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The purpose of this article is to introduce the themed section of History of Education Review on “The History of Knowledge and the History of Education”, comprising four empirical articles that together seek to bring the history of education into fuller dialogue with the approaches and methods of the nascent field of the history of knowledge.

This introductory article provides a broad overview of the history of knowledge for the benefit of historians of education, introduces the four themed section articles that follow, and draws out some of their overarching themes and concepts.

The history of knowledge concept of “arenas of knowledge” emerges as generative across the themed section. Authors also engage with problems of the legitimacy of knowledges, and with pedagogy as practice. In addition, focusing on colonial and postcolonial contexts raises reflexive questions about history of knowledge approaches that have so far largely been developed in European and North American scholarship.

The history of education has not previously been strongly represented among the fields that have gone into the formation of the history of knowledge as a synthetic, interdisciplinary approach to historical studies. Nor have historians of education much engaged with its distinguishing concepts and methodologies. The themed section also extends the history of knowledge itself through its strong focus on colonial and postcolonial histories.

The purpose of this paper is to outline the structures of collegial governance in Australian universities between 1945 and the “Dawkins reforms” of the late 1980s. It describes the historical contours of collegial governance in practice, the changes it underwent, and the structural limits within which it was able to operate.

The analysis is based upon the writings of academics and university administrators from the period, with more fine-grained exemplification provided by archival and other evidence from Faculties of Arts and their equivalents in newer universities.

Elements of hierarchy and lateral organisation coexisted in the pre-Dawkins university in ways not generally made explicit in the existing literature. This mixture was sustained by ideals about academic freedom.

By historicising “collegiality” the research problematises polemical uses of the term, either for or against. It also seeks to clarify the distinctiveness of contemporary structures—especially for those with no first-hand experience of the pre-Dawkins university—by demonstrating historical difference without resort to nostalgia.

“Collegiality” is a common concept in education and organisation studies, as well as in critiques of the contemporary corporate university. However, the concept has received little sustained historical investigation. A clearer history of collegial governance is valuable both in its own right and as a conceptually clarifying resource for contemporary analyses of collegiality and managerialism.

Historically, firms have dedicated an abundance of resources in the pursuit of customer satisfaction and its corresponding favorable consequences. However, research indicates that customer satisfaction may not necessarily result in the outcomes pursued. This paper aims to focus on the concept of customer delight and explore antecedents and consequences of interest to the service firm. More specifically, the proposed model explores the linkages of employee effort, employee expertise and the firm’s tangibles to customer surprise and joy which in turn lead to customer delight and per cent of budget spent.

Data were collected from a grocery store. The hypothesized relationships were tested using structural equation modeling.

Results from this study yield new insights into the dual pathways leading to customer delight through joy and surprise. That is, joy and tangibles lead to both joy and surprise, whereas expertise leads to joy alone. Both joy and surprise are completely mediated through delight to per cent of budget spent. Interestingly, higher frequency customers experience a stronger relationship from joy to delight.

The findings have implications for the ongoing debate on the viability of customer delight and extending the theoretical understanding of why customer delight represents such a powerful force in the service environment.

By providing specific variables that impact both joy and surprise, management can develop tactics to develop delight initiatives.

This is the first study proposing multiple paths to customer delight. Further, this is the first study to link needs based and disconfirmation into a single model.

Frontline employees (FLEs) represent a major source of value creation for the modern firm. As such, firms are constantly evaluating different attributes of potential and current employees in the hopes of attracting, retaining, and rewarding key employees. Recently, the construct of work engagement has garnered interest as an important indicator of employee performance. However, much is unknown about this construct with regards to antecedents, outcomes and measurement. Thus, the purpose of the current research is to contribute to the developing literature on work engagement.

Data were collected from FLEs across high and low customer contact service contexts. The hypothesized relationships in the model were tested using structural equation modeling (SEM).

This research provides empirical evidence that service climate, job satisfaction and affective commitment influence work engagement. Employee's work engagement subsequently impacts constructs such as career commitment and adaptability. Furthermore, the authors conceptualize work engagement as a multidimensional higher order construct that exhibits a superior fit compared to a simple first order conceptualization.

This research provides guidance on how to measure work engagement as well as identifying both antecedent and outcomes variables associated with the construct.

Results suggest that the service firm has some impact on the level of work engagement FLEs exhibit. Furthermore, this research highlights the importance of the link between positive emotions and FLE performance.

By utilizing the contemporary broaden-and-build theory of positive emotions, this research makes contributions in the developing understanding of the impact of positive emotions on FLEs.

By the mid-19th century the British colonial state introduced liberal education to India. Amongst various disciplines, political economy illustrates the concerns of the colonial state with the education of Indians, and its anxiety with quelling political discontentment. The emerging Indian nationalist intelligentsia also utilized ideas from classical political economy, first taught in educational institutions, to critique colonial policy and proposed the development of “Indian Economics”, suited to national economic interests. This paper explores the development of political economy as a specific knowledge form in Calcutta University and Bombay University, and its connection with colonial educational policy^.

