Forging a Discipline: A Critical Assessment of Oxford's by Christopher Hood, Desmond King, Gillian Peele

By Christopher Hood, Desmond King, Gillian Peele

Forging a Discipline analyses the expansion of the tutorial self-discipline of politics and diplomacy at Oxford college during the last hundred years. This century marked the maturation and professionalization of social technological know-how disciplines equivalent to political technology, economics, and sociology within the world's top universities. The Oxford tale of training and learn in politics offers one case examine of this variation, and the participants target to exploit its specifics larger to appreciate this common strategy. of their introductory and concluding chapters the Editors argue that Oxford is a serious case to think about simply because numerous points of the college and its association look, first and foremost look, to militate opposed to disciplinary improvement and progress. Oxford's institutional constitution during which schools loved autonomy from the significant collage until eventually particularly lately, its proximity to the perform of presidency and politics in the course of the provide of a gradual move of senior directors, politicians and best ministers, and its emphasis on undergraduate instructing via extensive small crew tutorials all distinguish the improvement of educating and learn on politics within the collage from such rivals as Manchester or the LSE as defined in a single of the contributions. those subject matters tell the book's chapters within which the participants research the founding of the 1st devoted place in political technological know-how within the collage, the learn of the British structure and the improvement of electoral experiences, the creation and consolidation of diplomacy into the Oxford social technology curriculum unlike the way conflict reports emerged, the dedication to analyze and educating in political idea, the cautious harvesting of zone experiences, relatively of Latin the US and japanese Europe together with Russia, and the particular function of Oxford's social technological know-how graduate schools, Nuffield and St Antony's, in fostering a graduate programme of research and learn. What emerges from those traditionally researched and analytical money owed is the astounding skill of contributors of the politics self-discipline at Oxford to forge a number one position for his or her scholarly views and study in such middle elements of the self-discipline as political conception, the research of comparative politics as a topic instead of as a space, principles approximately order in diplomacy and the medical research of elections in Britain and relatively. That those achievements happened in a school missing the formal approach of hierarchy and, until eventually the decade, departmentalization makes this quantity a worthwhile addition to reviews of the professionalization of social technological know-how learn and educating in smooth universities.

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Extra info for Forging a Discipline: A Critical Assessment of Oxford's Development of the Study of Politics and International Relations in Comparative Perspective

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Introduction 19 For example, the new ‘concrete and glass’ universities of the 1960s, such as York, Sussex, and Warwick, emulated the Oxford essay-based tutorial style to complement lecture series, albeit with rather larger groups (of four to six students with a lecturer rather than Oxford’s one or two) and typically with fortnightly rather than weekly meetings. 1. Some key dates in the development of political science at Oxford 1910 First faculty appointment in ‘Political Science’ (later ‘Political Theory and Institutions’) 1917 Doctoral (DPhil) degree established 1920 PPE (Philosophy, Politics, and Economics) degree established; degree regulations amended to allow women to take degrees 1930 First specialist college tutor in Politics appointed; first Professor of International Relations appointed 1934 Sub-faculty of Politics established within the Social Studies Faculty 1937 Foundation of Nuffield College, the university’s first graduate and mixed-sex college (the first students did not arrive until 1945) 1948 First female ‘statutory professor’ appointed; postgraduate taught course degree established (BPhil, later renamed MPhil) 1949 Examination papers in PPE reduced from nine to eight 1950 Foundation of St Antony’s College, the second graduate college 1961 International Relations promoted to List 1 option in place of History 1871–1918 1963 Robbins Report leads to establishment of new UK universities 1966 Franks Report leads to reforms in tutorial teaching in Oxford 1968 Language paper dropped from first year of PPE 1970 Bipartite Option in PPE introduced 1971 Compulsory options in Politics, Political Institutions plus either British Politics and Government Since 1865 or Theory of Politics 1974 Thesis option introduced in PPE; five previously men-only colleges changed their statutes to admit women (all of the former men’s colleges were mixed by 1984; the first formerly women-only colleges began to admit men in 1979 and all of the former women’s colleges were mixed by 2008) 1986 Research Assessment Exercise (RAE) introduced 1993 Politics syllabus reform introduces five core subjects from which a choice of two must be made 2000 Department of Politics and International Relations established 2010 Blavatnik School of Government established 28 Though undergraduate teaching may be coming to have more priority again with the introduction of substantial fees for students in England and Wales in the 2010s.

Was there an understanding of politics and government which, paradoxically, led to their absence from teaching and research? One of the sources and pressures for Owens College and later the university into which it transmuted in 1880 was the belief that Manchester possessed a practical and dynamic talent which marked it off from the culture of Oxford and Cambridge and of other cities in Britain. Manchester, it was claimed, had a robust character which required distinctive expression in higher education, but also deserved, as much as Oxford or Cambridge did, academic cultural development.

14 in W. R. ), More Adventures with Britannia: Personalities, Politics and Culture in Britain (London: I. B. Taurus, 2005), 241–54. 22 The Editors faculty or students. That feature is touched on in several chapters, but it is not explored in depth here. Similarly, for a university that has only had a formal ‘department’ of politics for the last ten years of the century examined here—a striking departure from orthodox institutional arrangements, as we have already noted—a chapter exploring the pre-departmental institutional arrangements in depth would have much to recommend it.

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