History of higher education

Gilbert 15:4 (January/February 2012): 14-15. This is a biographical essay about the 20th-century literary scholar and professor at the University of Sussex Stephen Medcalf: friend of Shakespeare scholar A. D. Nuttall and Inkling Hugo Dyson; teacher to novelists Ian McEwan and Judith Woolf; prolific writer of essays on Chesterton, T. S. Eliot, and others; and devout Anglican lay preacher.

For much of the twentieth century, veterinary medicine was a male-dominated profession. This dominance extended to the veterinary schools, which acted as professional gatekeepers. Gender, therefore, was a central organizing principle of the veterinary profession as well as of veterinary education. We argue that the Ontario Veterinary College (OVC) was central to the process of professional gatekeeping and was a key site for the training of women veterinarians. Women applying to OVC faced admission practices that favoured male applicants. Those women who were accepted to OVC were met with the masculine culture of veterinary medicine. Despite these difficulties, women actively pursued veterinary training at OVC, including in areas for which they were widely believed to be unsuitable. However, while the number of women at OVC increased during the 1970s and 1980s, the view that women were not suited to veterinary medicine persisted among at least some faculty members.

In 1841, the first Museum opened on the grounds of the University of Michigan. As the first University and public museum of the State of Michigan, it reflects the University's emphasis on research, the process of disciplinary differentiation, and shifting understanding of higher education. Michigan's two principal curricula -- the classical, humanistic liberal arts and the evolving forms of natural scientific inquiry -- were based on collections housed in Mason Hall.

La universidad no se transforma sola, sino en interacción con su entorno. Siendo una institución académica de origen medieval, no es de extrañar que los distintos saberes fue-ran organizados en "disciplinas"-ese término escolástico-en base a un orden jerárquico afín a su entorno. Tampoco es de extrañar que pensemos que ese entorno ha ido transformándose desde entonces y que las universidades lo han ido acompañando, cuando me-nos, de forma asíncrona y casi siempre a remolque del cambio social. Hoy observamos, por ejemplo, cómo las disciplinas de corte "científico" gozan de un mayor prestigio social que las denominadas "humanidades". Observamos cómo a través de las primeras ha llegado recientemente a la universidad-al menos oficialmente-lo que se denomina "formación dual", que permite la inmersión de estudiantes en el ámbito laboral durante su período formativo. Las ventajas que ese régimen de alternancia puede suponer para las disciplinas técnico-científicas son, a priori, evidentes. Sin embargo, como filosofía educativa no está exenta de ciertos cuestionamientos cuando es aplicada, en especial, al ámbito de las humanidades, las artes o la cultura en general. Estos son, de hecho, los problemas planteados en la obra aquí reseñada. Vayamos por partes. El libro-editado por Antonio Casado da Rocha-pretende ahondar en lo dual de for-ma constructiva, atendiendo a los saberes y culturas locales más vulnerables a situaciones de epistemicidio. Cuenta con veintidós autores con distintas experiencias en docencia, investigación y extensión universitaria. El libro está compuesto por catorce artículos que no desembocan en soluciones concretas, sino en sugerencias y puntos de partida para abordar los retos de la universidad dual. Por un lado, esta propuesta acepta la idea de la formación universitaria como cualificación técnica en respuesta a las -difícilmente predecibles-demandas y necesidades coyunturales del mercado laboral. Por otro lado, identifica a la universidad como una institución de re-flexión, pensamiento crítico y preservación de la cultura más vulnerable: aquella que no renta económicamente al tejido social y pro-ductivo de su entorno, al menos a corto plazo. Esa "tercera misión" -que se suma a la docencia e investigación-supone para los autores un reto de primer orden, a la cual van encaminadas las dos partes en las que se divide la obra. En la primera de ellas se aborda el objetivo desde el sistema universitario español en contraste con el europeo e internacional. En la segunda parte se pasa del diagnóstico general a una exploración heurística de algunas vías que pueden encauzar esa cultura dual en humanidades, partiendo de diferentes casos surgidos en el sistema universitario vasco.

Книга Я. Ф. фон Бильфельда (1717–1769) — один из важных памятников политической мысли эпохи Просвещения. Впервые она была издана на французском языке в 1760 г. и при жизни автора выдержала 12 переизданий. По желанию куратора Московского университета И. И. Шувалова и при участии Императрицы Екатерины II был подготовлен и издан перевод этой книги. В качестве учебного пособия по политическим наукам он использовался в Московском университете в последней трети XVIII — начале XIX века. Предназначается политологам, историкам, студентам и всем, кто интересуется историей политической науки.

