This study traces the development of British policy towards the universities and other Hochschulen in the British Zone of Germany during 1945-49. It starts by describing in outline the salient features of the German university against the background of the criticisms levelled against it by those in Britain who had been working on the problems of dealing with a defeated Germany. Chapter Two describes the war-time planning; the allied conferences and statements, the influence of Vansittart and Morgenthau, the role of Professor E.R. Dodds and the émigrés and others, and the military government handbooks and directives. There follows a description of the university institutions of the Zone and their students. Chapter Four addresses the question of British control and the universities, focussing on the military governors, chains of communication, Education Branch, the Educational Adviser,;.and, more particularly, the University Officers and their duties. It considers also the 'dereservation' of education, denazification, democratisation, and re-education. Chapter Five describes the report of the AUT delegation to Germany of January 1947: this is analysed in full and seen in its relation to the setting-up of the Studienausschuß für Hochschulreform, the subject of the succeeding chapter. The work of the Studienausschuß is described, and the genesis of the Blaues Gutachten of 1948 is reconstructed and its findings are related to British policy. The part played by Lord Lindsay in the work of the Commission is considered in detail. Chapter Seven examines the impact of the Gutachten on the universities of Germany and a final chapter reaches conclusions about the nature of British policy towards higher education in the Zone. The footnotes provide a guide to the unpublished material; the bibliography lists published sources, and a separate volume of appendices provides the essential documentation.

This thesis is an account of the 'household and social science' course opened at King's College for Women in 1908 and its evolution up to 1939. The course was a significant departure for women's higher education in England as it was the first attempt to define a special university discipline based upon women's 'domestic' roles. However, historical accounts of women's higher education have either ignored or dismissed it, largely because of the predominance of'separate spheres' analyses in the historiography of women's higher education of the 1970s and early 1980s. Such accounts have presented the household science course in a negative light because of its 'domestic' image. This thesis thus offers a reassessment of the household science movement and those who supported it. The 'household science' concept owed its origin to the American 'home economies' movement which originated in the mid-nineteenth century. Chapter 1 provides a history of the home economics movement in America, tracing its evolution in the context of women's higher education until 1914. Initially home economics was seen as a 'vocational homemaking' course aiming to train women for home life. At the turn of the century, however, a 'scientific' model was developed by women scientists in order to promote research into social problems connected with the domestic sphere. These two models~the vocation and the scientific, have developed in tandem in American home economics. Chapters 2 and 3 consider the origins and early evolution of the 'household science' course in England, which was largely influenced by the American 'scientific' model. Chapter 2 first considers the concept of domestic education in the history of women's education and factors that precluded the development of a 'vocational homemaking' course in English higher education. The rest of the chapter analyses the origins of the household science movement in its social and intellectual context, in particular its connection with Edwardian preoccupations with 'physical deterioration' and infant mortality. Like their American counterparts, the founders of the course saw household science as a reform movement which aimed to promote research into domestic problems such as hygiene and nutrition, as well as to create a more useful and relevant university discipline for women's domestic roles, whether as housewife/mother or in 'municipal housekeeping' roles. Chapter 3 discusses the household science course from a disciplinary standpoint, looking at how the syllabus was constructed, the contemporary educational controversies it engendered, and its evolution up to 1920 when the B.Sc. degree was granted. Chapters 4, 5, and 6 examine the main factors which ultimately undermined the success of household science as a discipline. Chapter 4 evaluates career trends amongst KCHSS students from 1910-49, analysing to what extent the KCHSS administration was able to create a professional career structure for the household science discipline. The interplay between administrative policy, career trends, and professionalization is analyzed in relation to three career fields-social welfare, laboratory research, and dietetics. Chapters considers the professional conflicts between KCHSS and the domestic subjects teaching profession. Chapter 6 analyses KCHSS's failure to carve out a unique academic 'territory' or expertise and the various factors that affected this. The final chapter assesses how successful KCHSS was as an institution, looking at how students themselves experienced the course, their motivations for taking it, and its impact on their lives. Although household science was unsuccessful as a discipline, the course did give students a wide choice of career options, creating openings in less conventional spheres for women who did not want to teach and providing opportunities for the less-able student to follow a scientific career. The conclusion considers how the social climate of the interwar period affected the working out of the original household science ideals.

