Relevant bibliographies by topics / Universities and colleges – Europe – History

Academic literature on the topic 'Universities and colleges – Europe – History'

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Published: 10 March 2023

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Journal articles on the topic "Universities and colleges – Europe – History"

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Mlama, Penina. "African Perspectives on Programs for North American Students in Africa: The Experience of the University of Dar es Salaam." African Issues 28, no. 1-2 (2000): 24–27. http://dx.doi.org/10.1017/s1548450500006806.

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The University of Dar es Salaam has a long history of links with universities in different parts of the world. Currently it has formal link agreements with 61 universities in Africa, Asia, and Europe, including 12 in North America (11 in the United States and 1 in Canada). Seven out of the 12 include student exchange at undergraduate or graduate levels. These universities include Carleton, Brown, Connecticut, Hampton, Florida, Iowa, North Carolina (Chapel Hill), universities in the consortium of American Lutheran colleges, and a number of others organized under the International Student Exchange Program (ISEP) and the International Reciprocal Student Exchange Program (IRSEP).
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Grendler, Paul F. "Jesuit Schools in Europe. A Historiographical Essay." Journal of Jesuit Studies 1, no. 1 (2014): 7–25. http://dx.doi.org/10.1163/22141332-00101002.

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The article surveys recent scholarship on Jesuit schools and universities in Europe from 1548 to 1773. It focuses on the period after the death of Ignatius of Loyola because that is when crucial decisions that shaped Jesuit schools were made. Diego Laínez made the most important decision in 1560 when he ordered that all Jesuits would teach. The goal of Jesuit teaching went beyond saving souls: Jesuit schools had the secular purpose of improving civil society by educating boys to earn a living and to fill leadership positions. Much recent scholarship has focused on Jesuit mathematical scholarship and teaching while insufficient attention has been devoted to philosophy. The Jesuits oversaw and taught in boarding schools for noble boys with considerable success. However, their attempts to become professors in universities often met with strong resistance and sometimes failed. The Jesuits devoted considerable time and effort to catechetical instruction using a variety of catechisms and approaches across Europe and the rest of the world. A major scholarly lacuna is the lack of attention paid to the financing of Jesuit colleges and schools, largely because of its complexity. A mix of subsidies from ruler or city council, designated taxes, private bequests of property or income, donations, living annuities, and other devices supported Jesuit schools. Lawsuits were a byproduct.
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Kovács, Krisztián, Tünde Csapóné Riskó, Zsolt Csapó, and András Nábrádi. "10 year anniversary of the Journal APSTRACT: The history of an open access journal." Applied Studies in Agribusiness and Commerce 11, no. 1-2 (June 30, 2017): 5–8. http://dx.doi.org/10.19041/apstract/2017/1-2/1.

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The idea initiating the birth of the journal APSTRACT was initiated by András Nábrádi, during a 2005 AGRIMBA1 executive board meeting held in Aberdeen, UK. AGRIMBA is an open international network of academics and professionals from universities and related institutions dealing with education and research in agribusiness (Csapó et al., 2010). Currently, the Network is especially active in Central and Eastern Europe (Heijman, 2015). The main objective of the Network is to set standards based on best practices for programmes it oversees and to accredit them on the basis of these standards. The International MBA Network was established in 1995, by founding members from Wageningen University, Scottish Agricultural College, the Czech University of Life Sciences in Prague, Warsaw Agricultural University, University College Cork and the University of Wolverhampton. Between 2000 and 2009, the following universities joined the Network: Humboldt University Berlin, the University of Debrecen, Arkansas State University, the Agricultural University of Ukraine, the Timiryazev Academy in Moscow, the University of Belgrade and the University of Zagreb (Heijman, 2015). The Universities of Belgorod (Russia) and Kazan (Russia) has also joined the network last year. JEL code: A10
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Brzeziński, Jerzy, and Jan Strelau. "Polish Psychology in the Period of Political Transformation (1989-2003)." European Psychologist 10, no. 1 (January 2005): 39–50. http://dx.doi.org/10.1027/1016-9040.10.1.39.

