Bibliography - University of Sussex
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University Commentary from Brighton, by W.G. Stone, published 1958 in Higher Education Quarterly (vol. 12, no. 3, article, pp.223-227)

University of Sussex, First Annual Report, 1959-1960, published 1960 (pamphlet) accessible at: W.S.R.O. [Lib 4399]

The idea of a new university: an experiment in Sussex, edited by David Daiches, published 1964 (269 pp., London: Deutsch) accessible at: W.S.R.O. [Lib 2554] & R.I.B.A. Library

The planning and building of the University of Sussex, by Sir Basil Spence, published 1966 (14 pp., London) accessible at: R.I.B.A. Library

The University of Sussex, by Murray G. Ross, published 1966 in New Universities in the Modern World (pp.16-31, Palgrave MacMillan, ISBN-13: 9781349817832)

Students entering Sussex and Essex Universities in 1966: some similarities and differences, II, by Marie Oxtoby and Brian M. Smith, published 1969 in Research in Education (vol. 1, article, p.58)

Students entering Sussex and Essex Universities in 1966: some similarities and differences, I, by Marie Oxtoby and Brian M. Smith, published 1970 in Research in Education (vol. 3, article, p.87)

Sussex history, by John Wilkes, published 1970 in History (vol. 55, no. 185, article, pp.337-341)

The author's experiences as a mature student studying history at the University of Sussex, 1964-67.

University of Sussex, by Julia Catherine Jones, Geoffrey Lockwood, and Norman Mackenzie, published 1971 in Planning the Development of Universities, Part IV, Paris, UNESCO, International Institute for Educational Planning (pp.173-317)

University of Sussex Library automated circulation control system, by R.C. Young, P.T. Stone and G.J. Clark, published 1972 in Program (vol. 6, no. 3, article)

Technological change= Social change?: The work of the science policy research unit at Sussex University in the field of forecasting, by Craig Sinclair, published 1973 in Industrial Marketing Management (vol. 2, no. 4, article, pp.375-387)

Science as a Component of the Sussex B. Ed. Degree for Serving Teachers, by A.D.C. Grassie, published 1974 in Education in Science (vol. 57, article, pp.36-38)

The Armorial Bearings of the University of Sussex, by Francis W. Steer, published 1975 (pamphlet, Brighton: University of Sussex) accessible at: W.S.R.O. [Lib 5955] & The Keep [LIB/500029] & West Sussex Libraries

The School of European Studies at Sussex, by T.H. Elkins, published 1975 in Case-Studies in Interdisciplinarity (vol. 5, article, pp.1-14)

Physics and Medical Physics at Sussex, by C.B.P. Finn, published 1979 in Physics Education (vol. 14, no. 1, article, pp.26-27)

An analysis of the planning process in 1968-73 in the contexts of the history of the University of Sussex and the management of universities. , by G. Lockwood, 1981 at Sussex University (Ph.D. thesis)

The development of a modern degree course in engineering: experience at the University of Sussex, by F.J. Bayley, published 1983 in European Journal of Engineering Education  (vol. 8, no. 3, article, pp.301-307)

University of Sussex Sports Injury Clinic: a report, by J.P. McNaught-Davis and J. Thole, published 1984 in British Journal of Physical Education (article, pp.26-27)

Geac with local enhancements: the integrated real-time system at the University of Sussex Library, by Robert C. Young, published 1986 in Program (vol. 20, no. 1, article, pp.1-25)

Periodicals automation at the University of Sussex library, by Peter Lambert, published 1986 in UK Serials Group Newsletter (vol. 8, no. 1, article, pp.15-18)

The Sussex Opportunity: A New University and the Future, edited by Roger Blin-Stoyle and Geoff Ivey, published 1 May 1986 (224 pp., Brighton: Harvester Press, ISBN-10: 0710810644 & ISBN-13: 9780710810649) accessible at: W.S.R.O. [Lib 10658] & West Sussex Libraries & East Sussex Libraries

Playing the System: The Sussex MA, and an Anxiety, by Alan Sinfield, published 1994 in Radical Teacher (article, pp.20-22)

A one year MA course in gay and lesbian studies at the University of Sussex was attacked by Conservative MPs.

Partnership in practice: a study of ITE at the Universities of Sussex and Brighton and their partner secondary schools. , by Alison Lodwick, 2000 at Sussex University (Ph.D. thesis)

Throughout the 1980s increasing attention was paid to the quality of teacher education by the government, culminating in the publication of Circular 9/92 (DFE 1992). It decreed that schools were to play a larger and much more active role than before, as the practical side of the training was to be enhanced at the expense of the educational theory provided by the HEIs. The government believed that encouraging more practical training through a partnership of equals between the HEIs and the schools would improve the professional competence of the NQTs and eventually raise standards in the classroom. An aura of co-operation and consensus pervades the notion of partnership, but this research suggests that the concept is imprecise and open to many different interpretations. It also supports the view that there is a significant difference between the image of partnership projected by the government and the intentions, values and practices of those immediately involved in initial teacher education. The resulting disparity between the rhetoric of policy and the reality of partnership is pinpointed and explained by a critique of the Universities of Sussex and Brighton and twelve of their respective partner secondary schools. This investigation adopts a case study approach. Evidence collected through surveys, interviews and observation of participants within the partnership - such as university tutors, trainees, mentors and professional tutors, together with a review of the contextual literature, are used to illuminate the problems experienced by the practitioners. The evidence presented shows that the success of the partnership and its continued existence in its present form is dependent upon a variety of factors: adequate communication, effective mentorships, clearly-defined assessment and standardisation procedures and the development of a professional ethos to avoid undue reliance on good-will. Major restrictions are also placed upon the delivery of effective initial teacher education by inadequate funds and the shortage of time. More importantly however, the straightforward perception of partnership promoted by the government is in itself seen to be flawed, because there are inherent tensions between the HEIs and the schools. This results in conflicting expectations over key issues, which if unresolved will continue to jeopardise the development of partnership and affect the quality of initial teacher education.

