcomes, a case study
‘Does everybody understand?’ Teacher questions across disciplines in English-mediated university lectures
Faculty attitudes toward college students with criminal records
Struggling with Digital Pandemic
Teaching criminological theory in higher education
What use is SoTL
Blended learning in design education
Learning behaviour and learning outcomes
Capturing dissonance in university teacher education environments
The relationship between perceived competence and earned credits in competence-based higher education
The Role of Reflection in Transformative Learning
‘Surely they can't do as well’
Disciplinary differences in the use of English in higher education
The distinctive characteristics of foreign language teachers
Undergraduate Education Students’ Perceptions of Effective and Ineffective Course Experiences
A Hard Science Spoken Word List
Exploring teachers’ views on how educational methodologies foster social innovation competencies
A Novel Influence Analysis-Based University Major Similarity Study
Teaching in Higher Education after Covid-19
Comparing STEM and Non-STEM Instructor Motivation Suggests Directions for STEM Education Innovations
A multi-dimensional analysis of English-medium massive open online courses (Moocs) video lectures in China
Undergraduate student academic writing in English-medium higher education
Each discipline is different
Inter-brain coupling analysis reveals learning-related attention of primary school students
Internationalization of the Curriculum at Home (IoCaH)
Talking about talk
Epistemological similarities, prestige hierarchies, and double major combinations
A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning
Considering how disciplinary differences matter for successful online learning through the Community of Inquiry lens
Predictive effects of undergraduate students’ perceptions of social, cognitive, and teaching presence on affective learning outcomes according to disciplines
Class size effects in higher education
Do motivational changes differ between academic disciplines? Investigating the context in situated expectancy-value theory
Navigating the Terrain of Academic Freedom in Ethiopian Higher Education
“Why are we learning this?!” — Investigating students’ subjective study values across different disciplines
Generative AI in work‐integrated learning
Women Doctoral Students in Humanities and Social Sciences
The degree project in Swedish Early Childhood Education and Care – what is at stake
Academic Literacies; Discourse and Epistemology in a Swedish University
Teach more, but do not expect any applause”
Cultural and creative industries in modern languages
Concept mapping in the humanities to facilitate reflection
Pedagogy and the practice of academic history in late-twentieth century Britain
Necesidades del profesorado de la Universidad de Sevilla respecto a la enseñanza que requiere el Eees
Biology is easy, physics is hard’
Theory Development and Application in Higher Education Research
Students’ academic language-related challenges in English Medium Instruction
Professional Development in Teaching and Learning for Early Career Academic Geographers
Spanish lecturers’ beliefs about English medium instruction
Eight years after the 3-3-4 curriculum reform
Teaching in higher education
Accreditation in higher education
University teaching in “hard” and “soft” sciences
Des terrains incomparés
Les considérations politiques
Prompting undergraduate students’ metacognition of learning
Disciplinary differences and other variations in assessment cultures in higher education
Local responses to institutional policy
Diagnosing grade inflation
Attitudes towards genetically modified and organic foods
Local teachers’ English-German codeswitching in English-medium instruction (EMI)
Learning and teaching policies in higher education
Teaching Modern British Political History in a Politically Polarised and ‘Post-Truth’ Environment
The Longitudinal Career Experiences of Interdisciplinary Neuroscience PhD Recipients
ECTS credits and quality
Doctoral Differences
Conceptualising Middle Management in Higher Education
From senior student to novice worker
Depicting and researching disciplines
Personal epistemology of psychology, theology and pharmacy students
The Academic Spoken Word List
Widening participation and English language proficiency
The influence of disciplinary assessment patterns on student learning
Redisciplining generic attributes
Teaching and Learning in their Disciplinary Contexts
The student-as-consumer approach in higher education and its effects on academic performance
Concept mapping to support university academics' analysis of course content
Gender, student confidence and communicative styles at university
How approaches to teaching are affected by discipline and teaching context
It's an amazing learning curve to be part of the project
Beyond the 'research/teaching nexus
Le travail collectif de définition des savoirs par les enseignants de physique, de chimie et de sociologie à l'université
The Scholarship of Teaching
Relationships between subject matter characteristics and the structure and output of university departments.
The characteristics of subject matter in different academic areas.
The Structure of Scientific Revolutions
Communicating Student Evaluation of Teaching Results
Knowledge Structures
Will Disciplinary Perspectives Impede Curricular Reform
A New Look at the Effect of Course Characteristics on Student Ratings of Instruction
Knowledge and Teaching
The significance of disciplinary differences
Student ratings of instruction in the USA
Disciplinary differences in university teaching
Researching university teaching in Australia
| Obras citantes distintas | 82 |
|---|---|
| Citações por ano | 4,42 |
| Intervalo de citações | 2002 - 2026 (25) |
| Velocidade de citação | current |
| Altamente citado | Sim |
| Tipos de citação | Neutras: 89 |