This entertaining account of Cambridge around the turn of the twentieth century contains the centenary edition of the complete text of F. M. Cornford's famous satire of 1908 on university politics, Microcosmographia Academica, together with a full account of the controversies which gave rise to it. Cambridge during this period was being subjected to pressure for reform from within and outside the University, forcing it to radical social and academic change, above all by extending and altering the curriculum and by admitting women. All these matters, many of which remain in debate at the beginning of the twenty-first century in Cambridge and in the wider academic community, provoked fierce debates and provided a rich context for Cornford's pamphlet. The book is illustrated with a selection of contemporary photographs and portraits.

Examinations are deeply embedded in our culture and govern the career prospects of millions of people around the world. The University of Cambridge Local Examinations Syndicate, now Cambridge Assessment, was at the forefront of introducing public examinations for schools with the aim of raising standards in education. Examining the World explains how the organisation, established in 1858, has evolved into a world authority on assessment with three areas of operation: international examinations, home examinations, and English examinations for Speakers of Other Languages. This is the first full-length history of the organisation, describing the development of its examinations from the early days to their present form, by authors associated with Cambridge Assessment and other parts of the University. It sets the history of Cambridge examinations in their context as a department of the University and the immense changes which have taken place in examining in the UK and the widerworld.

Examinations are deeply embedded in our culture and govern the career prospects of millions of people around the world. The University of Cambridge Local Examinations Syndicate, now Cambridge Assessment, was at the forefront of introducing public examinations for schools with the aim of raising standards in education. Examining the World explains how the organisation, established in 1858, has evolved into a world authority on assessment with three areas of operation: international examinations, home examinations, and English examinations for Speakers of Other Languages. This is the first full-length history of the organisation, describing the development of its examinations from the early days to their present form, by authors associated with Cambridge Assessment and other parts of the University. It sets the history of Cambridge examinations in their context as a department of the University and the immense changes which have taken place in examining in the UK and the widerworld.

The rise of corporatism in the North American University was charted by Bill Readings in the mid nineteen-nineties in his book "The University in Ruins." The intervening years have seen the corporate university grow and extend to the point where its evolution into a large business corporation is seemingly complete. Rolfe s book examines the factors contributing to the transformation of the university from a site of culture and knowledge to what might be termed an information factory, and explores strategies for how, in Readings words, members of the academic community might continue to dwell in the ruins of the university in a productive and authentic way.

Drawing on the work of critics and philosophers such as Barthes, Derrida, Lyotard and Deleuze, " The University in Dissent" suggests that this can only be achieved subversively through the development of a community of philosophers who are prepared to challenge, critique and subvert the mission statement of the university of excellence from within, focusing on how scholarly and academic thought and writing might develop in this new post-Enlightenment era.

Summarising, contextualising and extending previous understandings of the rise of corporatism and the subsequent demise of the traditional aims and values of the university, Rolfe assesses the situation in contemporary UK and international settings. He recognises that changes to the traditional idea of the university are inevitable and explores some of the challenges and consequences of this shift in the academic world, suggesting how academics can work with change, whilst at the same time seeking to undermine its worst excesses.

This timely and thought provoking book is a must-read for all academics at University level, as well as education policy makers.

It is impossible not to ask ourselves how to cope with the role and impact of scientific research in teaching and learning. The Researching, Teaching and Learning Triangle explores a growing trend among top universities across the world to focus attention on the quality of post-graduate education and the success of the educators, using pioneering examples, ranging from classroom-level initiatives to university-wide projects. This book will be of interest to all scientists, from the budding beginner to the seasoned supervisor.

The modern university is sustained by academic freedom; it guarantees higher education's independence, its quality, and its success in educating students. The need to uphold those values would seem obvious. Yet the university is presently under siege from all corners; workers are being exploited with paltry salaries for full-time work, politics and profit rather than intellectual freedom govern decision-making, and professors are being monitored for the topics they teach. No University Is an Island offers a comprehensive account of the social, political, and cultural forces undermining academic freedom. At once witty and devastating, it confronts these threats with exceptional frankness, then offers a prescription for higher education's renewal. In an insider's account of how the primary organization for faculty members nationwide has fought the culture wars, Cary Nelson, the current President of the American Association of University Professors, unveils struggles over governance and unionization and the increasing corporatization of higher education. Peppered throughout with previously unreported, and sometimes incendiary, higher education anecdotes, Nelson is at his flame-throwing best. will be the benchmark against which we measure the current definitive struggle for academic freedom. The book calls on higher education's advocates of both the Left and the Right to temper conviction with tolerance and focus on higher education's real injustices. Nelson demands we stop denying teachers, student workers, and other employees a living wage and basic rights. He urges unions to take up the larger cause of justice. And he challenges his own and other academic organizations to embrace greater democracy. With broad and crucial implications for the future, No University Is an Island will be the benchmark against which we measure the current definitive struggle for academic freedom.

