The "tribes and territories" metaphor for the cultures of academic disciplines and their roots in different knowledge characteristics has been used by those interested in university life and work since the early 1990s. This book draws together research, data and theory to show how higher education has gone through major change since then and how social theory has evolved in parallel. Together these changes mean there is a need to re-theorise academic life in a way which reflects changed contexts in universities in the twenty-first century, and so a need for new metaphors. Using a social practice approach, the editors and contributors argue that disciplines are alive and well, but that in a turbulent environment where many other forces conditioning academic practices exist, their influence is generally weaker than before. However, the social practice approach adopted in the book highlights how this influence is contextually contingent--how disciplines are deployed in different ways for different purposes and with varying degrees of purchase. This timely book addresses a pressing concern in modern education, and will be of great interest to university professionals, managers and policy-makers in the field of higher education. This book is divided into four sections. Section I, Theorising (Inter-)Disciplinarity and Social Practices, contains the following: (1) Disciplines and Interdisciplinarity: Conceptual Groundwork (Paul Trowler); and (2) Disciplines and Academic Practices (Paul Trowler). Section II, Disciplinary Differences and Research Practices, contains the following: (3) Disciplines and Research: Key Themes (Paul Trowler); (4) Beyond Tribes and Territories: New Metaphors for New Times (Catherine Manathunga and Angela Brew); (5) Law, Research and the Academy (Fiona Cownie); (6) Doing Research: The Case of Art and Design (Paul Trowler); (7) Research Strategies: "Capital" and the Goods of Social Science Research (Nicola Spurling); and (8) Theorising Disciplines and Research Practices (Patul Trowler). Section III, Disciplinary Differences and Learning and Teaching Practices, contains the following: (9) Learning and Teaching in the Disciplines: Challenging Knowledge, Ubiquitous Change (Veronica Bamber); (10) The Evolving Landscape of Nursing Science in the 21st Century--The Finnish Case (Anne Laiho); (11) The Pedagogic Device: Sociology, Knowledge Practices and Teaching-Learning Processes (Paul Ashwin, Andrea Abbas and Monica Mclean); (12) Scene Changes and Key Changes: Disciplines and Identities in HE Dance, Drama and Music (Paul Kleiman); (13) "We're Engaged": Mechanical Engineering and the Community (Christine Winberg); and (14) Learning and Teaching, Disciplines and Social Practice Theory (Veronica Bamber). Section IV: Catalysts for Changing Disciplinary Practices, contains the following: (15) Imperatives for Academic Practices: Catalysts for Sustained Change (Murray Saunders); (16) Crossing Tribal Boundaries: Interdisciplinarity as a Threshold Concept (Ray Land); (17) Change Vectors and Academic Identities: Evolving Tribes and Territories (Kerri-Lee Krause); (18) Internationalisation: Troublesome Knowledge for the Disciplines (Valerie A. Clifford); (19) Teaching in an Age of "Supercomplexity": Lecturer Conceptions in Context (Susan J. Lea and Lynne Callaghan); (20) Technology and Change in Academic Practice (Martin Oliver); and (21) Transformations from Without and Within the Disciplines: The Emerging Practice Landscape (Murray Saunders). This book concludes with "Academic practices and the disciplines in the 21st century," by Paul Trowler, Murray Saunders, and Veronica Bamber.