This book is concerned with historical growth and change in higher education in Britain, as well as with the economic, social, cultural and political context in which these have taken place. The work examines polytechnics and the growth of institutes of higher education.

This book provides an overview of the relationship between the sweeping social changes of the post-war period and education in England. It outlines the major demographic cultural and socio-economic developments which made new demands of the education service during the twenty years following the War and analyses the responses made by schools, colleges and universities. The book provides not only an informed narrative of the development of formal education, but also an authoritative account of the ways in which suburbanisation and the growth of the new property-owning middle class determined both the rhetoric of education and the structure of the system which emerged through the implementation of the 1944 Education Act.

In the decades after 1944 the four nations of Britain shared a common educational programme. By 2015, this programme had fragmented: the patterns of schooling and higher education in Wales, Scotland, Northern Ireland and England resembled each other less and less. This new edition of the popular Education in Britain traces and explains this process of divergence, as well as the arguments and conflicts that have accompanied it. With a reach that extends from the primary school to the university, and from culture to politics and economics, Ken Jones explores the achievements and limits of post-war reform and the egalitarian aspirations of the 1960s and 1970s. He registers the impact of the Thatcherite revolution of the 1980s, and of the New Labour governments which were its inheritors. Turning to the twenty-first century, Jones tracks the educational consequences of devolution and austerity. The result is a book which is more attentive than any other to the ever-increasing diversity of education in Britain. This comprehensive and accessible overview will have a wide appeal. It will also be an invaluable resource on courses in educational studies, teacher education and sociology.

How have the issues facing universities changed since 1945? What has the expansion of higher education meant for universities in the UK? What has changed and what has remained familiar over the period? Essential reading for all higher education policy makers, managers, administrators and academics, this book provides an authoritative account of the development of higher education in the UK since 1945. The changes in the system have been far-reaching and numerous, affecting a wide range of people beyond those who work or study in universities or colleges, including parents, employers and policy makers. This book takes both chronological and thematic approaches. The opening chapters of the book provide: An overview of the history of higher education in the UK up until 1945 A detailed tabular summary of post-war higher education developments A list of current UK universities and their origins Key statistics on students The book also considers key themes in the story of UK higher education in the post-war period, including: Policy and funding Institutional diversity Institutional management and relationships Course design Research and knowledge The student experience The staff experience Only a thorough understanding of the background to the present day realities of higher education will enable lessons to be learned for the future of higher education in the UK.

The campus novel is one of the best loved forms of fiction in the post-war period. But what are its characteristic themes? What are its prejudices? And what does it take for granted? Originally published in 1990, this is the first study to connect literary, historical, and sociological aspects of modern British universities. It shows that the culture celebrated in British university fiction represents a particular view of humane education which has its origins in the values of Oxbridge. Threats are seen to come from the ‘redbrick’ and ‘new’ universities, from proletarians, scientists (including sociologists), women, and foreigners. This exhilarating book makes a nonsense of sociology’s reputation for turgid and plodding analysis. Sharp-witted, shrewd, and penetrating, it will be of interest to students of sociology, literature, and for the same wide audience that appears to have an insatiable appetite for stories about university life.

At the beginning of the twentieth century, Britain stood at the forefront of science and statistics and had a long and respected tradition of social investigation and reform. But it still did not yet have a ‘science of society.’ When, in the early 1900s, a small band of enthusiasts got together to address this situation, the scene was set for a grand synthesis. No such synthesis ever took place and, instead, British sociology has followed a resolutely non-statistical path. Sociology and Statistics in Britain, 1833-1979 investigates how this curious situation came about and attempts to explain it from an historical perspective. It uncovers the prevalence of a deep and instinctive distrust within British sociology of the statistical methodology and mindset, resulting in a mix of quiet indifference and active hostility, which has persisted from its beginnings right up to the present day. While British sociology has thrived institutionally since the post-war expansion of higher education, this book asks whether or not it is poorer for having failed to recognise that statistics provides the foundations for the scientific study of society and for having missed opportunities to build upon those foundations. Ultimately, this important, revealing and timely book is about British sociology’s refusal to come to grips with a modern scientific way of thinking which no discipline that aspires to an effective study of society can afford to ignore.