This crucial book addresses newer practices of resource allocation which tie university funding to indicators of performance. It covers the evolvement of mass higher education and the associated curtailment of funding, the public management reform debate within which performance-based budgeting or funding evolved, and sketches alternative governance and management modes which can be used instead. Four appendices cover more technical matters.

Volume XXIV of History of Universities contains the customary mix of learned articles, book reviews, and bibliographical information, which makes this publication such an indispensable tool for the historian of higher education. Its contributions range widely geographically, chronologically, and in subject-matter.

Of all the departments in the University of Cambridge, the University Library is by far the oldest. Oates traces its evolution in its first three and a half centuries, from its hesitant beginnings to its designation as a place of copyright deposit in the legislation of the late seventeenth and early eighteenth centuries. He pays special attention to benefactors, on whom the Library was almost entirely dependent during the Reformation, but also to its subsequent recovery and dramatic expansion in the seventeenth century. The Anglo-Saxon manuscripts given by Archbishop Matthew Parker in 1574 and the sixth-century Codex Bezae, given in 1581, are among the university's most celebrated possessions; but the author devotes no less space to those who encouraged such gifts, to other collections (some exotic and some, such as Richard Holdsworth's library, enormous) and to the prolonged negotiations that frequently preceded their arrival at Cambridge. This is the first of a two-volume history of the Library. The second, by David McKitterick, deals with the eighteenth and nineteenth centuries.

Mark Pattison was Rector of Lincoln College, Oxford, from 1861 to 1884, and a rival of Jowett in the promotion of university reform. His strongly marked personality served as a model for several characters in Victorian fiction, including Mr Casaubon in George Eliot's Middlemarch. Mr Sparrow traces Pattison's career, analyses his intellectual aims and his conception of the function of a university, and presents him in the context of Victorian Oxford, as he appeared to the outside world, and as he revealed himself in his letters and journals. Finally, Mr Sparrow relates Pattison's ideals to some of the problems arising out of the unprecedented expansion of university education.

Dr Hackett discovered in the Angelica Library in Rome a manuscript containing a unique text of the first constitution of Cambridge University. The centrepiece of this book is a critical edition of the text with an English translation on facing pages. The importance of his discovery for historians of Cambridge and of medieval university education cannot be overestimated. The Cambridge constitutions form a complete code, promulgated at a remarkably early date (c. 1250). Dr Hackett shows that Oxford lagged more than 50 years behind Cambridge in codifying its statutes and neither Paris nor Bologna, the oldest of all universities, had a written constitution or code of laws at this time.

In this major contribution to the intellectual history of Cambridge University, Dr Garland takes as her main theme the rise of a specific educational ideal in early Victorian Cambridge, how it enjoyed a moment of triumph, and then how it fell under the impact of a new set of challenges. The story revolves around the careers of a group of 'conservative reformers', led by the Trinity dons Whewell and Sedgwick. They were the self-designated providers of a refurbished version of traditional Cambridge values in the new environment of a rapidly industrializing England, and took as their ideal a general unified core of knowledge based upon mathematics, classics and moral philosophy. They wished to retain this general structure because they believed it corresponded to the structure of the human mind and its mental faculties. For them, belief in the harmony of science and religion was part and parcel of their basically Broad Church religious views.

The nature of Higher Education in the UK has changed over the last three decades. Academics can no longer be said to carry out their work in "ivory towers," as increasing government intervention and a growing "target culture" has changed the way they work. Increasingly universities have transformed from "communities of scholars" to "workplaces." The organization and administration of universities has seen a corresponding prevalence of ideas and strategies drawn from the "New Public Management" ideology in response, promoting a more "business-focussed" approach in the management of public services.
This book examines the issues that academics now face as a result of these changes, both as the "knowledge-workers" managed, and the "manager-academic." It draws on a detailed study of academics holding management roles ranging from Head of Department to Vice Chancellor in sixteen UK universities, exploring their career histories and trajectories, and providing extensive accounts of their values, practices, relationships with others, and their training and development as managers.
Drawing on debates around "New Public Management," knowledge management, and knowledge workers, the wider implications of these themes for policy innovation and strategy in HE and the public sector more generally are considered, developing a critical response to recent approaches to managing public services, and practical suggestions for improvements which could be made to the training and support of senior and middle managers in universities.
The book will be of interest to all teaching, researching, or managing in Higher Education, Education policy-makers, and academics and researchers concerned withPublic Management, Knowledge Management, or Higher Education.

