The university is indigenous to Western Europe and is probably the greatest and most enduring achievement of the Middle Ages. Serving as much more than stodgy institutions of learning, medieval universities served as exciting arenas of people and ideas, greatly contributing to the economic vitality of Oxford, Cambridge, and other university cities, and serving as the birthplace for some of the era's most effective minds, laws and discoveries.This survey aims to provide an overview of medieval universities for general readers without extensive or detailed knowledge of the medieval period. The introduction sets the stage for the rest of the book by highlighting, in terms of specific historical figures, some key points about medieval life. The rest of the book traces, at greater length, the growth of selected universities, including the universities of Bologna, Paris, and Oxford, along with ten lesser known universities such as the universities of Padua, Naples, Angers, Prague, and Glasgow. The work covers a time span beginning in 1179, when Pope Alexander III ordered that every cathedral should have a master who could teach Latin grammar to able but impoverished students. It ends in 1499, when the French king rescinded the right of the University of Paris to go on strike, thus depriving it of its most effective weapon. Photographs are included, along with a map showing the locations of major medieval universities.

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.

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

Teaching is crucial for supporting students' chances of success in higher education, yet often makes limited use of theory to foster contextualized, systemic understandings of access and success. Theorized yet practical ways of empowering university educators are needed to develop their practices and turn access into success for their students. This book harnesses Legitimation Code Theory 'LCT' to inspire university educators to understand, reimagine and create socially just teaching and learning practices. Chapters bring this powerful theory to bear on real-world examples of curriculum design, inclusive practices, cumulative learning, assessment practices, and reflection. Each chapter guides the reader through these cutting-edge ideas, illustrates how they can make real differences in practice, and sets out ways of thinking that educators integrate those ideas into practice. The outcomes will help students access the powerful knowledge and ways of knowing they need for success in higher education.

Lyall and Sell have opened a candid public policy discussion about the future of public universities. This is the only book-length treatment of public higher education finance at the beginning of the 21st century that looks comprehensively at state experiments and dilemmas, and attempts to envision possible future paths. Lyall and Sell describe market forces that are eroding the traditional partnership between states and public universities. By outlining how the search for new revenue sources is refocusing the basic goals of public universities, the authors clarify what has gone wrong_and what can be done to save these valuable American institutions.

This volume explores the complex relationships among universities, states, and markets throughout the Americas in light of the growing influence of globalization. It offers a biting critique of neoliberal globalization and its anti-democratic elements. In seeking to challenge the hegemony of neoliberal globalization, the authors highlight the ways in which corporate capitalism, academic capitalism, and increased militarization-both in the form of terrorism and in the international war against terrorism-are directing societies and institutions. Throughout this volume, the contributors-led by Noam Chomsky, Boaventura de Sousa Santos, Raymond Morrow, Sheila Slaughter, and Atilio Boron-argue that neoliberal globalization has changed the context for academic work, research and development, science, and social responsibility at universities. They examine issues of access and social mobility, and argue that the recent push toward privatization limits the democratic and emancipatory possibilities of universities. Finally, the book explores various forms of resistance and discusses globalization in terms of social movements and global human rights. Contributors: Estela Mara Bensimon Atilio Alberto Boron Andrea Brewster Noam Chomsky Ana Loureiro Jurema Ken Kempner Marcela Mollis Raymond Morrow Imanol Ordorika Gary Rhoades Robert A. Rhoads Boaventura de Sousa Santos Daniel Schugurensky Sheila Slaughter Carlos Alberto Torres

This volume explores the complex relationships among universities, states, and markets throughout the Americas in light of the growing influence of globalization. It offers a biting critique of neoliberal globalization and its anti-democratic elements. In seeking to challenge the hegemony of neoliberal globalization, the authors highlight the ways in which corporate capitalism, academic capitalism, and increased militarization-both in the form of terrorism and in the international war against terrorism-are directing societies and institutions. Throughout this volume, the contributors-led by Noam Chomsky, Boaventura de Sousa Santos, Raymond Morrow, Sheila Slaughter, and Atilio Boron-argue that neoliberal globalization has changed the context for academic work, research and development, science, and social responsibility at universities. They examine issues of access and social mobility, and argue that the recent push toward privatization limits the democratic and emancipatory possibilities of universities. Finally, the book explores various forms of resistance and discusses globalization in terms of social movements and global human rights. Contributors: Estela Mara Bensimon Atilio Alberto Boron Andrea Brewster Noam Chomsky Ana Loureiro Jurema Ken Kempner Marcela Mollis Raymond Morrow Imanol Ordorika Gary Rhoades Robert A. Rhoads Boaventura de Sousa Santos Daniel Schugurensky Sheila Slaughter Carlos Alberto Torres

