ABSTRACT
This chapter examines the evolving nature of discipline-based tribal groups and the territories they occupy in the twenty-first century. Discussion focuses on the influence of higher education policy drivers, including graduate capabilities and generic skills, and their role in shaping disciplinary cultures and identities. Interpretation of the issues is underpinned by social theories of identity and a socio-constructivist approach to analysing the interplay between academics and the higher education policy environment. The narrative of the emerging tourism domain provides an enlightening lens through which to examine some of the strategies academic staff might deploy as they engage with the complex interplay of change vectors within disciplinary territories and the higher education policy landscape. Implications for university policy and management are considered by way of conclusion.