Михаил Васильевич Ломоносов (1711–1765) внес значительный вклад в развитие науки и отечественного образования. Благодаря М. В. Ломоносову в Московском университете была учреждена должность профессора политики и началось преподавание политических наук в высшей школе России. В настоящий сборник включены труды и поэтические произведения ученого, в которых он затрагивает общественно-политическую тематику, а также исследования его наследия. Сборник предназначен для политологов, историков, студентов и всех, кто интересуется историей Московского университета и политических наук.

Книга посвящена нравственно-политическому факультету Московского университета, сыгравшему важную роль в развитии политической науки в России в 1804–1835 гг. Параметры новой университетской структуры были определены Университетским уставом 1804 г. В издании характеризуются учебный план, учебный процесс, основные дисциплины, профессорско-преподавательский состав факультета и перечислены наиболее известные его выпускники. Издание адресовано политологам и широкому кругу читателей.

What is the Bologna Process?
Has it been a success or failure in Central and Eastern Europe (CEE) in particular, and in Europe more generally? The question, asked time and again, is persistently misconstrued. This explains to a large extent both the inconsistent scholarly literature on the subject and the contradictory evaluations of the Bologna Process among politicians and policy makers, academics and higher education administrators, students and student organizations, other stakeholders and the general public. The chapter aims to reconsider the question and find a valid manner to address it. For this, it puts forward a comprehensive analysis of what is Bologna, a clear-cut approach to understanding policy transfer under this Process and a set of standards and benchmarks for gauging its success and failure in CEE. In pursuit of reform models from the early days of transition, CEE countries made the choice to adopt 'European models' in higher education. Interestingly, they decided not to consider other possible models from other parts of the world. As soon as the Bologna Process was started, it largely become the European model. In the implementation of this model, CEE countries adopted a wholesale, all-or-nothing, now-or-never approach, with no room for testing, or trial-and-error tactics. The Bologna Process, however, was in reality not a defined, unitary model or policy, but a complex and evolving set of values, principles, priorities, objectives, tools and instruments. Success and failure in this case is a matter of degree and must also consider the defined aspects of the Process.

This essay suggests an alternative accountability process on the basis of critiques of current evaluation practice in higher education. Using cases in the British university system, with some international commentary and thinking through experience in Asian universities in four countries in the wake of 'audit culture', the work of Thorstein Bunde Veblen is revived. With Veblen, the current structures and mechanics of the corporate and fully-monetised university might once more be challenged. The risk of importing the metrics and audit culture of Britain, and the neoliberal managerialist administration-led university of North America, wholesale into Asian universities is questioned by acknowledgment that exiting hierarchies are persistent, and competing on Euro-American terms is a recipe for disaster. Due recognition is curtailed, hard work and standards are ignored, prospects for junior staff are constrained to a kind of intellectual and social penury. Resources based on research skills more robust than the current axiomatic research assessment calculus are suggested from within the university. The solution is not to emulate a declining system, but to innovate and invent new horizons and terms of engagement. The proposals offered here are only a suggestion for reflexive inquiry and informed self-examination-criticism-self-criticism from co-research sociology, ethnographic film and urban geography, among others-offered as alternate concurrent paths to accountability. https://doi.org/10.1080/00131857.2020.1735357

Rapid development of information technologies has led to the global computerization of society. The result of this phenomenon in the education field is a stable environment formation of developed data processing, information systems modular construction (combination of different architectural types within a single complex). As a result, knowledge building process for skills formation of professional competence is gradually changing the form of its realization.

The well-known learning goals of higher school revealed in such elements as knowledge, understanding and forms of their acquisition are changing.

It is no coincidence that the problem for most Ukrainian universities is the fact that education is still more focused on knowledge and skills, rather than on personality development, consciousness formation and self-awareness of a specialist. Unfortunately, such changes do not always have a positive educational trajectory.

It should be recognized that educational institutions are no longer the major educational source.

Those basic learning goals, the achievement of which is the task of higher school, do not receive appropriate positive reflection in society. High level of knowledge with no skills of its application is the main factor of professional deformation of a graduating student of higher educational institution. This problem is clearly visible in the higher legal education sphere.

The problem to be solved is the mismatch between the content of legal education and training quality in legal schools with the modern requirements of the labour market and the challenges facing the modern democratic society, global trends in development and tasks of employees’ professional activities in various fields, this is due to the insufficient level of theoretical knowledge and practical skills among a significant part of graduating students of law schools in Ukraine, as well as a lack of attention to the formation of a holistic world view among applicants for legal education with an understanding of the social mission, values and importance of legal profession to approve the rule of law in the modern democratic society.