This entertaining account of Cambridge around the turn of the twentieth century contains the centenary edition of the complete text of F. M. Cornford's famous satire of 1908 on university politics, Microcosmographia Academica, together with a full account of the controversies which gave rise to it. Cambridge during this period was being subjected to pressure for reform from within and outside the University, forcing it to radical social and academic change, above all by extending and altering the curriculum and by admitting women. All these matters, many of which remain in debate at the beginning of the twenty-first century in Cambridge and in the wider academic community, provoked fierce debates and provided a rich context for Cornford's pamphlet. The book is illustrated with a selection of contemporary photographs and portraits.

This entertaining account of Cambridge around the turn of the twentieth century contains the centenary edition of the complete text of F. M. Cornford's famous satire of 1908 on university politics, Microcosmographia Academica, together with a full account of the controversies which gave rise to it. Cambridge during this period was being subjected to pressure for reform from within and outside the University, forcing it to radical social and academic change, above all by extending and altering the curriculum and by admitting women. All these matters, many of which remain in debate at the beginning of the twenty-first century in Cambridge and in the wider academic community, provoked fierce debates and provided a rich context for Cornford's pamphlet. The book is illustrated with a selection of contemporary photographs and portraits.

Examinations are deeply embedded in our culture and govern the career prospects of millions of people around the world. The University of Cambridge Local Examinations Syndicate, now Cambridge Assessment, was at the forefront of introducing public examinations for schools with the aim of raising standards in education. Examining the World explains how the organisation, established in 1858, has evolved into a world authority on assessment with three areas of operation: international examinations, home examinations, and English examinations for Speakers of Other Languages. This is the first full-length history of the organisation, describing the development of its examinations from the early days to their present form, by authors associated with Cambridge Assessment and other parts of the University. It sets the history of Cambridge examinations in their context as a department of the University and the immense changes which have taken place in examining in the UK and the widerworld.

Examinations are deeply embedded in our culture and govern the career prospects of millions of people around the world. The University of Cambridge Local Examinations Syndicate, now Cambridge Assessment, was at the forefront of introducing public examinations for schools with the aim of raising standards in education. Examining the World explains how the organisation, established in 1858, has evolved into a world authority on assessment with three areas of operation: international examinations, home examinations, and English examinations for Speakers of Other Languages. This is the first full-length history of the organisation, describing the development of its examinations from the early days to their present form, by authors associated with Cambridge Assessment and other parts of the University. It sets the history of Cambridge examinations in their context as a department of the University and the immense changes which have taken place in examining in the UK and the widerworld.

The nature of Higher Education in the UK has changed over the last three decades. Academics can no longer be said to carry out their work in 'ivory towers', as increasing government intervention and a growing 'target culture' has changed the way they work. Increasingly universities have transformed from 'communities of scholars' to 'workplaces'. The organization and administration of universities has seen a corresponding prevalence of ideas and strategies drawn from the 'New Public Management' ideology in response, promoting a more 'business-focussed' approach in the management of public services. This book examines the issues that these changes have had on academics, both as the 'knowledge-workers' managed, and the 'manager-academic'. It draws on a detailed study of academics holding management roles ranging from Head of Department to Vice Chancellor in sixteen UK universities, exploring their career histories and trajectories, and providing extensive accounts of their values, practices, relationships with others, and their training and development as managers. Drawing on debates around 'New Public Management', knowledge management, and knowledge workers, the wider implications of these themes for policy innovation and strategy in HE and the public sector more generally are considered, developing a critical response to recent approaches to managing public services, and practical suggestions for improvements which could be made to the training and support of senior and middle managers in universities. The book will be of interest to all teaching, researching, or managing in Higher Education, Education policy-makers, and academics and researchers concerned with Public Management, Knowledge Management, or Higher Education.