Poets and Polymaths: Special Collections at the University of Sussex, by Neil Parkinson, published 2002 (pamphlet, 124 pp., Brighton: University of Sussex, ISBN-10: 0850870445 & ISBN-13: 9780850870442) accessible at: W.S.R.O. [Lib 14822][Lib 14884] & West Sussex Libraries & East Sussex Libraries

Large-group induction at the University of Sussex library: adapting the Cephalonian method, by Chloe Barnes and Emma Walton, published 2007 in SCONUL Focus (vol. 40, article, pp.57-62)

Home, work and everyday life: Roger Silverstone at Sussex, by Kate Lacey, published 2007 in International Journal of Communication (vol. 1, article, pp.61-69)

Roger Silverstone (1945-2006) was the first professor of media studies at the University of Sussex, 1991-98.

Can we subscribe to this please?: realizing a core journal collection for the University of Sussex, by Jane Harvell, published 2008 in Serials (vol. 21, no. 3, article, pp.178-182)   Download PDF

Making the future: a history of the University of Sussex, edited by Fred Gray, published 2011 (xii + 372 pp., Brighton: University of Sussex Press, ISBN-10: 0904242692 & ISBN-13: 9780904242690) accessible at: British Library & East Sussex Libraries

Success without -A- pass: an educational experiment revisited, by M. Nash, published 2011 in Higher Education Quarterly (vol. 65, no. 3, article, pp.308-324)

In 1963, the University of Sussex inaugurated an innovative Early Leavers Scheme in response to two government reports which confirmed that it was still the norm for talented working-class children to leave school aged 15 or 16 and indicated that the hopes of the 1944 Education Act were as yet unfulfilled. This article explores what the scheme has meant to some of the people who got to university because of it. Research on relevant documentation of the scheme and its outcomes held in the University of Sussex archives and information gathered from four people admitted to the scheme and its impact on them inform this article. The scheme is contextualised with relevant policy documents, government reports and academic publications to provide a framework for the accounts of those who took part in it and it is tentatively suggested that these have implications for higher education policy today. 

"Suggest a book for the library" - using Facebook for purchase suggestions at the University of Sussex library, by Emma Walton and Annette Moore, published 2013 in ALISS Quarterly (vol. 8, no. 2, article, pp.19-21)   Download PDF

Staying put or moving on? : the migration decisions of students and graduates in Brighton & Hove , by A. H. Tucker, 2013 at University of Brighton (Ph.D. thesis)   View Online

Currently, there is considerable debate over the role graduates play in influencing the economic and social characteristics and trajectories of towns and cities. Some commentators argue that a larger graduate population will increase the levels of entrepreneurship, innovation and start-up businesses in a town or city, and support a cultural and social infrastructure that will attract other wealthier migrants. Indeed, increasing the number of graduates in a town or city is often seen as an important policy mechanism through which a region can retain people with innovative, entrepreneurial and management capabilities. Yet, to date there have been few studies that examine the reasons why some graduates stay put while others move on after finishing university. Existing studies tend to focus on the contribution of graduates to local and regional economic growth and human capital. At the same time, research into the migration patterns of young people highlights the importance of situating migration within a wider youth transition process shaped by cultural and social influences: a point missed in most studies of graduate mobility.

The specialty choices of graduates from Brighton and Sussex Medical School: a longitudinal cohort study, by Katherine Woolf, Caroline Elton and Melanie Newport, published 2015 in BMC Medical Education (vol. 15, no. 1, article, p.46)   View Online

Counter-conduct in the university factory: Locating the Occupy Sussex campaign, by Kerem Nisancioglu and Maïa Pal, published 2016 in Global Society (vol. 30, no. 2, article, pp.279-300)

Deploying the Foucauldian concepts of ?conduct? and ?counter-conduct?, this article provides an analysis of ?Occupy Sussex??a two-month-long student occupation launched in opposition to the outsourcing of service staff at the University of Sussex. Situated in the context of a post-Fordist political economy, we argue that the British university constitutes an especial site of conduct formation?a University Factory?wherein individuals are sorted and socialised as immaterial labourers. We argue that Occupy Sussex was a reaction to such conduct formation. As such, counter-conduct is deployed as a concept that can effectively map the tactics and strategies undertaken by Occupy Sussex against the university management. Moreover, counter-conduct is used in order to trace prefigurative attempts to redefine the university within the space of the occupation?away from the University Factory, towards collective self-management, alternative understandings of the ?university experience? and an emergent notion of ?community?. Finally, the use of counter-conduct serves to highlight the dangers of appropriation and co-optation; how university management attempted to co-opt and thus defuse the counter-conduct of Occupy Sussex.