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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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Kenyeres, János. "Canadian Studies." Ad Americam 21 (September 30, 2020): 81–95. http://dx.doi.org/10.12797/adamericam.21.2020.21.06.
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Canadian Studies was launched in Hungary in 1979, when the first course in Canadian literature was offered at the English Department of Eötvös Loránd University, Budapest. This article is intended to explore the history of this discipline in the past 40+ years, focusing on the growing awareness of Canada and its culture in Hungarian academic and intellectual life. As early as the mid-1980s, universities in Hungary offered various courses in Canadian Studies, which were followed by a large number of publications, conferences, and the institutionalization of the field. The article gives a survey of Canadian Studies in Hungary in the international context, showing the ways in which interaction with colleagues in Europe and beyond, and with institutions, such as the Central European Association for Canadian Studies, have promoted the work of Hungarian researchers. The article also discusses the fields of interest and individual achievements of Hungarian scholars, as well as the challenges Canadian Studies has faced.
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Askamovic, Dubravka, and Philip Genty. "An Examination of the Challenges, Successes and Setbacks for Clinical Legal Education in Eastern Europe." International Journal of Clinical Legal Education 20, no. 1 (July 8, 2014): 427. http://dx.doi.org/10.19164/ijcle.v20i1.15.
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<p>The authors first met in 2000, and have collaborated in conferences, workshops, and other projects since then. We also represent two sides of an international exchange that has frequently occurred in the past 15 years: a European law teacher who attends training sessions, networks with colleagues from other European universities, learns about American models of clinical education, and possibly receives some outside funding; and an American law teacher who is graciously hosted by Europeans, promotes American models of clinical education, and, one hopes, observes, listens and learns about the European system. We are also experienced teachers within our own universities and teach both clinics and more doctrinal courses. Finally we are friends and can be honest with each other.</p><p><br />After more than 10 years of working together, we wanted to take stock of the collaboration between American and European academics on issues of clinical education. We wanted to take a close look at what has happened in Central and Eastern Europe since the first “American invasion” of U.S. consultants and funding: what clinical programs were developed? Which ones survived after the consultants and funding left? Why did some programs survive and prosper, while others disappeared? What do the surviving models look like? </p><p>We also wanted to ask a series of more subjective and potentially sensitive questions: was the American influence ultimately helpful and productive? To the extent that it was not helpful, what have we learned about improving such cross-cultural international collaborations in the future? Have European law schools copied US models of clinical legal education, or have they developed their own models?</p><p>In the following sections we first discuss the history of clinical legal education in Central and Eastern Europe. We then focus on Croatia and Olomouc, Czech Republic, two examples of the ambitious but uneven development of clinical programs in Central and Eastern Europe. We next examine the experiences of clinical programs in countries of CEE and some of the challenges these programs have faced in achieving sustainability. We then use a comparison between the European and U.S. clinical program models as a lens for analyzing the experiences of the European programs and assessing the value of collaboration between European and U.S. clinical teachers. Finally, we offer some thoughts about the future of clinical legal education in Central and Eastern Europe.</p>
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Cruder, Cinzia, Marco Barbero, Pelagia Koufaki, Emiliano Soldini, and Nigel Gleeson. "Prevalence and associated factors of playing-related musculoskeletal disorders among music students in Europe. Baseline findings from the Risk of Music Students (RISMUS) longitudinal multicentre study." PLOS ONE 15, no. 12 (December 9, 2020): e0242660. http://dx.doi.org/10.1371/journal.pone.0242660.
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Musculoskeletal (MSK) conditions among professional musicians and music students are frequent and may have significant physical and psychosocial consequences on their lives and/or on their playing abilities. The Risk of Music Students (RISMUS) research project was set up in 2018 to longitudinally identify factors associated with increased risk of playing-related musculoskeletal disorders (PRMDs) in a large sample of music students enrolled in pan-European institutions. The aim of this cross-sectional study was to describe the prevalence of playing-related musculoskeletal disorders (PRMDs) in this novel population at baseline of the RISMUS project. A further goal was to begin to identify variables that might be associated with the self-reported presence of PRMDs among music students. Eight hundred and fifty students from fifty-six conservatories and music universities in Europe completed a web-based questionnaire on lifestyle and physical activity participation levels, musical practice habits, health history and PRMDs, psychological distress, perfectionism and fatigue. A total of 560 (65%) out of 850 participants self-reported a positive history of painful MSK conditions in the last 12 months, 408 (48%) of whom self-reported PRMDs. Results showed that coming from West Europe, being a first- or a second-year Masters student, having more years of experience and higher rates of perceived exertion after 45 minutes of practice without breaks were factors significantly associated with self-reported presence of PRMDs. According to the authors’ knowledge, a large-scale multicentre study investigating prevalence and associated factors for PRMDs among music students at different stages of their education (from Pre-college to Masters levels) has not been conducted before. The high prevalence of PRMDs among music students, especially those studying at university-level, has been confirmed in this study and associated factors have been identified, highlighting the need for relevant targeted interventions as well as effective prevention and treatment strategies.
