A university (Latin: universitas, 'a whole') is an institution of higher (or tertiary) education and research which awards academic degrees in various academic disciplines. Universities typically offer both undergraduate and postgraduate programs. In the United States, universities must offer graduate degrees; institutions offering only undergraduate degrees are colleges.
The word university is derived from the Latin universitas magistrorum et scholarium, which roughly means "community of teachers and scholars". Some sources consider that the earliest universities arose in Asia and Africa, while others trace the roots of the modern university system to the European medieval university. These medieval universities were created in Italy and evolved from cathedral schools for the clergy during the High Middle Ages.[better source needed]
The original Latin word universitas refers in general to "a number of persons associated into one body, a society, company, community, guild, corporation, etc". At the time of the emergence of urban town life and medieval guilds, specialized "associations of students and teachers with collective legal rights usually guaranteed by charters issued by princes, prelates, or the towns in which they were located" came to be denominated by this general term. Like other guilds, they were self-regulating and determined the qualifications of their members.
In modern usage the word has come to mean "An institution of higher education offering tuition in mainly non-vocational subjects and typically having the power to confer degrees," with the earlier emphasis on its corporate organization considered as applying historically to Medieval universities.
The original Latin word referred to degree-awarding institutions of learning in Western and Central Europe, where this form of legal organisation was prevalent and from where the institution spread around the world.
An important idea in the definition of a university is the notion of academic freedom. The first documentary evidence of this comes from early in the life of the University of Bologna, which adopted an academic charter, the Constitutio Habita, in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education. Today this is claimed as the origin of "academic freedom". This is now widely recognised internationally - on 18 September 1988, 430 university rectors signed the Magna Charta Universitatum, marking the 900th anniversary of Bologna's foundation. The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world.
According to Encyclopædia Britannica, the earliest universities were founded in Asia and Africa, predating the first European medieval universities. Scholars occasionally call the University of Al Quaraouiyine (name given in 1963), founded as a mosque by Fatima al-Fihri in 859, a university, although Jacques Verger writes that this is done out of scholarly convenience. Several scholars consider that al-Qarawiyyin was founded and run as a madrasa until after World War II. They date the transformation of the madrasa of al-Qarawiyyin into a university to its modern reorganization in 1963. In the wake of these reforms, al-Qarawiyyin was officially renamed "University of Al Quaraouiyine" two years later.
Some scholars, including George Makdisi, have argued that early medieval universities were influenced by the madrasas in Al-Andalus, the Emirate of Sicily, and the Middle East during the Crusades. Norman Daniel, however, views this argument as overstated. Roy Lowe and Yoshihito Yasuhara have recently drawn on the well-documented influences of scholarship from the Islamic world on the universities of Western Europe to call for a reconsideration of the development of higher education, turning away from a concern with local institutional structures to a broader consideration within a global context.
Early Islamic universities
Universities in the Western world are often considered more modern, and in some cases, superior to other non-Western institutions in terms of their prestige and quality.[according to whom?] However, the concept of higher education did not originate in the West. Some of the first institutions that could be considered universities were built in the 10th century in East Africa and the present-day Middle East, particularly in areas of Islamic influence. In pre-modern Islamic society, these university-like institutions were known as madrasas. Madrasas were higher educational institutions that were both secular and non-secular; they were for elementary instruction and higher education. Common subjects taught at madrasas include philosophy, law, mathematics, medicine, and astronomy. Madrasas enrolled both men and women in their structured curriculum. Students at madrasas would go through a rigorous process that would eventually lead up to the acquisition of an ijazah. These ijazahs were a highly coveted form of certification that would enable one to teach a specific subject. Madrasas were funded by religious endowments provided by the founders of each institution, who also oversaw the operations in a madrasa.
Madrasas, just like other educational institutions, had leadership and social structure within them. The founder of the madrasa could be a man or a woman. They personally choose the staff, who would work under them, for all subjects of the institution. They were selected based on the respective teacher’s qualifications, which were determined by their ijazahs. Subjects taught in madrasas were determined by the founder of the madrasa as well as individual teacher adequacy in the subject. Founders would also provide stipends for the educators in the madrasa.
Women could also be educated in madrasas, contrary to that of the European higher education system. However, they commonly studied non-secular materials such as theology and hadiths. A primary reason why women weren’t studying other fields was because they were restricted by their familial responsibility. This prohibited them from dedicating a prolonged period of time for studying other rigorous topics. Unmarried women were also restricted from learning from unmarried men because that was not allowed at this time, which also proves a significant reason for their inhibited dedication towards obtaining higher education.
Some of the most important subjects taught at madrasas were centered around science. One of these core studies in the sciences is mathematics. Mathematics taught in madrasas were derived from the older scriptures of Euclid’s Elements. Euclid’s Elements had many mathematical treatises that Islamic scholars further improved on. Some of these improvements include algebra, geometry, and timekeeping. However, madrasas mainly taught algebra with examples being multiplication, division, addition, subtraction, factorization, quadratics, cubic functions, and variable manipulation. Some students would further study in mathematics and finally learn about the concepts of geometry and timekeeping, which would eventually lead to the study of astronomy. Astronomy quickly became an important subcategory of science as the religion of Islam heavily referenced the moon as being a basis of time and continuity. Scholars frequently referenced Ptolemy’s Almagest for knowledge about the moon, despite glaring issues with Ptolemy’s treaties concerning planetary movement and other universal concepts. Islamic scholars again further improved upon these misconceptions and taught the correct concepts in higher level classes to students in the madrasas.
Another integral science taught at madrasas was medicine. Curriculum for medical sciences at madrasas mainly focused on humoral theory, which was based on the four humours of medicine: blood, black bile, phlegm, and yellow bile. These humors were taught for diagnosis of illnesses, however, other factors of the patient such as diet and environment also contributed to their diagnosis. Medical concepts taught in madrasas included ophthalmology, embryology, anatomy, and fertilization. Medicine was initially taught by one teacher who specialized in a specific field and didn’t teach any other subject. However, a transition enabled medical students in madrasas to learn other subjects along with medical science. Often medical students at madrasas also learned epistemology and other philosophical sciences.
