In the late 1920s and early 1930s, German universities faced the rise of National Socialism among students and external stakeholders. University leaders were typically embedded in a traditional bourgeois milieu and ardent defenders of academic freedom, which led to aggressive confrontations with groups advocating the new ideology.

This study examines the dynamics of the conflict at the Technical University of Brunswick (Braunschweig) between 1930 and 1933. Specifically, I explore how National Socialists strategically escalated conflicts and disrupted existing social structures to attain power within the organization. The conflict culminated in the (failed) attempt to appoint Adolf Hitler as a professor in February 1932 and the dismissal of key actors after January 1933. This study provides insights into the deliberate escalation of conflicts by populist movements, the vulnerability of apolitical spaces, and the importance of formal governance structures for handling ideological conflicts.

New Public Management (NPM) could be considered as a rediscovery of bureaucratic organization, which hit the German university sector in the mid-1990s. More university autonomy came at the cost of budget negotiations, agreements on objectives, accountability, steering by indicators, third-party funding competition, etc. In this article, the positions and roles of higher-education and science professionals are used to show how the NPM regime of bureaucratic organization expanded into academic functions. The discussion paper ‘More autonomy – less regulation. Proposals for the de-bureaucratization of the science system’ by the German Academy of Sciences (Leopoldina) is used as a point of departure to discuss increasing external regulation (case: public third-party funding competition) and university-internal bureaucratization (case: professorial hiring). The theory-led discussion is based on the elaboration of bureaucratic organization as a concept defining the social forces of structures, actors and activities. The concept is further detailed by the four sub-concepts official duties, authority relations, employment of qualified personnel and career paths, and individual agency/enterprise, which emphasize that bureaucratic organization provides some leeway for bureaucrats within legal and ethical boundaries. The generic theoretical concept is suitable for all kinds of studies on bureaucratic organization, and is substantiated by core categories/variables.

Following the establishment of citizenship as a compulsory component of the National Curriculum for pre-16 year-olds in England in 2002, attention has turned to the role that universities can play in cultivating civic values. Against this background, the POLiS project has been developing, piloting and evaluating free-to-access, web-based learning activities that aim not only to teach students about current academic debates on citizenship, but also to challenge them to consider their own role as citizens. This article describes the ambitions and principles of the project and the educational context within which it has evolved before turning to an analysis of the lessons that can be learnt from our experience for those wishing to promote the teaching of citizenship in higher education.

This article is part of a research project aimed at analysing the degree of (in)equality between men and women in Spanish universities. Located within this general framework, this paper discusses a series of indicators which refer to the discipline of political science and public administration. Thus, the research includes figures referring to the presence of women and men among undergraduates, postgraduates and university lecturers in the political science and public administration departments and members of both the professional and the academic associations.

To add to the growing body of literature on university–community engagement, this case study describes a 2-year partnership between a University and 11 nonprofit organizations that was formed as part of a grant funded Nonprofit Capacity Building Program. The article describes and analyzes a significant challenge that emerged between the parties involved in this particular relationship, respectively, the clear disconnect between the expectations of the partnership versus the reality. We argue that these differences were created by and often led to power imbalances. In addition, the formal structures of the grant acted as a sensemaking device for some of the nonprofits but were challenged by others. Negotiation over aspects to the program occurred continuously throughout the program. Despite the disconnect observed between expectations and realities, the expected capacity building outcomes were, for the most part, realized in the end. Specific examples of the expectations versus realities are analyzed and discussed.

This article traces the history of teaching Vulgar and Late Latin (LVLT) at Finnish universities from the mid-19th century to the present, focusing on the University of Helsinki. Drawing on archival sources, we examine changes in teaching programmes, degree requirements and thesis output. We show how LVLT was gradually integrated into Latin studies through philological renewal, Romance philology and epigraphic research, peaking in a ‘boom’ from the 1960s to the 1990s. Key figures such as Veikko Väänänen and Iiro Kajanto were central to embedding LVLT in teaching and research. However, recent structural reforms and cuts to staff and courses have contributed to a decline in LVLT instruction.

The article examines current challenges in teaching Vulgar and Late Latin (LVLT) at the University of Helsinki, the institution with the longest tradition of teaching LVLT in Finland. Based on structured interviews with researcher-teachers and doctoral students, as well as the author’s own didactic experience, the study identifies institutional, teaching-related, and learning-related challenges for effective LVLT instruction. The key institutional challenges stem from significant reductions in degree requirements and teaching staff, limiting students’ exposure to LVLT. Teaching-related challenges emphasise the need for improved alignment between teaching methods and intended learning outcomes, while learning-related challenges concern declining Latin proficiency and academic skills among graduate students. Despite the difficulties, interdisciplinary and student-centred approaches have proven effective in LVLT teaching. The study highlights the importance of the linguistic, philological, and historical contextualisation of LVLT texts, especially original documents, as well as the necessity of independent study to supplement formal instruction.

Adam Smith was against mercantilism and against monopolies in a time when mercantilism and monopolies prevailed. He was against slavery in a time when slavery was the norm. He was against the British Empire in a time when the empire he was a subject of was at its peak. He was against colonialism in a time when colonialism was the backbone of power. He was against taxation without representation in a time when democracy did not exist. He was against the established Church in a time when the Church had the power of life and death over people. He was against endowed universities in a time when education and its prestige were in their hands. When taken all together, one appreciates the extent to which Smith was a dissenter.

In an era marked by mounting global challenges, education is often envisioned as an agent of transformative action towards a more sustainable future. This research seeks to delve into the students’ perceptions concerning competencies for sustainability in Physical Education Teacher Education. Adopting a qualitative approach, a non-probabilistic purposive sample of 57 students (35 males, 22 females, mean age: 21.2 ± 3.2 years) was recruited. Data collection comprised semi-structured interviews. Analysis was facilitated through Atlas.ti v.7.5.18, abiding by established qualitative research paradigms. Participants emphasised the intrinsic value of an interdisciplinary approach. The study discerned a strong inclination towards cooperative and introspective tasks. Moreover, this exploration offers valuable insights for academic institutions, suggesting integrative strategies for environmental education. Therefore, these findings invite to adapt curricular designs, ensuring that educators are aptly prepared to respond the multifaceted challenges of the 21st century, driving our collective stride towards a sustainable, equitable future.