Hastings Rashdall (1858 1924) first published The Universities of Europe in the Middle Ages in 1895. It has remained one of the best-known studies of the great medieval universities for over a century. Volume 2 Part 2 is a study of the medieval universities of England with special focus on the universities of Oxford and Cambridge. Rashdall provides an in-depth analysis of their origins and constitutions, institutional development, curriculum and college systems. There are additional sections on English student life; student numbers and intake; universities' relationships with local towns; relationships with local ecclesiastical structures; and a chapter on the importance of the university of Oxford in medieval thought. Rashdall's study was one of the first comparative works on the subject. Its scope and breadth has ensured its place as a key work of intellectual history, and an indispensable tool for the study of the educational organisation of the Middle Ages.

Charles Astor Bristed (1820-1874) was an American scholar and author, and the first American writer to defend American English spelling. Having graduated from Trinity College in 1845 he published this account of his experiences at the university in 1852 to provide accurate, first-hand information for Americans about study in an English university, with the intention of starting a debate over the inclusion of aspects of English higher education in the American system. Volume 1 contains his recollections of his time in Cambridge as an undergraduate, with detailed descriptions of daily life, examinations, lectures and activities outside academia. Written for those with no experience of the university, this volume provides a valuable insight into the daily life of a student at Cambridge in the middle of the nineteenth century while also providing explanations for the aspects of the institution which to the outsider might seem strange.

Charles Astor Bristed (1820-1874) was an American scholar and author, and the first American writer to defend American English spelling. Having graduated from Trinity College in 1845 he published this two-volume account of his experiences at the university in 1852 to provide accurate, first-hand information for Americans about study in an English university, with the intention of starting a debate over the inclusion of aspects of English higher education in the American system. Volume 2 contains an analysis of study at Cambridge and compares this with study at American universities, including a description of the supposed shortcomings and advantages of American higher education and its contrasts with the English system. This volume provides valuable insights into the differences between English and American higher education in the nineteenth century. Examination papers for mathematics and classics from the 1840s are included in an appendix.

Trinity College was founded in 1546 by Henry VIII, who merged two older institutions, Michaelhouse and the King's Hall. The beauty of Trinity's courts attracts visitors from around the world, but the College is also a thriving, modern community. This history, published in 1906, covers the period from the foundation until the early Victorian era, and will appeal to those interested in the history of both the college and the University. It is divided into chronological chapters, each illustrated by the series editor, Edmund H. New. As Rouse Ball states, '... Trinity College Cambridge is the largest collegiate foundation at either of the ancient universities, and, few, if any visitors to Cambridge leave without walking through its courts. This booklet is written in the belief that there are many such visitors who would like to know rather more about the College than can be learnt from a stroll round its buildings.'

First published in 1907 as part of the celebrated 'College Monographs' series, Magdalen College, Oxford leads readers through the tumultuous and distinguished history of one of Oxford University's most famous institutions. Elected President of Magdalen at the early age of 32, for the rest of his life Thomas Herbert Warren nurtured a passionate enthusiasm for the college, its architecture and traditions. His delight in presiding over such a venerable foundation is evident in his celebratory account of its various 'worthy' alumni including Wolsey, Gibbon and Addison. However, his pride and loyalty did not prevent Warren from committing to paper a number of less prestigious but equally intriguing moments in the college's rich history. From the 'good cheer and bad speeches' experienced in Hall, to the 'delinquencies and debts' of undergraduates, and evidence of dons practising the black arts, Warren's volume still offers readers more than the average college history.

For more than one hundred and fifty years the Cambridge Apostles have played an influential role in the development of the British intelligentsia. Peter Allen's concern is with the origins and early history of this long-lived coterie and in particular with those years just before the first Reform Bill when the central figures among the Apostles were F. D. Maurice, Arthur Hallam and Alfred, Lord Tennyson. He explains the reasons for the club's extraordinary powers of survival and traces the stages of its early development. Using manuscript material, he describes the principal members of the Apostolic group and reveals its inner life through extensive quotation from their correspondence. The early Apostles' role in the formation of the Victorian intelligentsia is exemplified, and they are shown to have made important contributions to the rising movement of liberal intellectualism, a movement which brought about profound changes to Victorian opinion and in society itself.

