This article analyses the reorientation of Hanseatic merchants’ involvement in world trade during the second half of the nineteenth and first decades of the twentieth centuries. This shift was influenced by the independence of former British and Iberian colonies in the Americas, which caused the implosion of colonial trade monopolies. The abolition of the Trans-Atlantic Slave Trade, and the Scramble for Africa also allowed German commerce to obtain more direct access to markets in and raw materials from tropical regions. An examination of the commodity chains of rubber and palm oil/kernels reveals the great influence of Hanseatic merchant families (e.g. O’Swald, Schramm or Woermann) on determining and shaping the terms by which African and South American regions became incorporated into the emerging world economy.

Analysing structural conditions for interdisciplinarity, this paper focuses on the characteristics of four factors in the organization of the sciences: disciplines, institutions, rewards and funding. It is argued that interdisciplinarity is less likely to involve disciplines that are strongly integrated, i.e. where task uncertainty is low and the dependence among researchers is high. Likewise, it is claimed that interdisciplinarity is likely to be hampered by strong departmental organization structures. Interdisciplinarity is also considered to become less likely as quality control is specifically discipline oriented and also when funding is concentrated and in the hands of scientific elites. In contrast, interdisciplinary research may be found in research environments with weakly integrated disciplines in institutions with weak or no departmental structures, and where disciplinary reward systems are weak in systems with a variety of funding.

In order to silence the resistance, the Soviet Union under Stalin kept the population in permanent fear and uncertainty by recurrent purges of innocent citizens, ‘Old Bolsheviks’ and Red Army commanders, thus terrorizing the entire population. Similar conspiracy narratives are used under Putin. In order to keep his grip on power, after the Beslan massacre, Putin’s administration discourse hints at the operation of an international conspiracy of states using terrorism as an instrument to weaken Russia.

This article describes the recent requirement for UK universities to account for the social and economic impact of their research, and asks whether this impact agenda may change the conduct of research itself. Three critical issues are highlighted: the epistemology of impact; the problem of quantifying qualities; and the likelihood of impact growing in significance and changing the landscape of research – so-called ‘impact creep’. Overall, the article identifies some features of the research impact agenda that pose risks to creativity and risk-taking by academics.

This article discusses the position of Poland on the global map by focusing on the routes and impact of three selected ‘commodities’ that were transported to and from Poland in the early modern era, namely slaves, tobacco and silver coin. If studied in isolation, each of these ‘commodities’ assigns Poland a different role in the geography of the global market, work and know-how distribution. Only when studied together do they reveal the complex character of the relations between Central-Eastern Europe and its western and south-eastern neighbours, reaching as far as the New World and the Middle East.

This paper looks in detail at the educational side of interdisciplinarity and recounts the philosophy and some practicalities of the implementation of University College London’s successful Bachelor of Arts and Sciences (BASc) degree. In particular, we consider ‘framing’ and ‘the ladder of abstraction’ as notions that are useful in the philosophy of education. It is hoped that some of the ideas, challenges and successes described here will be helpful to others wishing to implement interdisciplinary curricula in their own institutions.

This article supports the belief that transnational and glocal mechanisms have drastically affected identity and memory formation processes; thus, very diverse memories regarding complex episodes of migration or trauma are currently regarded as connected through multidirectional and cross-cultural patterns. Drawing on the fields of Trauma and Memory Studies, which consider the therapeutic role of art to represent and abreact troubled individual and collective experiences, the new hybrid identities born from this exchange and relationality have proved to demand new forms of representation. In particular, numerous groups of transitional women have recently fostered transnational engagements of womanhood through their creative works. Thus, some contemporary examples will be provided to show how art can be an empowering tool for contemporary transitional women to acquire a voice as well as a promoter of empathy for the modern glocal subject.

Drawing upon Gidden’s theory of structuration, the works of Castells and Polish intercultural education, the author focuses on the relationship between installing in future teachers what we will call a ‘reflective identity’ and the creation of a new educational and social reality, thus contributing to transforming the whole social structure.

The contemporary university is subject to two, apparently contradictory, forces. The first is the drive towards the modernisation of its governance and management, often in ways that reflect corporate structures more familiar in the private sector (and other parts of the reformed public sector). This drive has been accompanied by the growth of performance management, both of institutions and individual teachers and researchers; the more prescriptive identification of goals and targets (at the expense, perhaps, of traditional notions of autonomy and academic freedom); and more explicit – and intrusive? – forms of audit, accountability and evaluation. The other force is the development of new modes of learning, a more open curriculum and more distributed patterns of research. Examples include the popularity of (technology-enhanced) self-directed learning, the growth of massive open online courses (MOOCs), the spread of open-source publication and greater emphasis on the impact and application of research. Both forces reflect deep-rooted changes in the nature of modern higher education and research systems, and it would be misleading to see them as always or inevitably in conflict. However, they do pose new dilemmas about how to maintain an appropriate balance between the necessary management of the large, complex and heterogeneous organisations that modern universities have become and their capacity for innovation and creativity.

The nature of liberal arts education merits renewed attention and consideration, especially in the context of the modern university in both Hong Kong and mainland China, where there is growing recognition that quality education standards should be improved, and an interdisciplinary approach to education and research is the way forward. The liberal arts spirit is an illustration of the power of inspiration and transformation, and through engaging with different perspectives, students are enabled and encouraged to pursue independent study, which boosts their creativity and critical thinking. As a catalyst and facilitator, liberal arts education that encompasses fresh global perspectives and connections has proved its worth over the years. However, since it is sometimes easy to lose sight of some of the fundamental principles essential to university education, we need to realize that too little interaction between science and the humanities has widened the two-culture divide, and the question is how to reconcile, or better still combine, the two. The two-culture debate, although suffering neglect for a long time in China, is of profound relevance and implications for the modern university. It can be observed that participatory interaction inherent in the dynamism of pedagogical engagement is increasingly promoted as the preferred mode of teaching students, who have benefited from broad-based learning as the embodiment of liberal education. Overcoming rigid disciplinary exclusiveness is positively correlated with empowering students with broad knowledge and skills to succeed in the future.

