Technical Universities: A Historical Perspective

Abstract

This chapter provides an overview of the historical development of technical institutes and universities from their foundation in the late eighteenth century to the present time. Our account, which is focused on European experiences, shows that technical universities are characterized by their historical relations to the industrial revolution, and since that time their strong linkages to industry (from initially local to increasingly global). The chapter also highlights some persistent tensions and dilemmas related in part to this historical legacy, including the introduction of and relation to research, the balance between theory and application, and the ‘congestion’ in engineering programmes. Development over the last decades revolves around the profiles and scientific scope of technical universities. Over time, new areas have been introduced, mirroring their technical development and in some countries—as a consequence of external drivers and strategic agendas—eye-catching reorganisations and new initiatives have increased the portfolio way beyond the classical engineering subjects.

The diversity of university disciplinary profiles in research and teaching

“…(Lepori et al, 2010). Similarly, there are technical universities among the most prestigious academic institutions present in rankings (Geschwind et al, 2020). It has also been noted that private universities are usually smaller and offer business degrees, while public universities offer programmes in science and technology (Buckner & Zapp, 2021).…”

“…(Lepori et al, 2010). Similarly, there are technical universities among the most prestigious academic institutions present in rankings (Geschwind et al, 2020).…”

Inequality in knowledge production: bibliometric profiles of universities

“…Universities specialising in social sciences are more prone to end up in lock-in where they cannot change their identity as easily as technical universities. Even if the new established programmes in social sciences lack the prestige compared to other in technical universities, they are in better position to perform this lateral movements in their organisational life (Geschwind & Broström, 2022;Geschwind, Broström, & Larsen, 2020). They identity as technical universities and its prestigious status are the shield against scrutiny of external evaluators.…”

Globalization of Universities as Organizational Actors?

“…What has been called the "practical arts" have begun to dominate the American educational landscape (Brint et al, 2005). A similar evolution is taking place in Europe, as technical universities command greater attention, though drawing critical reactions (Geschwind et al, 2020;Karseth, 2006).…”