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Pavlíček, Tomáš W. "Memento obětí totalitních režimů jako motor kariéry, nebo závazek kontinuity vědecké práce." Kultúrne dejiny 13, Supplement (2022): 128–52. http://dx.doi.org/10.54937/kd.2022.13.supp.128-152.
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Although totalitarianism has already been widely discussed in academia, the war victims still generate a lot of attention today. This article examines the transformation of academia in Central Europe after 1945 and the reflections of war victims among scholars. To what extent did these losses to science and the loss of personal friendships create an awareness of commitment to continuity in academic work, the need to push through reforms, and the establishment of new institutions? The author focuses on the experience and career prospects of Czech natural scientists (mathematicians, astronomers, physicists) who re-established themselves in the 1940s and 50s and who firmly opposed the essential elements of totalitarianism in their professions (binding ideology, mass party, monopoly on information, central management, planned economy). Although this definition corresponds to the Stalinist period, many categorical decisions and reforms started immediately after the war (planned economy, mass university studies, centralization of research, binding ideology of revolutionary justice). The article shows how the general secretary of the Czech Academy of Sciences and Arts, physicist Viktor Trkal, used the argument of victims when he accused his colleagues of collaboration. The students’ experience has diversified, as shown with two interviewees. The historiographical explanation of a too short post-war democracy replaced by “captive universities” and “chained academies”, and the belief that Stalinists put much worse ideological pressure on historiography than other sciences, are being disputed.
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Alexeevich, Andreev Alexander, and Anton Petrovich Ostroushko. "Harvey Williams Cushing - founder of anesthetic monitoring, pioneer of neurosurgery (to the 150th of birthday." Journal of Experimental and Clinical Surgery 12, no. 1 (March 2, 2019): 84. http://dx.doi.org/10.18499/2070-478x-2019-12-1-84-84.
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Harvey Williams Cushing (1869–1939) graduated from Yale College and Harvard Medical School, and worked at the Massachusetts General Hospital of Boston. He created the first anesthesia card, introduced the term “regional anesthesia” into medical practice, described the Cushing triad, and in 1901, the second in the world, performed a successful operation on the pituitary gland for acromegaly. In 1910, he accepted the offer to become the head of the department of surgery at Harvard Medical School and the chief surgeon at Peter Benton Brigham Hospital, located on the campus. In 1933, Cushing moved to Yale, where from 1933 to 1937. was a professor of neurology. In the US, Harvey Williams Cushing is honored as a pioneer of neurosurgery and the greatest neurosurgeon in world history. Cushing developed and improved the technique of many neurosurgical operations, proved the right to the very existence of intracranial surgery as a separate medical specialty. In 1939, he was honored to become an Honorary Member of the Royal Medical College in London. Harvey Williams Cushing died on October 7, 1939 from myocardial infarction. He was awarded honorary degrees in nine American and thirteen European universities; several state orders and medals; as well as many different awards and prizes. Harvey Williams Cushing was a member of the American Philosophical Society, the National Academy of Natural Sciences, and the American Academy of Humanities and Natural Sciences, a foreign member of the Royal Society of London, and also an honorary member of about seventy medical, surgical, and scientific communities in Europe, USA, South America and india.
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Voudoukis, Nikolaos, and Gerasimos Pagiatakis. "Massive Open Online Courses (MOOCs): Practices, Trends, and Challenges for the Higher Education." European Journal of Education and Pedagogy 3, no. 3 (June 28, 2022): 288–95. http://dx.doi.org/10.24018/ejedu.2022.3.3.365.
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The purpose of this paper is to provide an insight to the term Massive Online Open Courses (MOOCs), the practices, trends and challenges for the higher education institutions. MOOCs, although having a short history, literally took off in 2012 when MIT and Harvard created “edX”, former Stanford professors created “Coursera”, a private company created “Udacity” and UK’s Open University created “Future Learn”. Nowadays, the majority of academic institutions in US and Europe are offering MOOCs to their students, providing a wide variety of online courses in difference subjects with the option, if wanted, to obtain a course certificate.
The arrival of MOOCs has greatly affected higher education worldwide, since learners have greater access and more options for their education, they are forcing higher education institutions to reevaluate their educational approaches and to comply with the current educational trends. There are many reasons why students decide to participate in a MOOC. Naming a few, to obtain a degree, to get a new job, to get promotion, to get a post retirement job, to be admitted in a college, to use it as corporate training. For this reason, both state and private universities begin to reexamine their educational strategy and methods, in a local and international level. The question that arises regards whether MOOCs can be considered to be the future in education, or it will be proved that this increasing interest is nothing more than a bubble what will bust in the foreseeable future.
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Yang, Xiao Yan. "Research on the Development of College Sports Architecture." Applied Mechanics and Materials 644-650 (September 2014): 5129–32. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.5129.