Universities see a need for major changes in their organisational structures and functioning to be able to respond adequately to current social expectations. A greater provision of funds and an increase of university autonomy are priorities of today’s university policy. This article presents the results of relating excellence and autonomy through data from the Academic Ranking of World Universities of the University of Shanghai and the indicators developed by the European University Association for four types of university autonomy: organisational, academic, staffing and financial.

The point of departure for this article is the principle of the separation of powers, formulated long ago by the Frenchman Charles-Louis de Secondat Montesquieu. It is argued that this principle is important for the governance of universities, entailing a balance between university boards, university presidents and university senates. To this end, the article presents evidence about the governance structure of two highly-ranked US universities, UC Berkeley (UCB) and Stanford University. It reports on board compositions, the selection of presidents and the role of academic senates. The conclusion is that the principle of the balance of powers (‘shared governance’ as it is called at UCB) has served the two universities well. Therefore, despite differences in other conditions, such as their endowments, other universities might benefit from the evidence reported.

This article attempts to identify and document social mobility barriers for Roma. We have identified two types of social mobility barriers: the cost of exit from the traditional Roma community, and the cost of entry into the mainstream society. Most of the existing policy and academic debate on the social and economic marginalisation of Roma has focused almost entirely on entry barriers. The main contribution of the current paper to the existing literature is to draw attention to exit barriers, which usually are neglected in the public debate and the academic literature. In the current paper we show that understanding both types of social mobility barriers for Roma is crucial for designing effective policy measures.

This article examines the career of Johann Matthias Kramer, a language teacher and emigration agent, as a case study to illuminate the intersections between migration, colonialism, cultural transfer and the dissemination of information in the eighteenth century. Kramer’s career spanned diverse places and regions – his birthplace, Nuremberg, the commercial cities of Rotterdam and Hamburg, the university town of Göttingen and the North American colonies of Georgia and Pennsylvania – and it oscillated between two seemingly very different professions. The article argues, however, that both language teachers and emigration agents were highly mobile, usually lacked formal training, and had low reputations, but nonetheless helped to forge important social and cultural links.

This paper synthesizes findings from two studies the author conducted that examine how engagement in interdisciplinary research (IDR) influences scholars’ careers. Results from these two studies, one large-scale and quantitative and the other small-scale and qualitative, provide a much needed empirical assessment of IDR’s effects on individual careers. In essence, they provide a nice antidote (and some caution) to the rhetoric and enthusiasm surrounding IDR. My co-authors of these studies and I find that engaging in interdisciplinary research increases a scholar’s visibility in terms of citations, but also presents challenges, including reduced productivity, cognitive challenges, lack of support, extra time and commitment, and framing of one’s work. This paper concludes by discussing the policy implications of this research.

The uncontrolled exponential growth of the financial sector and its rapid globalization led to an equally rapid increase in challenges to the global financial system. The already undertaken measures aimed at improving financial stability are necessary, yet not sustainable enough. The aim of this article is to provide more analytical arguments to favour another solution – the introduction of the Financial Transaction Tax (FTT), and to increase the public and academic awareness of the necessity of such a measure. The ongoing reforms do not solve the key problem – the enormous cost to rescue the financial sector, subsidized to a large extent by the taxpayer, and the absence of a fair contribution from the financial sector. FTT as a tool to discourage excessive speculation without hindering other activities seems to be a socially responsible measure working for financial stability at the same time. To efficiently socialize its impact, however, it is critical to define exact patterns of spending of the funds raised by the states.

How to assess and enhance the strategic capacity of universities? This article suggests a managerial perspective derived from evidence-based social science knowledge. It lists major facets any local strategizing should address. It underlines the key role endogenous organizational capabilities play to make it happen or not in a sustainable manner. Three sets of social properties are evidenced: the way academic human resources are actually managed, the cultural norms appropriated by its members about their affiliation to their institution as a community, and the organizational governance at work between the various parts of the institution. Reminding us that the capacity to strategize is an outcome of actual organizational fabrication processes, the article also lists a series of booby-traps to avoid.

Two tendencies in present-day higher education in China, namely the neglect of the humanities and liberal arts and their incorporation of officialized programmes, are bringing about a change in the values that the humanities and liberal arts foster, and are making for unclear programming. A case in point is the practice that has identified higher education as a tool, overemphasizing its functions and ‘usefulness’ for the nation. It is reasonable to consider higher education from the perspective of national interests. Nonetheless, the author of the current article contends that the overemphasis on function and ‘usefulness’ runs counter to the nature of higher education that endeavours to cultivate a student’s humanity. The author will also argue that one of the principal methods for this humanization is to learn about human nature and to know how to follow one’s good conscience. That is, students have to be educated to know their essential human character and the various demands that are embedded in all intellectual and moral virtues and all language games, and abhor and refrain from any practices that violate them. In this sense, the humanities and liberal arts can provide various human experiences that would be a great help for students to know and to learn the above-mentioned human nature and virtues.

The early modern books on Ambonese natural history by G.E. Rumphius have mostly been analysed for their aesthetic form and scientific content. However, with the concept of contact zones as introduced by M.L. Pratt, these texts can also be read as historical sources about colonialism and slavery in the late seventeenth-century Moluccas. This article explores the traces of colonialism and slavery in Rumphius’ Ambonese Herbal (1740ff.) and the Ambonese Curiosity Cabinet (1705).