This chapter focuses on how and when elite persons employed magicians; what sort of relationship was enjoyed between employer and employee; and how such relationships were allowed to continue in a courtly context. Through the course of this discussion we see that the culture of magic use among the elite was substantially different to that of society more broadly. For example, whereas generally the lower classes had a ‘pay per use’ arrangement with service magicians, upper classes were more in the habit of keeping magicians as part of their household, normally requesting the services from a cleric on retainer. The implications of this, and other habits peculiar to the elite, are explored in some detail.

The main question scholars have asked about the coutumiers is the extent of ‘penetration‘ or ‘influence‘ of Roman law on customary law. That there was influence is an undeniable fact. While the history of the coutumiers is undoubtedly connected to and overlaps with Roman law, this chapter challenges current historiography, which places Roman law at the centre of the development of written custom. Instead of asking how well an author knew his Roman law or how much of it was used in each text, this chapter looks more widely at citation practices, to establish what authorities were used and with what reverence they were treated. The citation practices in the coutumiers betray their authors’ confidence vis-à-vis the more august Roman law. These authors used learned law in service of their own projects but did not feel bound by its authority – unlike university thinking that famously placed Roman law in the middle of the page and medieval commentary in the marginalia. Roman law was certainly an important source for some coutumiers, but rather than treat it reverentially as an authority their authors used Roman law to build something new, lay, customary, and vernacular.

The development of a research culture in higher education institutions is a significant issue, but with little empirical evidence in the Mexican context, especially at the undergraduate level. The objective of this chapter nonetheless is to analyze the theoretical and practical dimensions of undergraduate research undertaken by different Mexican institutions. The chapter is structured in four parts, beginning with a description of the Mexican educational system and the objectives that higher education has in order to develop professional research, continuing with a description of the role that the National Council of Science and Technology has developed in the development and infrastructure of research in the country. Subsequently, best practice and results are addressed where undergraduate research and development has been enhanced, and the chapter ends with the future developments that are envisioned in higher education institutions in Mexico.

Higher education in Canada seeks to provide opportunities for students to succeed by advancing scholarly, technical, and practical (employability) skills. Some institutions, especially research-oriented degree-granting universities, engage students with research in order to advance such skills. Increasingly, undergraduate research opportunities align with preparing students for further studies or the workforce through projects that connect with community and industry. Faculty, staff, and administrators provide undergraduate research through curricular and co-curricular initiatives as a proven way to enhance and amplify the student experience while driving research outputs and campus partnerships. Current trends mean an intensification of challenges to sustain funding for the traditional faculty-mentored student project. As a result, diversification of undergraduate research is occurring. While benefits for students are still generated in terms of skill development and career clarification, Canadian campuses are investing in more innovative opportunities.

This chapter describes undergraduate research (UR) in the Colombian higher education system, highlights the main characteristics of the cultural and administrative context of UR in Colombia, and presents the most important conditions for the implementation of UR and the general state of the integration of research in teaching. In order to understand the best and most relevant UR practices, the concepts associated with research are presented, including a historical overview concerning the tensions between “proper research” (“research in the strict sense”), “formative research” and “research training.” The chapter also shows governmental UR implementations such as the Networks of Research Seedbeds in Colombia. This emblematic project is among the most successful implementations of UR in the country.

Chapter 14 covers legal issues arising in the context of academic research and technology transfer. A brief history of university technology development and the Bayh-Dole Act of 1980 are given, followed by a discussion of various issues that have arisen under the Act. The Act’s effect on ownership of IP is discussed with reference to Stanford v. Roche (2011). Its requirements for royalty sharing and US manufacturing are discussed. The area of march-in rights is illustrated through the dispute over Fabryzyme. Next focus shifts to the role of university technology transfer offices (TTOs) and ways that universities have attempted to shape university technology transfer over the years, including through the 2007 Nine Points document and the highlighting of issues such as reserved rights, limits on exclusivity, socially-responsible licensing and price controls. Next, other forms of university technology development agreement are discussed, including sponsored research and materials transfer agreements. The chapter concludes with a discussion of university policies relating to copyright.

This chapter examines the current global environmental crisis and the complicity of universities and cultural resource managers in creating this ecocritical moment.

In their public and private writings, lesbian poets Michael Field (Katharine Bradley and Edith Cooper) and Amy Levy reflected the greater freedoms, including university education and physical mobility, of the New Woman. They travelled in Germany and Switzerland for professional development, aesthetic stimulation, and leisure. Europe as an aesthetic theatre underwrote new poems and provided imaginative stimuli for Michael Field, but they also moved from Anglocentric to Anglo-German perspectives and ethnoexocentrism during extended stays in Germany, when they also enhanced their German skills. The private writings of Amy Levy and Michael Field both mention the sexual danger that could accompany foreign travel. Katharine Bradley’s The New Minnesinger (1875) also shared interests in translation with Levy. Levy began translating German poets while attending Newnham College, Cambridge; Germany and German language became most closely associated for her with Heine and the Jewish identity she shared with him. Her travels additionally inspired minor short fiction susceptible to normative or queer readings. Queer sexuality also informs poems she inscribed to Vernon Lee, whom she loved; this cluster also reflects Levy’s in-depth cultural exchange with the poetry of Heine.

This prologue introduces the volume with some suggestions on how to study the age of William the Conqueror in the light of recent and ongoing developments in higher education.

Drug development is a long and arduous process that requires many researchers at different types of institutions. These include researchers in university settings, researchers in government settings, researchers in non-profit organizations and researchers in the pharmaceutical industry. The pharmaceutical industry itself is heterogeneous, ranging from tiny biotech companies to large multi-national organizations. This chapte emphasizes drug development efforts by the pharmaceutical industry but will also make note of the many collaborations between pharma and researchers at other types of institutions.

This chapter takes up the ways Marxist cultural theory has explored the intensified mechanization or automation of labor. It suggests that the relationship between labor-saving industrial technology and cultural transformation has been central to twentieth-century Marxist thought, from Frankfurt School theorists Walter Benjamin and Theodor Adorno; to mid-century forebearers of cultural studies like Antonio Gramsci and Herbert Marcuse; to activist thinkers C. L. R. James, Raya Dunayevskaya, and James Boggs; to the Italian autonomists. Despite and often alongside their persistent interest in consumption and the commodity, these thinkers have also explored the ways transformations in the “instruments of labor” affect productive workers themselves. The chapter concludes by drawing attention to the genre of the workers' inquiry, which yokes structural analysis of capital accumulation to a careful rendering of workers’ own experiences, and by calling for future workers inquiries exploring technology and the exploitation of university labor.

Chapter 6, “School of Hard Knocks: Illegal Education,” considers the second great intelligentsia occupation success: illegal underground education. From fall 1939, the Nazi General Government administration closed schools, universities, seminaries, and conservatories that served Polish students, arresting and imprisoning teachers and professors. This was a deliberate German attempt to control Poles in the long term and ensure German control over Lebensraum in the Polish space, since Nazi plans intended to utilize Poles as unskilled laborers and wanted to deprive them of education and the opportunity for social advancement. Warsaw University and city high schools re-formed underground, and “illegal” education taught pupils from childhood into their twenties. Studying initiated young people into underground political conspiracy, exposing them to great danger. It also kept teachers and professors employed and trained a new Polish intelligentsia to replace those killed in the genocidal campaigns of 1939-1940. As occupation continued, teaching and studying increasingly became the purview of Polish women as more and more Polish men turned to violent resistance. Despite draconian punishments, underground education was one of the most important successes of the occupation.