ABSTRACT
The argument so far has related to new and experienced academics involved in their disciplines, with teaching, learning and scholarship directly related to that discipline. This suggests that although there are generic qualities and common elements to teaching, learning and scholarship, academics perceive their work as primarily led by their own discipline. Becher (1989, p. 20), summarises the notion of knowledge and disciplines well:
It would seem, then, that attitudes, activities and cognitive styles of groups of academics representing a particular discipline are closely bound up with the characteristics and structures of the knowledge domains with which such groups are professionally concerned.