In the past, colleges and universities relied on 'small picture' tactics to determine insititutional direction. Even now, many institutions are missing a 'big picture' approach to leadership and management. In an environment where business continues to aggressively optimize the opportunities it sees in higher education, institutional leaders must adopt a more strategic approach to guiding colleges and universities into the future. Strategy must become an essential part of the organizational architecture of every college and university.

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 volume examines how the history of the humanities might be written through the prism of scholarly personae, understood as time- and place-specific models of being a scholar. Focusing on the field of study known as Orientalism in the decades around 1900, this volume examines how Semitists, Sinologists, and Japanologists, among others, conceived of their scholarly tasks, what sort of demands these job descriptions made on the scholar in terms of habits, virtues, and skills, and how models of being an orientalist changed over time under influence of new research methods, cross-cultural encounters, and political transformations. Contributors are: Tim Barrett, Christiaan Engberts, Holger Gzella, Hans Martin Kramer, Arie L. Molendijk, Herman Paul, Pascale Rabault-Feuerhahn and Henning Truper.

This book is a full-scale study of the world's most famous secret society, the Cambridge "Apostles." It shows how the Apostles recruited their members, examines their intellectual preoccupations, and studies the careers of such figures as F. D. Maurice, Lytton Strachey and John Maynard Keynes by tracing the participation of the Apostles in politics, letters, and liberal reform in the nineteenth and early twentieth centuries. The book also examines the role of liberalism, imagination, and friendship in modern life.

Robust university-industry partnerships are vital to achieve the 17 UN Sustainable Development Goals (SDGs) and create a better world for everyone. Developing the theory and practice of the '5th Generation University', this book shows how cross-sector collaboration and innovation are crucial to maximising the societal benefits of research, education and knowledge exchange, while also driving economic growth and productivity. The authors bring extensive experience in working at the interface between academia, industry and government to demonstrate how universities can effectively combine transdisciplinary programmatic activities and strategic corporate philanthropy. They explain how long-term alliances can be forged to have a transformational impact on the greatest challenges facing our world such as climate change.

The New York Times bestseller Financial Times, TLS, Evening Standard, New Statesman Books of the Year 'Excellent, their advice is sound . . . liberal parents, in particular, should read it' Financial Times Have good intentions, over-parenting and the decline in unsupervised play led to the emergence of modern identity politics and hypersensitivity? In this book, free speech campaigner Greg Lukianoff and social psychologist Jonathan Haidt investigate a new cultural phenomenon of "safetyism", beginning on American college campuses in 2014 and spreading throughout academic institutions in the English-speaking world. Looking at the consequences of paranoid parenting, the increase in anxiety and depression amongst students and the rise of new ideas about justice, Lukianoff and Haidt argue that well-intended but misguided attempts to protect young people are damaging their development and mental health, the functioning of educational systems and even democracy itself.

Completing the translation of Derrida's monumental work Right to Philosophy (the first part of which has already appeared under the title of Who's Afraid of Philosophy?), Eyes of the University brings together many of the philosopher's most important texts on the university and, more broadly, on the languages and institutions of philosophy. In addition to considerations of the implications for literature and philosophy of French becoming a state language, of Descartes' writing of the Discourse on Method in French, and of Kant's and Schelling's philosophies of the university, the volume reflects on the current state of research and teaching in philosophy and on the question of what Derrida calls a "university responsibility." Examining the political and institutional conditions of philosophy, the essays collected here question the growing tendency to orient research and teaching towards a programmable and profitable end. The volume is therefore invaluable for the light it throws upon an underappreciated aspect of Derrida's own engagement, both philosophical and political, in struggles against the stifling of philosophical research and teaching. As a founding member of the Research Group on the Teaching of Philosophy and as one of the conveners of the Estates General of Philosophy, Derrida was at the forefront of the struggle to preserve and extend the teaching of philosophy as a distinct discipline, in secondary education and beyond, in the face of conservative government education reforms in France. As one of the founders of the College International de Philosophie, he worked to provide a space for research in and around philosophy that was not accepted or legitimated in other institutions. Documenting and reflecting upon these engagements, Eyes of the University brings together some of the most important and incisive of Derrida's works.