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Abstract. In a referendum held in July, 2003, 79% of the Polish people, citizens of an independent country, opted for joining the European Union. This nation, which on the turn of the first millennium chose a pro-European course of development, once again confirmed its authentically European identity. It is, in fact, an identity never lost, despite the decrees of history and all ominous events of the second half of the twentieth century. Psychologists and students of psychology also have their share in this majority “yes” for the European Union. Poland is a relatively large country with numerous universities and colleges. At 15 of them, students have the possibility of completing psychology as their major faculty with a 5-year schedule of varied courses and subsequently graduating with the degree of MA. Much has changed in our country since the memorable year of 1989 and these transformations obviously also apply to Polish universities, including the community of psychologists who will soon join, with no further limitations, the European community of psychologists. While educating future psychologists, we will be aware of the fact that we are now no longer cultivating them for Poland alone but for Europe as a whole. We, therefore, regard it as worthwhile to delineate for our European colleagues a general overview of Polish academic psychology, and especially of the most recent developments that have taken place during the major socio-political transformation begun in 1989.
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de Huszar Allen, Marguerite. "Making Relations, Breaking Relations." East Central Europe 41, no. 2-3 (December 3, 2014): 297–329. http://dx.doi.org/10.1163/18763308-04103004.

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French-Hungarian relations reached a high point in the aftermath of the 1896 Millennium Celebration in Budapest. But by 1910, prospects for rapprochement had faded. The article explores the genesis of the rupture in relations that manifested itself in the Treaty of Trianon. It investigates events from two new perspectives: first, the career of French consul general Viscount de Fontenay before and during his stay in Budapest (1906–1912); second, the founding of the Revue de Hongrie along with its early years of publication. Fontenay began the Revue in March 1908 as a diplomatic initiative supported by the intellectual elites of France and Hungary and their governments. It was a monthly journal written entirely in French with subscriptions from individuals as well as prestigious universities, colleges, and libraries in Europe, North America, Australia, and Asia. This article explores relations between the two countries as reflected in the political landscape and the contents of the Revue. Finally, as a contribution to the previously neglected history of international cultural relations, this article identifies the key issue: there is no pure cultural diplomacy. It strives to use the frequently overlapping terms of this emerging field in such a way that the context in which they appear helps to clarify their meaning.
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Cotherman, Charles E. "To Think Christianly: A History of L'Abri." Perspectives on Science and Christian Faith 73, no. 3 (September 2021): 186–87. http://dx.doi.org/10.56315/pscf9-21cotherman.