This article examines how scholar-teachers have imagined and theorized academic labor in US research universities since the late nineteenth century. Steffen identifies and defines four models of academic labor operating in scholar-teachers' critical and narrative writing: professional, unionist, vocational, and, since the 1980s, entrepreneurial. These models represent different ways that scholar-teachers have understood their relationships to the institutions, social groups, and political economies that constrain and enable academic work. While disagreeing on many points, professionalists, unionists, and vocationalists assert a common vision of academic labor that can achieve its goals and adhere to its values only when freed from the imperatives of the market. By actively seeking to discredit and replace that vision, Steffen argues, the new "third wave" of academic entrepreneurialism functions (in practice if not always intentionally) to bolster the neoliberal logics behind casualization and privatization.

Following conventional wisdom Theology as an academic discipline (taught at Universities) is something which developed only in the Middle Ages, or in a certain sense even as late as the 19th century. The present essay in contrast traces its origins to Classical Antiquity and outlines its development in early Christianity, especially with a view to institutions of higher education that existed in Late Antiquity, e. g. in rhetoric and philosophy. It concludes that there were forms of academic theological discourse in Late Antiquity which were to become the basis of later developments in the discipline.

"Unknowable Students". "Searching for the enemy" at the Hungarian Universities in the beginning of the fifties

The Communist Party organization of Hungarian universities, in order to fulfil one of their main tasks, i.e. to "unmask the enemy", attempted to gather a lot of information about the students. They collected data through admission procedures about their class-origin, which was reckoned as basic indicator of their political reliability, while functionaries tried to force them to verbalize their opinion and to comment daily political events in obligatory courses of Marxism Leninism and in other formal and informal discussions. Besides the identification of the "enemy", the forcing of political statements had the purpose to get the chance to correct them. However, the overstraining of political issues, the circulating process of re-learning the same parts of Communist ideology over and over again, along with the overreaction of functionaries to politically "incorrect" opinions led to an unwanted effect. Reports on the effectiveness of contemporary practices of indoctrination stated several times that the ideological dissemination of knowledge does not provide some students with a world view, but rather a practical knowledge: the students, instead of revealing their real thoughts "learned to speak Marxism".

Currently Brazil has the largest public and tuition free university system in the world, with 68 federal and 40 state universities, over 500 campuses, with around 2 million students. This accounts for 80% of postgraduate courses and 95% of research in the country (Clarivate Analytics, in the period 2011-2016, Web of Science database). Brazil is in 11th place in academic research production and, among the first 15 countries, has the fifth highest average research growth rate between 2008-2018 (National Center for Science and Engineering Statistics, National Science Foundation, Scopus abstract and citation database).
Of Latin America's 25 best universities, according to international rankings, from 8 (QS) to 14 (THE) are Brazilians, almost all public universities. Brazilian universities are also mostly “extensionists”, that is, they build knowledge in a socially embedded way, in dialogue with communities, getting involved in actions in defense of human rights, social justice, environmental sustainability etc. However, extension, as a university gateway to society, is also the trail for indirect privatization, with paid courses, private services for companies, among others.
But what is important to highlight is that public higher education in Brazil remains totally free and, with the quota policy, it is possible to affirm that we will constitute for the first time a generation of intellectual and scientific leaders in the country, in the most diverse territories and fields of knowledge, that does not only come from the traditionally dominant classes. For all the above reasons, today Brazil's far-right government has elected public universities as one of its targets of attack and destruction.

Currently Brazil has the largest public and tuition free university system in the world, with 68 federal and 40 state universities, over 500 campuses, with around 2 million students. This accounts for 80% of postgraduate courses and 95% of research in the country (Clarivate Analytics, in the period 2011-2016, Web of Science database). Brazil is in 11th place in academic research production and, among the first 15 countries, has the fifth highest average research growth rate between 2008-2018 (National Center for Science and Engineering Statistics, National Science Foundation, Scopus abstract and citation database).
Of Latin America's 25 best universities, according to international rankings, from 8 (QS) to 14 (THE) are Brazilians, almost all public universities. Brazilian universities are also mostly “extensionists”, that is, they build knowledge in a socially embedded way, in dialogue with communities, getting involved in actions in defense of human rights, social justice, environmental sustainability etc. However, extension, as a university gateway to society, is also the trail for indirect privatization, with paid courses, private services for companies, among others.
But what is important to highlight is that public higher education in Brazil remains totally free and, with the quota policy, it is possible to affirm that we will constitute for the first time a generation of intellectual and scientific leaders in the country, in the most diverse territories and fields of knowledge, that does not only come from the traditionally dominant classes. For all the above reasons, today Brazil's far-right government has elected public universities as one of its targets of attack and destruction.