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This chapter explores the potential of transnational history for researching global higher education policy. It begins with an overview of transnational history as a perspective, demonstrating how it is, in part, a response to processes of globalization that have also transformed contemporary higher education. Second, it reviews key features of transnational history as a perspective that can enhance global higher education policy research. The third part takes dimensions of contemporary global higher education and discusses how these can be approached through a transnational historical perspective drawing on the features outlined. The chapter concludes by highlighting how a transnational historical approach can enable new insights and research questions as well as some challenges presented by this perspective. The spatial focus of the chapter is predominantly European higher education, though the implications are more general.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Architectural history is the fundamental resource that informs the essence of architecture and design thinking; however, education does not appear to link history to design thinking. A study of architectural history textbooks reveals the inadequacy of relying on the modern paradigm and architecture's typology of styles and periods. Instead, conceptual metaphor theory is recommended as the framework for understanding architectural history from an experiential approach. This study aims to complement architectural history by a new understanding of embodied cognition in generating paradigm change.

This study reviewed architectural history through changing body metaphors in terms of embodied experience. The study examined three different metaphorical structures of the body – nature, machine and neural network – projected on the built environment and experienced in accordance with three periods of architectural history, which are categorized as before modern, modern and after modern.

As a result of the case study, ancient pyramids can attain more empirical meaning as playful spaces than abstract forms, Greek temples as social spaces than symbolic spaces, medieval churches as atmospheric spaces than visually-centric spaces, modern residential buildings as unsustainable machines and contemporary parks as raising awareness of sustainable environment.

Therefore, this article contributes to understandings and knowledge of how built environments are experienced from the perspective of a neural network, to the development of a pedagogical alternative to traditional architectural history, to linking architectural history to design and practice to re-establish the importance and vitality of architectural history and finally to creating a sustainable didactic.

In 1971 the second volume of Advances in Librarianship contained a chapter titled “Oral History: Problems and Prospects.” Written by Louis Starr, then director of the oral history program at Columbia University, it offered a wide-ranging assessment of a field of work that was just beginning to coalesce. The first national colloquium on oral history had been held only 5 years earlier, in 1966, and the term oral history had not achieved the popular distinction it enjoys today.

The paper's aim are to: review the value and credibility of oral history for historical research in marketing; and conceptualize oral history as more than a data source in historical research but also a subject to investigate memory and a conceptual approach for understanding historical events.

The paper comprises an international historical review of oral history theory and practice linked to an examination of oral history methods in marketing.

Oral history is perceived as an “essentially contested concept”; a lack of consensus on universal principles has been sustained over a long time and has led to incredible diversity in theory and practice but has also made it difficult to grasp and manage. It is shown to be perspectival with analytical reach beyond individuals' recollected experiences and actions. Memory is identified as the subject as well as the source for oral history and a misconception that oral history can provide literal expressions of what experience and events were like is clarified. Oral history has been under‐utilized in marketing history and this is presented as a methodological paradox given the ubiquity of the interview in the marketing discipline more generally.

Central to oral history are a range of questions around issues of memory and remembering that have been largely unacknowledged in marketing and the oral history approach is perhaps uniquely placed to address some of these. Oral history critically examines the making of history and the paper highlights some of the issues this presents for historical research. Disciplinary efforts to standardize oral history are queried.

This paper examines China's historiography on foreign education since 1900, with an emphasis on the period since 1949. The understanding of “foreign education” in China during this period shifted rapidly from the Western-centered approach that had been introduced from Japanese during the late Qing dynasty and the Republic of China to the Soviet-centered approach that followed the founding of New China to a restoration of Western-centered approaches after the “opening” of the late 1970s and 1980s. The paper asks: how has the study of foreign educational history changed over time in the People's Republic of China, how has the broader discipline of history of education changed, and how have successive generations of historians of education conceived of their intellectual and political roles?

Grounded in archival documents and the published works of influential historians of education, this study notes the ways in which political regime change affected the construction and application of academic knowledge.

This study identifies four stages in the Chinese historiography on foreign education: a formative stage (from 1900 until the late 1940s); a difficult post-revolutionary recovery, followed by growth and then suppression (from 1949 until the mid-1970s); a period of achievement combined with an academic crisis (from 1978 until the early 2000s); and finally, a recent transition marked by theoretical innovation and global integration (from the 2000s until the present).

This study finds that a narrow focus on “practical utility” or service to politics and policy has perturbed historians of foreign education in China and stunted their field's development. A look back at early periods in the historiography offers a warning about the potential dangers of extreme ideological/political utilitarianism. These dangers existed not only in the history of foreign education but also in the history of education research more broadly. A close examination of these dangers can help twenty-first-century historians of education in China balance the practical, political and professional dimensions of their research. To grasp the meaning of foreign education, historical research needs to be politically independent.

This study aims to examine and contextualize the growing salience of nostalgic motifs in the promotion of Bushells Tea from the early 1980s to the early 1990s. It aims to analyze the ironic foregrounding of a rural aesthetic as a strategic evasion of growing concerns in popular media about the globalization of the Australian economy and the concomitant “takeover” of iconic Australian brands, including Bushells, by multinational corporations.

This article draws on three main materials: a collection of Bushells advertisements (from newspapers, magazines and television), promotional materials, rare press clippings and company memos/briefs, which were loaned to the author for the purposes of this research by Unilever Australasia (Sydney, Australia); contemporary press reports that document popular reactions to the rapid globalization of the Australian economy in the early 1990s; and biographies of key personnel and organizations.

Despite its gradual takeover by a multinational corporation, the Bushells brand was marketed in ways that evoked an “authentic” and nostalgic nationalism through imagery that drew on the nation’s rural past, reproduced a rustic aesthetic and sentimentalized a pre-globalized era.

This article constitutes original interdisciplinary analysis of how one of Australia’s most iconic and historically dominant brands (Bushells Tea) was marketed during one of the most tumultuous periods in its history. Through examination of rare archival material and contemporary press reports, the analysis makes a valuable contribution to the understanding of brand marketing history in Australia.