This book offers a highly engaging history of the world's most famous secret society, the Cambridge 'Apostles', based upon the lives, careers and correspondence of the 255 Apostles elected to the Cambridge Conversazione Society between 1820 and 1914. It examines the way in which the Apostles recruited their membership, the Society's discussions and its intellectual preoccupations. From its pages emerge such figures as F. D. Maurice, John Sterling, John Mitchell Kemble, Richard Trench, Fenton Hort, James Clerk Maxwell, Henry Sidgwick, Lytton Strachey, E. M. Forster, and John Maynard Keynes. The careers of these and many other leading Apostles are traced, through parliament, government, letters, and in public school and university reform. The book also makes an important contribution in discussing the role of liberalism, imagination and friendship at the intersection of the life of learning and public life. This is a major contribution to the intellectual and social history of the nineteenth and early twentieth centuries, and to the history of the University of Cambridge. It demonstrates in impressive depth just how and why the Apostles forged original themes in modern intellectual life.

A detailed study of the King's Hall, Cambridge, from its foundation in the early fourteenth century until its dissolution in 1546. It is based largely on the 26 extant volumes of the King's Hall accounts which form one of the most remarkable sequences of medieval collegiate records in Europe. The rich profusion of the material has made it possible to reconstruct the economic, constitutional and business organisation of a medieval academic society, thereby providing for the college that same kind of exhaustive treatment which has been lavished upon other categories of medieval institutions. Dr Cobban discusses the vital contribution made by the King's Hall to the evolution of the University of Cambridge and shows how the interpretation of medieval Cambridge history has to be considerably modified. He demonstrates the important formative influence of the King's Hall in shaping the course of English collegiate development and the ways in which this College was finely attuned to the new educational trends of the age.

"Accurate, clearly written, and easy to understand even for the beginning researcher, with equal coverage of both qualitative and quantitative research. This is the only book to combine a textbook approach with a how-to approach." -Carol Roberts, Professor, University of La Verne Author, The Dissertation Journey "This is a very practical book and will be immediately usable for graduate students at any stage in their research. The multitude of examples is wonderful, and the content is very current." -Mary Betsy Brenner, Professor of Education University of California, Santa Barbara The advice and resources you need to complete your thesis or dissertation! No matter what state or stage your project is in, this how-to manual provides comprehensive guidance to help you tackle your master's thesis or doctoral dissertation. Covering both quantitative and qualitative research methods, this essential resource offers direction for every step of the process. Drawing on 40 years of experience supervising dissertations, the authors provide examples from 100 completed projects to guide readers through: Choosing a topic and writing research hypotheses Selecting a chair or committee Ensuring a successful proposal and oral defense Adapting the finished product for publication Using the Internet and desktop publishing effectively With a conversational style suitable for both faculty and students, Writing a Successful Thesis or Dissertation demystifies the writing experience and presents step-by-step directions for successfully completing your project.

This book addresses a major problem in contemporary American higher education: deprivations of free speech, due process, and other basic civil liberties in the name of favored political causes. Downs begins by analyzing the nature and evolution of the problem, and discusses how these betrayals of liberty have harmed the truth seeking mission of universities. Rather than promoting equal respect and tolerance of diversity, policies restricting academic freedom and civil liberty have proved divisive, and have compromised the robust exchange of ideas that is a necessary condition of a meaningful education. Drawing on personal experience as well as research, Downs presents four case studies that illustrate the difference that conscientious political resistance and mobilization of faculty and students can make. Such movements have brought about unexpected success in renewing the principles of free speech, academic freedom, and civil liberty at universities where they have been active.