Philosophical sciences were also taught at madrasas. These sciences were in a personal and specialized manner, such that one instructor would have between one and five students to ensure engaged learning. This was how ijazahs were issued in this particular learning environment. Philosophical sciences, however, didn’t become prominent until Safavid Iran in the sixteenth and seventeenth centuries according to historians. The philosophical sciences taught in madrasas were also the least studied by modern historians. The work that made philosophical science more prominent was that of ancient Islamic scholars who were madrasa religious instructors. The scholars whose work inspired this resurgence were Ghiyath al-Din al-Dashtaki, Mir Damad, and Mulla Sadra.
Madrasas have frequently been compared to the likes of western universities. However, there are key differences between the two. Western universities are institutions for higher education just like madrasas but are generally paid for by students or the local governments. Unlike universities, madrasas were paid by founders through religious legacies. Students studying at universities or at madrasas both received evidence showing they have gained knowledge. Universities grant students degrees which show a broad understanding of a set of curricula standardized by the institution, whereas instructors at madrasas entrusted their students with an ijazah which demonstrated a certain mastery of a very specific topic, which students could then teach. Moreover, the university had a committee which was managed by a group of scholars much like a “corporate entity”. These scholars control the assignment of degrees to the students; this is the same way for all degrees at a university. Universities teach students in a broad scope with everyone learning at the same speed. Compared to universities, madrasas had much more personalized classes since students individually would have their own instructor. Another discrepancy between madrasas and universities is the physical size of their certifications. Degrees were always one sheet of paper while ijazahs held much more and could extend to several pages. A definite similarity between the two is that the research at madrasas and universities mostly produced novels or books that were later published for students in their respective institutions. A prominent disparity between universities and madrasas was that madrasas established the inclusion of women into higher education, while Western education rejected during the early eras of madrasas. Women could also attain ijazahs, however, they didn’t obtain them at the same rate as men.
The modern university is generally regarded as a formal institution that has its origin in the Medieval Christian tradition. European higher education took place for hundreds of years in cathedral schools or monastic schools (scholae monasticae), in which monks and nuns taught classes; evidence of these immediate forerunners of the later university at many places dates back to the 6th century. The earliest universities were developed under the aegis of the Latin Church by papal bull as studia generalia and perhaps from cathedral schools. It is possible, however, that the development of cathedral schools into universities was quite rare, with the University of Paris being an exception. Later they were also founded by Kings (University of Naples Federico II, Charles University in Prague, Jagiellonian University in Kraków) or municipal administrations (University of Cologne, University of Erfurt). In the early medieval period, most new universities were founded from pre-existing schools, usually when these schools were deemed to have become primarily sites of higher education. Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by The residence of a religious community. Pope Gregory VII was critical in promoting and regulating the concept of modern university as his 1079 Papal Decree ordered the regulated establishment of cathedral schools that transformed themselves into the first European universities.
The first universities in Europe with a form of corporate/guild structure were the University of Bologna (1088), the University of Paris (c.1150, later associated with the Sorbonne), and the University of Oxford (1167).
The University of Bologna began as a law school teaching the ius gentium or Roman law of peoples which was in demand across Europe for those defending the right of incipient nations against empire and church. Bologna's special claim to Alma Mater Studiorum[clarification needed] is based on its autonomy, its awarding of degrees, and other structural arrangements, making it the oldest continuously operating institution independent of kings, emperors or any kind of direct religious authority.
The conventional date of 1088, or 1087 according to some, records when Irnerius commences teaching Emperor Justinian's 6th-century codification of Roman law, the Corpus Iuris Civilis, recently discovered at Pisa. Lay students arrived in the city from many lands entering into a contract to gain this knowledge, organising themselves into 'Nationes', divided between that of the Cismontanes and that of the Ultramontanes. The students "had all the power … and dominated the masters".
In Europe, young men proceeded to university when they had completed their study of the trivium–the preparatory arts of grammar, rhetoric and dialectic or logic–and the quadrivium: arithmetic, geometry, music, and astronomy.
All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.
The rediscovery of Aristotle's works–more than 3000 pages of it would eventually be translated–fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of Western thought." After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this "scholasticism" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.
The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions. The structure of northern universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna. Among the southern universities, a further distinction has been noted between those of northern Italy, which followed the pattern of Bologna as a "self-regulating, independent corporation of scholars" and those of southern Italy and Iberia, which were "founded by royal and imperial charter to serve the needs of government."
Early modern universities
During the Early Modern period (approximately late 15th century to 1800), the universities of Europe would see a tremendous amount of growth, productivity and innovative research. At the end of the Middle Ages, about 400 years after the first European university was founded, there were twenty-nine universities spread throughout Europe. In the 15th century, twenty-eight new ones were created, with another eighteen added between 1500 and 1625. This pace continued until by the end of the 18th century there were approximately 143 universities in Europe, with the highest concentrations in the German Empire (34), Italian countries (26), France (25), and Spain (23) – this was close to a 500% increase over the number of universities toward the end of the Middle Ages. This number does not include the numerous universities that disappeared, or institutions that merged with other universities during this time. The identification of a university was not necessarily obvious during the Early Modern period, as the term is applied to a burgeoning number of institutions. In fact, the term "university" was not always used to designate a higher education institution. In Mediterranean countries, the term studium generale was still often used, while "Academy" was common in Northern European countries.
The propagation of universities was not necessarily a steady progression, as the 17th century was rife with events that adversely affected university expansion. Many wars, and especially the Thirty Years' War, disrupted the university landscape throughout Europe at different times. War, plague, famine, regicide, and changes in religious power and structure often adversely affected the societies that provided support for universities. Internal strife within the universities themselves, such as student brawling and absentee professors, acted to destabilize these institutions as well. Universities were also reluctant to give up older curricula, and the continued reliance on the works of Aristotle defied contemporary advancements in science and the arts. This era was also affected by the rise of the nation-state. As universities increasingly came under state control, or formed under the auspices of the state, the faculty governance model (begun by the University of Paris) became more and more prominent. Although the older student-controlled universities still existed, they slowly started to move toward this structural organization. Control of universities still tended to be independent, although university leadership was increasingly appointed by the state.
