University 2

[Curtis Cassel]

Whatstarts here changes the world. What starts here can be a new idea in the mind of a single student. What starts here can be a work of art that enriches lives or a discovery that saves them. What starts here can be a new way of doing things, a new perspective on a global challenge. What starts here changes the world.

A big-time collegiate experience at the No. 1 public university in Texas. A top-40 world university. One of the top cities in America to live in. More than 170 fields of study and a sky-high alumni-success rate.

Longhorn students are having an impact on the world as entrepreneurs and leaders in the community, doing real research and innovating new solutions to important problems. This culture of achievement has led to student success across the Forty Acres and beyond with Longhorn alumni leading in every field.

To change the world, UT needs collaborators. Mission-driven foundations partner with us for impact at scale. Additionally, UT is a world-class partner and destination for our military, veterans and their families.

Industries help take our innovations to market, creating win-win-win situations for themselves, our faculty and society. Discovery to Impact is the connection between campus innovators and industry. We cultivate ideas, uncover pathways to market, and foster commercial collaborations that translate academic research into services, treatments and products that benefit society.

UT can help your company recruit new UT graduates, connect with faculty and research units and meet your philanthropic goals.

UT strives to create a community that fosters an open and supportive learning, teaching, and working environment. Our strength as a university draws from our wide range of perspectives and experiences.

As a comprehensive public research university, ASU is committed to providing excellence in education through the Academic Enterprise, and enables the success of each unique student and increases access to higher education for all.

As ASU focuses on research and discovery of public value, the Knowledge Enterprise advances research, innovation, strategic partnerships, entrepreneurship, technology transfer and international development.

Assuming fundamental responsibility for the communities it serves, ASU's Learning Enterprise aims to serve all learners at every stage of life by providing high quality, accessible and affordable learning opportunities to everyone.

At Arizona State University, you'll join a community that will help you explore your interests and learn new skills. Through quality academics, enrichment opportunities and support from friends and faculty, you'll graduate prepared to accomplish your goals throughout your life. Find the experience that fits you.

A university (from Latin universitas 'a whole') is an institution of higher (or tertiary) education and research which awards academic degrees in several academic disciplines.[1] University is derived from the Latin phrase universitas magistrorum et scholarium, which roughly means "community of teachers and scholars".[2] Universities typically offer both undergraduate and postgraduate programs.

The first universities in Europe were established by Catholic Church monks.[3][4][5][6][7] The University of Bologna (Universit di Bologna), Italy, which was founded in 1088, is the first university in the sense of:

The original Latin word universitas refers in general to "a number of persons associated into one body, a society, company, community, guild, corporation, etc".[13] As urban town life and medieval guilds developed, specialized associations of students and teachers with collective legal rights (these rights were usually guaranteed by charters issued by princes, prelates, or their towns) became denominated by this general term. Like other guilds, they were self-regulating and determined the qualifications of their members.[14]

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".[15] The earlier emphasis on its corporate organization is no longer the primary feature by which a modern university is recognised.[16]

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.[17]

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,[18] in 1155 or 1158,[19] 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".[20] This is now a widely accepted concept in international research. On 18 September 1988, 430 university rectors signed the Magna Charta Universitatum,[21] 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.

An early institution, often called a university, is the Harran University, founded in the late 8th century.[23] Scholars occasionally call the University of al-Qarawiyyin (name given in 1963), founded as a mosque by Fatima al-Fihri in 859 CE, a university,[24][25][26][27] although Jacques Verger writes that this is done out of scholarly convenience.[28] Several scholars consider that al-Qarawiyyin was founded[29][30] and run[22][31][32][33][34] 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.[35][36][22] In the wake of these reforms, al-Qarawiyyin was officially renamed "University of Al Quaraouiyine" two years later.[35]

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.[37][38][39] Norman Daniel, however, views this argument as overstated.[40] In 2013, Roy Lowe and Yoshihito claimed that the influences of scholarship from the Islamic world on the universities of Western Europe requires 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.[41]

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.[47] Later they were also founded by kings - but with prior papal approval.[48] (University of Naples Federico II, Charles University in Prague, Jagiellonian University in Krakw) 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.[49] 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.[50]

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.[56]

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.[67] 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.[68]

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.[69]

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