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.

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.

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.

"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 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?

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 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.

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 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.

The landmark New York Times bestseller that demonstrates the benefits of race-conscious admissions in higher education First published in 1998, William Bowen and Derek Bok's The Shape of the River became an immediate landmark in the debate over affirmative action in America. It grounded a contentious subject in concrete data at a time when arguments surrounding it were characterized more by emotion than evidence-and it made a forceful case that race-conscious admissions were successfully helping to promote equal opportunity. Today, the issue of affirmative action remains unsettled. Much has changed, but The Shape of the River continues to present the most compelling data available about the effects of affirmative action. Now with a new foreword by Nicholas Lemann and an afterword by Derek Bok, The Shape of the River is an essential text for anyone seeking to understand race-conscious admissions in higher education.

"This innovative and readable book is not something to be cherry-picked for quick hints and tips. It is a work to be read and re-read and savoured for its humanity, sagacity, practicality and reflection upon the all-important relationships between teaching and learning and the teacher and the learner." British Journal of Educational Technology"...a delightful and unusual reflective journey...the whole book is driven by a cycle of questions, examples, strategies and generalizations from the examples. In all, it is the clearest example of practise-what-you-preach that I have seen." John Biggs, Honorary Professor of Psychology, University of Hong Kong "This is a unique book, written by a well-known figure in HE who has broad experience and a long track record as an exemplary and caring teacher...The book is unique because it is written in a very personal manner, with a sharing of the author's varied experiences and great enthusiasm for the processes of teaching and communication." Jenny Moon, Bournemouth Media Centre and Independent Consultant "[Cowan's] innovative approach to the authorship of a well researched and practical book is worthy of particular mention...Practitioners that are keen to allow spaces for innovative approaches to professional development in learners will find this text readable and thought provoking." Teaching in Higher EducationOn Becoming an Innovative University Teacher shows readers how to plan and run innovative activities to engage their students in effective reflective learning. The book uses an unusual and accessible method: each chapter begins by posing a question with which university and college teachers can be expected to identify; then answers the question by presenting a series of examples, thereafter the writer frankly airs his own second thoughts on what he has offered.In the second edition of this popular book, Cowan maintains his relaxed and readable style, and the book features revised coverage to make it even more accessible and useful. The examples have been updated throughout and a new chapter looks at innovation and reflection in the context of contemporary higher education.This is key reading for all university teachers, whether new or experienced, who want to revitalise their teaching.

Founded in the forested mountains of ChinaOs remote Jiangxi Province in 1958, the Communist Labor University, along with some 100 branch campuses, introduced uneducated farmers and peasants to basic agricultural science and farming techniques through an innovative work-study program until 1980. Drawing on a wealth of archival materials, John Cleverley here explores the inner workings of this unique Chinese institution and the direct personal involvement in its affairs by the nationOs key communist leaders, including Mao Zedong, Zhou Enlai, Zhu De, and Deng Xiaoping. The community would survive the dictates of political agriculture, famine and pestilence, and the Cultural Revolution, thus mirroring higher education's own cycle of expansion, contraction, and division. Yet the university could not avoid the bitter factional politics and deadly power plays of the 1970s. Open to the charge that it was a utopian experiment, another of Mao's great follies, its undoing was part of the larger canvas of ChinaOs shift from a Maoist vision to DengOs philosophy of pragmatic socialism. This fascinating story illuminates the internal and external politics of an innovative educational enterprise from both an institutional and personal perspective. In the process, the book underscores the larger issues of educational reform and political and social change in China.

What is the university's role in the production of cultural ideals? With increasingly interdisciplinary approaches being employed in scholarship, can we speak of discrete fields of study?

The results of a collaborative research project by the Critical Theory Institute at the University of California, Irvine, this collection explores the role that scholars and universities play in shaping and defining culture, and how teaching and research institutions are changing in response to international movements and social forces. Investigating the way "high" culture (literature, liberal education) and popular culture (fashion, film) are dealt with in the classroom, these essays show that the "culture wars" of the 1980s and '90s are by no means over; they have simply warped into new, less visible struggles for control of educational funding, curricula, academic "standards," and pedagogical authority.

The essays in this volume range widely. Sacvan Bercovitch defends the literary ideal of culture through his examination of Faulkner's "Light in August;" Linda Williams explores visual culture through Hitchcock's "Psycho;" and Leslie Rabine considers the intersections of fashion, race, and gender. J. Hillis Miller details how "cultural studies" might positively change the structure of the university, and Mark Poster challenges historians to develop methods of representing history that are adequate to the complexity of lived experience.