John Martin Frederick Wright offers a lively account of Cambridge University in Alma Mater; Or, Seven Years at the University of Cambridge. Published anonymously in 1827, Wright's two-volume work captures the triumphs and tribulations of undergraduate life at Cambridge, based upon his own years as an aspiring mathematician at Trinity College. This first volume covers Wright's first two years, weaving vivid sketches from lectures, chapel, and the Wren Library together with copies of actual examinations in classics, mathematics, and metaphysics. Wright dedicated his career as a writer and private tutor to helping students succeed at university, and Alma Mater is designed to offer parents and aspiring students insight into the preparations, intellectual as well as financial, necessary for achievement. A spirited defence of Cambridge traditions in the face of broader educational reforms, Alma Mater also brings to life a period of intense intellectual activity in British mathematics.

John Martin Frederick Wright offers a lively account of Cambridge University in Alma Mater; Or, Seven Years at the University of Cambridge. Published anonymously in 1827, Wright's two-volume work captures the triumphs and tribulations of undergraduate life at Cambridge, based upon his own years as an aspiring mathematician at Trinity College. This second volume covers Wright's last two undergraduate years and experiences as a private tutor, together with copies of examinations and lists of scholarships available at all the colleges. Wright dedicated his career as a writer and private tutor to helping students succeed at university, and Alma Mater is designed to offer parents and aspiring students insight into the preparations, intellectual as well as financial, necessary for achievement. A spirited defence of Cambridge traditions in the face of broader educational reforms, Alma Mater also brings to life a period of intense intellectual activity in British mathematics.

The world's leading international agencies are promoting and stimulating the intellectual debate towards incorporating sustainability in main stream education with the help of thought leaders. This volume highlights innovative pedagogy, discusses the learning methods which can help us to address the world's current sustainability challenges, and offers solutions to meet these. The case studies featured, offering international insight from Malaysia to Australia, discuss curriculum development and integrating sustainability within the core philosophy of the university. The authors explore how leadership education needs to innovate to effectively respond to current sustainability challenges. This topical volume contextualizes the heightened interest in sustainable education across the globe and will be of interest to researchers, university leaders, and students interested in a sustainable future for universities and society as a whole.

"This history of the early years of the Johns Hopkins University is much more than the story of the establishment and development of one of the most distinguished institutions of higher education in the United States. The book deals with a period of re-thinking and re-assessment in higher education ...Many of the fundamental problems of educational principle ...were tackled at this stage of the University's history and the book deals fully with the questions of conscience and of politics which were involved in their solution." -International Association of Universities Bulletin

Universities are being seen as key urban institutions by researchers and policy makers around the world. They are global players with significant local direct and indirect impacts - on employment, the built environment, business innovation and the wider society. The University and the City explores these impacts and in the process seeks to expose the extent to which universities are just in the city, or part of the city and actively contributing to its development. The precise expression of the emerging relationship between universities and cities is highly contingent on national and local circumstances. The book is therefore grounded in original research into the experience of the UK and selected English provincial cities, with a focus on the role of universities in addressing the challenges of environmental sustainability, health and cultural development. These case studies are set in the context of reviews of the international evidence on the links between universities and the urban economy, their role in 'place making' and in the local community. The book reveals the need to build a stronger bridge between policy and practice in the fields of urban development and higher education underpinned by sound theory if the full potential of universities as urban institutions is to be realised. Those working in the field of development therefore need to acquire a better understanding of universities and those in higher education of urban development. The insights from both sides contained in The University and the City provide a platform on which to build well founded university and city partnerships across the world.

