Gives a brief account of the following surveys: Swiss, English, Belgian, Scotch, Irish, German and Austrian, French, New South Wales, Swedish, New Zealand and Canadian.

The first broad survey of the history of urban higher education in America. Today, a majority of American college students attend school in cities. But throughout the nineteenth and much of the twentieth centuries, urban colleges and universities faced deep hostility from writers, intellectuals, government officials, and educators who were concerned about the impact of cities, immigrants, and commuter students on college education. In Universities and Their Cities, Steven J. Diner explores the roots of American colleges’ traditional rural bias. Why were so many people, including professors, uncomfortable with nonresident students? How were the missions and activities of urban universities influenced by their cities? And how, improbably, did much-maligned urban universities go on to profoundly shape contemporary higher education across the nation? Surveying American higher education from the early nineteenth century to the present, Diner examines the various ways in which universities responded to the challenges offered by cities. In the years before World War II, municipal institutions struggled to “build character” in working class and immigrant students. In the postwar era, universities in cities grappled with massive expansion in enrollment, issues of racial equity, the problems of “disadvantaged” students, and the role of higher education in addressing the “urban crisis.” Over the course of the twentieth century, urban higher education institutions greatly increased the use of the city for teaching, scholarly research on urban issues, and inculcating civic responsibility in students. In the final decades of the century, and moving into the twenty-first century, university location in urban areas became increasingly popular with both city-dwelling students and prospective resident students, altering the long tradition of anti-urbanism in American higher education. Drawing on the archives and publications of higher education organizations and foundations, Universities and Their Cities argues that city universities brought about today’s commitment to universal college access by reaching out to marginalized populations. Diner shows how these institutions pioneered the development of professional schools and PhD programs. Finally, he considers how leaders of urban higher education continuously debated the definition and role of an urban university. Ultimately, this book is a considered and long overdue look at the symbiotic impact of these two great American institutions: the city and the university.

This innovative book addresses the leadership and management challenges of maximising the contribution of universities to civil society both locally and globally. It does this by developing a model of the civic university as an academic concept, drawing out practical lessons for university management on how to embed civic engagement in the heartland of the university. To this end, the contributors compare experiences and reports on a developmental process in eight institutions: University College London and Newcastle University in the UK, Amsterdam and Groningen Universities in the Netherlands, Aalto and Tampere Universities in Finland and Trinity College Dublin and Dublin Institute of Technology in Ireland. It will be of interest to academics of politics, public policy and management studies, as well as having relevance to policymakers in the field.

An illustrated history of one of America's premier private universities, from its beginnings in 1831, and within the context of the social, political, and economic history of New York City. Vividly illustrated with both historical and contemporary images, the relationship between university and city is examined through biographical portraits of the personalities who made contributions to both. 250 illustrations.

A bold reassessment of "smart cities" that reveals what is lost when we conceive of our urban spaces as computers Computational models of urbanism—smart cities that use data-driven planning and algorithmic administration—promise to deliver new urban efficiencies and conveniences. Yet these models limit our understanding of what we can know about a city. A City Is Not a Computer reveals how cities encompass myriad forms of local and indigenous intelligences and knowledge institutions, arguing that these resources are a vital supplement and corrective to increasingly prevalent algorithmic models. Shannon Mattern begins by examining the ethical and ontological implications of urban technologies and computational models, discussing how they shape and in many cases profoundly limit our engagement with cities. She looks at the methods and underlying assumptions of data-driven urbanism, and demonstrates how the "city-as-computer" metaphor, which undergirds much of today's urban policy and design, reduces place-based knowledge to information processing. Mattern then imagines how we might sustain institutions and infrastructures that constitute more diverse, open, inclusive urban forms. She shows how the public library functions as a steward of urban intelligence, and describes the scales of upkeep needed to sustain a city's many moving parts, from spinning hard drives to bridge repairs. Incorporating insights from urban studies, data science, and media and information studies, A City Is Not a Computer offers a visionary new approach to urban planning and design.