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TO THINK CHRISTIANLY: A History of L'Abri, Regent College, and the Christian Study Center Movement by Charles E. Cotherman. Downers Grove, IL: IVP Academic, 2020. 320 pages. Hardcover; $35.00. ISBN: 9780830852826. *How do Christians studying at secular universities, where religion is either ignored or attacked, achieve an integral Christian perspective on their areas of study and future careers? Charles Cotherman presents a first-rate history of one way that Christians have sought to answer this question, namely, in establishing Christian study centers on or adjacent to university campuses. *The Christian study center movement (CSCM) in North America arose to teach and guide Christians in how to think and behave Christianly in all areas and professions of life, by drawing upon the insights of biblical and theological studies. Cotherman defines such a study center as "a local Christian community dedicated to spiritual, intellectual and relational flourishing via the cultivation of deep spirituality, intellectual and artistic engagement, and cultivation of hospitable presence" (p. 8). He rightly contends that the roots of the CSCM movement are found in two institutions: L'Abri Fellowship in Switzerland (founded 1955) and Regent College in Vancouver (founded 1968). In Part 1, Innovation, he presents the history of these two institutions. *In chapter one, Cotherman gives an account of the birth and development of L'Abri under the leadership of Francis and Edith Schaeffer. As missionaries to an increasingly secular Europe, their encounter with its culture, art, and philosophical ideas led Francis to contextualize the gospel--as an evangelical Presbyterian minister rooted in the Reformed faith--in an intellectually honest fashion to people influenced by this culture. L'Abri's ministry was so effective because of two other equally important features: the practice of a deep spirituality amidst the rhythms of everyday life, and the practice of relationships in a hospitable community, both of which Francis and Edith were instrumental in shaping. As more people visited L'Abri and were helped in their faith or accepted the gospel, it became known in the wider evangelical Christian world. This gave rise to branches of L'Abri being established in other nations, and to Christians seeking to establish communities on university campuses that embodied L'Abri's intellectual, spiritual, and relational strengths. *In chapter two, Cotherman presents the history of the rise of Regent College and its progress toward financial and academic stability at the University of British Columbia in Vancouver. The first principal, James Houston, played a key role in attracting good faculty and in shaping the curriculum to educate laypeople in the Christian worldview for their secular careers. It provided students with a strong sense of community and vital spirituality. Regent also sought to be a witness to and partner with the university by purchasing property on the campus and by obtaining university affiliation. With the decline in enrollment for lay theological education in the 1970s, Regent survived by offering the MDiv degree (1978), attracting new students preparing for pastoral ministry. When other attempts at establishing Christian colleges and Christian study centers were initiated at other universities, Houston served to encourage and guide such ventures by drawing upon Regent's experience. *Inspired by the vision and community of L'Abri and by the success of Regent College, Christians ministering at other university campuses sought to establish "evangelical living and learning centers" on or near the campuses of state universities (p. 91). Part 2, Replication, gives an account of three such CSCM ventures: (1) the C. S. Lewis Institute (initially at the University of Maryland, later in downtown Washington, DC); (2) New College, Berkeley; and (3) the Center for Christian Study at the University of Virginia, Charlottesville. Cotherman also includes in this section a chapter on the history and progress of Ligonier Ministries under the leadership and teaching gifts of R. C. Sproul (initially in Pennsylvania, then in Orlando, Florida). Although originally modelled after L'Abri as a lay-teaching retreat center in a rural setting, Ligonier's move to Orlando marked a shift to a ministry focused on Sproul's teaching gifts in (Reformed) theological education that concentrated on video and print materials. The history of Ligonier is clearly the outlier here. Perhaps Cotherman includes it because it began as a retreat center for students, but it gradually became focused on general lay theological education, especially after its move to Orlando. *The three Christian university learning centers all began with grand visions of providing university-level education to aid students, studying at the large universities, in formulating a worldview to enable them to integrate their Christian faith with their academic and professional education. Although these three sought to become free-standing colleges with high-quality faculty, to teach courses during the academic year, and in summer study institutes, the challenges of raising funds, attracting full-time faculty, and finding permanent facilities resulted in all of them having to scale back their plans. The Lewis Institute turned its attention to relational learning, eventually establishing regional centers in eighteen cities; New College, Berkeley, became an affiliate, nondegree granting institution of the Graduate Theological Union, being the evangelical voice there; and the Center for Christian Study shifted its focus to being an inviting and hospitable place for study, formation, and relationships in its building on the edge of the campus. All three found that replicating a Regent College was a much more difficult project than they had originally thought. *Cotherman notes that all four attempts of the CSCM, in the late 1980s and early 1990s, ran into the new reality: American Christians were not willing to take a year off their careers to study for a nonaccredited diploma. Students were more interested in getting degrees that had financial payoffs. The most successful venture was the Center for Christian Study, which used the building it purchased as a hub for various Christian ministries at the university, and as a center for hospitality to Christian and non-Christian students. The Charlottesville Center became a catalyst for the formation of the Consortium of Christian Study Centers across North America. This included not only the three university centers mentioned above, but also numerous others that had arisen on university campuses. Many of the centers became convinced that "the path forward was more a matter of faithful presence through deeply rooted, engaged and hospitable relationships and institutions than it was about the apologetics or cultural bluster that had defined some aspects of the movement in its early days" (p. 252). *Cotherman's concluding chapter notes that the CSCM has largely focused on ministries of faithful presence and generous hospitality, with the goal of holistic flourishing at the universities that they serve. Such flourishing includes helping Christian students to cultivate the ability to think Christianly about current issues and their vocations as they engage the pluralistic ideologies, cultural practices, and neo-pagan practices on university campuses. Cotherman rightly observes that, while both L'Abri and Regent College inspired many to establish such centers, it was Regent that had played the prominent role as a model for those aiming to guide students and to interact with modern secular universities. L'Abri was focused around the unique community that the Schaeffers created and the giftedness of Francis and Edith, but L'Abri failed to interact with the wider academic world. In striving to be a Christian presence on campus, Regent was the appropriate model for the CSCM. *The details of the historical accounts in the book serve to remind the reader that, while grandiose visions and goals drove many in the movement, their reduced aspirations led to the CSCM being better suited to effective witnessing, appropriate educating, and faithful service to students and lay-people today. Any who would start such a Christian study center or who wonder how an existing one can survive should read this book and learn the lessons from the history of the ventures presented. Humility in one's plans and small beginnings are appropriate for any such ministry to avoid the mistakes of the centers presented. *While Cotherman touches on the rising antagonism to Christianity and Christians on university campuses, he fails to provide significant treatment of this new challenge that the CSCM faces. I think we can imply from this fine book that, as the CSCM movement adapted to the new realities in the latter part of the twentieth century, it can also adapt to the intensified attacks on the Christian faith in the twenty-first century. While the challenges ahead are great for Christian university ministries, Christian witness has the resources of the word of God, the wisdom of the Spirit, and the motivation of the gospel which continue to guide biblical discipleship and faithful witness. This historical survey by Cotherman can serve as an encouragement to campus ministry for our increasingly secularized western culture. *Reviewed by Guenther ("Gene") Haas, Professor Emeritus, Religion and Theology Department, Redeemer University, Ancaster, ON L9K 1J4.
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Kesselring, K. J. "The Case of Catherine Dammartin: Friends, Fellows, and the Survival of Celibacy in England’s Protestant Universities." Renaissance and Reformation 44, no. 1 (July 20, 2021): 87–108. http://dx.doi.org/10.33137/rr.v44i1.37043.