Woo, Chun Kit. / Thesis (M. Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 79-86). / Chapter Chapter 1 --- Introduction page --- p.1 / Chapter Chapter 2 --- Political Socialization: Concept and its Application --- p.4 / Chapter 2.1 --- Political Culture --- p.5 / Chapter 2.2 --- Political Socialization --- p.9 / Chapter 2.3 --- Application --- p.14 / Chapter Chapter 3 --- Education and Modernization: Review on the Development of Chinese Higher Education since1949 / Chapter 3.1 --- Prologue --- p.18 / Chapter 3.2 --- Higher Education Policy since1978 --- p.21 / Chapter 3.3 --- Educational Reform: 1985 Reform Document --- p.28 / Chapter Chapter 4 --- The Search for Harmony ( I ): Understanding University Students / Chapter 4.1 --- Prologue: The Rise of Survey Research in Post-Mao China --- p.33 / Chapter 4.2 --- Value Change among University Students: The Evidence from Survey Research --- p.40 / Chapter Chapter 5 --- The Search for Harmony (II): Reforming the Ideological-Political Education --- p.60 / Chapter 5.1 --- Criticism on the Current Ideological-Political Education --- p.61 / Chapter 5.2 --- Reform of the Political Education --- p.68 / Chapter Chapter 6 --- Conclusion --- p.75 / Bibliography --- p.79

Research findings suggest clear differentiation of institutional identities through time. Before 1978 when China embarked upon a process of ambitions reform efforts, the typical image of a university was 'a university of the masses', which actually relegated them to a 'tool' for the powers that be. After the Cultural Revolution, universities adopted the role of a 'frontier' and a 'national builder'. However, with the presence of the state and its tight ideological control, universities around that time were labeled as 'socialist universities' under the leadership of the party. Since 1992, universities have become increasingly involved in the market as the 'market economic system' has been developed and China has become more active in the global economy. The logic of the market and its mechanisms are no longer novel to universities. A trend forward corporatization can even be identified in the higher sector. / Since the late 1970s, higher education has undergone significant reform across the world, from the Western countries to the Chinese Mainland. In the Chinese Mainland, a central theme in higher education reform has been the debate on the construction of organizational forms for higher institutions. / The concept of 'identity' is adopted as the focus of research. Organization theorists believe that an organization, like a person, has an identity in modern society. Organizational identity, moreover, is closely related to the state and the market. It is argued that an organizational identity is usually constructed as a result of the interaction between the institution, the state, and the market. In this context, the change and re-constitution of the identity of Chinese universities are explored. This study adopts the nattative approach and Peking University is selected as the case for study. / The major underpinning of the study is that China is still---by centralized administration. Between 1949 and 1978, the characteristics of universities were mainly constructed between the state and universities in the presence of a planned economic system and the absence of a market. Since the implementation of which the market was introduced to the higher education as a spere for exploration, the state has remained the most important and the most powerful 'stakeholder'. Thus, many characteristics of the corporatization of Chinese higher education differ from those in the West. Some superficial, or even distorted forms of corporation can be identified in China. However, little significant change has taken place in terms of the organizational structure and administration governance of higher institutions. (Abstract shortened by UMI.) / The purpose of this study is to explore what has happed to universities under reform and to depict the universities present today. It is hoped that the study can contribute to our understanding of the kind of change that have affected universities, and to help us reflect on past decisions, policies, and incidents. Dicusions change will further illuminate the complex relationships between the state, university and the market. / 羅雲. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 133-149). / Advisers: Nai Kwai Leslie Lo; Wing Kwong Tsang. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0907. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 133-149). / Luo Yun.