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With the development of higher education, college sports architecture is no exception in the revolution. Due to many factors, such as economic, sports science and technology, the development of Europe and the United States and Japan and other countries of the sports building has been at the forefront of the world. At the same time as the Europe and the United States, Japan and other countries recognize in the mass sports, competitive sports and school sports are abundant, and established a relatively perfect sports club system, at the same time, many large-scale sports events and commercial events are held in Colleges and universities. These are vigorously promoting the construction of college sports architecture. Many college students in Europe and the United States, in the school the sports entertainment facilities in Colleges and universities are available as an important condition for the choice of schools, the quantity and quality of sports facilities has become one of the window to show the strength of the competition, promote the sports facilities in Colleges and universities to develop.
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Goossen, Rachel Waltner, and V. R. Cardozier. "Colleges and Universities in World War II." History of Education Quarterly 34, no. 3 (1994): 387. http://dx.doi.org/10.2307/369976.
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Zhou, Yun, Jun Kai Zhang, Lin Jin Li, Sha Liao, and Zhi Fang. "Comparison Analysis of Civil Engineering Undergraduate Curriculum among Universities in China, US and Europe." Applied Mechanics and Materials 638-640 (September 2014): 2402–8. http://dx.doi.org/10.4028/www.scientific.net/amm.638-640.2402.
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University education is a basic stage of engineers’ cultivation. The purpose of this paper is to draw instructive conclusions by analyzing differences between Chinese and foreign universities on civil engineering undergraduate education. Teaching methods were taken into consideration. Statistical data in thirty famous universities in China, US and Europe were collected. After comparing differences of civil engineering curriculums from selected colleges, four aspects were analyzed such as the total number of teaching hours, course structure, general education curriculum and practical teaching. It is obvious that specialized courses are taken seriously in Europe universities while general education lessons are valued in American universities. There are also many differences among universities in three regions when referring to approaches of practical teaching.
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Geiger, Roger L., and David S. Webster. "Academic Quality Rankings of American Colleges and Universities." History of Education Quarterly 27, no. 2 (1987): 278. http://dx.doi.org/10.2307/368479.
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Illuzzi, Michael C., and Alex Duke. "Importing Oxbridge: English Residential Colleges and American Universities." History of Education Quarterly 38, no. 3 (1998): 332. http://dx.doi.org/10.2307/369169.
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LeBeau, Ling Gao. "International Students in American Colleges and Universities: A History." Journal of International Students 2, no. 1 (January 1, 2012): 126–27. http://dx.doi.org/10.32674/jis.v2i1.544.
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International Students in American Colleges and Universities: A History provides a comprehensive historical overview of international student exchange in the U.S. The purpose of this book is to trace the history of international students in institutions of American higher education by enumerating why and how international students have studied in the U.S. since the 18th century. It also provides an overview of international students’ impact on American higher education and society. International educators will not only obtain historical knowledge of international students but also become enlightened about the field of internationalization.
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Reuben, J. A. "Going National: American History Instruction in Colleges and Universities." OAH Magazine of History 21, no. 2 (April 1, 2007): 33–38. http://dx.doi.org/10.1093/maghis/21.2.33.
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Mažeikis, Gintautas. "EKSCENTRIŠKOJI EUROPA IR TIKĖJIMO PROPAGANDA. Apmąstymai apie XVII–XVIII a. Katalikų Bažnyčios tikėjimo propagandos kongregaciją ir jos veiklos įtaką europinei Lietuvos tapatybei." Religija ir kultūra 4 (January 1, 2007): 75–92. http://dx.doi.org/10.15388/relig.2007.0.2799.
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Straipsnis remiasi nuostata, kad propaganda yra ne tik manipuliacijos, bet ir motyvacijos, subjekto formavimo, kultūrinių tapatybių saugos priemonė ir užtikrina ne tik valdančiųjų klasių, religijų, bet ir civilizacinį tęstinumą. Dažniausiai propaganda, siekdama formuoti sau palankų subjektą, jo tapatybę, remiasi edukacine veikla, kuri geriausiai ilgalaikiu požiūriu atitinka propagandos siekius. Būtent tokia prasme straipsnyje nagrinėjama Sacra Congregatio de Propaganda Fide tikslai, jų sąsajos su jėzuitų ordinu ir jo veikla XVIII a. Lietuvoje steigiant misijas, mokyklas, kolegijas, universitetą. Kartu, remiantis R. Brague prielaida apie tai, kad Europos tapatybė buvo formuojama jos paribiuose, kur aiškiausiai apibrėžiami kultūriniai, religiniai, ideologiniai skirtumai, parodoma, kad jėzuitų ordinas formavo LDK gyventojų europietišką tapatybę, kuri buvo nuosekliai naikinama po 1795 metų paskutinio Lietuvos–Lenkijos valstybės padalijimo. Straipsnyje pastebima, kad XVII–XVIII amžiaus Vatikano propagandos doktrina rėmėsi iš esmės renesansinės kilmės nuostatomis, apie tai, kad krikščioniškasis lavinimas, susietas su oratoriniais menais ir kalbiniu