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Catherine Dammartin began her adult life as a nun in Metz but ended it in 1553 as a wife in an Oxford college. First laid to rest in Christ Church Cathedral, her corpse was later removed as a pollutant then finally restored in a ceremony that saw her bones mixed with those of the virgin St. Frideswide. This article revisits Dammartin’s story to explore what it can tell us of the affective, sexual, and gendered dimensions of England’s Reformation. It argues that the Oxford Protestants who arranged her reburial did so to intervene in the debate about clerical marriage, a debate in which they were only partially successful. Dammartin was one of the first and last wives to live in college for a very long time. Her story offers a reminder that despite the shift to clerical marriage, England’s universities remained—somewhat distinctively within Protestant Europe—sites where celibacy continued as the norm: sites of homosocial bonding and fellowship that served as a counterpoint to otherwise dominant codes of masculine behaviour that privileged the Protestant paterfamilias.
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Eggert, Jennifer Philippa. "Researching Terrorism and Political Violence." Exchanges: The Interdisciplinary Research Journal 6, no. 1 (November 1, 2018): 11–16. http://dx.doi.org/10.31273/eirj.v6i1.266.

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Professor Louise Richardson is a political scientist focusing on terrorism and political violence. She became Vice-Chancellor of the University of Oxford in January 2016, having previously served at the Universities of St. Andrews and Harvard. She has written widely on international terrorism, British foreign and defence policy, security, and international relations. Professor Richardson holds a BA in History from Trinity College Dublin, an MA in Political Science from UCLA as well as an MA and PhD in Government from Harvard University. She visited the University of Warwick in November 2017 to deliver a talk on her career and being a female leader, as part of the University’s ‘Inspiring Women’ series. In this interview, she speaks about research on terrorism and political violence; how approaches to terrorism studies differ between the US and Europe; how the discipline has changed since the 1970s; the importance of interdisciplinary approaches to the study of terrorism and political violence; whether terrorism studies are a distinct discipline; differences between terrorism and conflict studies; and what makes a good university teacher. Photograph credit: OUImages/John Cairns
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Galli, Pier Francesco. "Tracce: La psicoanalisi e l'istituzione psicoanalitica in Italia. Carlo Viganň intervista Pier Francesco Galli." PSICOTERAPIA E SCIENZE UMANE, no. 1 (February 2009): 95–104. http://dx.doi.org/10.3280/pu2009-001006.

