Pantea, et al., 2025, Higher Education and Work in the Knowledge Economy: Power, Prestige and Precarity
Magali Julian, 2014, Higher education in the United Kingdom under Tony Blair: an American inspired economic issue, in: Higher Education in the UK and the US: Converging University Models in a Global Academic World?
Lunt, 2013, Beyond tuition fees? The legacy of Blair’s government to higher education, in: Blair’s Educational Legacy
Webster, 2006, The information society revisited, in: Handbook of New Media: Social Shaping and Social Consequences of ICTs
Patel, 2006, Universities and the Purpose of Higher Education: Expansion and Development in Post-War Britain
Vernon, 2004, Universities and the State in England, 1850-1939. “In an increasingly knowledge – and information – driven society and economy, universities have become ‘powerhouses’, supplying the motive force for a world constantly seeking new ideas.” (p. 2)
Schwartz, 2004, Professions, elites and universities in England, 1870-1970, in: Historical Journal
Barnes, 1996, England’s civic universities and the triumph of the Oxbridge ideal, in: History of Education Quarterly
Scott, 1995, The Meanings of Mass Higher Education
Webster, 1995, Theories of the InformAtion Society
Growth, competitiveness, employment: the challenges and ways forward into the 21st century – white paper, COM(93) 700, 1993, European Commission. “In a society based far more on the production, transfer and sharing of knowledge than on trade in goods, access to theoretical and practical knowledge must necessarily play a major role…The major weaknesses of the education and training systems…The first is the relatively low level of training in the Community…The proportion of young people in any age bracket who are in higher education in the Community is, on average, 30%, as compared to 70% in the USA and 50% in Japan…there is also a real lack of skills in a number of areas related to the applications of science and technology and the interaction between them and society…With a university system faced…with the challenge of absorbing a growing number of students while maintaining the quality of its teaching, and the marginalization of – and increasing disaffection with – vocational education, the most developed systems of education and training in the Member States of the Community are, to put it another way, becoming subject to ever increasing constraints. They are weighed down by a combination of new expectations (improving the level of initial training and the ability of individuals to adapt to occupational and social changes throughout their lives) and old tasks (socializing people and imparting to them the basic values of citizenship).” (pp. 133-135)
Benn and Fieldhouse, 1993, Government policies on university expansion and wider access, 1945–51 and 1985–91 compared, in: Studies in Higher Education
Field, 1988, Unemployment, training and manpower policy in inter‐war Britain, in: British Journal of Education and Work. “By 1939, public training policy in Britain was characterised by…an exclusive preoccupation with training or retraining the unemployed, more to keep the work ethic alive than encourage the acquisition of new skills.”
*Crawford, 1983, The origin and development of a concept: the information society, in: Bulletin of the Medical Library Association. ‘What is this concept of the “information society”? How does it differ from the “knowledge society,” the “postindustrial society,” and the “mass society”? What do they mean when they talk about an “information revolution”?’ (p. 380)
Renate Simpson, 1983, How the PhD came to Britain: a Century of Struggle for Postgraduate Education
Dizard, 1982, The Coming Information Age: an Overview of Technology, Economics, and Politics
*Masuda, 1980, The Information Society as Post Industrial Society. “The goal of the plan is the realization of a society that brings about a general flourishing state of human intellectual creativity instead of affluent material consumption. If the goal of industrial society is represented by volume consumption of durable consumer goods or realization of heavy mass consumption centering around motorization, information society may be termed as a society with highly intellectual creativity where people may draw future designs on an invisible canvas and pursue and realize individual lives worth living…the civilization to be built as we approach the 21st century will not be a civilization symbolized by huge constructions, but will be virtually an invisible civilization.” (pp. 3, 156)
*Daniel Bell, 1973, The Coming of Post-industrial Society: a Venture in Social Forecasting
Sanderson, 1972, The Universities and British Industry: 1850-1970
