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The purpose of this paper is to document contributions to the early study and teaching of marketing at one of the first universities in Britain to do so and, in that way, to contribute to the literature about the history of marketing thought. Given that the first university business program in Britain was started in 1902, at about the same time as the earliest business programs in America, the more specific purpose of this paper was to explore whether or not the same influences were shared by pioneer marketing educators on both sides of the Atlantic.

An historical method is used including a biographical approach. Primary source materials included unpublished correspondence (letterbooks), lecture notes, seminar minute-books, course syllabi and exams, minutes of senate and faculty meetings, university calendars and other unpublished documents in the William James Ashley Papers at the University of Birmingham.

The contributions of William James Ashley and the Commerce Program at the University of Birmingham to the early twentieth-century study and teaching of marketing are documented. Drawing from influences similar to those on pioneer American marketing scholars, Ashley used an historical, inductive, descriptive approach to study and teach marketing as part of what he called “business economics”. Beginning in 1902, Ashley taught his students about a relatively wide range of marketing strategy decisions focusing mostly on channels of distribution and the functions performed by channel intermediaries. His teaching and the research of his students share much with the early twentieth-century commodity, institutional and functional approaches that dominated American marketing thought.

William James Ashley was only one scholar and the Commerce Program at the University of Birmingham was only one, although widely acknowledged as the first, of a few early twentieth-century British university programs in business. This justifies future research into the possible contributions to marketing knowledge made by other programs such as those at the University of Manchester (1903), University of Liverpool (1910) and University of London (1919).

This paper adds an important chapter to the history of marketing thought which has been dominated by American pioneer scholars, courses, literature and ideas.

The study aims examine the popular master narrative that marketing education in Britain first appeared in the 1960s and understand if its origins can in fact be traced to an earlier period. This is undertaken through an examination of the courses taught from 1902 to 1969 at the Faculty of Commerce, University of Birmingham, Great Britain.

The study draws on a number of primary source materials held at the archives at the Cadbury Research Library, University of Birmingham, that are related to the Faculty of Commerce.

The study identifies that marketing courses were being taught in Britain long before the 1960s by the new business schools; we can trace its origins to the beginning of the twentieth century at Birmingham. From 1902 onwards, marketing was consistently part of the syllabus of the undergraduate programme and it became part of the core syllabus of the post-graduate programme.

The findings of the study require marketing education scholars and scholars of the emergence of marketing thought to revise their beliefs concerning the emergence of marketing education in Great Britain and situate this in an earlier period.

The paper demonstrates the historical value of studying early commerce syllabi and the manner in which marketing-themed content was delivered to students.

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Contemporary sociologists implicitly assume or explicitly state that classical social theorists shared the Enlightenment’s optimistic vision that society would become more rational, free, ethical, and just overtime. I reexamine the primary works that laid the foundation for sociology and resituate them in their neo-Romantic origins.

Close readings of formative texts are provided to revisit modernist critiques of social progress in turn of the century sociology. The works of Ferdinand Tönnies, Thorstein Veblen, Emile Durkheim, Georg Simmel, and Max Weber exemplify this tradition.

Insights from social theory written during and around the neo-Romantic period mirrored the Zeitgeist, a time fascinated with irrationality, moral decay, unconsciousness, decadence, degeneration, cynicism, historical decline, and pessimism. However, classical sociology’s pessimism should not be interpreted as anti-modern. Rather, it contributed to the Enlightenment’s maturation.

Contemporary sociologists should recover the spirit of classical sociology’s gloomy extension of the modern project and bring societal processes to consciousness through human reason, untainted by the fable of progress. Without rational grounds for optimism, the most honest and sincere way to preserve the hope for alternatives and emancipation is through the continuation and advancement of the pessimistic tradition. To formulate new disillusioned theories of society, sociology ought to draw from its ignored tragic legacy.

Rather than accept accounts of classical sociologists as believers in progress, the tradition reveals a world of increasing disenchantment, atomization, anomie, alienation, confusion, quarrel, rationalization devoid of value, and unhappiness. Providing society thoughtful, systematic accounts of its own estrangement advances the project of modernity.

Discuss in detail the uses which might legitimately be made of the following passage by the writer of a profound study of economic life and thought in France at the end of the reign of Louis XIV. In answering the question make full use of your knowledge of (a) historical criticism; (b) French economic and general history.