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- Carlo Viganň interviews Pier Francesco Galli on the history of psychotherapy and psychoanalysis in Italy in the 1950s and 1960s. Pier Francesco Galli mentions the quarterly journal Psicoterapia e Scienze Umane ("Psychotherapy, Humanities, and Social Sciences") founded by him in 1967 within the Milan Group for the Advancement of Psychotherapy, and the relationship with the Italian Psychoanalytic Association (SPI). One of the aims of this group was the fostering of psychoanalytic education in Italy, also because at the time the Universities were not equipped for this task. Among other things, since the early 1960s Pier Francesco Galli organized continuing education courses in Milan held by colleagues from the United States and Europe, and founded the book series of Feltrinelli publisher of Milan (87 volumes), and of Bollati Boringhieri publisher of Turin (about 350 volumes). [KEY WORDS: Psicoterapia e Scienze Umane, history of psychotherapy in Italy, psychoanalytic institutions, history of psychoanalysis in Italy, psychoanalytic education]
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Manjila, Sunil, Setti Rengachary, Andrew R. Xavier, and Murali Guthikonda. "The departmental chair in Western medicine: tale of the first and foremost." Journal of Neurosurgery 111, no. 5 (November 2009): 1102–6. http://dx.doi.org/10.3171/2008.6.jns08106.

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The use of the term “chair” in medical literature probably started in the Late Middle Ages with the Italian anatomist Mondino de Liuzzi. History reveals the term's origin at Bologna, one of the oldest degree-granting universities in Europe. Nobody has been shown in documented literature before Mondino to have reached the level of chair, the zenith of hierarchy in Western scholastic medicine. Mondino is remembered for his preparation of the Anathomia, a compendium for medical scholars, and his description of several anatomical structures and their functions, especially from a forensic perspective. Starting out as a demonstrator displaying various anatomical structures to medical students, Mondino worked his way up to becoming the first documented chair in medical history, and indeed physically occupying the chair. Marking an epoch in academia with his revised method of medical teaching and creative interaction with surgical colleagues, he carved a niche for himself and his department with his illustrious chairmanship. The authors revisit the history of the “chair” as a title and position in the medieval anatomical period and discuss the career of the first and foremost in the documented medical literature.
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Dissertations / Theses on the topic "Universities and colleges – Europe – History"

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Dorn, Renee Felicia. "The relevance of Historically Black Colleges and Universities." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587240.

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Starting in the mid-1800s, Historically Black Colleges and Universities (HBCUs) were created for the purpose of educating Black students. Since their inception, HBCUs have transformed from institutions of higher learning with a core curriculum of teaching and ministerial education serving the Black community to progressive colleges and universities that provide bachelor, master, and doctorate degrees in specialized areas of study which serve and benefit communities of all races around the world. As advanced as HBCUs have become, they still have the stigma of being less than adequate producing underachieving students. An increase in publicity of their accomplishments would help to change public perceptions, but so far they have not received a lot of positive media attention. The question that continues to be asked and is the main question of this study is whether Historically Black Colleges and Universities are still relevant.

The research design for this investigation into HBCUs is a qualitative, multi-case study using purposive sampling in the selection of 4 universities or units. HBCU alumni and associates were interviewed to discuss their views on the relevance of HBCUs and how they plan to change public perceptions. The data gathering instruments used were documents, archived records, interviews, and researcher observations, and through the examination of four unique universities, questions about their missions, demographics, academic programs, graduation rates, accreditation, and accomplishments were researched with data collection and analysis occurring simultaneously.

The findings collected showed that the 4 HBCUs are still relevant because they serve a racially and economically diverse student body focusing on nurturing students and giving them the chance to excel in a comfortable learning environment with rigorous and challenging academic programs that are geared to prepare them to enter the workforce and succeed. They must be proactive and disseminate positive information to the public, including alumni, which could encourage them to support their alma maters. The 4 HBCUs still have some work to do to stay progressive and provide for their students, but the need for all HBCUs to educate is still apparent, not just for African-American students, but for all students.

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Hall, Mark Edwin. "A comparative history of seven Southern Baptist colleges and universities /." Access abstract and link to full text, 1991. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9123420.

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Humphries, Donna Irene Nisbet. "Canadian universities : a functional analysis." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/29672.

