Recent policy developments in England, particularly since 2021, have resulted in increased regulation and marketisation of Initial Teacher Training (ITT)/Initial Teacher Education (ITE). Although the origins of these developments go back much further than 2021, the current context in which ITE operates in England is, arguably, both challenging and…

This article provides a conceptual reformulation of Merton's scientific ethos widely known by the acronym CUDOS (i.e. communism, universalism, disinterestedness and organised scepticism). While Merton perceived the threat to the autonomy of science as coming from "outside" the walls of academe, mainly in the form of nationalism and…

This historiography of Hungarian higher education focuses on the evolution of academic freedom and institutional autonomy at Hungarian institutions of higher education. Through an exploration of trends in higher education policy, structure, and funding, the evolution of institutional autonomy and academic freedom provided a framework for…

This article explains why there are so few world-class universities in the Middle East and North Africa (MENA) region today. It first summarises the systemic exogenous economic, political and social problems facing all countries in the region, and the impact of these on the development of their higher education sectors in recent times. Then, with…

Two revolutions -- one political to accomplish universal equality and one cultural to change the values we live by -- occurred on university campuses in the sixties. Analysis of their roots and of their failure indicates many contributory factors culminating in the absence of a will to create as well as destroy. (JH)

If the knowledge elites of the university community recognize their elite status, means for dealing with the demands of the counter-elites, the minorities, that are asking for a place in the university will be found. (JH)

Adapted from an address delivered at the inauguration dinner for Chancellor G. Theodore Mitau of the Minn. State College System (St. Paul, Oct. 1968).

The Harvard University of the 1950's is described in terms of the requirements of the good" university of the future. Learning, academic freedom, excellence, participation in the life of the academic community, and respect for the dignity and humanity of all its members are seen as vital. (SE)

Evaluates books by H. F. Kearney, R. L. Greaves, I. Berg, and P. Bourdieu and J. C. Passeron as inadequately analyzing the problem of preserving high culture from dilution and eventual decay in the crisis of mass higher education, while opening American society for upward mobility from below. (JM)