įkvėpimu, geriausiu būdu tarnauja evangelizacijai, tačiau kartu pastebima, kad jėzuitai, siekdami savo tikslų, turėjo nuolatos vykdyti ir aktyvią pasaulietinę ir tarp ordinų politinę veiklą.Pagrindiniai žodžiai: propaganda, evangelizacija, edukacija, oratorystė, europietiškas tapatumas, jėzuitai, propagandos subjektas.ECCENTRIC EUROPE AND PROPAGANDA OF FAITHConsiderations about Sacra Congregatio de propaganda fide and its influence on the European identity of Lithuania in XVII–XVIII centuriesGintautas Mažeikis SummaryThe main thesis about common European identity is based on the maintaining of R. Brague that identities are formed on the borders. The main power for forming self consciousness of local people as Europeans was propaganda. Propaganda is considered as systemic, rational, long-term persuasions of thinking and self evaluation of people. Propaganda seeks to construct the discourse or propaganda subject and legitimate its suggestion and behavior. The Vatican institution of propaganda was formed by popes Gregory XIII and Gregory XV. Finally Congregatio de propaganda fide was established in 1622. The firsts principles of propaganda idea were directly related to the Renaissance Studia humanitatis. P. Neri and his Congregatio oratorium continued Florence’s Christian humanism and ecstatic rhetoric of G. Sovanarola. Neri also continued some ideas of L. Valla about rhetoric manifestation of the truth. Gregory XIII supported movement and ideas of Neri. From the other side he was a patron of Society of Jesus and he established first propaganda commission for the providing of Catholic faith on the borders of European world. Gregory XIII initiated propaganda through spreading of Jesuit’s and other Christian order’s missions, colleges, universities. The propaganda and Jesuits influence on Grand Duck of Lithuania is compared with Jesuits activities in the North America. Lithuanians were very pagans in the rural spheres in this time. The protestant movement was influenced in the cities. The Vatican Episcope’s power was not popular between Lithuanian noblemen and the influence of Protestant Livonia was significance. From the civilization point of view Russian or Eurasian pressing was felt all time and many of Grand Duke of Lithuania lands were Slavs. The article seeks to show how did Jesuits form the network of education, how they competed with other Catholic orders, how they make new discipline and communities of local people. Jesuits became very important power for forming European subject on the borders of Europe in the XVII and XVIII centuries. They created new religious, scientific, political, national discourses and educational networks necessary for interpellation of subject of European civilization. Thought Russian Imperia tried to build new identities and world feeling, new educational system and propaganda after occupation of Lithuania in 1795 the European identity of Lithuanians survived on the archeological level, history of education and myths.Keywords: propaganda, evangelization, education, rhetoric, European identity, Jesuits, Catholic orders, subject of propaganda.
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Schwarz, Karl W. "Theologie in laizistischen Zeiten." Zeitschrift der Savigny-Stiftung für Rechtsgeschichte: Kanonistische Abteilung 106, no. 1 (August 27, 2020): 348–68. http://dx.doi.org/10.1515/zrgk-2020-0010.
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AbstractTheology in laicistic times. The breakdown of Habsburg monarchy and the consequences for protestantic colleges in the region of Danube and the Carpats. The article deals with the fate of protestant colleges in the Austrian-Hungarian Monarchy and its descendant states. Protestant teaching was restricted by a laicistic course of policy in Czechoslovakia (under Masaryk) and Austria (Socialist party). In Hungary, Horthy expected help and hope by the churches during the depression after the lost war, and therefore founded ecclesiastical academic institutes on university level. To this day, pastoral training is located in church-directed universities and colleges, whereas the public universities and colleges offer no theological courses. In Austria, the „Großdeutsche“ party supported the „Christlichsoziale“ party and its powerful (clerical) leader Ignaz Seipel under the condition that the 100 year old protestant seminary was incorporated with Vienna University. In Prag and Bratislava, Masaryk’s system of separation of state and church postboned the academic incorporation until 1990.
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Saha, Neete. "International Students and Scholars in the United States: Coming From Abroad." Journal of International Students 4, no. 3 (July 1, 2014): 296–98. http://dx.doi.org/10.32674/jis.v4i3.469.
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International students and scholars in the United States: Coming from abroad is a well-written, well-researched, and well-timed monograph. In pursuit of higher education, international students have continued to attend colleges and universities in the United States of America in spite of the educational, emotional, and cultural issues. According to the Institute of International Education (IIE), 723, 277 international students and more than 115,000 international scholars matriculated in American colleges and universities in 2010/2011 (pp. 4-9). The editors, Heike Alberts and Helen Hazen, have not only provided readers with an opportunity to learn about international students and scholars from Asia, Africa, and Europe but have also addressed critical issues faced by the international students and scholars in the United States.
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Hashim, Rosnani. "Muslim Private Higher Educational Institutions in Malaysia: Issues and Challenges." ICR Journal 3, no. 3 (April 15, 2012): 474–88. http://dx.doi.org/10.52282/icr.v3i3.533.