This study relies primarily on university records and the proceedings of the Education Department to bring out the politically sensitive nature of the teaching of economics in colonial India.

The study finds that political economy grew from being a minor part of the overall university syllabi to becoming part of the first university departments created in early-20th-century India. The government and nationalist forces both found the discipline to be relevant to their respective agendas. The circulation of knowledge theoretical framework is found to be relevant here.

The history of political economy in Indian universities, especially during the 19th century, has not been dealt with in any detail. This study tries to fill this gap. The close connection between politics and the teaching of economics has also not been studied closely, which this paper does.

The purpose of this paper is to explore the foundation and development of public relations education (PRE) in Australia between 1950 and 1975.

This paper utilises Australian-held primary and official industry association material to present a detailed and revisionist history of PR education in Australia in its foundation decades.

This paper, which locates Australia's first PRE initiatives in Sydney, Melbourne and Adelaide in the 1960s, contests the only published account of PR education history by Potts (1976). The orthodox account, which has been repeated uncritically by later writers, overlooks earlier initiatives, such as the Melbourne-based Public Relations Institute of Australia, whose persistence resulted in Australia's first PR course at Royal Melbourne Institute of Technology in 1964. So too, educational initiatives in Adelaide and Sydney pre-date the traditional historiography.

A detailed literature review suggests this paper represents the only journal-length piece on the history of PRE in Australia. It is also the first examination of relationships between industry, professional institutes, and educational authorities.

The purpose of this paper is to investigate if customer delight is possible when the service encounter result may not be successful. Such a scenario is increasingly likely with the experiential, sticky and unpredictable nature of many competitively based experiential encounters where one side wins and the other loses.

Across four studies using both field and panel data, this research provides a framework to evaluate how firms can still create customer delight even if the result of the encounter is unpredictable or possibly negative. Further, the authors combine qualitative data, structural equation modeling and experimental design to test the models across four competitively based experiential contexts.

Findings indicate that firms can create delight through a variety of antecedent variables, including employee expertise, servicescape, social congruence and atmosphere. Neither importance of winning nor expectations for a win significantly alter the relationships of these antecedents in creating delight. Further, evidence from this research indicates that both feelings of nostalgia and geographic self-identity enhance delight’s effect on behavioral intentions, while geographic self-identity also enhances delight’s effect on customers’ evangelizing to others.

This research extends the field’s understanding of the customer delight construct, sticky vs smooth encounters, as well as providing guidance to both practitioners and academics on new possibilities in the delight realm.

This research provides insights for practitioners on how to maximize customer emotions aside from surprisingly disconfirming customer expectations, as well as leaning into different tactics to influence the customer that are not outcome based.

To the best of the authors’ knowledge, this is the first research to evaluate customer delight in competitively based experiential encounters where the encounter result is unpredictable and possibly negative.

The purpose of the current research is to evaluate how customer contact level and customer service-based role conflict influence the relationship between customer emotions and work engagement, while simultaneously evaluating psychological capital as an outcome of work engagement. Customer service research highlights the impact of employee attitudes and behaviors on customer satisfaction. More recently, this relationship has been examined in reverse, evaluating how customer emotions influence the employee. Unfortunately, previous research has not evaluated variables that inhibit the impact of customer emotions on the employee.

Data were collected from frontline employees across high and low customer contact service contexts. The hypothesized relationships were tested using structural equation modeling.

This research provides empirical evidence that employee-perceived customer delight impacts employee work engagement. However, through a process of feedback, customer service-based role conflict impacts the relationship between customer emotions and employee emotions. Finally, the conceptual model illustrates how engaged employees can create their own personal resources vis-à-vis the broaden-and-build theory of positive emotions.

This research identifies both antecedent and outcomes variables associated with work engagement, as well as identified mediating factors.

Results suggest that the quality and level of contact that frontline employees have with customers impact their work engagement. Furthermore, engaged frontline employees have the ability to create their own personal resources.

This research makes contributions to the understanding of the impact of positive customer emotions on frontline employees.

This article considers the impact of competing knowledge structures in teaching Australian Indigenous history to undergraduate university students and the possibilities of collaborative teaching in this space.

The authors, one Aboriginal and one non-Aboriginal, draw on a history of collaborative teaching that stretches over more than a decade, bringing together conceptual reflective work and empirical data from a 5-year project working with Australian university students in an introductory-level Aboriginal history subject.

It argues that teaching this subject area in ways which are culturally safe for Aboriginal and Torres Strait Islander staff and students, and which resist knowledge structures associated with colonial ways of conveying history, is not only about content but also about building learning spaces that encourage students to decolonise their relationships with Australian history.

This article considers collaborative approaches to knowledge transmission in the university history classroom as an act of decolonising knowledge spaces rather than as a model of reconciliation.