Completing the translation of Derrida's monumental work Right to Philosophy (the first part of which has already appeared under the title of Who's Afraid of Philosophy?), Eyes of the University brings together many of the philosopher's most important texts on the university and, more broadly, on the languages and institutions of philosophy. In addition to considerations of the implications for literature and philosophy of French becoming a state language, of Descartes' writing of the Discourse on Method in French, and of Kant's and Schelling's philosophies of the university, the volume reflects on the current state of research and teaching in philosophy and on the question of what Derrida calls a "university responsibility." Examining the political and institutional conditions of philosophy, the essays collected here question the growing tendency to orient research and teaching towards a programmable and profitable end. The volume is therefore invaluable for the light it throws upon an underappreciated aspect of Derrida's own engagement, both philosophical and political, in struggles against the stifling of philosophical research and teaching. As a founding member of the Research Group on the Teaching of Philosophy and as one of the conveners of the Estates General of Philosophy, Derrida was at the forefront of the struggle to preserve and extend the teaching of philosophy as a distinct discipline, in secondary education and beyond, in the face of conservative government education reforms in France. As one of the founders of the College International de Philosophie, he worked to provide a space for research in and around philosophy that was not accepted or legitimated in other institutions. Documenting and reflecting upon these engagements, Eyes of the University brings together some of the most important and incisive of Derrida's works.

"This book addresses an important and timely topic which has garnered substantial interest among policymakers, academic analysts, and the broader scientific and technical community. It reflects over a decade of careful qualitative and quantitative research by these authors. This collection brings together their most interesting work in this important area." --Scott Stern, Kellogg School of Management, Northwestern University
"This clear and succinct volume convincingly overturns the conventional wisdom about university-industry relations in science and technology. The authors muster extensive historical and contemporary empirical evidence to build a robust and nuanced conception of the transfer of knowledge between the two sectors. This work warrants close attention from academic administrators, research managers, and public policy-makers in the U.S. and abroad."--David M. Hart, Kennedy School of Government, Harvard University

Market forces have profoundly affected the contemporary research university's fundamental tasks of creating and disseminating knowledge. They arguably have provided American universities access to greater wealth, better students, and stronger links with the economy. Yet they also have exaggerated inequalities, diminished the university's control over its own activities, and weakened the university's mission of serving the public. Incorporating twenty years of research and new data covering 99 research universities, Knowledge and Money explains this paradox by assessing how market forces have affected universities in four key spheres of activity: finance, undergraduate education, primary research, and participation in regional and national economic development. The book begins by chronicling how universities have enlarged revenues by optimizing tuitions, and how they have managed these funds. It reveals why competition for the best students through selective undergraduate admissions has led to increased student consumerism and weakened university control over learning. The book also explains why research has become an increasingly autonomous activity within the university, expanding faster than class instruction or faculty resources. Finally, it shows how the linkage of research to economic development has engendered closer ties with industry and encouraged the commercialization of knowledge.

In the 1890s, German feminists fighting for female higher education envied American women their small colleges. Yet by 1910, German women could study at any German university, a level of educational access not reached by American women until the 1960s. This book investigates this development as well as the cultural significance of the tremendous debate generated by aspiring female students. Central to Mazon's analysis is the concept of academic citizenship, a complex discourse permeating German student life. Shaped by this ideal, the student years were a crucial stage in the formation of masculine identity in the educated middle class, and a female student was unthinkable. Only by emphasizing the need for female gynecologists and teachers did the women's movement carve out a niche for academic women. Because the nineteenth-century German university was the model for the modern research university, the controversy resonates with contemporary American debates surrounding multiculturalism and higher education.