This book offers a highly engaging history of the world's most famous secret society, the Cambridge 'Apostles', based upon the lives, careers and correspondence of the 255 Apostles elected to the Cambridge Conversazione Society between 1820 and 1914. It examines the way in which the Apostles recruited their membership, the Society's discussions and its intellectual preoccupations. From its pages emerge such figures as F. D. Maurice, John Sterling, John Mitchell Kemble, Richard Trench, Fenton Hort, James Clerk Maxwell, Henry Sidgwick, Lytton Strachey, E. M. Forster, and John Maynard Keynes. The careers of these and many other leading Apostles are traced, through parliament, government, letters, and in public school and university reform. The book also makes an important contribution in discussing the role of liberalism, imagination and friendship at the intersection of the life of learning and public life. This is a major contribution to the intellectual and social history of the nineteenth and early twentieth centuries, and to the history of the University of Cambridge. It demonstrates in impressive depth just how and why the Apostles forged original themes in modern intellectual life.

A detailed study of the King's Hall, Cambridge, from its foundation in the early fourteenth century until its dissolution in 1546. It is based largely on the 26 extant volumes of the King's Hall accounts which form one of the most remarkable sequences of medieval collegiate records in Europe. The rich profusion of the material has made it possible to reconstruct the economic, constitutional and business organisation of a medieval academic society, thereby providing for the college that same kind of exhaustive treatment which has been lavished upon other categories of medieval institutions. Dr Cobban discusses the vital contribution made by the King's Hall to the evolution of the University of Cambridge and shows how the interpretation of medieval Cambridge history has to be considerably modified. He demonstrates the important formative influence of the King's Hall in shaping the course of English collegiate development and the ways in which this College was finely attuned to the new educational trends of the age.

"Teaching the Early Modern Period" is an innovative project bringing together leading early modernists from a wide geographical and disciplinary background. Scholars from English, History and French Studies unite in this unique volume to examine the challenges which the early modern period provides in the third-level classroom. Alongside nine essays the volume is interspersed with shorter reflections of fourteen invited professors from Ireland, the UK, France, the Netherlands, South Africa, Canada and the USA. The contributors provide a rare transcontinental insight into current pedagogical praxis in a number of Western national traditions, presenting a wide range of case-studies of how research can inform teaching from scholars who refuse to accept a divorce between the two.

This book addresses a major problem in contemporary American higher education: deprivations of free speech, due process, and other basic civil liberties in the name of favored political causes. Downs begins by analyzing the nature and evolution of the problem, and discusses how these betrayals of liberty have harmed the truth seeking mission of universities. Rather than promoting equal respect and tolerance of diversity, policies restricting academic freedom and civil liberty have proved divisive, and have compromised the robust exchange of ideas that is a necessary condition of a meaningful education. Drawing on personal experience as well as research, Downs presents four case studies that illustrate the difference that conscientious political resistance and mobilization of faculty and students can make. Such movements have brought about unexpected success in renewing the principles of free speech, academic freedom, and civil liberty at universities where they have been active.

This book provides an in-depth analysis of the demand for PhDs on the labor markets of twelve countries. The authors analyze the role of PhDs in the creation of innovation in a knowledge-based economy and examine economic issues such as the return on investment for the education and training of doctoral graduates. To provide a more comprehensive picture of the employment patterns, career paths and mobility of PhDs in selected countries, the book analyzes various data sources such as labor force surveys and censuses. The authors also develop survey approaches and output tables to collect data on the transition from school to work among PhDs. The book will be of interest to policymakers, companies and researchers responsible for research and innovation systems, as well as to doctoral students looking for a professional career outside the academic world.

The years following 1945 witnessed a massive change in American intellectual thought and in the life of American universities. The effort to mobilize intellectual talent during the war established new links between the government and the academy. After the war, many of those who had worked with the military or the Office of Strategic Studies took jobs in the burgeoning post-war structure of university-based military research and intelligence agencies, bringing large infusions of government money into many fields. The essays in this text explore what happened to the university in these years and why. They show the many ways existing disciplines, such as anthropology, were affected by the Cold War ethos, and discuss the rise of new fields, such as area studies, and the changing nature of dissent and academic freedom during and since the Cold War.