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Privatisation of higher education is a global trend. There is an increasing demand for higher education due to the nature of work and economy today, and public universities and colleges cannot meet the demand with their limited financial resources from the government. Private higher education institutions (PHEI) seem to be the most attractive alternative to public universities and colleges in opening greater access to higher education. Malaysia is no exception, having about 25 private universities, 22 private university colleges and 410 private colleges and institutes. About a fourth of these PHEIs are Islamic institutions going by the name of the institutions or their ownership. However, private higher education institutions have their own issues and challenges. The most serious of them are preserving the philosophical goal of a balanced and integrated education despite market demands and sustaining its operation financially amidst a competitive environment. Yet, there are several opportunities for Islamic PHEIs especially in terms of international collaboration and exchanges. This article is an attempt to examine these issues and challenges or opportunities.
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Wei, Weiyi. "On the Application of Cultural Heritage in University Ideological and Political Education in the New Era." Learning & Education 10, no. 5 (March 13, 2022): 253. http://dx.doi.org/10.18282/l-e.v10i5.2763.
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Cultural heritage is the sum of all kinds of material and spiritual wealth left over by mankind in the long river of historical development. Various cultural heritages are the testimony of the development of human history, the scientific basis for
historical education, and the precious wealth of society. The spiritual wealth contained in it has very important reference value for
the ideological and political education of colleges and universities, The article tentatively proposes to integrate cultural heritage
into ideological and political education in colleges and universities, in order to provide more possibilities and reference for the
ideological and political education system in colleges and universities in the new era.
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Kucukcan, Talip. "Islam in Europe." American Journal of Islam and Society 10, no. 3 (October 1, 1993): 431–34. http://dx.doi.org/10.35632/ajis.v10i3.2500.
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This conference was opened by Jergen Nielsen (Centre for the Studyof Islam and Muslim-Christian Relations, Selly Oak Colleges,Birmingham, United Kingdom), who discussed "Muslims in Europe intothe Next Millennium." After a brief account of earJy Muslim migration toEurope, viewed as a migrant population from a "rival civilizationH or a"victim" of colonialism, he argued that the second-generation Muslimshave become more aware of colonial experiences than the parentgeneration. He attributed this ot their parents' rural background, wherepeople tend to be more illiterate and lack intellectual resources. Althoughone cannot make broad generalizations on recent trends, Nielsonmaintained that young Muslims in western Europe are disconnectingthemselves from ruraltraditional Islam and preferring a more intellectualinterpretation of Islam. Felice Das.setto (Universite Catholique de Louvain-la-Neuve, Belgium)outlined the nature and scope of contributions made by anthro pologists, sociologists, orientalists, andpolitical scientists to the study of Muslims in western Europe in "The Stateof Research on Islam in Eupero." Dassetto pointed out that the orientalists'methods and theories failed to understand current themes, especially in thecontext of the Muslim presence in Europe. Universities became interested in studying Islam ...
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Zellick, Graham. "United Kingdom: Freedom of speech in universities, polytechnics and colleges." Patterns of Prejudice 22, no. 1 (March 1988): 36–38. http://dx.doi.org/10.1080/0031322x.1988.9969941.
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Laforge, William N. "Campus Governance in U.S. Universities and Colleges." Review of European and Comparative Law 42, no. 3 (September 1, 2020): 113–40. http://dx.doi.org/10.31743/recl.8528.
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The governance of universities and colleges in the United States basically follows the concept and spirit of democracy embraced by the nation from its birth. The systems and practices in place at most U.S. institutions of higher learning include collaborative, representative, or collective decision-making arrangements known as shared governance. However, these systems and practices are hardly uniform due to the diversity of governance patterns that reflect the unique and different history, needs, and mission of a particular institution. Sometimes they are differentiated from, and contrasted with, corporate, business, and more authoritarian or centralized forms of institutional governance.
In contrast with university governance elsewhere in the world—that can range from strong central government control to private self-regulated operations—the U.S. forms of campus governance have emerged in a country that does not have centralized authority over education. U.S. institutions of higher learning respond to a variety of controls and interests that are on display variously at public, private non-profit, private for-profit, and religious universities. Governance, authority, and administration are spread across a wide spectrum of players, including governing boards; presidents, chancellors, and other administrators; the academy/faculty; administrative staff; campus committees; students; and, even some external factors.
Shared governance is not a perfect formula or panacea for university administration and decision-making. It does, however, provide a methodology, system, and concept that can help guide the leadership of a university as it approaches the administration and conduct of its educational responsibilities. In today’s higher education environment, the term governance is rather expansive. In one sense, it means top-down governance that is the rightful role and authority of an institutional board charged with overseeing policy, programming, performance, and executive guidance and evaluation. But, it also variously means the use of institutional strategies, operations, and components to distribute, disseminate, and “share” authority and responsibilities for a university’s administrative, management, and decision-making functions, i.e., “on-campus governance.” In this respect, shared governance “borrows” many of the attributes and principles of democratic government. In any case, shared governance, in its many forms and applications, is widely practiced in U.S. universities, including Delta State University.