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This thesis identifies a university's typical administrative structure for the purpose of establishing a framework which working university archivists can use to acquire control of university records. The organizational structure of Canadian universities is examined with respect to their functions, juridical persons, and their relative competences. This study may be defined as a "functional analysis." The intertwined concepts of function, competence, and juridical persons serve as foundations for this thesis. A function is defined as the whole of the activities, considered abstractly, necessary to accomplish one purpose. A competence is the authority to carry out a determined sphere of activities within one function. Such authority, however, has to be delegated or assigned to a given office or individual, and that office or individual is termed a juridical person. Therefore, a link is forged between a function and a competence through a juridical person, because it is a juridical person who carries out certain duties and responsibilities within a specified function. Since juridical persons create records in the course of executing their competence, a functional analysis establishes the provenance of the records and places the records of an administrative body in the context of their creation. A functional analysis also reveals and explains the relationships and bonds between the records, record series, and record groups that comprise an administration's archival residue. These objectives -- understanding the organizational structure of the administrative body, identifying its functions, determining the provenance of its records, and placing records in the context of the activities that generate them — help archivists and records managers acquire a fundamental level of intellectual control over the administrative body's records. Without this knowledge, archivists and records managers cannot proceed with any of their own practices. By studying the history and development of universities from the Middles Ages to the twentieth century, this thesis identifies four functions which are common to all universities: Sustaining Itself, Teaching, Research, and Service to the Community. A number of juridical persons, either in the form of administrative bodies or individuals who comprise the administrative structure of the university, are then examined, and the functions with which with they are entrusted are ascertained by studying their competences. As a result of this analysis, the typical organizational structure of a university is revealed, the functional provenance of records created by universities (as a whole) are identified, and its records are placed in the context of the activities that generate them.
Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate
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Dale, Andrea. "Wrestling with a fine woman : the history of postgraduate education in Australia, 1851-1993." Title page, table of contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phd139.pdf.

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Errata pasted onto front fly leaf. Bibliography: leaves 329-355. Studies the expansion of postgraduate education in Australia, particularly the research degree. Analyses the credentialling role of the postgraduate degree and the influence of overseas models of postgraduate education. Argues that the changing relationship between the state, the universities and the research sector has had a strong impact on the postgraduate sector.
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Duckenfield, B. "Changes to the celibacy rule at the colleges of Oxford and Cambridge Universities." Thesis, Kingston University, 2008. http://eprints.kingston.ac.uk/20257/.

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This thesis investigates the process of reforming the rule relating to celibacy for Fellows of Oxford and Cambridge colleges. This is the first full length study of the changes in Statutes removing the ban on marriage for Fellows of university colleges, combining research into university, religious, legal and social history. This study traces the origins of the obligatory rule of chastity at the universities' foundations until revision of their Statutes in 1882. Originally students at the universities undertook training as priests even if destined for other professions, therefore chastity was obligatory. The roles of the Church, Crown, and Parliament have been studied in relation to the origins of celibacy for priests, its continuance at the university colleges, throughout the reformation of religion, its preservation until almost the end of the nineteenth century and the consequences of intervention from all three establishments. The main structure of college administration, staff, way of life, and the impact upon reform of events, arguments and debates on the advantages and disadvantages of the system have also been examined and assessed. Key stages, incorporating a chronological view, in the process of changing university colleges from monastic type establishments into environments where married Fellows with families were accepted have been investigated and evaluated. This thesis demonstrates how political, economic, social and legal factors combined, both within and outside the universities, together with the efforts of a few persistent and far-sighted individuals, to create a climate favourable to change. The documents consulted cover a wide range of sources including college archives, government reports, parliamentary speeches, political and ecclesiastical proceedings, diaries, memoirs, biographies, autobiographies and newspapers. This study contributes to an understanding of the process of reform and seeks to demonstrate how, not one single event, but a variety of factors combined over a period of time created circumstances making changes acceptable and possible. It also throws new light on the influence and achievements of individuals, in particular James Heywood, Robert Potts, and Lord John Russell, and points to the need for further research into their lives and work.
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Lumadue, Richard Thomas Lumsden D. Barry. "History and demise of The University Foundation in St. Augustine, Florida an institutional autopsy /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3646.