This book provides a definitive account of Jacques Derrida's involvement in debates about the university. Derrida was a founding member of the Research Group on the Teaching of Philosophy (GREPH), an activist group that mobilized opposition to the Giscard government's proposals to "rationalize" the French educational system in 1975. He also helped to convene the Estates General of Philosophy, a vast gathering in 1979 of educators from across France. Furthermore, he was closely associated with the founding of the International College of Philosophy in Paris, and his connection with the International Parliament of Writers during the 1990s also illustrates his continuing interest in the possibility of launching an array of literary and philosophical projects while experimenting with new kinds of institutions in which they might take their specific shape and direction. Derrida argues that the place of philosophy in the university should be explored as both a historical question and a philosophical problem in its own right. He argues that philosophy simultaneously belongs and does not belong to the university. In its founding role, it must come from "outside" the institution in which, nevertheless, it comes to define itself. The author asks whether this irresolvable tension between "belonging" and "not belonging" might not also form the basis of Derrida's political thinking and activism where wider issues of contemporary significance are concerned. Key questions today concerning citizenship, rights, the nation-state and Europe, asylum, immigration, terror, and the "return" of religion all involve assumptions and ideas about "belonging"; and they entail constitutional, legal, institutionaland material constraints that take shape precisely on the basis of such ideas. This project will therefore open up a key question: Can deconstruction's insight into the paradoxical institutional standing of philosophy form the basis of a meaningful political response by "theory" to a number of contemporary international issues?

Even after the 2008 financial crisis, neoliberalism has been able to advance its program of privatization and deregulation. The Uberfication of the University analyzes the emergence of the sharing economy-an economy that has little to do with sharing access to good and services and everything to do with selling this access-and the companies behind it: LinkedIn, Uber, and Airbnb. In this society, we all are encouraged to become microentrepreneurs of the self, acting as if we are our own precarious freelance enterprises at a time when we are being steadily deprived of employment rights, public services, and welfare support. The book considers the contemporary university, itself subject to such entrepreneurial practices, as one polemical site for the affirmative disruption of this model. Forerunners is a thought-in-process series of breakthrough digital works. Written between fresh ideas and finished books, Forerunners draws on scholarly work initiated in notable blogs, social media, conference plenaries, journal articles, and the synergy of academic exchange. This is gray literature publishing: where intense thinking, change, and speculation take place in scholarship.

This book provides a detailed record of the early history of the library at Emmanuel College, Cambridge, from the foundation of the College in 1584 to the completion of the seventh major inventory of the library's contents in 1637. This half-century formed a dynamic period in the religious and political as well as the educational life of the nation. The influence of Emmanuel, a notoriously Puritan college from its founding, was felt especially in the striking prominence of its alumni among New World settlers (among them John Harvard) and, during the English Civil War, in the placement of Emmanuel men in many key positions, including the Masterships of numerous Cambridge colleges. While these men were being educated Emmanuel's library expanded dramatically, and the seven increasingly large inventories of library books recorded there during the period give an indication of their concerns and their scholarship. Now, for the first time, the intellectual resources - by no means narrowly 'Puritan' - of this major institutional library are available for the study of all who are interested in the history of the period.

The Black Revolution on Campus is the definitive account of an extraordinary but forgotten chapter of the black freedom struggle. In the late 1960s and early 1970s, Black students organized hundreds of protests that sparked a period of crackdown, negotiation, and reform that profoundly transformed college life. At stake was the very mission of higher education. Black students demanded that public universities serve their communities; that private universities rethink the mission of elite education; and that black colleges embrace self-determination and resist the threat of integration. Most crucially, black students demanded a role in the definition of scholarly knowledge. Martha Biondi masterfully combines impressive research with a wealth of interviews from participants to tell the story of how students turned the slogan "black power" into a social movement. Vividly demonstrating the critical linkage between the student movement and changes in university culture, Biondi illustrates how victories in establishing Black Studies ultimately produced important intellectual innovations that have had a lasting impact on academic research and university curricula over the past 40 years. This book makes a major contribution to the current debate on Ethnic Studies, access to higher education, and opportunity for all.

