The history of architecture, architectural education, and the formative influences on the role of the architect are traced from Athens to the twentieth century touching on Rome, France of the Middle Ages, the Italian Renaissance, sixteenth- and seventeenth-century France and England, and eighteenth- and nineteenth-century England. (JMF)

The first chairs in education were established in Scotland in 1876; education departments were founded in English universities in the late 1890s. Discussed are the four periods through which the study of education in Britain passed. Education as a specific focus of study did not enter universities until the 1960s. (Author/RM)

Current trends in enrollment and finance in American colleges and universities are outlined, and the unique characteristics of American higher education are examined. The functional relationships among some key structural characteristics that give rise to some important, if unrecognized, social contributions of mass higher education are discussed.…

Between 1870 and 1914 there was an expansion of the ancient universities in England and the appearance of "redbrick" universities. Ways in which architects attempted to establish a new style of collegiate architecture suggesting the antiquity and prestige of the universities, yet appropriate for the late nineteenth century, are examined.…

The history of higher education has paid scant attention to the attitudes and expectations of its customers, students, and employers of graduates. Recent research on student and employer attitudes toward higher education sectors has not taken into account these expectations in the context of recent higher education history. (Author/MSE)

The concept of ideological influences on education is reformulated in terms other than those of the Marxist/liberal dichotomy. Four ideal types are outlined: the academic ideology, ideology of economic renewal, egalitarianism, and the ideology of consensus. The influence of these in the development of higher education since 1945 is outlined.…

The origins of Jaspers' 1923 work, with its close relationship to his own intellectual development and contribution to post-World War II German universities, is described. Jaspers' main themes demonstrate his uniqueness as an existentialist in justifying a specific social institution. (MSE)

Universities, polytechnics, institutes and colleges, it is suggested, need to attend to manpower needs and the demands of the professions as agencies of society. The last 20-30 years in British higher education are reviewed and the interplay of politics, economics, law, organization, demography, and money is described. (MLW)