Although the structural model provided by the University of Paris, where student members are controlled by faculty "masters", provided a standard for universities, the application of this model took at least three different forms. There were universities that had a system of faculties whose teaching addressed a very specific curriculum; this model tended to train specialists. There was a collegiate or tutorial model based on the system at University of Oxford where teaching and organization was decentralized and knowledge was more of a generalist nature. There were also universities that combined these models, using the collegiate model but having a centralized organization.
Early Modern universities initially continued the curriculum and research of the Middle Ages: natural philosophy, logic, medicine, theology, mathematics, astronomy, astrology, law, grammar and rhetoric. Aristotle was prevalent throughout the curriculum, while medicine also depended on Galen and Arabic scholarship. The importance of humanism for changing this state-of-affairs cannot be underestimated. Once humanist professors joined the university faculty, they began to transform the study of grammar and rhetoric through the studia humanitatis. Humanist professors focused on the ability of students to write and speak with distinction, to translate and interpret classical texts, and to live honorable lives. Other scholars within the university were affected by the humanist approaches to learning and their linguistic expertise in relation to ancient texts, as well as the ideology that advocated the ultimate importance of those texts. Professors of medicine such as Niccolò Leoniceno, Thomas Linacre and William Cop were often trained in and taught from a humanist perspective as well as translated important ancient medical texts. The critical mindset imparted by humanism was imperative for changes in universities and scholarship. For instance, Andreas Vesalius was educated in a humanist fashion before producing a translation of Galen, whose ideas he verified through his own dissections. In law, Andreas Alciatus infused the Corpus Juris with a humanist perspective, while Jacques Cujas humanist writings were paramount to his reputation as a jurist. Philipp Melanchthon cited the works of Erasmus as a highly influential guide for connecting theology back to original texts, which was important for the reform at Protestant universities. Galileo Galilei, who taught at the Universities of Pisa and Padua, and Martin Luther, who taught at the University of Wittenberg (as did Melanchthon), also had humanist training. The task of the humanists was to slowly permeate the university; to increase the humanist presence in professorships and chairs, syllabi and textbooks so that published works would demonstrate the humanistic ideal of science and scholarship.
Although the initial focus of the humanist scholars in the university was the discovery, exposition and insertion of ancient texts and languages into the university, and the ideas of those texts into society generally, their influence was ultimately quite progressive. The emergence of classical texts brought new ideas and led to a more creative university climate (as the notable list of scholars above attests to). A focus on knowledge coming from self, from the human, has a direct implication for new forms of scholarship and instruction, and was the foundation for what is commonly known as the humanities. This disposition toward knowledge manifested in not simply the translation and propagation of ancient texts, but also their adaptation and expansion. For instance, Vesalius was imperative for advocating the use of Galen, but he also invigorated this text with experimentation, disagreements and further research. The propagation of these texts, especially within the universities, was greatly aided by the emergence of the printing press and the beginning of the use of the vernacular, which allowed for the printing of relatively large texts at reasonable prices.
Examining the influence of humanism on scholars in medicine, mathematics, astronomy and physics may suggest that humanism and universities were a strong impetus for the scientific revolution. Although the connection between humanism and the scientific discovery may very well have begun within the confines of the university, the connection has been commonly perceived as having been severed by the changing nature of science during the Scientific Revolution. Historians such as Richard S. Westfall have argued that the overt traditionalism of universities inhibited attempts to re-conceptualize nature and knowledge and caused an indelible tension between universities and scientists. This resistance to changes in science may have been a significant factor in driving many scientists away from the university and toward private benefactors, usually in princely courts, and associations with newly forming scientific societies.
Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450–1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.
Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.
The epistemological tensions between scientists and universities were also heightened by the economic realities of research during this time, as individual scientists, associations and universities were vying for limited resources. There was also competition from the formation of new colleges funded by private benefactors and designed to provide free education to the public, or established by local governments to provide a knowledge hungry populace with an alternative to traditional universities. Even when universities supported new scientific endeavors, and the university provided foundational training and authority for the research and conclusions, they could not compete with the resources available through private benefactors.
By the end of the early modern period, the structure and orientation of higher education had changed in ways that are eminently recognizable for the modern context. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.
By the 18th century, universities published their own research journals and by the 19th century, the German and the French university models had arisen. The German, or Humboldtian model, was conceived by Wilhelm von Humboldt and based on Friedrich Schleiermacher's liberal ideas pertaining to the importance of freedom, seminars, and laboratories in universities. The French university model involved strict discipline and control over every aspect of the university.
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased during that century. By the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In the United States, the Johns Hopkins University was the first to adopt the (German) research university model and pioneered the adoption of that model by most American universities. When Johns Hopkins was founded in 1876, "nearly the entire faculty had studied in Germany." In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe.
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."
In the early 21st century, concerns were raised over the increasing managerialisation and standardisation of universities worldwide. Neo-liberal management models have in this sense been critiqued for creating "corporate universities (where) power is transferred from faculty to managers, economic justifications dominate, and the familiar 'bottom line' eclipses pedagogical or intellectual concerns". Academics' understanding of time, pedagogical pleasure, vocation, and collegiality have been cited as possible ways of alleviating such problems.
A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural, religious or political aspirations, for instance the National University of Ireland, which formed partly from the Catholic University of Ireland which was created almost immediately and specifically in answer to the non-denominational universities which had been set up in Ireland in 1850. In the years leading up to the Easter Rising, and in no small part a result of the Gaelic Romantic revivalists, the NUI collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic[further explanation needed] higher education system.
Universities created by bilateral or multilateral treaties between states are intergovernmental. An example is the Academy of European Law, which offers training in European law to lawyers, judges, barristers, solicitors, in-house counsel and academics. EUCLID (Pôle Universitaire Euclide, Euclid University) is chartered as a university and umbrella organization dedicated to sustainable development in signatory countries, and the United Nations University engages in efforts to resolve the pressing global problems that are of concern to the United Nations, its peoples and member states. The European University Institute, a post-graduate university specialized in the social sciences, is officially an intergovernmental organization, set up by the member states of the European Union.