This book addresses a major problem in contemporary American higher education: deprivations of free speech, due process, and other basic civil liberties in the name of favored political causes. Downs begins by analyzing the nature and evolution of the problem, and discusses how these betrayals of liberty have harmed the truth seeking mission of universities. Rather than promoting equal respect and tolerance of diversity, policies restricting academic freedom and civil liberty have proved divisive, and have compromised the robust exchange of ideas that is a necessary condition of a meaningful education. Drawing on personal experience as well as research, Downs presents four case studies that illustrate the difference that conscientious political resistance and mobilization of faculty and students can make. Such movements have brought about unexpected success in renewing the principles of free speech, academic freedom, and civil liberty at universities where they have been active.

This volume brings to completion the four-volume A History of the University of Cambridge, and is a vital contribution to the history not only of one major university, but of the academic societies of early modern Europe in general. Its main author, Victor Morgan, has made a special study of the relations between Cambridge and its wider world: the court and church hierarchy which sought to control it in the aftermath of the Reformation; the 'country', that is the provincial gentry; and the wider academic world. Morgan also finds the seeds of contemporary problems of university governance in the struggles which led to and followed the new Elizabethan Statutes of 1570. Christopher Brooke, General Editor and part-author, has contributed chapters on architectural history and among other themes a study of the intellectual giants of the late seventeenth and early eighteenth centuries.

Stand, Columbia Alma Mater

Through the storms of Time abide

Stand, Columbia Alma Mater

Through the storms of Time abide.

"Stand, Columbia " by Gilbert Oakley Ward, Columbia College 1902 (1904)

Marking the 250th anniversary of one of America's oldest and most formidable educational institutions, this comprehensive history of Columbia University extends from the earliest discussions in 1704 about New York City being "a fit Place for a colledge" to the recent inauguration of president Lee Bollinger, the nineteenth, on Morningside Heights. One of the original "Colonial Nine" schools, Columbia's distinctive history has been intertwined with the history of New York City. Located first in lower Manhattan, then in midtown, and now in Morningside Heights, Columbia's national and international stature have been inextricably identified with its urban setting.

Columbia was the first of America's "multiversities," moving beyond its original character as a college dedicated to undergraduate instruction to offer a comprehensive program in professional and graduate studies. Medicine, law, architecture, and journalism have all looked to the graduates and faculty of Columbia's schools to provide for their ongoing leadership and vitality. In 2003, a sampling of Columbia alumni include one member of the United States Supreme Court, three United States senators, three congressmen, three governors (New York, New Jersey, and California), a chief justice of the New York Court of Appeals, and a president of the New York City Board of Education. But it is perhaps as a contributor of ideas and voices to the broad discourse of American intellectual life that Columbia has most distinguished itself. From "The Federalist Papers, " written by Columbians John Jay and Alexander Hamilton, to Charles Beard's "An Economic Interpretation of the Constitution" and Jack Kerouac's "On the Road" to Edward Said's "Orientalism, " Columbia and its graduates have greatly influenced American intellectual and public life. "Stand, Columbia" also examines the experiences of immigrants, women, Jews, African Americans, and other groups as it takes critical measure of the University's efforts to become more inclusive and more reflective of the diverse city that it calls home.

Cairo University has been crucially important in shaping the national life of twentieth-century Egypt. It has educated much of the political, professional and cultural elite; doctors and lawyers, novelists and philosophers, bankers and prime ministers have all studied there. Founded in 1908 and for many years competing only with the religious al-Azhar, the European-inspired Cairo University quickly became the prime indigenous model for other state universities in the region and its influence has spread even beyond the Arab world. Professor Reid has drawn on university archives hitherto untapped by Western scholars and on a wide range of other Arabic and Western sources. He explains the university's part in the national quest for independence from Britain, in the perennial tension between secular and religious world views, and in the push for a more egalitarian society. Nasser and Sadat, Kings Fuad and Faruq, nationalist hero Saad Zaghlul and Nobel Prize winner Najib Mahfuz, all feature prominently in this fascinating history of Egypt's most important modern educational institution.