Reports on a survey of the reactions of staff who attended training courses at British universities. Four fields were covered: (1) characteristics of those attending, (2) areas in which they most needed help, (3) their estimates of success of their courses, and (4) their suggestions for improving the courses. (Author/PG)

The expansion of higher education in Great Britain since World War II has been accompanied by a corresponding growth in research and publications analyzing its causes and consequences. Many have seen it as a forerunner of a type of social organization, the "post-industrial society," one in which educational and scientific training and…

A questionnaire covering individual characteristics of library school faculty in Britain and the United States revealed similarity in most respects. Causes and effects are suggested of differences in collegiate and professional education, public and academic library work experience, association membership, publications, and teaching loads.…

The bulk of this interim report consists of data on the anatomy of the British academic profession and its recent historical development and an intensive analysis of the results of a survey of a representative sample of British academicians. The data and discussion are organized into 8 broad chapters on: structure and growth of the British…

British universities are following some American techniques and devising their own for measuring faculty workload. (Editor)

Reports the results of a survey of 110 British teachers of English. Investigates teacher attitudes concerning career preparation, self-perception, influences, and their views of the present and future state of education. (HB)

Reports on the findings of a time budget of a university lecturer for 12 months and challenges the assumption that faculty work only 50.5 hours a week. Increasing bureaucratization of staff-student relationships has reduced the time available for faculty reading and research. (Author/PG)

Colleges were founded in many cities of Victorian England. Some failed; others became the civic universities of twentieth-century Britain. How these civic universities were governed is described. Specifically discussed are courts, councils, trustees, faculty, powers, curriculum, appointments, finance, principals, and constitutions. (RM)

Why do the faculty of colleges and universities organize? Is faculty unionism inevitable? Is faculty unionism irreversible? What is the impact of faculty unionism? These four questions are central to this comprehensive review of experience to date with collective bargaining. Collective bargaining is viewed in the context of rapid changes in…