This book focuses on the relationship between the university and a particular cohort of academic staff: those in visual and performing arts disciplines who joined the university sector in the 1990s. It explores how artistic researchers have been accommodated in the Australian university management framework and the impact that this has had on their careers, identities, approaches to their practice and the final works that they produce. The book provides the first analysis of this topic across the artistic disciplinary domain in Australia and updates the findings of Australia's only comprehensive study of the position of research in the creative arts within the government funding policy setting reported in 1998 (The Strand Report). Using lived examples and a forensic approach to the research policy challenges, it shows that while limited progress has been made in the acceptance of artistic research as legitimate research, significant structural, cultural and practical challenges continue to undermine relationships between universities and their artistic staff and affect the nature and quality of artistic work.

Volume XXV/2 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. The volume is, as always, a lively combination of original research and invaluable reference material.

The University of Oxford saw far-reaching intellectual and institutional changes in the course of the nineteenth century. In 1800 it was still an Anglican institution in an Anglican state, one of its foremost duties being the maintenance of the principles of the Church of England. Before the end of the century, its transformation to an undenominational `free-thinking' institution was almost complete. Volume VI of the magisterial History of the University explores the major developments of the period.

This book argues for changes in the common cultural heritage of an educated person. It addresses the need to differentiate teaching and scholarship. It proposes expansive views of an undergraduate education. It explains why colleges and universities must replace parochialism, reform the public perception of higher education, revise the professoriate, restructure the liberal arts curriculum, and extend the lessons of the liberal arts beyond the classroom.

Volume IV of the magisterial History of the University of Oxford covers the seventeenth century, a period when both institutionally and intellectually the University was expanding. Oxford and its University, moreover, had a major role to play in the tumultuous religious and political events of the century: the Civil War, the Commonwealth, the Restoration. In this volume, leading experts in several fields combine to present a comprehensive and authoritative analysis and overview of the rich pattern of intellectual, political, and cultural life in seventeenth-century Oxford.

A History of St Catharine's College, Cambridge, by W. H. S. Jones, was originally published in 1936. The book documents the history of the college, which was founded in 1473 by Robert Woodlark, then the Provost of King's College. It is thought the name was chosen in honour of Catharine of France, the mother of King Henry VI, although it is also possible that it was named as part of the Renaissance cult of St Catharine, a patron saint of learning. The book charts the history of the college from the foundation to the 1930s, and is divided into chapters on topics including domestic history, key figures, and a section on documents, including statutes, income, authorities and correspondence. The book is generally acknowledged to be the authoritative text on St Catharine's College and will appeal to anyone interested in the University of Cambridge.

The University of Cambridge has always inspired artists and writers, and these sumptuous volumes from 1840 portray some of its most important historic buildings, institutions and people. Each volume includes a collection of essays, anecdotes, poems and reminiscences on the colleges, museums, gardens, streets and character of the town, as well as historical essays on the Boat Race and university teaching. The many illustrations of major sights and important views, such as the Backs, the river Cam and Grantchester meadows, include works by or after several well-known artists, engraver Charles George Lewis and landscape painter John Murray Ince among them. With contributors drawn from the various colleges, the volumes include much interesting material on the history and customs of the University up to 1840. This miscellany is an ideal gift or collector's item for all those interested in the University of Cambridge.

The University of Cambridge has always inspired artists and writers, and these sumptuous volumes from 1840 portray some of its most important historic buildings, institutions and people. Each volume includes a collection of essays, anecdotes, poems and reminiscences on the colleges, museums, gardens, streets and character of the town, as well as historical essays on the Boat Race and university teaching. The many illustrations of major sights and important views, such as the Backs, the river Cam and Grantchester meadows, include works by or after several well-known artists, engraver Charles George Lewis and landscape painter John Murray Ince among them. With contributors drawn from the various colleges, the volumes include much interesting material on the history and customs of the University up to 1840. This miscellany is an ideal gift or collector's item for all those interested in the University of Cambridge.

This book considers how an entrepreneurial university can improve the social and economic development of countries which are technologically underdeveloped, exploring university models in two moderately innovative countries: Spain and Croatia.

Winner of the 2017 Award for Significant Research on International Higher Education (CIHE/ASHE) Winner of the 2018 American Publishers Awards for Professional & Scholarly Excellence: Education Theory In The Century of Science, a multicultural, international team of authors examine the global rise of scholarly research in science, technology, engineering, mathematics, and health (STEM+) fields. This insightful text provides historical and sociological understandings of the ways that higher education has become an institution that, more than ever before, shapes science and society. Case studies, supported by the most historically and spatially extensive database on STEM+ publications available, of selected countries in Europe, North America, East Asia, and the Middle East, emphasize recurring themes: the institutionalization and differentiation of higher education systems to the proliferation of university-based scientific research fostered by research policies that support continued university expansion leading to the knowledge society. Growing worldwide, research universities appear to be the most legitimate sites for knowledge production. The chapters offer new insights into how countries develop the university-based knowledge thought fundamental to meeting social needs and economic demands. Despite repeated warnings that universities would lose in relevance to other organizational forms in the production of knowledge, these findings demonstrate incontrovertibly that universities have become more-not less-important actors in the world of knowledge. The past hundred years have seen the worldwide triumph of the research university.

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.

Since 1976, increased attention has been paid to the diminishing numbers of Black males in higher education, and rightly so: the total numerical enrollments of Black female undergraduates has outstripped their male counterparts by a factor of nearly 2 to 1. Since intervention, however, the enrollment growth rate among Black males (60 per cent) exceeded that of Black females (40 per cent) (NCES, 2008). Needless to say, this good news was welcomed by many. However, as Cole & Guy-Sheftall (2003) have pointed out, it may be misguided to assume that improving the status of black men will single-handedly solve all the complex problems facing African American communities. Are we indirectly neglecting Black females? And what of their future? The purpose of "Black Female Undergraduates on Campus" is to identify both successes and challenges faced by Black female students accessing and matriculating through institutions of higher education. In illuminating the interactive complexities between persons and place, this volume is aimed toward garnering an understanding of the educational trajectories and experiences of Black females, independent of and in comparison to their peers. Special attention is paid to women pursuing careers in the high demand fields of teacher education and STEM.

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 2 includes the original charters for seven of the oldest colleges as well as the 1573 will of college founder Dr John Caius.

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 3 includes the original charters and statutes for ten of the colleges, from Magdalene (founded 1428) to Downing (1800), as well as decrees, deeds and, in the case of Trinity, royal letters.

'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 1 covers the years from 1488 to 1511, and this transcription was first published in 1903 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.

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.