Knowledge is the core business of universities. In its different forms and structures, knowledge provides the underlying basis for how a university is organised and how it conducts its teaching and research. Disciplines, or “bundles of knowledge” (Clark, 1983), embody different knowledge forms reflecting both epistemological approaches and the social aspects of knowledge communities. However, knowledge is not static. As knowledge increases, changes and becomes more specialised, the number of disciplines continues to increase. This dynamic nature is reflected in the differing organisational structures of knowledge within universities over time and across countries. While disciplines form the most important basis underpinning academic organisation, there is an ever more complex array of fields of study and sub-disciplines, as well as emerging areas of interdisciplinary knowledge and inquiry. Knowledge boundaries are contestable and flexible.
|Title of host publication||The Routledge international handbook of higher education|
|Editors||Malcome Tight, Ka Ho Mok, Jeroen Huisman, Christopher C Morphew|
|Place of Publication||New York|
|Publisher||Routledge, Taylor and Francis Group|
|Publication status||Published - 2009|
|Name||Routledge international handbook series|
Neumann, R. (2009). Disciplinarity. In M. Tight, K. H. Mok, J. Huisman, & C. C. Morphew (Eds.), The Routledge international handbook of higher education (pp. 487-500). (Routledge international handbook series). New York: Routledge, Taylor and Francis Group.