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Yang, Ping. "Research on Countermeasures for Private Colleges and Universities to Promote the Development of Local Folk Culture under the New Momentum Strategy." BCP Social Sciences & Humanities 15 (March 13, 2022): 17–21. http://dx.doi.org/10.54691/bcpssh.v15i.357.
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Excellent folk culture is a valuable asset of traditional culture and an important resource for traditional cultural education and quality education for students. It is especially valuable for deepening the ideological and political education of students in private colleges and universities. The development of folk culture education by local private colleges and universities has the significance of improving the overall quality of students, promoting the construction of campus culture, and promoting the construction of local culture. It should follow the complementarity of local culture and Chinese culture, the connection of professionalism and national spirit, art education and patriotic education. The principle of integration, the distinction between cultural essence and cultural dross. Private colleges and universities should cultivate students' folk culture literacy, bring folk culture into campuses and classrooms, so that students can truly feel the value of folk culture, understand the history of folk culture, and better inherit folk culture. Doing a good job in ideological and political education in private colleges and universities in the new era requires a comprehensive understanding, deep thinking, and full play of the positive value of excellent folk culture, and the actual effects of ideological and political education in private colleges and universities. Culture is not only a spiritual force, but also productivity. "Culture +" can increase mutual promotion. For Fushun City in Liaoning Province, it is necessary to combine the local characteristic culture and give the culture new vitality.
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Hughes, Bob. "Complementarity Between the Transfer Goals of Community Colleges and Historically Black Colleges and Universities: Learning from History." Community College Journal of Research and Practice 36, no. 2 (December 12, 2011): 81–92. http://dx.doi.org/10.1080/10668920802466525.
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Roberts, Jon H. "Conservative Evangelicals and Science Education in American Colleges and Universities, 1890-1940." Journal of The Historical Society 5, no. 3 (August 4, 2005): 297–329. http://dx.doi.org/10.1111/j.1540-5923.2005.00132.x.
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Bañuelos, Nidia. "Why We Need More Histories of Low-Status Institutions." History of Education Quarterly 60, no. 2 (May 2020): 246–60. http://dx.doi.org/10.1017/heq.2020.21.
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As scholars of higher education regularly point out, American universities face a fundamental tension between access and exclusion. On the one hand, as publicly supported institutions operating in a democracy, they are charged with promoting social mobility and sharing knowledge that can improve society. On the other, they are tasked with identifying and supporting elites—those talented, ambitious, and hardworking individuals who deserve the most money and accolades. In his 1993 History of Education Society presidential address, “Race, Meritocracy, and the American Academy during the Immediate Post-World War II Era,” historian James Anderson describes one way in which northern white colleges and universities coped with this tension after World War II. During this time, Fred Wale, director of education for the Julius Rosenwald Fund, compiled a list of 150 outstanding black scholars with degrees from schools like the University of Chicago, Harvard, Columbia, and the University of Michigan; extensive teaching experience at historically black colleges and universities (HBCUs); and highly regarded publication records. Wale sent his list to hundreds of university presidents, encouraging them to consider these qualified candidates for faculty appointments. His efforts made minimal impact: between 1945 and 1947, only twenty-three of the scholars on Wale's list were offered permanent faculty positions at northern white universities.
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Williams, Wiley J. "History of North Carolina Libraries and Librarianship: A Bibliography, Part III." North Carolina Libraries 62, no. 3 (January 19, 2009): 140. http://dx.doi.org/10.3776/ncl.v62i3.123.
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This is Part III of a four-part bibliography. It includes sources of library history of North Carolina colleges, universities, and community colleges, as well as general sources on North Carolina and United States library history. Part I, which was published in the Spring 2004 issue of North Carolina Libraries, included sources of library history of North Carolina public libraries in general, and histories of publiclibraries in Alamance through Guilford counties. Part II, which was published in the Summer 2004 issue, included the histories of public libraries in Halifax through Yadkin counties.
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Deng, Yilan. "Study on the advantages and paths of using Zunyi's red cultural resources to develop party history education in universities." BCP Social Sciences & Humanities 19 (August 30, 2022): 50–54. http://dx.doi.org/10.54691/bcpssh.v19i.1550.
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The Party has developed a unique red culture during its great century-long journey, which arose from the revolution and flourished in the new era. Among them, Zunyi's red cultural resources also contain a precious revolutionary spirit and profound cultural connotations. As part of the red culture born after the Communist Party of China, Zunyi's red cultural resources include not only material culture but also immaterial culture. This paper explores the value of integrating Zunyi red cultural resources into party history education in colleges and universities, and strives to explore a practical and effective integration path, with a view to promoting the important role of Zunyi red cultural resources in party history education in colleges and universities.
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Axelrod, Paul. "Making Managers in Canada, 1945–1995: Companies, Community Colleges, and Universities." Canadian Historical Review 100, no. 3 (August 2019): 502–3. http://dx.doi.org/10.3138/chr.100.3.br22.
