"After describing life at Redbrick in war-time and discussing such problems as salaries, residence, and specialization, which will arise in the near future, or have already arisen, he turns to post-war problems - inter-university co-ordination, professorial freedom, the position of women - and incidentally makes a spirited reply to the criticisms which have been directed against his strictures on he "leisured professor"--Mr Truscot then discusses the extra-mural and regional work, both urban and rural, which he thinks should be undertaken by all universities, old and new. Finally, he turns to three recent reports which have a bearing on university life: the Norwood Report, especially those parts of it which deal with the passage from school to university, the McNair Report and the alternative schemes which it proposes for the training of teachers ; and the Fleming Report on Public Schools, to the present position and future possibilities of which he devotes his last two chapters."

In the last two centuries Britain has experienced a revolution in higher education, with the number of students rising from a few hundred to several million. Yet the institutions that drove - and still drive - this change have been all but ignored by historians. Drawing on a decade's research, and based on work in dozens of archives, many of them used for the very first time, this is the first full-scale study of the civic universities - new institutions in the nineteenth century reflecting the growth of major Victorian cities in Britain, such as Liverpool, Manchester, Birmingham, York, and Durham - for more than 50 years. Tracing their story from the 1780s until the 2010s, it is an ambitious attempt to write the Redbrick revolution back into history. William Whyte argues that these institutions created a distinctive and influential conception of the university - something that was embodied in their architecture and expressed in the lives of their students and staff. It was this Redbrick model that would shape their successors founded in the twentieth century: ensuring that the normal university experience in Britain is a Redbrick one. Using a vast range of previously untapped sources, Redbrick is not just a new history, but a new sort of university history: one that seeks to rescue the social and architectural aspects of education from the disregard of previous scholars, and thus provide the richest possible account of university life. It will be of interest to students and scholars of modern British history, to anyone who has ever attended university, and to all those who want to understand how our higher education system has developed - and how it may evolve in the future.

Examining two centuries of university education, this book charts the development of pedagogical approaches since the year 1800 and how they have transformed higher education. While institutions for promoting advanced learning in various forms have existed in Asia, Africa, and the Arab world for centuries, the beginning of the nineteenth century saw the emergence of the modern model of a university with which we are familiar today. This book argues that, in the time since, seven broad teaching approaches were developed across the world which continue to be used today: the disputation, the lecture, the tutorial, the research seminar, workplace teaching, teaching through material making, and role-play. O’Donoghue demonstrates how each has been reconfigured and developed over time in response to the changing nature of higher education, as well as society more generally. This expansive book will be of great interest to historians of education, scholars of education more generally, and teacher practitioners interested in the pedagogical models that shape modern academia.

In its first edition Dictionary of Literary Pseudonyms established itself as a comprehensive dictionary of pseudonyms used by literary writers in English from the 16th century to the present day. This new Second Edition increases coverage by 35%! There are two sequences: Part I - which now includes more than 17,000 entries- is an alphabetical list of pseudonyms followed by the writer's real name. Part II is an alphabetical list of writers cited in Part I-more than 10,000 writers included-providing brief biographical details followed by pseudonyms used by the wrter and titles published under those pseudonyms. Dictionary or Literary Pseudonyms has now become a standard reference work on the subject for teachers, student, and public, high school, and college/universal librarians. The Second Edition will, we believe, consolidate that reputation.

This book seeks to understand the complex ways in which the Foreign Office adapted to the rise of identity politics in Britain as it administered British foreign policy during the Cold War and the end of the British Empire. After the Second World War, cultural changes in British society forced a reconsideration of erstwhile diplomatic archetypes, as restricting recruitment to white, heterosexual, upper- or middle-class men gradually became less socially acceptable and less politically expedient. After the advent of the tripartite school system and then mass university education, the Foreign Office had to consider recruiting candidates who were qualified but had not been ‘socialized’ in the public schools and Oxbridge. Similarly, the passage of the 1948 Nationality Act technically meant nonwhites were eligible to join. The rise of the gay rights movement and postwar women’s liberation both generated further, unique dilemmas for Foreign Office recruiters. Diplomatic Identity in Postwar Britain seeks to destabilize concepts like 'talent', 'merit', 'equality' and 'representation', arguing that these were contested ideas that were subject to political and cultural renegotiation and revision throughout the period in question.

For centuries, the idea of collegiality has been integral to the British understanding of higher education. This book examines how its values are being restructured in response to the 21st-century pressures of massification and managerialism.

This volume contains the customary mix of learned articles, book reviews, conference reports and bibliographical information, which makes this publication useful for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter.