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The purpose of this paper is to: introduce the topic of the relationship between universities and the First World War historiographically; put university expertise and knowledge at the centre of studies of the First World War; and explain how an examination of university expertise and war reveals a continuity of intellectual and scientific activity from war to peace.

Placing the papers in the special issue of HER on universities and war in the context of a broader historiography of the First World War and its aftermath.

The interconnections between university expertise and the First World War is a neglected field, yet its examination enriches the current historiography and prompts us to see the war not simply in terms of guns and battles but also how the battlefield extended university expertise with long-lasting implications into the 1920s and 1930s.

The paper explores how universities and their expertise – e.g. medical, artistic, philosophical – were mobilised in the First World War and the following peace.

This paper seeks to compare different national PR histories in order to unfold the degree of abstract reflection in PR history writing. It aims to provide some suggestions for a future PR historiography, based on this comparison.

The paper compares British, German, and US American PR historiography. The study is based on a comparison of 36 PR histories. A triple matrix of theoretization is used in order to differentiate the histories.

Within the comparison American PR historiography accounts for 24 public relations history approaches, whereas Great Britain (1) and Germany (11) offer fewer histories. However, this richness in quantity does not lead to theoretical diversification. Owing to the paradigmatic obligation to a progressivist understanding, American PR historiography actually entails only one theoretic approach, while its German equivalent includes three different theoretic approaches and British PR historiography – being at its start – at least contains one explicitly non‐progressivist, methodologically well‐informed, fact‐oriented example. Paradoxically, the prevailing American PR historiography, on the one hand, conceptualizes PR as a modern phenomenon but, on the other hand, claims even ancient beginnings.

The corpus of analysis contains only studies that attempt to supply an encompassing overview of (national) PR history.

Public relations managers may use these findings to achieve a more nuanced critical understanding of the history of their occupation, and thereby reflect on its current state, which may lead to intensified ethical endeavours.

The paper presents a pioneer systematic comparison of the three national PR histories, which may lead to enhanced national and general PR historiography. Another value is the establishment of a theoretically informed comparative measuring instrument, which (in future) can also be applied in order to compare and improve other national PR historiographies.

The purpose of this paper is to shed light on the ways in which World War II ideologically interacted with education and social networks within a school context, on the basis of a pupil's diary. More specifically, this paper looks at pupils’ active involvement in contesting the patriotic school climate and deals with the effects of what happens when the predominant school's belief or value system is questioned “from below”.

The paper presents a case study of ideological conflict in a Flemish school, the Sint-Jozefscollege in Turnhout, during the second half of 1940. It is primarily based on the diary of one pupil.

The author argue that the diary can reveal the ways in which the war did or did not penetrate language and daily school life and that this type of research enables us to grasp the many complexities of past society, or even, to some extent, offers a corrective for the “grand narrative” of both educational and World War II history, which unavoidably present some generalisations. This paper suggests that this grand narrative could benefit from the confrontation with personal documents that focus more on private interpretations of these big events.

As a result of the prevalent use of “traditional” written sources in historiography, the history of war-time schooling “at the chalk face” in large part remains virgin territory. The diary is one of few sources that leave us with an idea of pupils’ experiences in the period under review.

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.

The purpose of this paper is to investigate the diverse rendering of the idea of nation and the role of universities in nation-building in the 1950s Murray and Hughes Parry Reports in Australia and Aotearoa/New Zealand. This paper provides trans-Tasman comparisons that reflect the different national and international interests, positioning of science and the humanities and desired academic and student subject positions and power relations.

This paper adopts a Foucauldian genealogical approach that is informed by Wodak’s (2011) historical discourse analysis in order to analyse the reports’ discursive constructions of the national role of universities, the positioning of science and humanities and the development of desired academics and student subjectivities and power relations.

The analysis reveals the different positioning of Australia and Aotearoa/New Zealand in relation to the Empire and the Cold War. It also demonstrates how Australian national interests were represented in these reports as largely economic and defence related, while Aotearoa/New Zealand national interests were about economic, social and cultural nation-building. These differences were also matched by diverse weightings attached to university science and the humanities education. There is also a hailing of traditional, enlightenment-inspired discourses about desired academic and student subjectivities and power relations in Australia that contrasts with the emergence of early traces of more contemporary discourses about equity and diversity in universities in Aotearoa/New Zealand.

The paper demonstrates the value of transnational analysis in contributing to historiography about university education. The Foucauldian discourse analysis approach extends existing Australian historiography about universities during this period and represents a key contribution to Aotearoa/New Zealand historiography that has explored academic and student subjectivities to a lesser extent.

The purpose of this paper is to explore the construction of gender identity in the Canadian television series Bomb Girls (2012-2013), which depicted the lives of women working at a munitions factory during the Second World War.

This research is guided by a postmodern feminist and historiographic approach to organization studies. The study involved a qualitative content analysis of the series to explore the construction of gender identity among female factory workers, given traditional social constructions of gender prominent in wartime.

In its (re)construction and (re)negotiation of gender identity, Bomb Girls told a story about women’s working lives during the Second World War that reflected themes of independence, resilience and transformation.

This paper contends that Bomb Girls is a revisionist work of postmodern feminist history that subverts gender norms and retrospectively offers a nuanced and progressive narrative about the lives of Canadian women who entered the workforce during the Second World War.

This research contributes to historiographical approaches to management and organization studies by bringing a postmodern feminist historical lens to the study of women’s work in a popular culture representation. In doing so, this research responds to long-standing and widespread calls for an “historic turn” in the field as well as for research that addresses gender as a central analytical category.

The study aims to shed light on the historical and contemporary trends of biodiversity accounting literature, while simultaneously offering insights into the future of research in this sector. The paper also aims to raise awareness among accounting researchers about their role in preserving biodiversity and informing improvements in policy and practice in this area.

The Bibliometrix R-package is used to carry out an algorithmic historiography. The reference publication year spectroscopy (RPYS) methodology is implemented. It is a unique approach to bibliometric analysis that allows researchers to identify and examine historical patterns in scientific literature.

The work provides a distinct and comprehensive discussion of the four distinct periods demarcating the progression of scientific discourse regarding biodiversity accounting. These periods are identified as Origins (1767–1864), Awareness (1865–1961), Consolidation (1962–1995) and Acceleration (1996–2021). The study offers an insightful analysis of the main thematic advancements, interpretative paradigm shifts and theoretical developments that occurred during these periods.

The paper offers a significant contribution to the existing academic debate on the prospects for accounting scholars to concentrate their research efforts on biodiversity and thereby promote advancements in policy and practice in this sector.

The article represents the first example of using an algorithmic historiography approach to examine the corpus of literature dealing with biodiversity accounting. The value of this study comes from the fusion of historical methodology and perspective. To the best of the authors’ knowledge, this is also the first scientific investigation applying RPYS in the accounting sector.

The purpose of this paper is to consider the national and international political-economic environment in which Australian university research grew. It considers the implications of the growing significance of knowledge to the government and capital, looking past institutional developments to also historicise the systems that fed and were fed by the universities.

The paper is based on the extensive archival research in the National Archives of Australia and the Australian War Memorial on the formation and funding of a wide range of research programmes in the immediate post-war period after the Second World War. These include the Australian Atomic Energy Commission, the NHMRC, the Commonwealth Scientific and Industrial Research Organisation, the Australian Pacific Territories Research Council, the Commonwealth Office of Education, the Universities Commission and the Murray review. This research was conducted under the Margaret George Award for emerging scholars for a project entitled “Knowledge, Nation and Democracy in Post-War Australia”.

After the Second World War, the Australian Government invested heavily in research: funding that continued to expand in subsequent decades. In the USA, similar government expenditure affected the trajectory of capitalist democracy for the remainder of the twentieth century, leading to a “military-industrial complex”. The outcome in Australia looked quite different, though still connected to the structure and character of Australian political economics.

The discussion of the spectacular growth of universities after the Second World War ordinarily rests on the growth in enrolments. This paper draws on a very large literature review as well as primary research to offer new insights into the connections between research and post-war political and economic development, which also explain university growth.

This article examines the multiple ways in which Hannah Arendt’s thought arose historically and in international context, but also how we might think about history and theory in new ways with Arendt. It is commonplace to situate Arendt’s political and historical thought as a response to totalitarianism. However, far less attention has been paid to the significance of other specifically and irreducibly international experiences and events. Virtually, all of her singular contributions to political and international thought were influenced by her lived experiences of, and historical reflections on, statelessness and exile, imperialism, transnational totalitarianism, world wars, the nuclear revolution, the founding of Israel, war crimes trials, and the war in Vietnam. Yet, we currently lack a comprehensive reconstruction of the extent to which Arendt’s thought was shaped by the fact of political multiplicity, that there are not one but many polities existing on earth and inhabiting the world. This neglect is surprising in light of the significant “international turn” in the history of thought and intellectual history, the growing interest in Arendt’s thought within international theory and, above all, Arendt’s own unwavering commitment to plurality not simply as a characteristic of individuals but as an essential and intrinsically valuable effect of distinct territorial entities. The article examines the historical and international context of Arendt’s historical method, including her critique of process- and development-oriented histories that remain current in different social science fields, setting out and evaluating her alternative approach to historical writing.

The authors focus on “writing women into ‘history’” in this study, embracing the notion of cisgender and ethnicity in relation to the “historic turn”. As such, the authors bring forward the stories of the US Pan American Airway’s Guided Missile Range Division (GMRD) and the White women who worked there. The authors ask what has a Cold War US missile division to tell us about present and future gendered relationships in the North American space industry.

The authors apply Foucault’s technology of lamination, a form of critical discourse analysis, to both narrative texts and photographic images in the GMRD’s in-house newsletter, the Clipper, dating from 1964 until the end of 1967. They meld an autoethnography to this technique, providing space for the first author to share her experiences within the contemporary space industry in relation to the GMRD White women experiences.

The authors surface, in applying this combined methodology, a story about a White women’s historical, present and future cisgender social reality in the North American space industry. They are contributing then to a multi-voiced, cisgender/ethnic “historic turn” that, to date, is focused on White men alone in the US race to the moon.

The social implication of this study lies in challenging perceptions of the masculinist-gendering of the past by bringing forward tales of, and by, women. This study also brings a White woman’s voice forward, within a contemporary North American space industry organization.

The authors are making a three-fold contribution to this special issue, and to an understandings of gendered/ethnic multi-voiced histories. The authors untangle the mid-Cold War phase from the essentialized Cold War era. They recreate multi-voiced histories of White women within the North American space industry while adding an important contemporary voice. They also present a novel methodology that combines the technology of lamination with autoethnography, to provide a gateway to recognizing the impact of multi-voiced histories onto contemporary and future gendered/ethnic relationships.