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Wu, Junyan, and Wenjun Tang. "Reform Method of University Legal Education Based on Artificial Intelligence and Wireless Communication." Wireless Communications and Mobile Computing 2022 (April 11, 2022): 1–7. http://dx.doi.org/10.1155/2022/2574911.
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The construction and development of legal education in colleges and universities are an important driving force for the construction of a society ruled by law. Looking at the history of the development of legal education in colleges and universities, it can be said that every major change in it has an important relationship with the changes in the social background. Under the background of the rapid development of wireless communication and artificial intelligence technology at this stage, legal education in colleges and universities has also ushered in a new opportunity for upgrading. The purpose of this paper is at studying the realization path of legal education reform in colleges and universities based on the background of the new era. To consolidate the achievements in this field through active reform and to solve the main problems by constructing an optimized teaching system, in the selection of the survey method, the research uses the questionnaire survey method as the main source of data. According to the questionnaire, 60% of the students indicated that they would take the initiative to study and continue to try new assessment methods to adapt to the autonomous learning of the law. Teachers should try their best to let students fully experience law teaching under wireless communication and AI in their usual teaching.
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Wan,, Chang Da. "The Universities and University Colleges Act in Malaysia: History, Contexts and Development." Kajian Malaysia 37, no. 2 (2019): 1–20. http://dx.doi.org/10.21315/km2019.37.2.1.
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Hou, Tiantian. "The Integration of Network Teaching and Chinese Art History Education in Colleges." Journal of Contemporary Educational Research 5, no. 5 (May 31, 2021): 47–50. http://dx.doi.org/10.26689/jcer.v5i5.2150.
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Based on the network teaching model, this article briefly summarizes the development of Chinese art history education in universities, analyzes the importance of integrating network teaching in Chinese art history lessons, and explores the integration strategy.
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Sestanovic, Aljosa, Fayyaz Hussain Qureshi, and Sarwar Khawaja. "Academic Endowments in the United Kingdom – Do They Make a Difference?" International Research in Higher Education 6, no. 4 (January 4, 2022): 11. http://dx.doi.org/10.5430/irhe.v6n4p11.
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This paper analyses the role and significance of the endowments for the UK higher education system. We have systematised the metrics commonly used to measure the performance of the academic endowments. To collect the data about universities and colleges, we exploited the data provided by the HESA (Higher Education Statistics Agency) that collect and disseminate UK higher education data and the data provided by the Charity Commission for England and Wales. The size of the university and colleges endowments is valued using their respective financial statements, using endowment reserve account of the balance sheet.The academic endowments linked with the UK universities and colleges are estimated to be worth £15.8 billion in 2020. According to the number of the endowments linked with universities and colleges endowments, they play a significant role in the UK higher education system. However, there is a notable difference concerning endowment size between the few most reputable academic institutions and other universities and colleges. For example, the two largest endowments (the University of Oxford and the University of Cambridge with accompanied colleges endowments) in 2020 had a share of 75% measured by the size of the endowment assets. Moreover, this 75% has been stable during the last several years.In addition, the UK academic endowments are much smaller than their US counterparts and thus generally have lesser significance for the UK higher education system, while they may play a significant role for particular institutions. The endowment size per student has also been much smaller in the UK than in the US. Except for the six universities and colleges, the share of the income coming from endowments and donations in the total income has been relatively low, 2% or less. Considering the long history and tradition of the endowments in England, their role in the UK higher education system is deeply rooted. However, with their historical performance and significance for some higher education providers, there is an opportunity for a more prominent role in the future.
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Baldwin, John, Neil Raven, and Robin Webber-Jones. "Differences by degree: the access and participation plans of further education colleges and universities." Widening Participation and Lifelong Learning 24, no. 1 (April 30, 2022): 6–27. http://dx.doi.org/10.5456/wpll.24.1.6.
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If an English higher education institution wishes to charge higher tuition fees it must produce an access and participation plan to indicate how it intends to recruit students from under-represented backgrounds. This article evaluates the impact that the regime for producing access and participation plans (APPs) in England has had on further education colleges [FECs] that offer higher education courses. It explores the history of the introduction of APPs and how they are produced. Comparisons are made of paired universities and further education colleges. In particular, consideration is given to the content of the plans and the work imposed on the institutions in producing plans, with questions raised over whether the same APP regime should be imposed on colleges considering the major differences in character and focus between FECs and universities. The article concludes by advocating changes to the process of completing APPs by colleges.
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Burke, Peter. "Writing the history of knowledge in Brazil." História, Ciências, Saúde-Manguinhos 25, no. 3 (September 2018): 859–69. http://dx.doi.org/10.1590/s0104-59702018000400014.
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Abstract This article surveys recent contributions to the history of knowledge in Brazil, mainly concerned with the history of the sciences, and makes some suggestions about the future development of the field, focussing on the different spaces or sites of knowledge (colleges and universities, museums, archives, botanical gardens, observatories, newspapers, foundations and so on) that have proliferated in the last 200 years in particular.
