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.

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.

'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.

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 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.

Higher education reforms have been on the agenda of Western European countries for 25 years, trying to deal with self governed professional bureaucracies politically weakened by massification when an emerging common understanding enhanced their role as major actors in knowledge based economies. While university systems are deeply embedded in national settings, the ex post rationale of still on-going reforms is surprisingly uniform and de-nationalized . They promote (1) the organizational turn of universities, to varying extent substituting collegial loosely coupled entities by integrated, goal-oriented entities deliberately choosing their own actions (and therefore open to differentiation), that can thus be held responsible for what they do (2) the diversification of stakeholders, supposedly offering solutions to problems as various as the democratisation of universities, the shrinking of State budget resources and the diversification of university missions offering answers to changes in the making and in the use of science.

When it comes to accounting for these reforms, two grand narratives of public management share the floor. NPM implies a strengthening of the capacity of the core State to direct public services organizations through management by objectives and results or contractualization, assessment, evaluation and. Governance focuses on network-based governance systems, where coordinating power and control are collectively shared between the major social actors or partners at all levels of the decision-making system. Our results suggest that all higher education systems under study were more or less transformed according to both these narratives. It is therefore needed to understand how they combine or create contradictions. This leads us to test a third neo-weberian model. This model reaffirms the role of the State, of representative democracy, (central, regional and local), of public law (suitably modernized), preserves the idea of a public service with a distinctive status, culture and terms and conditions. It shifts from an internal orientation to bureaucratic rules towards an external orientation in meeting citizens needs and wishes by means of standardization of work processes and their products, based on a distinctive public service and a particular legal order survived as the foundations beneath the various packages of modernizing reforms.

This book traces the national dynamics of public policies, organizational design and steering tools in seven European higher education and research systems, using these narratives to interpret and test the actual changes and the degree of national specificities and European convergence.

This book is not a sum of national chapters like other presumably comparative. It does not intend to tell once again the story of the transformation of the relationships between the state and universities. It tries to use Higher education system to discuss issues on state intervention and steering and more generally the NPM, governance and neo-weberian models in a specific field.

Furthermore, this book intends breaking the walls between specialists in higher education and specialist in public management and research policy. This well rooted division of labour is less that ever justified as the university mission in research (fundamental, applied, strategic) is underscored by commentors and reformers themselves. For that reason, we have chosen to observe the consequences of the dynamics of public policies, organizational design and steering tools on two specific issues related to the development of research training and organizing within universities: the transformation of research funding on the one hand and the expansion of graduate studies and doctoral schools on the other."

This book offers examples of how experience and innovation can be combined to create something new, with a particular emphasis on practical implementation, such as generating successful solutions by merging Information and Communication Technology (ICT) and managerial concepts.

What is the purpose of black colleges? Why do black colleges continue to exist? Are black colleges necessary? Historically Black colleges and universities (HBCUs) are at the same time the least studied and the least understood institutions of higher education and the most maligned and the most endangered. This unique study examines the mission of four-year HBCUs from the perspective of the campus president, as a foundation for understanding the relevance and role of these institutions. This is the first research to focus on the role of presidents of black colleges; is based on extensive interviews with fifteen presidents; and takes into particular account the type of campus environments in which they operate. Unlike community colleges, women's colleges, men's colleges, and Hispanic-serving colleges, Black colleges are racially identifiable institutions. They also vary significantly in, among other characteristics: size, control (public or private), religious affiliation, gender composition, and available resources. Although united in the historic mission of educating African Americans, each black college or university has its own identity and set of educational objectives. The book examines how presidents define and implement mission in the context of their campuses, view the challenges they face, and confront the factors that promote or hinder implementation of their missions.

An essential reference for understanding the evolution of the college student personnel field, Student Affairs: A Profession's Heritage traces the development of the field from its beginnings through the writings of Cowley, Williamson, Mueller, Lloyd-Jones, Wrenn, Penney, Greenleaf, Tripp, and Shaffer through the student development emphasis of Crookston, Parker and Hurst. This second and expanded edition of Student Affairs also discusses the development of identity during the college years and the feminization of the profession. Co-published with American College Personnel Association.

