American Influence on British Higher Education: Science, Technology, and the Problem of University Expansion, 1945–1963

Bocock, Jean; Baston, Lewis; Scott, Peter; Smith, David Norman

doi:10.1023/b:mine.0000005154.25610.b2

Cited by 12 publications

(5 citation statements)

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“…'By the mid-1990s', he continues, 'the corporate university had become the standard for nearly all private and public schools' in the United States, and since then, this neoliberal model of governance has been exported on a global scale. Policymakers in the UK, Japan, the EU and even Scandinavian countries such as Norway and Iceland, have implemented similar versions of the American Neoliberal University (Kinnell 1989 ;Tjeldvoll 1996 ;Stanley and Patrick 1998 ;Power and Whitty 1999 ;Welle-Strand 2000 ;Block 2002 ;Itoh 2002 ;Yonezawa 2002 ;Bocock et al 2003 ;Yamamoto 2004 ;Baber and Linsday 2006 ;Hubball and Gold 2007 ).…”

Section: Neoliberal Universitiesmentioning

confidence: 99%

“…27-28). Stimulated by mutually benefi cial economic and political interests, as well as a multinational elite infl uenced by their time at top-tier American universities, HEIs around the world are conforming to practices and organizational structures that have their template the developments which took places fi rst in the United States (Kinnell 1989 ;Tjeldvoll 1996 ;Stanley and Patrick 1998 ;Power and Whitty 1999 ;Welle-Strand 2000 ;Block 2002 ;Itoh 2002 ;Yonezawa 2002 ;Bocock et al 2003 ;Yamamoto 2004 ;Baber and Linsday 2006 ;Hubball and Gold 2007 ).…”

Section: Globalization and Higher Educationmentioning

confidence: 99%

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English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory

Hadley

2015

Educational Linguistics

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Educational Linguistics is dedicated to innovative studies of language use and language learning. The series is based on the idea that there is a need for studies that break barriers. Accordingly, it provides a space for research that crosses traditional disciplinary, theoretical, and/or methodological boundaries in ways that advance knowledge about language (in) education. The series focuses on critical and contextualized work that offers alternatives to current approaches as well as practical, substantive ways forward. Contributions explore the dynamic and multi-layered nature of theory-practice relationships, creative applications of linguistic and symbolic resources, individual and societal considerations, and diverse social spaces related to language learning.The series publishes in-depth studies of educational innovation in contexts throughout the world: issues of linguistic equity and diversity; educational language policy; revalorization of indigenous languages; socially responsible (additional) language teaching; language assessment; fi rst-and additional language literacy; language teacher education; language development and socialization in non-traditional settings; the integration of language across academic subjects; language and technology; and other relevant topics.

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Section: Neoliberal Universitiesmentioning

confidence: 99%

Section: Globalization and Higher Educationmentioning

confidence: 99%

English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory

Hadley

2015

Educational Linguistics

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“…Bill and direction from the Truman Commission on Higher Education [1], demonstrated the ability of higher education to play a role in stimulating economic growth by providing various industries with skilled, productive labor power (Smith et al, 2002). A desire in England to model American higher education (significantly reshaped by the late 1950s and early 1960s as a result of the Commission and public policies implemented a decade earlier) was further initiated by the increasing need to link scientific and technological advances to economic growth, an apparent failure of English higher education at the time (Bocock et al, 2003). Influenced by an extended visit to the United States, the Committee on Higher Education (1963) presented another major policy initiative which further shifted a purpose of higher education.…”

Section: Historical Development Of Higher Educationmentioning

confidence: 99%

“…Various academic scholars and public policy makers have noted the influence of the American higher education system on post-secondary policies and practices in Europe, notably England, over the last five decades (Trow, 1989;Smith et al, 2002;Bocock et al, 2003). Transatlantic inspiration for the development of higher education can be traced back to the founding of America's oldest university, Harvard, which was modeled after the colleges at Cambridge and Oxford in England.…”

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confidence: 99%

Analytical Reflections on Access in English Higher Education: Transnational Lessons across the Pond

Baber

Lindsay

2006

Research in Comparative and International Education

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Recent policy trends in international higher education suggest that the dichotomy between selective and widening participation is a global issue. The central premise of this article considers the historical and contemporary challenge of promoting higher education opportunities across socioeconomic distinctions in England. Three critical questions are considered: (1) How did historical developments of higher education in England during the twentieth century, including American influences after the Second World War, shape the contemporary debate on widening participation? (2) Have the purposes of higher education altered as access shifts from elite to mass? and (3) What critical philosophies influence higher education purposes and developments, and might more balanced viewpoints assist policy makers in crafting decisions? Thus, we can garner a greater comprehension of how educational policies in the twentieth century redefined the role of higher education, contributing to the debate concerning the definition of public goodsocial contribution for the larger society versus economic return for the individuals. In analyzing this debate, the article also: (1) explicates watershed policies, including major education acts since the 1940s; (2) examines shifting post-secondary roles via Trow's typology of higher education development-elite, mass, and universal; and (3) explores communitarian, neo-liberal, and utilitarian philosophies to illuminate ideas regarding widening access.

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“…Очень показа тельна статья британских историков о влиянии США на науку в универ ситетах Великобритании. Они показывают, что модели обучения и проведения исследований по образцу Массачусетского технологичес кого института не прижились в Англии из за сопротивления со стороны национальной академической элиты 44 . Здесь же можно обозначить ра боты о создании американских школ и вузов в зарубежных странах.…”

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American and Soviet Policies at Universities around the World, 1945–1990: Mapping the theme in Cultural Cold War Studies

Tsvetkova¹

2018

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Тема политики СССР и США по реформированию зарубежных универ ситетов в период «холодной войны» до сих пор является малоизученной в отечественной и зарубежной историографии, несмотря на наличие широкого корпуса источников. Статья показывает место данной темы среди исследований по «идеологической "холодной войне"» (Cultural Cold War), а также раскрывает ее источниковедческие и методологиче ские особенности.Ключевые слова: историография, «идеологическая "холодная война"», университеты, США, СССР, публичная дипломатия Despite of newly declassified archival documents, the policy of both United States and Soviet Union at universities around the world during the entire period of the Cold War is still rarely studied in the scholarship. The paper is mapping the theme in the Cultural Cold War studies and reveals the methodological and documentary foundations. Â1990 е гг. появилось новое научное направление в изучении та кого исторического периода в развитии мировой истории, как «холод ная война». Многие ученые подняли вопросы о влиянии уникального глобального контекста противостояния между США и СССР на разви тие искусства, кино, музыки в отдельных странах. Изучение периода «холодной войны» стало развиваться по двум направлениям. Первое направление можно условно обозначить как политологическое, что подразумевает изучение вопросов межгосударственных отношений, внешней или военной политики. Второе направление можно условно обозначить как антропологическое или культурологическое. Оно под 236

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American Influence on British Higher Education: Science, Technology, and the Problem of University Expansion, 1945–1963

Cited by 12 publications

References 0 publications

English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory

English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory

Analytical Reflections on Access in English Higher Education: Transnational Lessons across the Pond

American and Soviet Policies at Universities around the World, 1945–1990: Mapping the theme in Cultural Cold War Studies

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