Sir Harry Godwin looks back over sixty years of life at Clare College, the University of Cambridge and its very distinguished school of Botany. He came to Clare in 1919 as an undergraduate, became an early research student and was a Fellow from 1925. A botanist, he was virtual founder of the science of Quaternary Research in England, using the technique of pollen analysis to show the age of plant remains and their distribution, especially in the Fens and peat bogs of Eastern England. His History of the British Flora (CUP 1956) is a classic. Sir Harry contemplates his threefold life, as a deeply loyal college man, as a Cambridge researcher and professor, as a member of the wider scientific world. He remembers the long-past Cambridge of small college societies, still in touch with the Victorian world, and tells of its characters and conventions. He explains his own scientific work in terms that any reader can understand. The whole story is a microcosm of Cambridge and English life: the time and the world of Snow's The Masters, but made more real and a great deal more genial.

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.

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.

An Edinburgh Classic edition of the cornerstone work on Scotland's intellectual identity First published in 1961, The Democratic Intellect provoked a re-evaluation of Scotland's philosophy of itself. George Davie's account of the history of the movements which set Scotland apart from its neighbours, and of the great personalities involved, has proved seminal in restoring to Scotland a sense of the value of its unique cultural identity. Scotland's approach to higher education has always been distinctive. From the inauguration of its first universities, the accent was on first principles, and this broad, philosophical interpretation unified the approach to knowledge - even of mathematics and science. The resulting generalist tradition contrasted with the specialism of the two English universities, Oxford and Cambridge. It stood Scotland in good stead, characterising its intellectual life even into the nineteenth century when economic, social and political pressures enforced an increasing conformity to English models. The Democratic Intellect is rightly a benchmark in Scotland's intellectual heritage and continues to have a marked influence on those now promoting enquiry and improvement within our colleges and universities.

Reading across the disciplines of the mid-century university, this book argues that the political shift in postwar America from consensus liberalism to New Left radicalism entailed as many continuities as ruptures. Both Cold War liberals and radicals understood the university as a privileged site for "doing politics," and both exiled homosexuality from the political ideals each group favored. Liberals, who advanced a politics of style over substance, saw gay people as unable to separate the two, as incapable of maintaining the opportunistic suspension of disbelief on which a tough-minded liberalism depended. Radicals, committed to a politics of authenticity, saw gay people as hopelessly beholden to the role-playing and duplicity that the radicals condemned in their liberal forebears.
"Camp Sites" considers key themes of postwar culture, from the conflict between performance and authenticity to the rise of the meritocracy, through the lens of camp, the underground sensibility of pre-Stonewall gay life. In so doing, it argues that our basic assumptions about the social style of the postwar milieu are deeply informed by certain presuppositions about homosexual experience and identity, and that these presuppositions remain stubbornly entrenched despite our post-Stonewall consciousness-raising.

Reading across the disciplines of the mid-century university, this book argues that the political shift in postwar America from consensus liberalism to New Left radicalism entailed as many continuities as ruptures. Both Cold War liberals and radicals understood the university as a privileged site for doing politics, and both exiled homosexuality from the political ideals each group favored. Liberals, who advanced a politics of style over substance, saw gay people as unable to separate the two, as incapable of maintaining the opportunistic suspension of disbelief on which a tough-minded liberalism depended. Radicals, committed to a politics of authenticity, saw gay people as hopelessly beholden to the role-playing and duplicity that the radicals condemned in their liberal forebears.
"Camp Sites" considers key themes of postwar culture, from the conflict between performance and authenticity to the rise of the meritocracy, through the lens of camp, the underground sensibility of pre-Stonewall gay life. In so doing, it argues that our basic assumptions about the social style of the postwar milieu are deeply informed by certain presuppositions about homosexual experience and identity, and that these presuppositions remain stubbornly entrenched despite our post-Stonewall consciousness-raising.

This is the first systematic exploration of the nature and extent of sympathy for Nazi Germany at American universities during the 1930s. Universities were highly influential in shaping public opinion and many of the nation s most prominent university administrators refused to take a principled stand against the Hitler regime. Universities welcomed Nazi officials to campus and participated enthusiastically in student exchange programs with Nazified universities in Germany. American educators helped Nazi Germany improve its image in the West as it intensified its persecution of the Jews and strengthened its armed forces. The study contrasts the significant American grass-roots protest against Nazism that emerged as soon as Hitler assumed power with campus quiescence, and administrators frequently harsh treatment of those students and professors who challenged their determination to maintain friendly relations with Nazi Germany.