University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment. It explores critical questions, such as: What are the 'ways of thinking and practicing' characteristic of particular disciplines? How can students be supported in becoming participants of particular disciplinary discourse communities? Can the diversity in teaching, learning and assessment practices that we observe across departments be attributed exclusively to disciplinary structure? To what extent do the disciplines prepare students for the complexities and uncertainties that characterize their later professional, civic and personal lives? Written for university teachers, educational developers as well as new and experienced researchers of Higher Education, this highly-anticipated first edition offers innovative perspectives from leading Canadian, US and UK scholars on how academic learning within particular disciplines can help students acquire the skills, abilities and dispositions they need to succeed academically and also post graduation. Carolin Kreber is Professor of Teaching and Learning in Higher Education and the Director of the Centre for Teaching, Learning and Assessment at the University of Edinburgh

Student Plagiarism in Higher Education is a crucial read for any university teacher concerned about plagiarism. It provides the tools and information needed to assess this often complex international phenomenon constructively and effectively from a variety of angles, and provides a framework for further discussion and research. Each chapter poses a question about an essential aspect of plagiarism and examines the central theoretical, ethical and technical questions which surround it. Providing a unique perspective on the topic of academic plagiarism, this book: addresses questions which are vexing in teaching practice, but for which ready answers are not available in professional skills development materials; relates plagiarism to wider issues of learning and intellectual development; collates the thinking of international leading experts on the topic of plagiarism from different areas of the academy. Student Plagiarism in Higher Education provides an excellent insight which thoroughly interrogates all aspects of the plagiarism argument. Theoretically based and carefully considered contributions from international experts ensure that this volume is an invaluable asset to anyone wishing to read more, learn more and think more about plagiarism.

Practical and down-to-earth, the second edition of Action Research in Teaching and Learning is an ideal introduction to the subject, offering a distinctive blend of the theoretical and the practical, grounded firmly in the global higher education landscape. Written in an accessible style to build confidence, it provides easily adaptable, practical frameworks, guidelines and advice on research practice within a higher education context. The reader is guided through each stage of the action research process, from engaging with the critical theory, to the practical applications with the ultimate goal of providing a research study which is publishable. Supplemented by useful pedagogical research tools and exemplars of both qualitative and quantitative action research studies, this new edition features chapters engaging with teaching excellence and analysing qualitative and quantitative research, additions to the resources section and a new preface focusing more explicitly on the ever-growing number of part-time academics. Action Research in Teaching and Learning combines a theoretical understanding of the scholarly literature with practical applications and is an essential, critical read for any individual teaching or undertaking action research.

This book explores the visions underlying the attempts to reform the European University as well as two European integration processes. It presents a framework for analyzing ongoing modernization reforms and reform debates that take place at various governance levels and a long-term research agenda. It convincingly argues why the knowledge basis under the current University reforms in Europe should be considerably strengthened.

This book offers detailed comparative analyses of graduate employment and work, drawn from a survey of graduates in 11 European countries and Japan. The book shows how transition to employment, job assignments, employee assessments of the quality of employment and work vary by the graduates socio-biographic and educational background. It demonstrates more substantial differences in the relationships between study and subsequent employment between various countries than previous debates and analyses have suggested.

This volume analyzes how higher education responses to sociopolitical and economic influences affect gender equality at the nation-state and university levels in the European Union and the United States.

A lot of time and money is invested in collaborative research and development projects at universities, research institutes and companies. But how should these complex projects be planned and run to create valuable commercial outcomes?

This book is a manual for all individuals and organisations from academia and industry working together on research and development projects. Whether grant funded, company to company or academic to company, this inspiring and highly readable book covers winning grant support, the legal arrangements, working with academics and practitioners, managing project progress and exploiting the project results.

The examples, practical methods and tips in this book will not only help the reader prepare for grant applications, but more importantly help to achieve the best results and returns from every collaborative project.