Charles Henry Cooper charted over half a millennium of life at Cambridge in the five volumes of Annals of Cambridge. Cooper practised as a solicitor in Cambridge, and was also town clerk from 1849 until his death in 1866. He was a keen historian and devoted a great deal of time to archival research, particularly into local history. Drawing on extensive public and private records, including petitions, town treasurers' accounts, restoration records, death certificates, legal articles and letters to ruling royalty, Cooper compiled a comprehensive chronological history of Cambridge, documenting the 'city of scholars' through its tumultuous political and religious growing pains. It was published in parts, in the face of considerable opposition from the university authorities, but was eventually acclaimed as an authoritative account. This first volume, published in 1842, spans the centuries from the town's beginnings to the surveys of the colleges in 1546.

Charles Henry Cooper charted over half a millennium of life at Cambridge in the five volumes of Annals of Cambridge. Cooper practised as a solicitor in Cambridge, and was also town clerk from 1849 until his death in 1866. He was a keen historian and devoted a great deal of time to archival research, particularly into local history. Drawing on extensive public and private records, including petitions, town treasurers' accounts, restoration records, death certificates, legal articles and letters to ruling royalty, Cooper compiled a comprehensive chronological history of Cambridge, documenting the 'city of scholars' through its tumultuous political and religious growing pains. It was published in parts, in the face of considerable opposition from the university authorities, but was eventually acclaimed as an authoritative account. This second volume, published in 1843, covers the Elizabethan period, from 1546 1601, and includes the founding of the University Press.

Charles Henry Cooper charted over half a millennium of life at Cambridge in the Annals of Cambridge. Cooper practised as a solicitor in Cambridge, and was also town clerk from 1849 until his death in 1866. He was a keen historian and devoted a great deal of time to archival research, particularly into local history. Drawing on extensive public and private records, including petitions, town treasurers' accounts, restoration records, death certificates, legal articles and letters to ruling royalty, Cooper compiled a comprehensive chronological history of Cambridge, documenting the 'city of scholars' through its tumultuous political and religious growing pains. It was published in the face of considerable opposition from the university authorities, but was eventually acclaimed as an authoritative account. Volume 3, published in 1845, begins with the accession of James I, covers the Civil War and the Commonwealth, and ends in 1688 on the eve of the Glorious Revolution.

Charles Henry Cooper charted over half a millennium of life at Cambridge in the five volumes of the Annals of Cambridge. Cooper practised as a solicitor in Cambridge, and was also town clerk from 1849 until his death in 1866. He was a keen historian and devoted a great deal of time to archival research, particularly into local history. Drawing on extensive public and private records, including petitions, town treasurers' accounts, restoration records, death certificates, legal articles and letters to ruling royalty, Cooper compiled a comprehensive chronological history of Cambridge, documenting the 'city of scholars' through its tumultuous political and religious growing pains. It was published in the face of considerable opposition from the university authorities, but was eventually acclaimed as an authoritative account. Volume 5 was published posthumously in 1908 and contains the annals for 1850 1856, together with additions, corrections and an index for the first four volumes.

In the mid-nineteenth century, a royal commission was appointed to investigate 'the state, discipline, studies, and revenues' of Cambridge University, and eventually recommended radical reforms. As part of its brief, it gathered records that had been preserved for centuries as the university evolved. Published in three volumes in 1852 under the title Documents Relating to the University and Colleges of Cambridge, the compilation, much of it in its original Latin, charts the university's emergence as one of the world's leading academic institutions and the challenges it faced along the way. This material remains a valuable resource for historians of British education and society. Volume 1 covers the period to the mid-sixteenth century and contains, among other historical gems, an abstract of records spanning nine monarchies, and an earlier compilation ordered by Henry VIII in the 37th year of his reign.

