Academic Tribalism and Subject Specialists as a Challenge to Teaching and Learning in Dual Honours Systems; a Qualitative Perspective From the School of Geography, Geology and the Environment, Keele University, UK.

Rogers, SL; Cage, A

Abstract

Here we give an account of our experiences teaching within a tight cognate group (Earth Sciences) and our perception of academic tribalism within a dual honours teaching and learning environment. We pose the question whether academic tribalism represents a positive or negative effect to the teaching and learning process and if it has an impact on our students becoming discipline specialists.

Citation

Rogers, S., & Cage, A. (2017). Academic Tribalism and Subject Specialists as a Challenge to Teaching and Learning in Dual Honours Systems; a Qualitative Perspective From the School of Geography, Geology and the Environment, Keele University, UK. The Journal of Academic Development and Education, https://doi.org/10.21252/KEELE-0000020

• Acceptance Date: May 19, 2017
• Publication Date: Aug 25, 2017
• Journal: Journal of Academic Development and Education
• Print ISSN: 2051-3593
• DOI: https://doi.org/10.21252/KEELE-0000020
• Keywords: Academic Tribalism, Discipline Specialist, Dual Honours, Teaching and Learning
• Publisher URL: http://dx.doi.org/10.21252/KEELE-0000020