The (re)invention of tradition in higher education research: 1976–2021

Figures & data

Figure 1. Mentions of tradition by period.

Table 1. Most use of the term ‘tradition’ in a single paper.

Author	Mentions	Most frequent mention
Brändle (2017)	153	Traditional/non-traditional students
Carreira and Lopes (2021)	133	Traditional/non-traditional students
Palmer, de Kervenoael, and Jacob (2018)	124	University traditions
Woodfield (2011)	65	Traditional-entry students
De Silva (2016)	60	Traditional academic duties

Table 2. Classifying the use of tradition (and related terms).

Tradition-as-description	Anything that is asserted as a tradition in descriptive terms without critical judgement
Tradition-as-positive	Anything that is regarded as a positive or progressive tradition
Tradition-as-pejorative	Any tradition seen as based on conservative attitudes, resistance to change, prejudice or out-moded thinking or values.
Tradition-as-dualism	The juxtaposition of two opposite perspectives: (i) descriptive polarities; (ii) positive-pejorative polarities

Brändle, T. 2017. “How availability of capital affects the timing of enrollment: the routes to university of traditional and non-traditional students.” Studies in Higher Education 42 (12): 2229–2249.

 Web of Science ®Google Scholar

Carreira, P., and A. S. Lopes. 2021. “Drivers of academic pathways in higher education: Traditional vs. non-traditional students.” Studies in Higher Education 46 (7): 1340–1355.

 Web of Science ®Google Scholar

Palmer, M., R. de Kervenoael, and D. Jacob. 2018. “Temporary Institutional Breakdowns: The Work of University Traditions in the Consumption of Innovative Textbooks.” Studies in Higher Education 43 (12): 2176–2193. https://doi.org/10.1080/03075079.2017.1324840

 Web of Science ®Google Scholar

Woodfield, R. 2011. “Age and first destination employment from UK universities: are mature students disadvantaged.” Studies in Higher Education 36 (4): 409–425.

 Web of Science ®Google Scholar

Silva, De. 2016. “Academic entrepreneurship and traditional academic duties: synergy or rivalry.” Studies in higher education 41 (12): 2169–2183.

 Web of Science ®Google Scholar