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Hinton, Armenta. "Applying a Leadership Framework to Historically Black Colleges and Universities (HBCUs) Post Fordice." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1382358660.

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Feola, Cindy. "Les moteurs des configurations organisationnelles: application au cas des universités européennes." Doctoral thesis, Universite Libre de Bruxelles, 2002. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211355.

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Pearce, Elizabeth Helen. "King's College, purpose and accountability in higher education, the dilemma of King's College, 1827-1853." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/NQ41269.pdf.

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Williams, Patricia Coleman. "The Impact of "Old-Wave" McCarthyism at Four Private Black Colleges and Universities in Atlanta, Georgia." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10289390.

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Decades after the term “McCarthyism” was first coined, it continues to be used to describe those who prey on the fears of Americans to discriminate against others. In the post-world War years, and well into the sixties, it was Communism. Today, it is “terrorism,” and an irrational fear of Muslims. The word is used to describe those who perpetuate unsubstantiated claims and who practice the intimidation tactics employed against those suspected of being members of a targeted group. This resurgence of the term has piqued the interest of scholars, who like me, are studying Cold War or “old wave” McCarthyism and comparing it to the “new wave” of McCarthyism that has emerged since 9-11. Similar to what transpired during “old wave” McCarthyism most research is focused on predominantly White institutions (PWI’s). The historical development of Black colleges and universities reveals how the lack of resources and finances made these schools much more susceptible to pressures of external forces such as racism and McCarthyism. This then raises the question: “What was the impact of McCarthyism at our nation’s Black institutions of higher education?” Except for two well-documented incidents that occurred at Fisk University during the McCarthy Era (see Gilpin and Gasman, 2003; Gasman, 1999; Gilpin, 1997; and Schrecker, 2002, 1994) and my case study (2008) on McCarthyism at Cheyney and Lincoln Universities in Pennsylvania, for the most part, this question has gone unanswered.

With the use of primary and secondary sources this study will begin to address this void in educational historiography by examining the impact of “old wave” McCarthyism at four existing private historically Black institutions in Georgia: Atlanta University, Morehouse College, Clark University/College, and Spelman College. With this study, I hope to expand the existing discourse on McCarthyism by making it more comprehensive, as well as more inclusive.

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Books on the topic "Universities and colleges – Europe – History"

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B, Brockliss L. W., ed. History of universities. Oxford: Oxford University Press, 1992.

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de, Ridder-Symoens Hilde, ed. Universities in early modern Europe, 1500-1800. Cambridge [England]: Cambridge University Press, 1996.

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University training in medieval Europe. Leiden: E.J. Brill, 1994.

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Walter, Rüegg, ed. A history of the university in Europe. Cambridge: Cambridge University Press, 1992.

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John, Gascoigne. Science, politics, and universities in Europe, 1600-1800. Aldershot [England]: Ashgate, 1998.

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Rashdall, Hastings. Universities of Europe in the Middle Ages. Oxford: Clarendon Press, 1987.

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Jürgen, Schriewer, Keiner Edwin, Charle Christophe 1951-, and Groupe international de travail sur les universités européennes., eds. Sozialer Raum und akademische Kulturen: Studien zur europäischen Hochschul- und Wissenschaftsgeschichte im 19. und 20. Jahrhundert. Frankfurt: P. Lang, 1993.

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Pedersen, Olaf. The first universities: Studium generale and the origins of university education in Europe. Cambridge: Cambridge University Press, 1997.

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de, Ridder-Symoens Hilde, ed. Universities in the Middle Ages. Cambridge [England]: Cambridge University Press, 1992.

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Walter, Ruegg, ed. Universities in the nineteenth and early twentieth centuries (1800-1945). Cambridge, UK: Cambridge University Press, 2004.

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Book chapters on the topic "Universities and colleges – Europe – History"

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Udías, Augustín. "Observatories in Jesuit Colleges and Universities in Europe (1540–1773)." In Searching the Heavens and the Earth: The History of Jesuit Observatories, 15–35. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0349-9_2.

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Earle, Jonathan. "Historically Black Colleges and Universities." In The Routledge Atlas of African American History, 119–21. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003123477-35.