Although each institution is organized differently, nearly all universities have a board of trustees; a president, chancellor, or rector; at least one vice president, vice-chancellor, or vice-rector; and deans of various divisions. Universities are generally divided into a number of academic departments, schools or faculties. Public university systems are ruled over by government-run higher education boards. They review financial requests and budget proposals and then allocate funds for each university in the system. They also approve new programs of instruction and cancel or make changes in existing programs. In addition, they plan for the further coordinated growth and development of the various institutions of higher education in the state or country. However, many public universities in the world have a considerable degree of financial, research and pedagogical autonomy. Private universities are privately funded and generally have broader independence from state policies. However, they may have less independence from business corporations depending on the source of their finances.
Around the world
The funding and organization of universities varies widely between different countries around the world. In some countries universities are predominantly funded by the state, while in others funding may come from donors or from fees which students attending the university must pay. In some countries the vast majority of students attend university in their local town, while in other countries universities attract students from all over the world, and may provide university accommodation for their students.
The definition of a university varies widely, even within some countries. Where there is clarification, it is usually set by a government agency. For example:
In Australia, the Tertiary Education Quality and Standards Agency (TEQSA) is Australia's independent national regulator of the higher education sector. Students rights within university are also protected by the Education Services for Overseas Students Act (ESOS).
In the United States there is no nationally standardized definition for the term university, although the term has traditionally been used to designate research institutions and was once reserved for doctorate-granting research institutions. Some states, such as Massachusetts, will only grant a school "university status" if it grants at least two doctoral degrees.
In India, a new designation deemed universities has been created for institutions of higher education that are not universities, but work at a very high standard in a specific area of study ("An Institution of Higher Education, other than universities, working at a very high standard in specific area of study, can be declared by the Central Government on the advice of the University Grants Commission as an Institution 'Deemed-to-be-university'"). Institutions that are 'deemed-to-be-university' enjoy the academic status and the privileges of a university. Through this provision many schools that are commercial in nature and have been established just to exploit the demand for higher education have sprung up.
In Canada, college generally refers to a two-year, non-degree-granting institution, while university connotes a four-year, degree-granting institution. Universities may be sub-classified (as in the Macleans rankings) into large research universities with many PhD-granting programs and medical schools (for example, McGill University); "comprehensive" universities that have some PhDs but are not geared toward research (such as Waterloo); and smaller, primarily undergraduate universities (such as St. Francis Xavier).
In Germany, universities are institutions of higher education which have the power to confer bachelor, master and PhD degrees. They are explicitly recognised as such by law and cannot be founded without government approval. The term Universität (i.e. the German term for university) is protected by law and any use without official approval is a criminal offense. Most of them are public institutions, though a few private universities exist. Such universities are always research universities. Apart from these universities, Germany has other institutions of higher education (Hochschule, Fachhochschule). Fachhochschule means a higher education institution which is similar to the former polytechnics in the British education system, the English term used for these German institutions is usually 'university of applied sciences'. They can confer master's degrees but no PhDs. They are similar to the model of teaching universities with less research and the research undertaken being highly practical. Hochschule can refer to various kinds of institutions, often specialised in a certain field (e.g. music, fine arts, business). They might or might not have the power to award PhD degrees, depending on the respective government legislation. If they award PhD degrees, their rank is considered equivalent to that of universities proper (Universität), if not, their rank is equivalent to universities of applied sciences.
Colloquially, the term university may be used to describe a phase in one's life: "When I was at university..." (in the United States and Ireland, college is often used instead: "When I was in college..."). In Ireland, Australia, New Zealand, Canada, the United Kingdom, Nigeria, the Netherlands, Italy, Spain and the German-speaking countries, university is often contracted to uni. In Ghana, New Zealand, Bangladesh and in South Africa it is sometimes called "varsity" (although this has become uncommon in New Zealand in recent years). "Varsity" was also common usage in the UK in the 19th century. "Varsity" is still in common usage in Scotland.
In many countries, students are required to pay tuition fees. Many students look to get 'student grants' to cover the cost of university. In 2016, the average outstanding student loan balance per borrower in the United States was US$30,000. In many U.S. states, costs are anticipated to rise for students as a result of decreased state funding given to public universities.
There are several major exceptions on tuition fees. In many European countries, it is possible to study without tuition fees. Public universities in Nordic countries were entirely without tuition fees until around 2005. Denmark, Sweden and Finland then moved to put in place tuition fees for foreign students. Citizens of EU and EEA member states and citizens from Switzerland remain exempted from tuition fees, and the amounts of public grants granted to promising foreign students were increased to offset some of the impact. The situation in Germany is similar; public universities usually do not charge tuition fees apart from a small administrative fee. For degrees of a postgraduate professional level sometimes tuition fees are levied. Private universities, however, almost always charge tuition fees.
- Alternative university
- Ancient higher-learning institutions
- Catholic university
- College and university rankings
- Corporate university
- International university
- Land-grant university
- Liberal arts college
- List of academic disciplines
- Lists of universities and colleges
- Pontifical university
- School and university in literature
- Science tourism
- University student retention
- University system
- Urban university
- Encyclopædia Britannica (11th ed.). 1911. .
- Encyclopædia Britannica: "University" Archived 15 May 2013 at the Wayback Machine, 2012, retrieved 26 July 2012
- Hardaker, Glenn; Sabki, Aishah Ahmad (2018). Pedagogy in Islamic education : the madrasah context. Bingley, UK: Emerald Publishing Limited. p. 24. ISBN 978-1-78754-532-8. OCLC 1066188021.
Nestled deep in the Medina is Al-Qarawiyyin University. It was founded in 859 as a religious school and is known to be the oldest continually operating university and pre-dates other older universities such as the University of Bologna (established in 1088).
