The Rise of Universities

Haskins, Charles H.; Mommsen, Theodor

doi:10.7591/9780801470080

Cited by 22 publications

(34 citation statements)

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“…Consistent with expectations, historical aspect of corruption may be found to be as important as the structural basis of corruption. Genesis of the university and its corrupt practices are described in works of Baldwin and Goldthwaite (1972), Brockliss, Denley, and Schmitt (1981), Compayre (1893), Flynn (1988, Haskins (1957), Hill (1972), Hyde (1972), Kaminsky (1972), Kibre (1948), Maieru (1993), Payne (1975), Piltz (1981), Rait (1931), , Thelin (1982), Verger (1972Verger ( , 2000, and others.…”

Section: Literature Reviewmentioning

confidence: 99%

Corruption in Higher Education

Osipian¹

2020

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Introduction ...……………………………………………………. Research question ………………………………………….…….. Research methodology …….……………………………….……. Major findings ……………….…………………………….……. Comparing the findings by country .……………………….……. Conclusion ..………………..……………………………………. III. GREY AREAS IN HIGHER EDUCATION: ILLEGALITY VERSUS CORRUPTION ………………………….. Introduction ……………………………….…………..…………. Legality versus corruptibility ..…………………………………... Corruption as a grey area ………………………………………... Selection criteria for legal cases ………………………………… Legal cases: description and essence …………………………..... Analysis and discussion: legal cases in the context ……………… Legal argumentation ……………………………………………... Implications ……………………………………………………… Conclusion ..………………..…………………………………….. IV. CORRUPTION HIERARCHIES IN HIGHER EDUCATION …….

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Section: Literature Reviewmentioning

confidence: 99%

Corruption in Higher Education

Osipian¹

2020

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“…Princes and Popes controlled the institutional standards of the mediaeval Universities by granting charters, thereby, officially creating generalized study and extending to masters and students special privileges including exemption from taxation, from military service, and from trial in courts of civil magistrates [53]. Papal bulls further enlarged the privileges of universities gave them apostolic sanction for the right to suspend lectures and ratify their authority to make their own statutes [54].…”

Section: Historical Origin Of Quality Assurance In Higher Educationmentioning

confidence: 99%

Students’ Perceptions on the Quality of Teaching by Faculty at Jomo Kenyatta University of Agriculture and Technology in Kenya

Muya¹

2019

HER

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This study investigated students' perceptions on the quality of teaching between part-time and full-time faculty in Jomo Kenyatta University of Agriculture and Technology in 2015. The study examined students' understanding on quality teaching, faculty tenure statuses, and relationship between faculty tenure status and ability delivery quality teaching. These variables were measured using faculty's ability to delivery subject content, their accessibility, mentorship and extra-class communication to students. The typology of the research design was mixed-methods descriptive research design that allowed for collection of both qualitative and quantitative data. Findings from this study showed that a high number of students (64.5%, n=178) were able to differentiate between poor and good quality teaching, and an equally high number (64.8%, n = 178) makes an effort to attend classes that they deem lecturers to offer high quality teaching. Majority of the students (74%, n = 180) were able to distinguish between full-time faculty from part-time faculty. Students indicated that about 50% of the part-timers were either tutorial fellows or graduate assistants and they experienced a difference in performance between full-time and part-time faculty. 57.14% of the surveyed students indicated that full time lecturers cover syllabus and are better in content delivery compared to part time lecturers, however, 30.95% of the students indicated that they did not find any difference. While 61.90% of students indicated that full-time faculty are available for student's mentorship, only 7.14% of students indicated that part time lecturers participate in student mentorship. Only 2.38% of the students indicated that part-time faculty are available for extra class communication. In conclusion, majority of the students in JKUAT in main campus 2015 understood quality teaching. They were also able to differentiate between part-time staff and full-time staff. Students found teaching by part-time staff to be of low quality. Part time staff were poor in mentorship and not accessible to offer student after class communication. Thus, the presence of inexperienced and freshly graduated part-time faculty is a matter to worry about in relationship with quality teaching. This study recommends that Universities must find ways to improve the low quality teaching offered by part-time faculty. The study should also be extended to other Universities perhaps using explanatory research designs to improve its ability to discriminate the null hypothesis.

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“…Charles Haskins, an American historian, published his work "The Rise of Universities" [4] in 1923 in the beginning of the XX century. This work first began as a series of lectures, later, edited in the form of the aforementioned book, which is rather short.…”

Section: Study Of Medieval Universitiesmentioning

confidence: 99%

Overview of the Study of History of the Medieval University

Chernenko¹

2019

Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019)

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The world of today is undergoing different transformations. Some scientists believe these processes to be a part of the so-called globalization. While others see it as westernization or regionalization. In accordance to such views, different theories of modernization exist. Hence, they all try to explain how the process of adapting to modernity actually happens. In fact, quite a big group of scientists believes that the Western countries underwent modernization much earlier than the rest of the World. Consequently, countries, which did not belong to the West, had to use different patterns of the Western modernization experience to adequately adapt to the changing world. Education, especially higher education, is one of the most important spheres, which demands modernization in order to change the whole structure of the modernizing society. The following article explores the bibliography and historiography of the study of medieval universities in order to distinguish particular elements of said social institution, which could have been used by non-Western societies during their own modernization.

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The Rise of Universities

Cited by 22 publications

References 0 publications

Corruption in Higher Education

Corruption in Higher Education

Students’ Perceptions on the Quality of Teaching by Faculty at Jomo Kenyatta University of Agriculture and Technology in Kenya

Overview of the Study of History of the Medieval University

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