This book is a full-scale study of the world's most famous secret society, the Cambridge "Apostles." It shows how the Apostles recruited their members, examines their intellectual preoccupations, and studies the careers of such figures as F. D. Maurice, Lytton Strachey and John Maynard Keynes by tracing the participation of the Apostles in politics, letters, and liberal reform in the nineteenth and early twentieth centuries. The book also examines the role of liberalism, imagination, and friendship in modern life.

This issue of History of Universities, Volume XXXI / 1, contains the customary mix of learned articles and book reviews which makes this publication such an indispensable tool for the historian of higher education. The volume is, as always, a lively combination of original research and invaluable reference material.

Nadja Bieletzki explores how university presidents lead universities. She provides insights into the upper echelons of higher education management and focuses especially on university presidents in Germany. Special attention is given to the career background of university presidents and the way they conduct reform projects. Based on the results from semi-structured expert interviews and their qualitative analysis, the author shows that university presidents do not use all their formal power although their position has been strengthened by law. This can be explained by the collegial characteristics of universities, which drive and restrict presidential actions Nadja Bieletzki was awarded the Ulrich Teichler Prize for Excellent Dissertations 2016.

When universities began in the Middle Ages, Pope Gregory IX described them as "wisdom's special workshop." He could not have foreseen how far these institutions would travel and develop. Tracing the eight-hundred-year evolution of the elite research university from its roots in medieval Europe to its remarkable incarnation today, Wisdom's Workshop places this durable institution in sweeping historical perspective. In particular, James Axtell focuses on the ways that the best American universities took on Continental influences, developing into the finest expressions of the modern university and enviable models for kindred institutions worldwide. Despite hand-wringing reports to the contrary, the venerable university continues to renew itself, becoming ever more indispensable to society in the United States and beyond. Born in Europe, the university did not mature in America until the late nineteenth century. Once its heirs proliferated from coast to coast, their national role expanded greatly during World War II and the Cold War. Axtell links the legacies of European universities and Tudor-Stuart Oxbridge to nine colonial and hundreds of pre-Civil War colleges, and delves into how U.S. universities were shaped by Americans who studied in German universities and adapted their discoveries to domestic conditions and goals. The graduate school, the PhD, and the research imperative became and remain the hallmarks of the American university system and higher education institutions around the globe. A rich exploration of the historical lineage of today's research universities, Wisdom's Workshop explains the reasons for their ascendancy in America and their continued international preeminence.

How the university went global and became the heart of the information age The university is experiencing an unprecedented level of success today, as more universities in more countries educate more students in more fields. At the same time, the university has become central to a knowledge society based on the belief that everyone can, through higher education, access universal truths and apply them in the name of progress. This book traces the university's rise over the past hundred years to become the cultural linchpin of contemporary society, revealing how the so-called ivory tower has become profoundly interlinked with almost every area of human endeavor. David John Frank and John Meyer describe how, as the university expanded, student and faculty bodies became larger, more diverse, and more empowered to turn knowledge into action. Their contributions to society underscored the public importance of scholarship, and as the cultural authority of universities grew they increased the scope of their research and teaching interests. As a result, the university has become the bedrock of today's information-based society, an institution that is now implicated in the solution to every conceivable problem. But, as Frank and Meyer also show, the conditions that helped spur the university's recent ascendance are not immutable: eruptions of nationalism, authoritarianism, and illiberalism undercut the university's universalistic and rationalistic premises, and may threaten the centrality of the university itself.

The New Lawyer analyzes the profound impact changes in client needs and demands are having on how law is practised. Most legal clients are unwilling or unable to pay for protracted litigation and count on their lawyers to pursue just and expedient resolution. These clients are transforming the role of lawyers, the nature of client service, and the principles of legal practice. In this fully revised edition of the now classic text, Julie Macfarlane outlines how lawyers can meet new expectations by committing to lawyer-client collaboration, conflict resolution advocacy, and revised financial structures so that the legal profession can remain relevant in this rapidly changing environment.

Although the role of universities in the knowledge society is increasingly significant, there remains a severe lack of systematic quantitative evidence at the micro-level, with virtually all policy discussion based on country level statistics or case studies. This book redresses the balance by examining original data from universities in six European countries - Italy, Norway, Portugal, Spain, Switzerland and the UK. The authors provide micro-based evidence on the evolution of the strategic profile of universities in terms of scientific research, contract research, education and the third mission. The result is a highly innovative book that combines detailed national case studies and comparative institutional analyses with state-of-the-art quantitative techniques. Applying for the first time new generations of nonparametric efficiency measures on a large scale, Universities and Strategic Knowledge Creation will be of great interest to researchers and postgraduate students in higher education, economics of science and technology, and innovation studies. It will also appeal to policymakers and administrators in governments, ministries and universities.