- Verger, Jacques: "Patterns", in: Ridder-Symoens, Hilde de (ed.): A History of the University in Europe. Vol. I: Universities in the Middle Ages, Cambridge University Press, 2003, ISBN 978-0-521-54113-8, pp. 35–76 (35):
"No one today would dispute the fact that universities, in the sense in which the term is now generally understood, were a creation of the Middle Ages, appearing for the first time between the twelfth and thirteenth centuries. It is no doubt true that other civilizations, prior to, or wholly alien to, the medieval West, such as the Roman Empire, Byzantium, Islam, or China, were familiar with forms of higher education which a number of historians, for the sake of convenience, have sometimes described as universities.Yet a closer look makes it plain that the institutional reality was altogether different and, no matter what has been said on the subject, there is no real link such as would justify us in associating them with medieval universities in the West. Until there is definite proof to the contrary, these latter must be regarded as the sole source of the model which gradually spread through the whole of Europe and then to the whole world. We are therefore concerned with what is indisputably an original institution, which can only be defined in terms of a historical analysis of its emergence and its mode of operation in concrete circumstances."
- Haskins, Charles H. (1898). "The Life of Medieval Students as Illustrated by their Letters". The American Historical Review. 3 (2): 203–229. doi:10.2307/1832500. JSTOR 1832500.
- Lewis, Charlton T.; Short, Charles (1966) , A Latin Dictionary, Oxford: Clarendon Press
- Marcia L. Colish, Medieval Foundations of the Western Intellectual Tradition, 400-1400, (New Haven: Yale Univ. Pr., 1997), p. 267.
- "university, n.", OED Online (3rd ed.), Oxford: Oxford University Press, 2010, retrieved 27 August 2013
- "university, n.", OED Online (3rd ed.), Oxford: Oxford University Press, 2010, retrieved 27 August 2013,
…In the Middle Ages: a body of teachers and students engaged in giving and receiving instruction in the higher branches of study … and regarded as a scholastic guild or corporation.Compare "University", Oxford English Dictionary (2nd ed.), Oxford: Oxford University Press, 1989,
The whole body of teachers and scholars engaged, at a particular place, in giving and receiving instruction in the higher branches of learning; such persons associated together as a society or corporate body, with definite organization and acknowledged powers and privileges (esp. that of conferring degrees), and forming an institution for the promotion of education in the higher or more important branches of learning….
- Malagola, C. (1888), Statuti delle Università e dei Collegi dello Studio Bolognese. Bologna: Zanichelli.
- Rüegg, W. (2003). "Chapter 1: Themes". In De Ridder-Symoens, H. (ed.). A History of the University in Europe. 1. Cambridge University Press. pp. 4–34. ISBN 0-521-54113-1.
- Watson, P. (2005), Ideas. London: Weidenfeld and Nicolson, page 373
- "Magna Charta delle Università Europee". .unibo.it. Archived from the original on 15 November 2010. Retrieved 28 May 2010.
- Verger, Jacques: "Patterns", in: Ridder-Symoens, Hilde de (ed.): A History of the University in Europe. Vol. I: Universities in the Middle Ages, Cambridge University Press, 2003, ISBN 978-0-521-54113-8, pp. 35–76 (35)
- Esposito, John (2003). The Oxford Dictionary of Islam. Oxford University Press. p. 328. ISBN 978-0-1951-2559-7.
- Joseph, S, and Najmabadi, A. Encyclopedia of Women & Islamic Cultures: Economics, education, mobility, and space. Brill, 2003, p. 314.
- Swartley, Keith. Encountering the World of Islam. Authentic, 2005, p. 74.
- A History of the University in Europe. Vol. I: Universities in the Middle Ages. Cambridge University Press, 2003, 35
- Petersen, Andrew: Dictionary of Islamic Architecture, Routledge, 1996, ISBN 978-0-415-06084-4, p. 87 (entry "Fez"):
The Quaraouiyine Mosque, founded in 859, is the most famous mosque of Morocco and attracted continuous investment by Muslim rulers.
- Lulat, Y. G.-M.: A History Of African Higher Education From Antiquity To The Present: A Critical Synthesis Studies in Higher Education, Greenwood Publishing Group, 2005, ISBN 978-0-313-32061-3, p. 70:
As for the nature of its curriculum, it was typical of other major madrasahs such as al-Azhar and Al Quaraouiyine, though many of the texts used at the institution came from Muslim Spain...Al Quaraouiyine began its life as a small mosque constructed in 859 C.E. by means of an endowment bequeathed by a wealthy woman of much piety, Fatima bint Muhammed al-Fahri.
- Belhachmi, Zakia: "Gender, Education, and Feminist Knowledge in al-Maghrib (North Africa) – 1950–70", Journal of Middle Eastern and North African Intellectual and Cultural Studies, Vol. 2–3, 2003, pp. 55–82 (65):
The Adjustments of Original Institutions of the Higher Learning: the Madrasah. Significantly, the institutional adjustments of the madrasahs affected both the structure and the content of these institutions. In terms of structure, the adjustments were twofold: the reorganization of the available original madaris and the creation of new institutions. This resulted in two different types of Islamic teaching institutions in al-Maghrib. The first type was derived from the fusion of old madaris with new universities. For example, Morocco transformed Al-Qarawiyin (859 A.D.) into a university under the supervision of the ministry of education in 1963.
- Shillington, Kevin: Encyclopedia of African History, Vol. 2, Fitzroy Dearborn, 2005, ISBN 978-1-57958-245-6, p. 1025:
They consider institutions like al-Qarawiyyin to be higher education colleges of Islamic law where other subjects were only of secondary importance.
Higher education has always been an integral part of Morocco, going back to the ninth century when the Karaouine Mosque was established. The madrasa, known today as Al Qayrawaniyan University, became part of the state university system in 1947.
- Pedersen, J.; Rahman, Munibur; Hillenbrand, R.: "Madrasa", in Encyclopaedia of Islam, 2nd edition, Brill, 2010:
Madrasa, in modern usage, the name of an institution of learning where the Islamic sciences are taught, i.e. a college for higher studies, as opposed to an elementary school of traditional type (kuttab); in medieval usage, essentially a college of law in which the other Islamic sciences, including literary and philosophical ones, were ancillary subjects only.
