Higher Education and Policy-making in Twentieth-century England


Book Description

This book explores the changing patterns of higher education in England in the twentieth century, the types of institutions and the emergence of a 'system' of education. At the same time it traces the relationship between the writer-advocates of higher education and the changing world of higher education and its contexts. There is therefore an interrelated story of higher education, the writers, their messages, their backgrounds and ideologies, the audiences they intend to address, and the impacts of the state and other external forces. It is likely to appeal to higher education academics and administrators, politicians and other policy makers, staff and students on higher degree and professional programmes. It should be read by anyone who cares about English Universities and their future.




History of Higher Education Annual: 2003-2004


Book Description

History of Higher Education Annual, Volume 23 provides insight into the struggle for civil rights and desegregation of Southern higher education, illuminating how this conflict affected private, historically black colleges and white denominational colleges, while interpreting the dynamics of segregation and desegregation in South Carolina. Other contributions examine town-gown relations for Harvard students in the eighteenth century and the challenge of creating an urban public university in Chicago. Review essays examine the demographic and cultural transformation of British higher education and the curious phenomenon of historical encyclopedias of individual colleges and universities. History of Higher Education Annual will be of interest to historians, sociologists, educational policymakers as well as those concerned with the future of higher education in the United States and throughout the world. Roger L. Geiger is Distinguished Professor of Higher Education at the Pennsylvania State University. He has edited the History of Higher Education Annual since 1993. His two volumes Research and Relevant Knowledge and To Advance Knowledge (both published by Transaction) cover the history of universities in the United States during the twentieth century.




Universities and the State in England, 1850-1939


Book Description

This book studies the development of the modern university system in England from the mid-nineteenth century to the outbreak of the Second World War, focusing on the role of the state.




Christian Modernities in Britain and Ireland in the Twentieth Century


Book Description

The dramatic social, cultural, and political changes in the twentieth century posed challenges and opportunities to Christian believers in Britain and Ireland: many, whether in the churches or among the laity, sought to adapt their faith to what was seen as a new, “modern” world fundamentally different than the one in which Christianity had risen to a position of institutional and cultural dominance. Alongside the more long-term processes of industrialisation, urbanisation, and democratisation, the formative experiences of war and post-war reconstruction, confrontations with totalitarianism, changing relations between the sexes, and engagements with an increasingly assertive “secular” culture inspired many Christians not only to reconsider their faith but also to try to influence the emerging modernity. The chapters in this volume address various specific topics – from mass politics to sexuality – but are linked by a stress on how Christians played active roles in building “modern” life in twentieth-century Britain and Ireland. Tensions and ambiguities between “religious” and “secular” and between “modern” and “traditional” make understanding Christian encounters with modernity a valuable topic in the exploration of the complexities of twentieth-century cultural and intellectual history. This book will be of great value to students and scholars in the fields of history including modern British history, religion, and the intersectionality of gender and religion. The chapters in this book were originally published as a special issue of Contemporary British History.




History of Higher Education Annual: 2003-2004


Book Description

History of Higher Education Annual, Volume 23 provides insight into the struggle for civil rights and desegregation of Southern higher education, illuminating how this conflict affected private, historically black colleges and white denominational colleges, while interpreting the dynamics of segregation and desegregation in South Carolina. Other contributions examine town-gown relations for Harvard students in the eighteenth century and the challenge of creating an urban public university in Chicago. Review essays examine the demographic and cultural transformation of British higher education and the curious phenomenon of historical encyclopedias of individual colleges and universities. History of Higher Education Annual will be of interest to historians, sociologists, educational policymakers as well as those concerned with the future of higher education in the United States and throughout the world. Roger L. Geiger is Distinguished Professor of Higher Education at the Pennsylvania State University. He has edited the History of Higher Education Annual since 1993. His two volumes Research and Relevant Knowledge and To Advance Knowledge (both published by Transaction) cover the history of universities in the United States during the twentieth century.