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Ebright, Wanda K. W. "History of Historically Black Colleges and Universities." In Dance on the Historically Black College Campus, 17–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32444-5_3.

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Boyadjieva, Pepka, and Snejana Slantcheva. "Public Perceptions of Private Universities and Colleges in Bulgaria." In Private Higher Education in Post-Communist Europe, 223–38. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230604391_11.

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Filip, Birsen. "The Early Establishment of Political Economy Departments at American Colleges and Universities." In The Early History of Economics in the United States, 141–78. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003247715-5.

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Synnott, Marcia. "A Contentious History of Admissions Policies at American Colleges and Universities: Issues and Prospects." In Higher Education: Handbook of Theory and Research, 1–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66959-1_3-1.

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Synnott, Marcia. "A Contentious History of Admissions Policies at American Colleges and Universities: Issues and Prospects." In Higher Education: Handbook of Theory and Research, 31–79. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-76660-3_3.

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Svobodný, Petr. "Universities in Central Europe: Changing Perspectives in the Troubled Twentieth Century." In Boston Studies in the Philosophy and History of Science, 107–23. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9636-1_7.

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Wang, Hua. "The History of the Third Front Construction Resources and Innovative Practice of Ideological and Political Courses in Colleges and Universities." In Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022), 1932–41. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-89-3_220.

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Williamson, Magnus. "Making Do? Musical Participation in an Early-Tudor College." In History of Universities, 143–59. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198848523.003.0009.

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This chapter addresses Corpus Christi College’s trilingual library. By 1545, trilingualism in different forms and to greater or lesser degree had become manifest in several places in continental Europe. In England, the same trends were already visible at St. John’s College, Cambridge, where John Fisher had insisted on lectures not only in Greek but also in Hebrew, the latter supererogatory. In Oxford, Laurence Humphrey in about 1566 established a public Hebrew lectureship at Magdalen College. As Hebrew grammars, dictionaries, and concordances poured from the printing presses, the majority intended for a Christian readership, Hebrew literacy grew. The chapter then looks at the Latin, Greek, and Hebrew manuscripts in Corpus Christi College’s trilingual library.
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Conference papers on the topic "Universities and colleges – Europe – History"

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"Problems and Countermeasures of Chinese Ancient History Teaching in Colleges and Universities." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71112.

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Fan, Cuihong. "Cultivating Intentional Consciousness in Modern History Teaching." In 2017 3rd Conference on Education and Teaching in Colleges and Universities (CETCU 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cetcu-17.2017.39.

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Xu, Zuping. "Research on Teaching of Piano Art History Courses in Chinese and Russian Colleges and Universities." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.344.

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Zhu, Wen. "Research on the Teaching of Design History Course in Art Design Education in Colleges and Universities." In Proceedings of the 3rd International Seminar on Education Innovation and Economic Management (SEIEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/seiem-18.2019.177.

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"Research on the Network Course Construction and Practice of Chinese and Foreign Music History in Colleges and Universities." In 2017 2nd International Conference on Education & Education Research. Francis Academic Press, 2018. http://dx.doi.org/10.25236/eduer.2017.041.

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Liu, Peiqi. "A New Approach of Ideological and Political Education in Colleges and Universities with School History Museum as Carrier." In Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.111.

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Tianhu, Yang. "China Dream and the Ideological and Political Education of Colleges and Universities: based on Chinese Modern History Outline." In 2017 7th International Conference on Social Network, Communication and Education (SNCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/snce-17.2017.51.

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Ma, Shuang. "Sharing technology of party history learning educational resources of party members in colleges and universities based on big data analysis." In Third International Conference on Computer Vision and Data Mining (ICCVDM 2022), edited by Tao Zhang and Ting Yang. SPIE, 2023. http://dx.doi.org/10.1117/12.2660314.

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Peipei, Ren. "Research on the Practice Path of Party History Education in Colleges and Universities from the Perspective of “Three Comprehensive Education”." In 2022 International Conference on Creative Industry and Knowledge Economy (CIKE 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.220404.011.

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Jiang, Yiwei. "A Study on the History of Student Work Changes in Colleges and Universities Since the Establishment of People's Republic of China." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.13.

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Reports on the topic "Universities and colleges – Europe – History"

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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.

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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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