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.

This book provides a detailed record of the early history of the library at Emmanuel College, Cambridge, from the foundation of the College in 1584 to the completion of the seventh major inventory of the library's contents in 1637. This half-century formed a dynamic period in the religious and political as well as the educational life of the nation. The influence of Emmanuel, a notoriously Puritan college from its founding, was felt especially in the striking prominence of its alumni among New World settlers (among them John Harvard) and, during the English Civil War, in the placement of Emmanuel men in many key positions, including the Masterships of numerous Cambridge colleges. While these men were being educated Emmanuel's library expanded dramatically, and the seven increasingly large inventories of library books recorded there during the period give an indication of their concerns and their scholarship. Now, for the first time, the intellectual resources - by no means narrowly 'Puritan' - of this major institutional library are available for the study of all who are interested in the history of the period.

Inquiring into the future of the university, Susan Giroux finds a paradox at the heart of higher education in the post-civil rights era. Although we think of "post-civil rights" as representing a colorblind or race transcendent triumphalism in national political discourse, Giroux argues that our present is shaped by persistent "raceless" racism at home and permanent civilizational war abroad. She sees the university as a primary battleground in this ongoing struggle. As the heir to Enlightenment ideals of civic education, the university should be the institution for the production of an informed and reflective democratic citizenry responsible to and for the civic health of the polity, a privileged site committed to free and equal exchange in the interests of peaceful and democratic coexistence. And yet, says Giroux, historically and currently the university has failed and continues to fail in this role. Between Race and Reason engages the work of diverse intellectuals-Friedrich Nietzsche, W. E. B. Du Bois, Michel Foucault, Martin Luther King, Jr., Jacques Derrida and others-who challenge the university's past and present collusion with racism and violence. The book complements recent work done on the politics of higher education that has examined the consequences of university corporatization, militarization, and bureaucratic rationalization by focusing on the ways in which these elements of a broader neoliberal project are also racially prompted and promoted. At the same time, it undertakes to imagine how the university can be reconceived as a uniquely privileged site for critique in the interests of today's urgent imperatives for peace and justice.

Inquiring into the future of the university, Susan Giroux finds a paradox at the heart of higher education in the post-civil rights era. Although we think of "post-civil rights" as representing a colorblind or race transcendent triumphalism in national political discourse, Giroux argues that our present is shaped by persistent "raceless" racism at home and permanent civilizational war abroad. She sees the university as a primary battleground in this ongoing struggle. As the heir to Enlightenment ideals of civic education, the university should be the institution for the production of an informed and reflective democratic citizenry responsible to and for the civic health of the polity, a privileged site committed to free and equal exchange in the interests of peaceful and democratic coexistence. And yet, says Giroux, historically and currently the university has failed and continues to fail in this role. Between Race and Reason engages the work of diverse intellectuals-Friedrich Nietzsche, W. E. B. Du Bois, Michel Foucault, Martin Luther King, Jr., Jacques Derrida and others-who challenge the university's past and present collusion with racism and violence. The book complements recent work done on the politics of higher education that has examined the consequences of university corporatization, militarization, and bureaucratic rationalization by focusing on the ways in which these elements of a broader neoliberal project are also racially prompted and promoted. At the same time, it undertakes to imagine how the university can be reconceived as a uniquely privileged site for critique in the interests of today's urgent imperatives for peace and justice.

Volume XXIV 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.

This book addresses a major problem in contemporary American higher education: deprivations of free speech, due process, and other basic civil liberties in the name of favored political causes. Downs begins by analyzing the nature and evolution of the problem, and discusses how these betrayals of liberty have harmed the truth seeking mission of universities. Rather than promoting equal respect and tolerance of diversity, policies restricting academic freedom and civil liberty have proved divisive, and have compromised the robust exchange of ideas that is a necessary condition of a meaningful education. Drawing on personal experience as well as research, Downs presents four case studies that illustrate the difference that conscientious political resistance and mobilization of faculty and students can make. Such movements have brought about unexpected success in renewing the principles of free speech, academic freedom, and civil liberty at universities where they have been active.

Accrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However, current accountability practices, including accreditation, No Child Left Behind, and performance reporting are inadequate to the task. If wielded indiscriminately, accountability can actually do more harm than good. This innovative work looks broadly at how accountability is being considered by campuses, accrediting boards, higher education organizations, and governments in the US and abroad. It explores how new demands for accountability and new technologies are changing the way student learning is assessed.
The author, one of the most respected assessment researchers in the nation, provides a framework for assessing student learning and discusses historical and contemporary debates in the field. He details new directions in assessment, such as the Collegiate Learning Assessment he helped develop, analyzes exemplary campus assessment programs, and proposes considerations necessary for designing successful accountability systems.

Accrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However, current accountability practices, including accreditation, No Child Left Behind, and performance reporting are inadequate to the task. If wielded indiscriminately, accountability can actually do more harm than good. This innovative work looks broadly at how accountability is being considered by campuses, accrediting boards, higher education organizations, and governments in the US and abroad. It explores how new demands for accountability and new technologies are changing the way student learning is assessed.
The author, one of the most respected assessment researchers in the nation, provides a framework for assessing student learning and discusses historical and contemporary debates in the field. He details new directions in assessment, such as the Collegiate Learning Assessment he helped develop, analyzes exemplary campus assessment programs, and proposes considerations necessary for designing successful accountability systems.

This volume brings to completion the four-volume A History of the University of Cambridge, and is a vital contribution to the history not only of one major university, but of the academic societies of early modern Europe in general. Its main author, Victor Morgan, has made a special study of the relations between Cambridge and its wider world: the court and church hierarchy which sought to control it in the aftermath of the Reformation; the 'country', that is the provincial gentry; and the wider academic world. Morgan also finds the seeds of contemporary problems of university governance in the struggles which led to and followed the new Elizabethan Statutes of 1570. Christopher Brooke, General Editor and part-author, has contributed chapters on architectural history and among other themes a study of the intellectual giants of the late seventeenth and early eighteenth centuries.

How universities enable change in the world, and how they need to change to perform that role even better.

This book describes the ways in which high quality universities are essential to underpinning the liberal civilization which has achieved so much. It identifies how universities help societies across the world to meet the increasingly pressing challenge of rapid and accelerating change and points to the ways in which they must change to play that role better.

Around the world there is increasing controversy about the ways in which universities function and should be financed. The challenges are rapidly increasing and this book addresses these issues and highlights the ways in which they can be tackled.

Impact has become a central part of the assessment criteria for academic worth. It has been adopted by many research funding bodies, and it is firmly embedded in the British Research Excellence Framework. However, a clear definition of impact remains elusive and guidance on how exactly to achieve it is often superficial. This concise, informative book analyses impact across the social sciences. It draws on the analysis of the most highly ranked British impact case studies from the 2014 Research Excellence Framework, as well as fifteen interviews with senior academics, providing a longitudinal and critical framing of impact. The author concludes with valuable recommendations of how and when scholars can achieve impact.

Universities are core institutions of the Knowledge Economy, and alongside firms and other research organisations, develop and promote knowledge within local economies. At the same time, they are obliged to deal with a global market, and participate in a global flow of ideas, knowledge and people. Increasingly these roles combine as universities are seen as tools to attract, retain and diffuse global knowledge at the local scale, helping to produce unique local combinations that provide a base for global exports This new volume provides an insight into new policies and projects by which cities and universities have sought to strengthen their mutual interaction, but also their joint interaction with a wider global knowledge economy. Case studies are drawn from a host of countries across Europe, Asia and North America. The result is an essential blueprint for cities hoping to strengthen university-city relationships.

Cairo University has been crucially important in shaping the national life of twentieth-century Egypt. It has educated much of the political, professional and cultural elite; doctors and lawyers, novelists and philosophers, bankers and prime ministers have all studied there. Founded in 1908 and for many years competing only with the religious al-Azhar, the European-inspired Cairo University quickly became the prime indigenous model for other state universities in the region and its influence has spread even beyond the Arab world. Professor Reid has drawn on university archives hitherto untapped by Western scholars and on a wide range of other Arabic and Western sources. He explains the university's part in the national quest for independence from Britain, in the perennial tension between secular and religious world views, and in the push for a more egalitarian society. Nasser and Sadat, Kings Fuad and Faruq, nationalist hero Saad Zaghlul and Nobel Prize winner Najib Mahfuz, all feature prominently in this fascinating history of Egypt's most important modern educational institution.