Drawing on interviews with hundreds of university professors, co-curricular educators, administrators, and students from public and private colleges and universities across the United States, Douglas and Rhonda Hustedt Jacobsen demonstrate that religion is central to the work of higher education in the twenty-first century. Religion Matters begins with an examination of the history of religion in American society and higher education, from Protestant establishment to secular dominance to the much more complex and pluralistic dynamics of the culture today. The authors define religion carefully, identifying three different modes of faith: historic religion, public religion, and personal religion. The second half of the volume explores six educational topics where religion intersects with the core goals and purposes of college/university education: religious literacy, interfaith etiquette, framing knowledge, civic engagement, convictions, and character and vocation. The authors pose key questions: What should an educated person know about the world's religions? What does it mean to interact appropriately with members of other faiths? What assumptions and rationalities, secular or religious, shape the way we think? What values and practices, secular or religious, guide civic engagement? How do personal beliefs interact with the teaching and learning process? How might colleges and universities point students toward lives of purpose and meaning? This volume shows that by paying careful and nuanced attention to the role of religion, educators can enhance intellectual life in any college or university.

Stand, Columbia Alma Mater

Through the storms of Time abide

Stand, Columbia Alma Mater

Through the storms of Time abide.

"Stand, Columbia " by Gilbert Oakley Ward, Columbia College 1902 (1904)

Marking the 250th anniversary of one of America's oldest and most formidable educational institutions, this comprehensive history of Columbia University extends from the earliest discussions in 1704 about New York City being "a fit Place for a colledge" to the recent inauguration of president Lee Bollinger, the nineteenth, on Morningside Heights. One of the original "Colonial Nine" schools, Columbia's distinctive history has been intertwined with the history of New York City. Located first in lower Manhattan, then in midtown, and now in Morningside Heights, Columbia's national and international stature have been inextricably identified with its urban setting.

Columbia was the first of America's "multiversities," moving beyond its original character as a college dedicated to undergraduate instruction to offer a comprehensive program in professional and graduate studies. Medicine, law, architecture, and journalism have all looked to the graduates and faculty of Columbia's schools to provide for their ongoing leadership and vitality. In 2003, a sampling of Columbia alumni include one member of the United States Supreme Court, three United States senators, three congressmen, three governors (New York, New Jersey, and California), a chief justice of the New York Court of Appeals, and a president of the New York City Board of Education. But it is perhaps as a contributor of ideas and voices to the broad discourse of American intellectual life that Columbia has most distinguished itself. From "The Federalist Papers, " written by Columbians John Jay and Alexander Hamilton, to Charles Beard's "An Economic Interpretation of the Constitution" and Jack Kerouac's "On the Road" to Edward Said's "Orientalism, " Columbia and its graduates have greatly influenced American intellectual and public life. "Stand, Columbia" also examines the experiences of immigrants, women, Jews, African Americans, and other groups as it takes critical measure of the University's efforts to become more inclusive and more reflective of the diverse city that it calls home.

This book studies Oxford University's transformation-and the political hazards for academics that ensued-when, after World War II, it changed from a private liberal-arts club with aristocratic pretensions into a state university heavily committed to the natural sciences, and with a middle-class constituency and a meritocratic ethos. Despite these changes, the author shows that Oxford has not been able to elude its long-standing Brideshead Revisited reputation. This antiquated image became a source of difficulties when the Labour Party in the 1960's sought to expand educational opportunities to promote the cause of social justice. In the 1980's the University again came under attack, this time for its supposedly anti-industrial ethos, as Margaret Thatcher's Conservative Party attempted to reverse Britain's economic decline. The largely unrecognized process of internal change at Oxford is shown to have been driven by two distinct dynamics: its scientists took advantage of huge increases in government funding to build departmental empires, while an informal alliance of reform-minded arts dons strove to renew Oxford's collegiate traditions of scholarly excellence and self-governance. When the scientists and reformist dons revitalized the University in the light of changed social and economic conditions, they inadvertently eroded the foundations of its autonomy. During its transformation, Oxford lost its upper-class ties, its financial self-sufficiency, and its deferential friends in government. As a result, it was at its weakest when the Thatcher government sought to harness universities to the goals of economic competition. Consequently, Thatcherites successfully rewrote the compact between the state and universities, including the abolition of tenure for new faculty and the elimination of block grant funding. Thus, paradoxically, Oxford's internal renewal coincided with a surrender of its institutional independence.