Higher Education and the Student


Book Description

As one of the pioneers and leading advocates of neoliberalism, Britain, and in particular England, has radically transformed its higher education system over the last decades. Universities have increasingly been required to act like businesses, and students are frequently referred to as customers nowadays. Higher Education and the Student investigates precisely this relation between the changing function of higher education and what we consider the term ‘student’ to stand for. Based on a detailed analysis of government papers, reports, and speeches as well as publications by academics and students, the book explores how the student has been conceptualised within the debate on higher education from the birth of the British welfare state in the 1940s until today. It thus offers a novel assessment of the history of higher education and shows how closely the concept of the student and the way we comprehend higher education are intertwined. Higher Education and the Student opens up a new perspective that can critically inform public debate and future policy – in Britain and beyond. The book should be of great interest to scholars, researchers, and postgraduate students in the fields of higher education; educational policy and politics; and the philosophy, sociology, and history of higher education.




The Crisis of the Meritocracy


Book Description

Before the Second World War, only about 20% of the population went to secondary school and barely 2% to university; today everyone goes to secondary school and half of all young people go to university. How did we get here from there? The Crisis of the Meritocracy answers this question not by looking to politicians and educational reforms, but to the revolution in attitudes and expectations amongst the post-war British public - the rights guaranteed by the welfare state, the hope of a better life for one's children, widespread upward mobility from manual to non-manual occupations, confidence in the importance of education in a 'learning society' and a 'knowledge economy'. As a result of these transformations, 'meritocracy' - the idea that a few should be selected to succeed - has been challenged by democracy and its wider understandings of equal opportunity across the life course. At a time when doubts have arisen about whether we need so many students, and amidst calls for a return to grammar-school selection at 11, the tension between meritocracy and democracy remains vital to understanding why our grandparents, our parents, ourselves and our children have sought and got more and more education - and to what end.







Post-war Architecture between Italy and the UK


Book Description

Italy and the UK experienced a radical re-organisation of urban space following the devastation of many towns and cities in the Second World War. The need to rebuild led to an intellectual and cultural exchange between a wave of talented architects, urbanists and architectural historians in the two countries. Post-war Architecture Between Italy and the UK studies this exchange, exploring how the connections and mutual influences contributed to the formation of a distinctive stance towards Internationalism, notwithstanding the countries’ contrasting geographic and climatic conditions, levels of economic and industrial development, and social structures. Topics discussed in the volume include the influence of Italian historic town centres on British modernist and Brutalist architectural approaches to the design of housing and university campuses as public spaces; post-war planning concepts such as the precinct; the tensions between British critics and Italian architects that paved the way for British postmodernism; and the role of architectural education as a melting pot of mutual influence. It draws on a wealth of archival and original materials to present insights into the personal relationships, publications, exhibitions and events that provided the crucible for the dissemination of ideas and typologies across cultural borders. Offering new insights into the transcultural aspects of European architectural history in the post-war years, and its legacy, this volume is vital reading for architectural and urban historians, planners and students, as well as social historians of the European post-war period.




The Internationalisation of Higher Education


Book Description

We are in the middle of a fundamental transformation of the global order which is challenging the supremacy of the USA, and to a certain extent of Europe, in economic and also in normative terms. The financial crisis has further accentuated this shift in the post-Cold War architecture, with emerging economies becoming an engine of globalisation. The chapters in this volume shed light on the role of higher education and its internationalisation in this context, focusing on the different regions of the world. The new role of international organisations like UNESCO is also examined. The empirical findings of these studies are part of a new research agenda in higher education studies, one that goes beyond a ‘higher educationism’ limiting itself to a simple description of institutional changes in this sphere in the light of internationalisation. The different case studies advance an interdisciplinary perspective, drawing on accounts from critical and postcolonial theory, international relations and international political economy. This perspective sheds light on the strategic selectivity of the transformation and the struggles related to this major transformation of higher education and its contribution to a new global architecture. This book was originally published as a special issue of Globalisation, Societies and Education.