- Meri, Josef W. (ed.): Medieval Islamic Civilization: An Encyclopedia, Vol. 1, A–K, Routledge, ISBN 978-0-415-96691-7, p. 457 (entry "madrasa"):
A madrasa is a college of Islamic law. The madrasa was an educational institution in which Islamic law (fiqh) was taught according to one or more Sunni rites: Maliki, Shafi'i, Hanafi, or Hanbali. It was supported by an endowment or charitable trust (waqf) that provided for at least one chair for one professor of law, income for other faculty or staff, scholarships for students, and funds for the maintenance of the building. Madrasas contained lodgings for the professor and some of his students. Subjects other than law were frequently taught in madrasas, and even Sufi seances were held in them, but there could be no madrasa without law as technically the major subject.
- Makdisi, George: "Madrasa and University in the Middle Ages", Studia Islamica, No. 32 (1970), pp. 255–264 (255f.):
In studying an institution which is foreign and remote in point of time, as is the case of the medieval madrasa, one runs the double risk of attributing to it characteristics borrowed from one's own institutions and one's own times. Thus gratuitous transfers may be made from one culture to the other, and the time factor may be ignored or dismissed as being without significance. One cannot therefore be too careful in attempting a comparative study of these two institutions: the madrasa and the university. But in spite of the pitfalls inherent in such a study, albeit sketchy, the results which may be obtained are well worth the risks involved. In any case, one cannot avoid making comparisons when certain unwarranted statements have already been made and seem to be currently accepted without question. The most unwarranted of these statements is the one which makes of the "madrasa" a "university".
- Lulat, Y. G.-M.: A History Of African Higher Education From Antiquity To The Present: A Critical Synthesis, Greenwood Publishing Group, 2005, ISBN 978-0-313-32061-3, pp. 154–157
- Park, Thomas K.; Boum, Aomar: Historical Dictionary of Morocco, 2nd ed., Scarecrow Press, 2006, ISBN 978-0-8108-5341-6, p. 348
al-qarawiyin is the oldest university in Morocco. It was founded as a mosque in Fès in the middle of the ninth century. It has been a destination for students and scholars of Islamic sciences and Arabic studies throughout the history of Morocco. There were also other religious schools like the madras of ibn yusuf and other schools in the sus. This system of basic education called al-ta'lim al-aSil was funded by the sultans of Morocco and many famous traditional families. After independence, al-qarawiyin maintained its reputation, but it seemed important to transform it into a university that would prepare graduates for a modern country while maintaining an emphasis on Islamic studies. Hence, al-qarawiyin university was founded in February 1963 and, while the dean's residence was kept in Fès, the new university initially had four colleges located in major regions of the country known for their religious influences and madrasas. These colleges were kuliyat al-shari's in Fès, kuliyat uSul al-din in Tétouan, kuliyat al-lugha al-'arabiya in Marrakech (all founded in 1963), and kuliyat al-shari'a in Ait Melloul near Agadir, which was founded in 1979.
- Nuria Sanz, Sjur Bergan (1 January 2006). The heritage of European universities, Volume 548. Council of Europe. p. 28. ISBN 9789287161215. Archived from the original on 5 September 2015.
- Makdisi, George (April–June 1989). "Scholasticism and Humanism in Classical Islam and the Christian West". Journal of the American Oriental Society. 109 (2): 175–182 [175–77]. doi:10.2307/604423. JSTOR 604423.; Makdisi, John A. (June 1999). "The Islamic Origins of the Common Law". North Carolina Law Review. 77 (5): 1635–1739.
- Goddard, Hugh (2000). A History of Christian-Muslim Relations. Edinburgh University Press. p. 99. ISBN 978-0-7486-1009-9.
- Daniel, Norman (1984). "Review of "The Rise of Colleges. Institutions of Learning in Islam and the West by George Makdisi"". Journal of the American Oriental Society. 104 (3): 586–8. doi:10.2307/601679. JSTOR 601679.
Professor Makdisi argues that there is a missing link in the development of Western scholasticism, and that Arab influences explain the "dramatically abrupt" appearance of the "sic et non" method. Many medievalists will think the case overstated, and doubt that there is much to explain.
- Lowe, Roy; Yasuhara, Yoshihito (2013), "The origins of higher learning: time for a new historiography?", in Feingold, Mordecai (ed.), History of Universities, 27, Oxford: Oxford University Press, pp. 1–19, ISBN 9780199685844, archived from the original on 5 September 2015
- Robinson, Chase (December 2020). "The New Cambridge History of Islam". Cambridge University Press. 5th Volume: 511.
- Barker, Peter (December 2020). "The Social Structure of Islamicate Science". Journal of World Philosophies. 2nd Volume: 39.
- Barker, Peter (December 2020). "The Social Structure of Islamicate Science". Journal of World Philosophies. 2nd Volume: 38–39.
- Barker, Peter (December 2020). "The Social Structure of Islamicate Science". Journal of World Philosophies. 2nd Volume: 39–40.
- Sayeed, Asma (2015). Women and the Transmission of Religious Knowledge in Islam. New York City, NY: Cambridge University Press. p. 179.
- Brentjes, Sonja (2018). Teaching and Learning the Sciences in Islamicate Societies (800-1700). Brepols. p. 81.
- Brentjes, Sonja (2018). Teaching and Learning the Sciences in Islamicate Societies (800-1700). Brepols. pp. 82, 89.
- Brenjtes, Sonja (2018). Teaching and Learning the sciences in Islamicate Socities (800-1700). Brepols. p. 88.
- Irwin, Robert (2010). The New Cambridge History of Islam (Volume 4). Cambridge University Press. p. 601.
- Brenjtes, Sonja (2018). Teaching and Learning the Sciences in Islamicate Societies. Brepols. p. 91.
- Brenjtes, Sonja (2018). Teaching and Learning the Sciences in Islamicate Societies (800-1700). Brepols. p. 97.