First published in 1913, John Venn's collection of writings describes college life in the early days of the University of Cambridge. Venn, a leading British logician and moral scientist, was president of Gonville and Caius College, and had been a student at Cambridge in the 1850s. This volume of 'reminiscences of a reading man' contains articles he contributed to the college magazine, The Caian and speeches and addresses given at College Chapel and Hall. These are interspersed with letters written by seventeenth- and eighteenth-century Cambridge scholars, and embedded in a commentary that provides additional insights into student life and university politics. He also includes, as an appendix, 'College Life and Ways Sixty Years Ago', recounting his own student experiences. Ranging from the Elizabethan to the Victorian era, Early Collegiate Life offers an honest and delightful glimpse into the daily lives of Cambridge scholars of the past.

'Grace books' were the volumes in which scribes recorded decisions of the administration of the University of Cambridge during the fifteenth and sixteenth centuries. Many of the 'graces' concern the conferral of degrees on individuals, but others refer to more general University business including appointment of teachers and preachers, leaves of absence, inventories and financial records, and the resolution of disputes. Grace Book B, Part 2 covers the years from 1511 to 1544. This transcription was first published in 1905 with an introduction by Mary Bateson of Newnham College which explains the terminology and the administrative systems underlying it, and the changes they underwent during this period. The Latin documents transcribed in this publication constitute a valuable source for those researching British history and institutions in the early Tudor period, and this reissue will make them readily available to scholars today.

'Grace books' were the volumes in which scribes recorded decisions of the administration of the University of Cambridge during the fifteenth and sixteenth centuries. Grace Book, first published in 1908, is the third of the Grace Books, Books A and B having been published in three volumes during the preceding decade. While Grace Books A and B included details of financial transactions, this volume focuses on the conferral of degrees by examination and incorporation, and on various dispensations. This compilation, with a substantial introduction and index by William George Searle and J. W. Clark, constitutes a valuable source for those researching British history and institutions in the early Tudor period, and this reissue will make them readily available to scholars today.

C. F. Abdy Williams (1855 1923), a noted music scholar, traced the history of the discipline at Oxford and Cambridge from the fifteenth century to the late Victorian period in this 1894 book. He discusses the earliest records of degrees in the subject, the establishment of professorships, the requirements for degrees and the ceremonies associated with their conferral. He provides biographical information for graduates from as early as 1463, noting that English music of this early period was in a very advanced stage compared to that of the rest of Europe. He also includes, in an appendix, the names of those persons who are mentioned as graduates but whose names do not appear in the university records. His book reveals the importance attached to the cultivation of music at the ancient British universities and the prestige attached to their scholars over several centuries.

This affectionate but far from sentimental history was published in 1961 to mark the 450th anniversary of the foundation of St John's College, Cambridge. Edward Miller (1915-2000) was a medieval historian who spent most of his career teaching in Cambridge. An undergraduate and research fellow at St John's, he later went on to become Master of Fitzwilliam. His Portrait blends the history of St John's with wider developments in education, as well as social, political and economic history. As such it is a fine example of an institutional history written from within, with an unbiased assessment of the many changes the College had seen. The chapter on the period from 1918 to the early sixties, based on Miller's own reminiscences and those of his colleagues, is an important record of life in the college in an age of modernisation and change.

This book, written by three generations of rankings academics with considerable experience from three very different regions of the globe, lifts the lid on the real impact of higher education ranking systems (HERS) on universities and their stakeholders. It critically analyses the criteria that make up the 'Big Three' global ranking systems and, using interviews with senior administrators, academics and managers, discusses their impact on universities from four very different continents. Higher education continues to be dominated by a reputational hierarchy of institutions that sustains and is reinforced by HERS. Despite all the opinions and arguments about the legitimacy of the rankings as a construct, it seems experts agree that they are here to stay. The question, therefore, seems to be less about whether or not universities should be compared and ranked, but the manner in which this is undertaken. Delivering a fresh perspective on global rankings, this book summarizes the development of HERS and provides a critical evaluation of the effects of HERS on four different major regions - South Africa, the Arab region, South East Asia, and Australia. It will appeal to any academic, student, university administrator or governing body interested in or affected by global higher education ranking systems.

This book examines the interactions and dynamics between one cross-border joint-university and its social environment in the process of institutional transplantation and organizational adaptation. This study specifically demonstrates the interplays between the joint-university and its key players, including partners, government, market, parents, and the general public. By examining a variety of tensions between the joint-university and its key social actors, this research suggests a concept of "organizational dilemma" to capture the characteristics embedded in cross-border joint-universities in mainland China, and as an analytical model to unpack the tensions giving rise to the dilemmatic feature.

