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Between the 1760s and 1914, thousands of young Americans crossed the Atlantic to enroll in German-speaking universities, but what was it like to be an American in, for instance, Halle, Heidelberg, Göttingen, or Leipzig? In this book, the author combines a statistical approach with a biographical approach in order to reconstruct the history of these educational pilgrimages and to illustrate the interconnectedness of student migration with educational reforms on both sides of the Atlantic. This detailed account of academic networking in European educational centers highlights the importance of travel for academic and cultural transformations in nineteenth-century America.

The initiatives attempting to forge links between the academia and the industry flourished in France after World War I. The so-called \"industrial institutes\" shared a common goal: to reinvigorate the French economy through science. Because of their focus on applied research, they differed from traditional engineering schools that usually neglected laboratory work and innovation. However, while the industrial institutes were a distinct category that shows broader trends in science-industry relations, from a formal point of view they did not constitute a coherent category. The term \"institute\" was ambiguous and applied to various legal and administrative arrangements. While the French state attempted to unify terminology by introducing \"faculty institutes\" through the 1920 Decree on the constitution of universities, the measure was not sufficient to englobe all types of institutions. The diversity of organizational realities behind the industrial institutes is, however, useful for analyzing power structures and hierarchies in a given industrial sector. The legal form of an industrial institute was conditioned by the state and the robustness of the industry that funded it. As such, the history of the French industrial institutes may constitute a fertile ground for broader analyses on the impact of power relations on the legal reality behind the initiatives uniting science and industry.(HRK / Abstract übernommen).

This article explores the role of university placement offices in shaping a twentieth-century corporate elite. While studies of the “corporatization” of the university focus on developments after the 1970s, the rise of the modern university and corporate economy were inextricably linked by the early twentieth century. Scholars of this period have described the circulation of scientific knowledge and the influx of college graduates into industry, but the specific ties that facilitated their employment remain underexplored. By examining the correspondence between placement officers and employers in Boston, I demonstrate how universities actively cultivated a new corporate class that not only had the right technical knowledge and social skills but the gender, racial, and class-based characteristics employers preferred. In so doing, universities helped incorporate these characteristics into the meaning of academic merit itself. The marriage of universities and corporate management legitimated a credential-based form of inequality that continues to structure the American political economy.

Sidney Hook set the terms of debate on Communism, higher education, and academic freedom in the postwar United States. His view that Communists lacked the independence necessary for teaching and research—a view forged in the heated debates of New York City's radical left in the 1930s—provided the rationale for firing Communist professors across the country in the late 1940s and 1950s. Relying on close readings of underutilized archival sources, this article explores the development of Hook's thinking, charts his impact on key players in the period's higher education establishment (such as philosopher John Dewey and the American Association of University Professors), and outlines the way his writings helped lead to faculty dismissals at the University of Washington and New York University. The article also highlights the work of students and professors who challenged Hook's anti-Communist position, revealing a rich and often neglected mid-century discourse on academic freedom.

As it entered the ranks of the “modern” university in the late 1800s and early 1900s, the University of North Carolina (UNC), as did other universities of the time, embraced the development of manhood and self-improvement as part of its mission. But unlike the social and economic pressures on northern and eastern universities to emphasize a more aggressive model of manhood, UNC's southern context allowed for a more flexible approach. UNC's leaders encouraged students to find for themselves a healthy mix of the older, more restrained Victorian notion of manhood with elements of the newer one, physical fitness being one example. The school's emphasis on inquiry and investigation, and the student body's racial and gender exclusivity, combined to permit a degree of openness as to what constituted an appropriate model of manhood.

This work is the first major reexamination in English of the rise of the world’s pioneer modern research university. It presents an authoritative history of science, scholarship, and education, offering readers a background platform from which to confront looming issues about the future of higher education systems everywhere, but especially in the United States. The innovations of the new-model University of Berlin reached their highest point of development and influence on foreign adopters of “technology transfer” under the new German Empire before World War I. These innovations were grafted onto and shaped American higher research, teaching, and professionalization like no other influence in the twentieth century. No previous book in English has described this impressive conscious creation of an institution promoting cutting-edge research—in fields from physics and medicine to law and theology—combined with the highest standards of active, self-involved student learning for the higher professions. Yet even at the moment its astonishing institutional achievements became the inspiration for the brilliant rise of the American research university over the last century, its own contradictions and limitations were already beginning to appear in the 1920s. Indeed, since the University of Berlin was originally little more than a new reformed German university before 1860 and subsequently faced the disadvantages of financial ruin of the 1920s and the imposed wreckage of the Nazi and East German Communist regimes from 1933 to 1990, the period 1860–1918 is the one of greatest interest for the development of what came to be a world-wide “model” for emulation. Today, when the entire concept of the elite “research university” is under attack, revisiting its origins in Germany should provide stimulus to the debates about the future of the university, not only in North America and Europe but in all countries with higher education systems modeled on or influences by the German or American ones (e.g., Australia, India). The question of whether future innovative science and scholarship should remain coupled with teaching institutions as in the “Berlin model” can best be explored against the background of the emergence of that model.