- Brenjtes, Sonja (2018). Teaching and Learning the Sciences in Islamicate Societies (800-1700). Brepols. p. 98.
- Barker, Peter (December 2020). "The Social Structure of Islamicate Science". Journal of World Philosophies. 2nd Volume: 38–39.
- Barker, Peter (December 2020). "The Social Structure of Islamicate Science". Journal of World Philosophies. 2nd Volume: 39–40.
- Rüegg, Walter: "Foreword. The University as a European Institution", in: A History of the University in Europe. Vol. 1: Universities in the Middle Ages, Cambridge University Press, 1992, ISBN 0-521-36105-2, pp. XIX–XX
- Verger, Jacques. “The Universities and Scholasticism,” in The New Cambridge Medieval History: Volume V c. 1198–c. 1300. Cambridge University Press, 2007, 257.
- Riché, Pierre (1978): "Education and Culture in the Barbarian West: From the Sixth through the Eighth Century", Columbia: University of South Carolina Press, ISBN 0-87249-376-8, pp. 126-7, 282-98
- Gordon Leff, Paris and Oxford Universities in the Thirteenth and Fourteenth Centuries. An Institutional and Intellectual History, Wiley, 1968.
- Johnson, P. (2000). The Renaissance : a short history. Modern Library chronicles (Modern Library ed.). New York: Modern Library, p. 9.
- Thomas Oestreich (1913). "Pope St. Gregory VII". In Herbermann, Charles. Catholic Encyclopedia. New York: Robert Appleton Company.
- Makdisi, G. (1981), Rise of Colleges: Institutions of Learning in Islam and the West. Edinburgh: Edinburgh University Press.
- Daun, H. and Arjmand, R. (2005), Islamic Education, pp 377-388 in J. Zajda, editor, International Handbook of Globalisation, Education and Policy Research. Netherlands: Springer.
- Huff, T. (2003), The Rise of Early Modern Science. Cambridge University Press, p. 122
- Kerr, Clark (2001). The Uses of the University. Harvard University Press. pp. 16 and 145. ISBN 978-0674005327.
- Rüegg, W. (2003), Mythologies and Historiography of the Beginnings, pp 4-34 in H. De Ridder-Symoens, editor, A History of the University in Europe; Vol 1, Cambridge University Press.p. 12
- Grendler, P. F. (2004). "The universities of the Renaissance and Reformation". Renaissance Quarterly, 57, pp. 2.
- Rubenstein, R. E. (2003). Aristotle's children: how Christians, Muslims, and Jews rediscovered ancient wisdom and illuminated the dark ages (1st ed.). Orlando, Florida: Harcourt, pp. 16-17.
- Dales, R. C. (1990). Medieval discussions of the eternity of the world (Vol. 18). Brill Archive, p. 144.
- Grendler, P. F. (2004). "The universities of the Renaissance and Reformation". Renaissance Quarterly, 57, pp. 2-8.
- Scott, J. C. (2006). "The mission of the university: Medieval to Postmodern transformations". Journal of Higher Education. 77 (1): 6. doi:10.1353/jhe.2006.0007. S2CID 144337137.
- Pryds, Darleen (2000), "Studia as Royal Offices: Mediterranean Universities of Medieval Europe", in Courtenay, William J.; Miethke, Jürgen; Priest, David B. (eds.), Universities and Schooling in Medieval Society, Education and Society in the Middle Ages and Renaissance, 10, Leiden: Brill, pp. 84–85, ISBN 9004113517
- Grendler, P. F. (2004). The universities of the Renaissance and Reformation. Renaissance Quarterly, 57, pp. 1-3.
- Frijhoff, W. (1996). Patterns. In H. D. Ridder-Symoens (Ed.), Universities in early modern Europe, 1500-1800, A history of the university in Europe. Cambridge [England]: Cambridge University Press, p. 75.
- Frijhoff, W. (1996). Patterns. In H. D. Ridder-Symoens (Ed.), Universities in early modern Europe, 1500-1800, A history of the university in Europe. Cambridge [England]: Cambridge University Press, p. 47.
- Grendler, P. F. (2004). The universities of the Renaissance and Reformation. Renaissance Quarterly, 57, p. 23.
- Scott, J. C. (2006). "The mission of the university: Medieval to Postmodern transformations". Journal of Higher Education. 77 (1): 10–13. doi:10.1353/jhe.2006.0007. S2CID 144337137.
- Frijhoff, W. (1996). Patterns. In H. D. Ridder-Symoens (Ed.), Universities in early modern Europe, 1500-1800, A history of the university in Europe. Cambridge [England]: Cambridge University Press, p. 65.
- Ruegg, W. (1992). Epilogue: the rise of humanism. In H. D. Ridder-Symoens (Ed.), Universities in the Middle Ages, A history of the university in Europe. Cambridge [England]: Cambridge University Press.
- Grendler, P. F. (2002). The universities of the Italian renaissance. Baltimore: Johns Hopkins University Press, p. 223.
- Grendler, P. F. (2002). The universities of the Italian renaissance. Baltimore: Johns Hopkins University Press, p. 197.
- Ruegg, W. (1996). Themes. In H. D. Ridder-Symoens (Ed.), Universities in Early Modern Europe, 1500-1800, A history of the university in Europe. Cambridge [England]: Cambridge University Press, pp. 33-39.
- Grendler, P. F. (2004). The universities of the Renaissance and Reformation. Renaissance Quarterly, 57, pp. 12-13.
- Bylebyl, J. J. (2009). Disputation and description in the renaissance pulse controversy. In A. Wear, R. K. French, & I. M. Lonie (Eds.), The medical renaissance of the sixteenth century (1st ed., pp. 223-245). Cambridge University Press.
- Füssel, S. (2005). Gutenberg and the Impact of Printing (English ed.). Aldershot, Hampshire: Ashgate Pub., p. 145.
- Westfall, R. S. (1977). The construction of modern science: mechanisms and mechanics. Cambridge: Cambridge University Press, p. 105.
- Ornstein, M. (1928). The role of scientific societies in the seventeenth century. Chicago, IL: University of Chicago Press.