A professional text written for social science researchers and practitioners, "Research, Actionable Knowledge and Social Change" provides strategies and frameworks for using social science research to engage in critical social and educational problem solving. Combining the best practices of critical analysis and traditional research methods, this professional text offers guidance for using the Action Inquiry Model (AIM), a transformative model that explains how to successfully conduct action-oriented research in a multitude of professional service organizations. The aim of the text is to encourage a new generation of research-based partnerships reforms that promote equity and access for underserved populations. Topics discussed include: The historical precedents for universities engaged in social change The limitations of current social science theory and methods The critical-empirical approach to social research The issues relating to social justice within the policy decision process The use of social research to integrate an emphasis of social justice into economic and policy decision making "Research, Actionable Knowledge and Social Change" does not propose different foundations for social research, but rather argues that it is necessary to reconsider how to work with theory and research methods to inform change. This text can also be used by students enrolled in graduate and Ed.D/Ph.D Higher Education Leadership programs and graduate programs across professional fields including K-12, public administration, sociology, health, cultural studies, organizational development and organizational theory. It further offers students guidance for research design and dissertation research."

A professional text written for social science researchers and practitioners, "Research, Actionable Knowledge and Social Change" provides strategies and frameworks for using social science research to engage in critical social and educational problem solving. Combining the best practices of critical analysis and traditional research methods, this professional text offers guidance for using the Action Inquiry Model (AIM), a transformative model that explains how to successfully conduct action-oriented research in a multitude of professional service organizations. The aim of the text is to encourage a new generation of research-based partnerships reforms that promote equity and access for underserved populations. Topics discussed include: The historical precedents for universities engaged in social change The limitations of current social science theory and methods The critical-empirical approach to social research The issues relating to social justice within the policy decision process The use of social research to integrate an emphasis of social justice into economic and policy decision making "Research, Actionable Knowledge and Social Change" does not propose different foundations for social research, but rather argues that it is necessary to reconsider how to work with theory and research methods to inform change. This text can also be used by students enrolled in graduate and Ed.D/Ph.D Higher Education Leadership programs and graduate programs across professional fields including K-12, public administration, sociology, health, cultural studies, organizational development and organizational theory. It further offers students guidance for research design and dissertation research."

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.

Universities have been propelled into the center of the global political economy of knowledge production by a number of factors: mass education, academic capitalism, the globalization of knowledge, the democratization of communication in the era of the Internet, and the emergence of the knowledge and innovation economy. The latest book in the International Studies in Higher Education series, Universities and the Public Sphere addresses the vital role of research universities as global public spheres, sites where public interaction, conversation and deliberation take place, where the nature of the State and private interests can be openly debated and contested. At a time of increased privatization, open markets, and government involvement in higher education, the book also addresses the challenges facing the university in its role as a global public sphere. In this volume, international contributors challenge prevalent views of the global marketplace to create a deeper understanding of higher education's role in knowledge creation and nation building. In nearly every national context the pressures of globalization, neo-liberal economic restructuring, and new managerial imperatives challenge traditional norms of autonomy, academic freedom, access and affordability. The authors in Universities and the Public Sphere argue that universities are uniquely suited to have transformative democratic potential as global public spheres.

In this book, Jennifer Jenkins, one of the leading proponents of English as a Lingua Franca, explores current academic English language policy in higher education around the world.

Universities around the world are increasingly presenting themselves as "international" but their English language policies do not necessarily reflect this, even as the diversity of their student bodies grows. While there have been a number of attempts to explore the implications of this diversity from a cultural perspective, little has been said from the linguistic point of view, and in particular, about the implications for what kind(s) of English are appropriate for English lingua franca communication in international higher education.

Throughout the book Jenkins considers the policies of English language universities in terms of the language attitudes and ideologies of university management and staff globally, and of international students in a UK setting. The book concludes by considering the implications for current policies and practices, and what is needed in order for universities to bring themselves in line linguistically with the international status they claim."

English as a Lingua Franca in the International University "is an essential read for researchers and postgraduate students working in the areas of Global Englishes, English as a Lingua Franca and English for Academic Purposes.