Epilogue Universities and War in the Twentieth Century

Hammerstein, Notker; Rüegg, Walter

doi:10.1017/cbo9780511496868.018

Cited by 3 publications

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“…Since the Middle Ages, universities have been influential institutions in society as pivotal educators of clerics and loyal bureaucrats for the administration and as sources of knowledge production (Hammerstein, 1996;Kintzinger, 2003Kintzinger, , 2012Meusburger, 2012Meusburger, , 2015b. Universities have therefore been of interest to monarchs and other sovereigns.…”

Section: The Geopolitics Of University Foundationmentioning

confidence: 99%

“…In this process of shaping nations, education became a useful tool. Although universities have been quite international from the outset, they have always been a staple of political power because universities educate clergy, bureaucrats, and other parts of the elite; because universities are houses of knowledge; and because knowledge and power are closely linked (Hammerstein, 1996;Meusburger, 2012Meusburger, , 2015b. Many rulers have therefore tried to consolidate their power by establishing universities and controlling their location, as the Danish state has shown on various occasions.…”

Section: University Foundation From a Geopolitical Perspectivementioning

confidence: 99%

“…Its limited range of degree programs, however, led some students to study abroad, mostly in Denmark or Norway. During World War II (when Denmark and Norway were occupied by the Germans), Icelandic students stayed at home (see Hammerstein, 2004). There was thus a great need to expand the university and diversify its curriculum with degree programs such as engineering and business (Karlsson, 2011).…”

Section: The University Of Iceland-háskóli íSlandsmentioning

confidence: 99%

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A Political Geography of University Foundation: The Case of the Danish Monarchy

Adriansen

Adriansen²

2018

Geographies of the University

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Section: The Geopolitics Of University Foundationmentioning

confidence: 99%

Section: University Foundation From a Geopolitical Perspectivementioning

confidence: 99%

Section: The University Of Iceland-háskóli íSlandsmentioning

confidence: 99%

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A Political Geography of University Foundation: The Case of the Danish Monarchy

Adriansen

Adriansen²

2018

Geographies of the University

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“…Faced with the onslaught of both WWI and World War II (WWII), universities once again experienced a profound change in operations, as hoards of students and able staff enlisted for military service (Hammerstein, 2004;Willis, 1991: 18-20). Older staff, ineligible for combat, stayed behind to help with the war effort through research and development in areas such as explosives, chemical warfare, and cryptography (Scott, 2006: 28;Shils, 1992Shils, : 1264.…”

Section: Contraction and Expansion: Universities During And After Thementioning

confidence: 99%

The Prehistory of MOOCs: Inclusive and Exclusive Access in the Cyclical Evolution of Higher Education

Longstaff

2014

Journal of Organisational Transformation & Social Change

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In providing free access to educational resources from some of the most prestigious universities in the world, Massive Open Online Courses (MOOCs) have been hailed as both a revolution and threat for the 'traditionally elite' higher education system. Stepping away from the label of 'traditionally elite', this article argues that universities actually have relatively open origins and that the democratisation of higher education, as espoused by the big MOOC providers, is not entirely new. Instead, this retrospective analysis of the development of universities indicates a cyclical model of change, one in which waves of inclusivity alternate with bouts of exclusivity. In highlighting this issue, and parallel ideas about university as a 'place', this historical overview provides a useful backdrop to contemporary debates about MOOCs. It shows how MOOCs, as they currently appear, are neither revolutionising nor destroying higher education, they are simply part of its cyclical evolution.

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“…465 To address such problems the government established a new agency, the University Grants Committee, immediately after the war in 1919. 466 The committee's remit also included the promotion of universities and the improvement of their facilities. Hammerstein suggests that the committee had no lasting influence on the conditions at universities, as it was not able to shape their curriculum nor influence the direction of university studies and training.…”

Section: Re-affirming the Place Of Science In The University Of Walesmentioning

confidence: 99%

“Community of Interests” The Creation, Development and Challenges of the Science Faculty at the University College of Swansea, circa 1920 – 1970

Thomas¹

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This thesis addresses the development of the science faculty at the University College of Swansea from its creation in 1920 to 1970 through the progression of the science departments, the scientific curriculum, and research. While the timeline of the thesis is concentrated in the twentieth century, there is an initial investigation into nineteenth century university curriculum reform to clarify the link to later scientific educational developments and academic relationships with industry and commerce. This thesis argues that it was a framework of communities with its attendant roles of collaborations and networks which supported and shaped academic development both within the institution and in external spaces of influence. The expansion of these communities enabled the growth of the institution’s industrial, commercial, and academic connections at a regional, national, and transnational level. At the core of this research is the previously uncatalogued primary source material which provided an invaluable insight into decades of challenges, reactions, and relations of the individuals of the science faculty’s communities. Furthermore, to place the institution’s academic developments in a wider historical context an interdisciplinary approach was taken using the fields of educational, industrial, and cultural histories accompanied by political and military studies. By using this approach, the thesis determines how well the university college adapted to the challenges of delivering a comprehensive programme of science modules during adverse financial and unfavourable political periods, notably the depression of the 1930s and World War II. In addition, the thesis asserts that the post-war modernisation of the science faculty’s infrastructure was an essential element in ensuring that the University College of Swansea responded positively to the demands of delivering modern academic scientific teaching and research.

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Epilogue Universities and War in the Twentieth Century

Cited by 3 publications

References 0 publications

A Political Geography of University Foundation: The Case of the Danish Monarchy

A Political Geography of University Foundation: The Case of the Danish Monarchy

The Prehistory of MOOCs: Inclusive and Exclusive Access in the Cyclical Evolution of Higher Education

“Community of Interests” The Creation, Development and Challenges of the Science Faculty at the University College of Swansea, circa 1920 – 1970

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