The co-creative university has become the main driver of social and economic development stimulating internal (students and academics) and external creativity (companies and institutional environment) as well as cooperation in various areas (e.g. applied graduation theses, research projects, lifelong learning). Intended as a contribution to a better understanding of how universities create value in numerous areas, this book discusses the determinants of creativity and ways of stimulating it with a special focus on approaches and practical solutions relevant to teaching. Examples include problem-oriented student theses, which represent a successful combination of creativity with practical knowledge. Based on the findings of international surveys of students, the author offers an in-depth analysis of the differences between what they expect from universities and the degree to which their expectations are met. Comparing students' opinions with those of employees of international corporations (working graduates) permitted the author to test the actual utility of selected aspects of university education. Regrettably, both groups of respondents gave low ratings to support for developing creativity, which should serve as a warning sign and inform future reforms at this level of education. This book is primarily targeted to those involved in education, policy-making, and socio-economic development. It provides a rich source of information for university managers on how to better fulfil their missions based on the idea of co-creativity. It also suggests how to improve the effectiveness of research and education in order to ensure that both can better respond to current development challenges.

Founded in 1920, the International Federation of University brought together women committed to promoting higher education across divisions hardened by global conflict. Here, Christine von Oertzen traces the IFUW's international rise and Cold War decline, making a valuable contribution to the cultural, diplomatic, and intellectual history.

This book written by international experts in the field of educational innovation is a guide for universities to become world-class universities. It contributes to the current international intellectual debate on the future of higher education. It also tells the story of King Abdulaziz University in Jeddah (Saudi Arabia) and its effort to become a world-class university. The book discusses excellence in different aspects such as education, research, community services, strategic planning, knowledge economy and international cooperation.

This book provides the readers with a map of the higher education systems and strategic management trends in the higher education institutions within countries of the Ibero-America region. The key feature of this volume is the presentation of a conceptual framework as a point of reference for the development of university management systems in a specific context. Furthermore, the book provides an overview of the development of higher education in Latin America and the Caribbean, to advance understanding of the changes observed in the institutional strategic management setting. The book examines and compares the types of strategic management processes used, as well as the models of applicability of strategy-making. This analysis is done by cutting through a critical review of the processes and systems of university management used in the various analysed countries, and pays special attention to the actors involved, the processes, the reporting systems, the expectations and the limitations. Additionally, the book introduces a methodology for the identification and implementation of best practice in university strategic management, and presents practical suggestions about the ways in which processes and models can be used to increase quality and competitive advantage.

Vladimir Babitsky was born before the Second World War and migrated West after Perestroika. The theory of vibro-impact systems that he developed helped create the world's safest jackhammer and other record-breaking machines. The author has lived through a series of fascinating epochs: experiencing life under totalitarianism, witnessing the Soviet Union's collapse, and then migrating to Europe as a specialist in his field. "On the Waves of a Pulsating World" is an animated and highly engaging story about the journey of an engineer; from childhood daydreams to creating new technologies, from East to West, and from concepts to realities. It is also the story of people who outshine authoritarianism.

*An engaging, practical guide written by leading experts in Indigenous higher education, Martin and Vicky Nakata *Provides guidance on the planning and implementation of an improved approach to supporting Indigenous students in higher education. *Presents a strengths-based approach to empowering Indigenous students to succeed in higher education.

Towards a Sustainable University tackles the challenge of sustainability in universities. As educational, research centres, universities should deeply contribute to building a new paradigm based on sustainability. Research on sustainable issues and teaching 'more sustainability' should become goals for the future, yet universities are also a working environment and an organization in which sustainability can be experienced. This book shows how a sustainable university can shape future citizens and future managers following the sustainable paradigm.