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Blotevogel, Gwendolyn, and John Gascoigne. "Science, Politics, and Universities in Europe, 1600-1800." Sixteenth Century Journal 30, no. 4 (1999): 1078. http://dx.doi.org/10.2307/2544637.
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Prest, Wilfrid. "Science, politics and universities in Europe, 1600-1800." Journal of the History of the Behavioral Sciences 36, no. 3 (2000): 282–83. http://dx.doi.org/10.1002/1520-6696(200022)36:3<282::aid-jhbs15>3.0.co;2-b.
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Staten, Bridget H., David Staten, Antoinette C. Hollis, and Tyra Turner Whittaker. "Diversity and Rehabilitation Counseling: A Historical Perspective of the Contributions of Minority Serving Institutions to the Field of Rehabilitation Counseling." Rehabilitation Research, Policy, and Education 23, no. 3 (August 1, 2009): 149–58. http://dx.doi.org/10.1891/2168-6653.23.3.149.
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This article provides a historical overview of Minority Serving Institutions (MSIs) including Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions (HSIs), Asian American and Pacific Islander Serving Institutions (AAPISIs) and Tribal Colleges and Universities (TCUs). A review of the history of MSIs and their inception is covered. Also, trends in federal support for MSIs is provided to gain a better understanding of the importance of these institutions to the field of rehabilitation counseling. A historical perspective of rehabilitation counselor education programs is provided including the role of the Council on Rehabilitation Education. Implications for additional empirical research are provided.
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Yan, Suyuan, and Mei Jiang. "Research on Innovation of Ideological and Political Work in Private Colleges and Universities in the New Era." Journal of Education, Humanities and Social Sciences 6 (December 31, 2022): 1–4. http://dx.doi.org/10.54097/ehss.v6i.4032.
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Private colleges and universities have particularities in the sources of funds, history, management system and teaching objects,to a certain extent, which affected the practice and development of ideological and political work of school. Taking Hunan International Economics University, which ranks high in the country as an example, carefully analyzing and summarizing the difficulties and innovations in the field of ideological and political work will be conducive to further strengthen the socialist direction of private colleges and universities, promote the long-term development of faculty and staff, and also provide help for better training of talents.
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Loss, Christopher P. "“No Operation in an Academic Ivory Tower”: World War II and the Politics of Social Knowledge." History of Education Quarterly 60, no. 2 (May 2020): 214–27. http://dx.doi.org/10.1017/heq.2020.22.
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America's sprawling system of colleges and universities has been built on the ruins of war. After the American Revolution the cash-strapped central government sold land grants to raise revenue and build colleges and schools in newly conquered lands. During the Civil War, the federal government built on this earlier precedent when it passed the 1862 Morrill Land-Grant College Act, which created the nation's system of publicly supported land-grant colleges. And during Reconstruction, the Freedmen's Bureau, operating under the auspices of the War Department, aided former slaves in creating thousands of schools to help protect their hard-fought freedoms. Not only do “wars make states,” as sociologist Charles Tilly claimed, but wars have also shaped the politics of knowledge in the modern university in powerful and lasting ways.
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He, Chaohu, Zhenpeng Huang, and Liaokun Ye. "RESEARCH ON THE SUSTAINABLE DEVELOPMENT OF PHYSICAL EDUCATION STUDENTS’ EXERCISE IN COLLEGES AND UNIVERSITIES." Revista Brasileira de Medicina do Esporte 27, no. 5 (September 2021): 490–93. http://dx.doi.org/10.1590/1517-8692202127042021_0089.
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ABSTRACT Introduction: The essence of sustainable development is ecological civilization. The entire modern development, including sports in colleges and universities, is built based on resource conservation, enhanced environmental support capabilities, and a virtuous ecological environment cycle to achieve sustainable economic and social development. Objective: Looking at the development history of sports in Chinese colleges and universities for more than 50 years, there have been many successful experiences in human resource development, and there are also many problems that need to be solved. Methods: The author took 442 people from 4 provinces as the survey object, researched and discussed the evaluation indicators of the sustainable development of sports in colleges and universities. After factor analysis and professional theoretical research, a total of 15 indicators in 5 categories were established: science and technology, moral education, system Standard category, economic, competitive development category, external input category, and the coach training system category that eliminates “inbreeding.” Results: The author found in the research that both sports and non-sports families in China are unwilling to engage in sports and college sports for their children. The main reasons are traditional ideological issues, sports social status issues, and athletes’ education issues. Among them, coaches, the “inbreeding” training system is one of the main reasons that affect the sports talent resources of colleges and universities in China. Conclusions: There can be at least five types of evaluation indicators for the sustainable development of sports in Chinese colleges and universities: science and technology and ethics education, institutional norms, economic and competitive development, external investment, and a coach training system that eliminates inbreeding. The income of sports families is generally lower than that of non-sports families, and their education level is also lower. Level of evidence II; Therapeutic studies - investigation of treatment results.