Search the World's Largest Database of Information Science & Technology Terms & Definitions
InfInfoScipedia LogoScipedia
A Free Service of IGI Global Publishing House
Below please find a list of definitions for the term that
you selected from multiple scholarly research resources.

What is Disciplinary Culture

Chapter 5
Handbook of Research on Learning Outcomes and Opportunities in the Digital Age
A common set of assumptions, attitudes, conceptualizations, epistemologies, and values held by members of an academic disciplinary community (such as chemistry, or sociology), which is tacitly transmitted to new members and which shapes their views of the nature, production, transmission, and sharing of knowledge.
Published in Chapter:
Faculty Response to the Opportunities of the Digital Age: Towards a Service Culture in the Professoriate
David Starr-Glass (University of New York in Prague, Czech Republic)
Copyright: © 2016 |Pages: 25
DOI: 10.4018/978-1-4666-9577-1.ch005
Abstract
The digital revolution has had a profound impact on learning opportunities, but there is often ambivalence in the ways in which faculty and colleges embrace these opportunities. Attitudes and the cultural expectations of faculty lie at the heart of any successful strategic response to the digital revolution. This chapter examines cultural values that may limit responsiveness and suggests that a new cultural paradigm is needed among faculty members. This paradigm accentuates the notion of service and a relational commitment to learners. In education, a relational service culture recognizes the value and centrality of the learner and provides a pathway for the broader strategic alignment of the academy with the opportunities that are presented by the digital age. The chapter critically appraises the need for a relational service culture among faculty that might further and expand learner-centered pedagogies, and suggests how change might be initiated and supported.
Full Text Chapter Download: US $37.50 Add to Cart
More Results
Chapter 11
Engagement, Publishing, and the Scholarship of Teaching and Learning: Reconsidering the Reconsidered
A common set of assumptions, attitudes, conceptualizations, epistemologies, and values held by members of an academic disciplinary community (such as chemistry or sociology), which is tacitly transmitted to new members and which shapes their views of the nature, production, transmission, and sharing of disciplinary knowledge.
Published in Chapter: Engagement, Publishing, and the Scholarship of Teaching and Learning: Reconsidering the Reconsidered; From: Scholarly Publishing and Research Methods Across Disciplines
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 16
Bricolage: Excursions Into Transdisciplinary Territory
A common set of assumptions, attitudes, conceptualizations, epistemologies, and values held by members of an academic disciplinary community (such as chemistry or sociology), which is tacitly transmitted to new members and which shapes their views of the nature, production, transmission, and sharing of disciplinary knowledge.
Published in Chapter: Bricolage: Excursions Into Transdisciplinary Territory; From: Handbook of Research on Transdisciplinary Knowledge Generation
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 4
Scholarship of Teaching and Learning: Promoting Publication or Encouraging Engagement?
A common set of assumptions, attitudes, conceptualizations, epistemologies, and values held by members of an academic disciplinary community (such as chemistry, or sociology), which is tacitly transmitted to new members and which shapes their views of the nature, production, transmission, and sharing of knowledge.
Published in Chapter: Scholarship of Teaching and Learning: Promoting Publication or Encouraging Engagement?; From: Handbook of Research on Scholarly Publishing and Research Methods
Full Text Chapter Download: US $37.50 Add to Cart
eContent Pro Discount Banner
InfoSci OnDemandECP Editorial ServicesAGOSR