Universities are rarely structured to facilitate learning and when they are, it is often done so in a limited way. This book looks at the theory and practice of learning and how universities can improve their quality and competence. It tackles the past failure of the quality and competence movements and advocates a move towards 'Universities of Learning'. The authors advocate an integration of elements that are often dealt with separately - theory and practice, teaching and research, and the levels of institution and individual - and handle these dimensions of integration in conjunction with each other. This new paperback edition will be essential reading for all those who are concerned with improving learning in higher education. It includes an updated preface that takes account of developments since the publication of the hardback edition.

Based on new data and new analytical frameworks, this book assesses the forces of change at play in the development of American universities and their prospects for the future. The book begins with a lengthy introduction by Clark Kerr that not only provides an overview of change since the time he coined the phrase "the city of intellect" but also discusses the major changes that will affect American universities over the next thirty years.
Part One examines demographic and economic changes, such as the rise of nearly universal higher education, private gift and corporate sponsorship of research, new labor market opportunities, and increasing inequality among institutions and disciplines. Part Two assesses the profound influence of the Internet and other technologies on teaching and learning. Part Three describes how the various forces of change affect the nature of academic research and the organization of disciplines and the curriculum. Part Four analyzes the consequences of change for university governance and the means by which universities in the future can maintain high levels of achievement while maintaining high levels of autonomy.
The contributors include many of today's leading scholars of higher education. They are Andrew Abbott, Steven Brint, Richard Chait, Burton R. Clark, Randall Collins, David J. Collis, Roger L. Geiger, Patricia J. Gumport, Clark Kerr, Richard A. Lanham, Jason Owen-Smith, Walter W. Powell, Sheila Slaughter, and Carol Tomlinson-Keasey.

Based on new data and new analytical frameworks, this book assesses the forces of change at play in the development of American universities and their prospects for the future. The book begins with a lengthy introduction by Clark Kerr that not only provides an overview of change since the time he coined the phrase "the city of intellect" but also discusses the major changes that will affect American universities over the next thirty years.
Part One examines demographic and economic changes, such as the rise of nearly universal higher education, private gift and corporate sponsorship of research, new labor market opportunities, and increasing inequality among institutions and disciplines. Part Two assesses the profound influence of the Internet and other technologies on teaching and learning. Part Three describes how the various forces of change affect the nature of academic research and the organization of disciplines and the curriculum. Part Four analyzes the consequences of change for university governance and the means by which universities in the future can maintain high levels of achievement while maintaining high levels of autonomy.
The contributors include many of today's leading scholars of higher education. They are Andrew Abbott, Steven Brint, Richard Chait, Burton R. Clark, Randall Collins, David J. Collis, Roger L. Geiger, Patricia J. Gumport, Clark Kerr, Richard A. Lanham, Jason Owen-Smith, Walter W. Powell, Sheila Slaughter, and Carol Tomlinson-Keasey.

Research, teaching, service, and public outreach--all are aspects of being a tenured professor. But this list of responsibilities is missing a central component: actual scholarly learning--disciplinary knowledge that faculty teach, explore in research, and share with the academic community. How do professors pursue such learning when they must give their attention as well to administrative and other obligations?

"Professing to Learn" explores university professors' scholarly growth and learning in the years immediately following the award of tenure, a crucial period that has a lasting impact on the academic career. Some launch from this point to multiple accomplishments and accolades, while others falter, their academic pursuits stalled. What contributes to these different outcomes?

Drawing on interviews with seventy-eight professors in diverse disciplines and fields at five major American research universities, Anna Neumann describes how tenured faculty shape and disseminate their own disciplinary knowledge while attending committee meetings, grading exams, holding office hours, administering programs and departments, and negotiating with colleagues. By exploring the intellectual activities pursued by these faculty and their ongoing efforts to develop and define their academic interests, "Professing to Learn" directs the attention of higher education professionals and policy makers to the core aim of higher education: the creation of academic knowledge through research, teaching, and service.