This article examines the case of academic drift, as an example of a theory developed and applied within higher education research. It traces the origins and meaning of the term, reviews its application by higher education researchers, and discusses the issues it raises and the critiques it has attracted. It concludes that academic drift is at the heart of the long-standing liberal/vocational education debate, so is likely to continue to attract attention. The contemporary application of this theoretical framework also illustrates both the tendency for researchers to re-invent similar ideas in different times and places, and to ignore or overlook the work of some researchers whilst acknowledging that of others.