This volume examines the diverse ways in which universities and colleges around the world are partnering and collaborating with other institutions to fulfill their missions and visions. University partnerships not only include collaborations between universities but also include university-school (basic education) collaborative partnerships to improve local school systems. The increasing pressures to remove access and participation barriers, and the increasing pressures to mitigate practices restricting free flow of education across borders have created a growing global space for educational services of all types. As a result, traditional institutional boundaries have expanded to better respond to increasing pressures on them by the growing demand for higher education services. The boundaries between educational institutions and other entities such as government, business, and non-profit organizations have become more fluid and this has resulted in increased involvement by institutions, faculty, and students in activities outside the traditional boundaries of the classroom. This edited volume will specifically explore university partnerships for academic and program development.

Within the last decades, universities are increasingly expected and measured by their direct engagement in collaborations beyond academia. Exploring the potential that lies in university-business collaborations, the present anthology attends to the dilemmas, dualities, and challenges that follow such collaborations, especially in the academic traditions of the social sciences and humanities. Each contribution investigates how the human perspective - a perspective that highlights how complex knowledge and a deep understanding of human everyday life - enriches companies' processes, products, services, and ideas. Some chapters focus on collaborations between researchers and business practitioners, others focus on teaching examples involving students in the collaborative work with businesses and organisations, and again others contribute with more theoretical considerations. By gathering hands-on experiences, the book provides readers with inspirations, reflections on, and insights into university-business collaborations. This book, therefore, is intended for researchers within the humanities and social sciences, who want to get a deeper understanding of the practice of such collaborations. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This volume examines the diverse ways in which universities and colleges around the world are partnering and collaborating with other institutions to fulfill their missions and visions. University partnerships not only include collaborations between universities but also include university-school (basic education) collaborative partnerships to improve local school systems. The increasing pressures to remove access and participation barriers, and to mitigate practices that restrict the free flow of education across borders, have created a growing global space for educational services of all types. As a result, traditional institutional boundaries have expanded to better respond to the increasing pressures placed on them by the growing demand for higher education services. This edited volume will specifically explore university partnerships for preservice and teacher development.

Global University Rankings explores the novel topic of global university rankings and their effects on higher education in Europe. The contributions in this volume outline different discourses on global university rankings and explore the related changes concerning European higher education policies, disciplinary traditions and higher education institutions. The first global university rankings were published less than a decade ago, but these policy instruments have become highly influential in shaping the approaches and institutional realities of higher education. The rankings have portrayed European academic institutions in a varying light. There is intense reflexivity over the figures, leading to ideational changes and institutional adaptation that take surprisingly similar forms in different European countries. The contributions in this book critically assess global university rankings as a policy discourse that would seem to be instrumental to higher education reform throughout Europe.

Adopting curriculum vitae (CV) analysis method, this book collects CVs of university faculty from 109 universities of "The Double First Class University Plan" in China, and systematically analyses the mobility pattern of faculty in China for the first time. Examining the overall mobility frequency of Chinese faculty and its growing rate, the authors predict that after the epidemic, with the growing number of returned overseas talents, there may be a third wave of faculty mobility. They demonstrate that East Asia, the United States and Europe are the main channels for the inward talent mobility to China, and there are significant differences in China's faculty mobility among different regions, disciplines and genders, which deserves further investigation. Furthermore, they argue the influencing factors of faculty mobility between China and foreign countries are highly different too. Scholars and students of Chinese higher education, international and comparative education may find this book helpful, and benefit from the analysis framework of Push and Pull Theory as long as CV analysis method.

Since 1988 (Volume VII) there have been two new sections, one devoted to research in progress and the other to an on-going bibliography of recent publications in the history of higher education throughout the world. Michael McVaugh and Luis Garcia Ballester: The Medical Faculty at Early Fourteenth-Century Lerida; Thomas E. Morrissey: The Art of Teaching and Learning Law: a Late Medieval Tract; Mario Rizzo: University, Administration, Taxation, and Society in Italy in the Sixteenth Century: the Case of Fiscal Exemptions for the University of Pavia; G. L. E. Turner: Experimental Science in Early Nineteenth-Century Oxford; Hans-Georg Schneider: The Threat to Authority in the Revolution of Chemistry; Notker Hammerstein: The Modern World, Sciences, Medicine, and Universities.