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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

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. Thumbnail


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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.

Acceptance Date May 19, 2017
Publication Date Aug 25, 2017
Publicly Available Date Mar 29, 2024
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

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