ABSTRACT
In this chapter, I discuss some of the implications for practices in higher education of the theoretical framework of Teaching and Learning Regimes (TLRs) outlined in Chapter 15. I first highlight its distinctive theoretical significance for understanding disciplinary groups in higher education. Focusing on the experience of academics in practice, I illustrate how TLRs operate through the use of a vignette, and I sketch out some practical implications of TLRs theory, considering specifically: 1) what implications there are for apprehensions of the discipline; 2) what lessons might be in it for faculty development; and 3) what strategies this might imply for managing academics. In the concluding section of the chapter, I highlight some specific challenges inherent in this theoretical framework for researchers and academics.
