Iain Farquharson

Along with my teaching on the BASc Global Challenges, in collaboration with colleagues I developed the world’s first full MA in Wargaming and Resilience Planning, becoming its first Programme Leader in September 2024.

Security Strand Leader for the BASc Global Challenges Degree. Working with the Programme Leader and other strand leaders to deliver a cohesive and challenging programme addressing different aspects of future challenges to security, social cohesion, and planetary health. Also engaged to teach two level 4 survey courses on European History from 1879 and European Military History 1914-1945.

2019-20 - Module leader on two compulsory modules; ‘History, Memory and Culture in Europe since 1789’ and ‘Europe at War 1914-1945.' 2018-19 - Co-lead on compulsory module ‘History, Memory and Culture in Europe since 1789.’ In this role I have acted as both co-module leader and module leader for compulsory modules dealing with European social and political history as well as military history. In doing so I was heavily involved in the development of course content tailored to both my research knowledge and the learning objectives of the modules concerned. I also revised and updated module reading lists, weekly readings and discussion material alongside preparation and delivery of weekly lectures. Whilst module leader, in consultation with other members of the department and the university Academic Skills department, I introduced academic skills lectures to the modules in research and reading techniques as well as essay writing and preparation. Other duties involved the day-to-day administration of two modules, liaising with various departments regarding the use of new online marking software and the co-ordination of teaching content within the wider framework of two BA programmes. Also undertook the preparation and marking of assessments for students within University established timeframes and the co-ordination of moderation with departmental colleagues.

The existing historiography of the British Army in the Interwar period presents a narrative of the army battling against the government's political agenda and Treasury parsimony in their attempts to reform. This narrative has been tested against, among others, the themes of doctrinal innovation, mechanization and motorization and technological development. Education policy however is not included within this narrative and has received scant attention as a topic. My thesis argues that far from being a victim of this narrative, British Army higher education policy was beset by reactionary attitudes and a resistance to reform resulting in multiple missed opportunities to improve the provision of Staff Officers within the British Army. These attitudes were not the result of governmental policy or financial restrictions, but rather the inherent conservative prejudices of the senior officer corps.

Study of history theory and its applications. Focus on military and naval history in the modern era, modules undertaken include: *Naval History in the age of steam *War 1450-Present day Extended essay writing and source evaluation; completed a 25,000 word dissertation on the subject of British Army defensive plans 1939-1940.