- Gascoigne, J. (1990). A reappraisal of the role of the universities in the Scientific Revolution. In D. C. Lindberg & R. S. Westman (Eds.), Reappraisals of the Scientific Revolution, pp. 208-209.
- Westman, R. S. (1975). "The Melanchthon circle:, rheticus, and the Wittenberg interpretation of the Copernicantheory". Isis. 66 (2): 164–193. doi:10.1086/351431. S2CID 144116078.
- Gascoigne, J. (1990). A reappraisal of the role of the universities in the Scientific Revolution. In D. C. Lindberg & R. S. Westman (Eds.), Reappraisals of the Scientific Revolution, pp. 210-229.
- Gascoigne, J. (1990). A reappraisal of the role of the universities in the Scientific Revolution. In D. C. Lindberg & R. S. Westman (Eds.), Reappraisals of the Scientific Revolution, pp. 245-248.
- Feingold, M. (1991). Tradition vs novelty: universities and scientific societies in the early modern period. In P. Barker & R. Ariew (Eds.), Revolution and continuity: essays in the history and philosophy of early modern science, Studies in philosophy and the history of philosophy. Washington, D.C: Catholic University of America Press, pp. 53-54.
- Feingold, M. (1991). Tradition vs novelty: universities and scientific societies in the early modern period. In P. Barker & R. Ariew (Eds.), Revolution and continuity: essays in the history and philosophy of early modern science, Studies in philosophy and the history of philosophy. Washington, D.C: Catholic University of America Press, pp. 46-50.
- See; Baldwin, M (1995). "The snakestone experiments: an early modern medical debate". Isis. 86 (3): 394–418. doi:10.1086/357237. PMID 7591659. S2CID 6122500.
- Eddy, Matthew Daniel (2008). The Language of Mineralogy: John Walker, Chemistry and the Edinburgh Medical School, 1750-1800. Aldershot: Ashgate. Archived from the original on 3 September 2015.
- Culture: Nine European historical sites now on the European Heritage Label list Archived 12 April 2016 at the Wayback Machine European Commission, 8 February 2016
- Menand, Louis; Reitter, Paul; Wellmon, Chad (2017). "General Introduction". The Rise of the Research University: A Sourcebook. Chicago: University of Chicago Press. pp. 2–3. ISBN 9780226414850. Archived from the original on 15 February 2017. Retrieved 25 January 2017.
- "Oxford Dictionary of National Biography". Oxforddnb.com. Archived from the original on 6 March 2016. Retrieved 28 May 2010.
- Anderson, Robert (March 2010). "The 'Idea of a University' today". History & Policy. United Kingdom: History & Policy. Archived from the original on 27 November 2010. Retrieved 9 December 2010.
- Maggie Berg & Barbara Seeber. The Slow Professor: Challenging the Culture of Speed in the Academy, p. x. Toronto: Toronto University Press. 2016.
- Maggie Berg & Barbara Seeber. The Slow Professor: Challenging the Culture of Speed in the Academy. Toronto: Toronto University Press. 2016. (passim)
- "Basic Classification Technical Details". Carnegie Foundation for the Advancement of Teaching. Archived from the original on 13 June 2007. Retrieved 20 March 2007.
- "Massachusetts Board of Education: Degree-granting regulations for independent institutions of higher education" (PDF). Retrieved 28 May 2010.
- "Higher Education". Privy Council Office. Archived from the original on 23 February 2009. Retrieved 6 December 2007.
- "Deemed University". mhrd.gov.in. MHRD. Archived from the original on 7 December 2015.
- — Peter Drucker. "'Deemed' status distributed freely during Arjun Singh's tenure - LearnHub News". Learnhub.com. Archived from the original on 7 July 2010. Retrieved 29 July 2010.
- "Archived copy". Archived from the original on 21 September 2017. Retrieved 21 September 2017.CS1 maint: archived copy as title (link)
- "Students at Public Universities, Colleges Will Bear the Burden of Reduced Funding for Higher Education". Time. 25 January 2012. Archived from the original on 9 March 2013. Retrieved 14 January 2013.
- "Studieavgifter i högskolan" Archived 15 May 2013 at the Wayback Machine SOU 2006:7 (in Swedish)
- Aronowitz, Stanley (2000). The Knowledge Factory: Dismantling the Corporate University and Creating True Higher Learning. Boston: Beacon Press. ISBN 978-0-8070-3122-3.
- Barrow, Clyde W. (1990). Universities and the Capitalist State: Corporate Liberalism and the Reconstruction of American Higher Education, 1894-1928. Madison, Wis: University of Wisconsin Press. ISBN 978-0-299-12400-7.
- Diamond, Sigmund (1992). Compromised Campus: The Collaboration of Universities with the Intelligence Community, 1945-1955. New York, NY: Oxford Univ. Press. ISBN 978-0-19-505382-1.
- Pedersen, Olaf (1997). The First Universities: Studium Generale and the Origins of University Education in Europe. Cambridge: Cambridge Univ. Press. ISBN 978-0-521-59431-8.
- Ridder-Symoens, Hilde de, ed. (1992). A History of the University in Europe. Volume 1: Universities in the Middle Ages. Rüegg, Walter (general ed.). Cambridge: Cambridge University Press. ISBN 978-0-521-36105-7.
- Ridder-Symoens, Hilde de, ed. (1996). A History of the University in Europe. Volume 2: Universities in Early Modern Europe (1500-1800). Rüegg, Walter (general ed.). Cambridge: Cambridge University Press. ISBN 978-0-521-36106-4.
- Rüegg, Walter, ed. (2004). A History of the University in Europe. Volume 3: Universities in the Nineteenth and Early Twentieth Centuries (1800-1945). Cambridge: Cambridge University Press. ISBN 978-0-521-36107-1.
- Segre, Michael (2015). Higher Education and the Growth of Knowledge: A Historical Outline of Aims and Tensions. New York: Routledge. ISBN 978-0-415-73566-7.
|Wikiversity has learning resources about University|
|Wikimedia Commons has media related to Universities.|
|Wikiquote has quotations related to: Universities|