Higher education research as tribe, territory and/or community: a co-citation analysis

Abstract

This article builds upon existing research which has been mapping and analysing the field of higher education research, and, in particular, on the analysis of the articles (n = 406) in 17 specialist higher education journals published in the English language outside of North America during the year 2000. It extends that analysis by examining the citations (n = 10,065) given in the articles, in particular the patterns of co-citation. This enables a clearer identification of the tribes or communities of practice that occupy the territory of higher education research. An attempt is be made to identify the key members of these tribes or communities, and to chart the key relationships within and between them.

This is a preview of subscription content, access via your institution.

Fig. 1

References

  1. Bagilhole, B. (2002). Challenging equal opportunities: Changing and adapting male hegemony in academia. British Journal of Sociology of Education, 23(1), 19–33.

    Article  Google Scholar 

  2. Becher, T. (1989). Academic tribes and territories: Intellectual enquiry and the cultures of disciplines. Milton Keynes: Open University Press.

    Google Scholar 

  3. Becher, T. (1999). Professional practices: Commitment and capability in a changing environment. New Brunswick, NJ: Transaction Publishers.

    Google Scholar 

  4. Becher, T., & Trowler, P. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines (2nd ed.). Buckingham: Open University Press.

    Google Scholar 

  5. Brooks, A., & Mackinnon, A. (Eds.) (2001). Gender and the restructured university. Buckingham: Open University Press.

    Google Scholar 

  6. Collins, R. (1998). The sociology of philosophies: A global theory of intellectual change. Cambridge, MA: Belknap Press.

    Google Scholar 

  7. Desmedt, E., & Valcke, M. (2004). Mapping the learning styles ‘Jungle’: An overview of the literature based on citation analysis. Educational Psychology, 24(4), 445–464.

    Article  Google Scholar 

  8. Fanghanel, J. (2004). Capturing dissonance in university academic training environments. Studies in Higher Education, 29(5), 575–590.

    Article  Google Scholar 

  9. Fuller, A., Hodkinson, H., Hodkinson, P., & Unwin, L. (2005). Learning as peripheral participation in communities of practice: A reassessment of key concepts in workplace learning. British Educational Research Journal, 31(1), 49–68.

    Article  Google Scholar 

  10. Hargens, L. (2000). Using the literature: Reference networks, reference contexts and the social structure of scholarship. American Sociological Review, 65, 846–865.

    Article  Google Scholar 

  11. Hendry, C. (1996). Understanding and creating whole organizational change through learning theory. Human Relations, 49, 621–641.

    Article  Google Scholar 

  12. Howie, G., & Tauchert, A. (Eds.) (2002). Gender, teaching and research in higher education: Challenges for the 21st century. Aldershot: Ashgate.

    Google Scholar 

  13. Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. Harlow: Longman.

    Google Scholar 

  14. Hyland, K. (2001). Humble servants of the discipline?: Self-mention in research articles. English for Specific Purposes, 20, 207–226.

    Article  Google Scholar 

  15. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Google Scholar 

  16. Tight, M. (2003). Researching higher education. Maidenhead: Open University Press.

    Google Scholar 

  17. Tight, M. (2004a). The RoutledgeFalmer reader in higher education. London: RoutledgeFalmer.

    Google Scholar 

  18. Tight, M. (2004b). Research into higher education: An a-theoretical community of practice? Higher Education Research and Development, 23(4), 395–411.

    Article  Google Scholar 

  19. Tight, M. (2006). Higher education research: A citation analysis. Higher Education Review, 38(2), 42–59.

    Google Scholar 

  20. Tight, M. (2007). Bridging the divide: A comparative analysis of articles in higher education journals published inside and outside North America. Higher Education, 53(2), 235–253.

    Article  Google Scholar 

  21. Trowler, P., & Knight, P. (2000). Coming to know in higher education: Theorising faculty entry to new work contexts. Higher Education Research and Development, 19(1), 27–42.

    Article  Google Scholar 

  22. Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246.

    Article  Google Scholar 

  23. White, H. (2004). Citation analysis and discourse analysis revisited. Applied Linguistics, 25(1), 89–116.

    Article  Google Scholar 

Download references

Author information

Affiliations

Authors

Corresponding author

Correspondence to Malcolm Tight.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Tight, M. Higher education research as tribe, territory and/or community: a co-citation analysis. High Educ 55, 593–605 (2008). https://doi.org/10.1007/s10734-007-9077-1

Download citation

Keywords

  • Higher education research
  • Higher education journals
  • Citation
  • Co-citation
  • Communities of practice