Research & Teaching: Lasting Union or House Divided?

As a design innovation, the modern university is an institution that unites the advancement of knowledge through research with its dissemination through teaching. Its inception in Germany in the first decade of the nineteenth century inspired an American adaptation that merged the German version wit...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Daedalus (Cambridge, Mass.) Mass.), 2024-05, Vol.153 (2), p.21-35
1. Verfasser: Levine, Emily J.
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext bestellen
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 35
container_issue 2
container_start_page 21
container_title Daedalus (Cambridge, Mass.)
container_volume 153
creator Levine, Emily J.
description As a design innovation, the modern university is an institution that unites the advancement of knowledge through research with its dissemination through teaching. Its inception in Germany in the first decade of the nineteenth century inspired an American adaptation that merged the German version with the English undergraduate college to produce a new bundle that would be emulated the world over. The historical view reveals cycles of sustaining innovation in which academic entrepreneurs supplemented the research-teaching synthesis with institutions devoted to one task or the other. Despite these disruptive efforts and continuing evidence of inefficiency, however, the original institutional hybrid remains the dominant model. This essay argues that the university’s persistence is best understood as fulfilling a deeper need in American political culture.
doi_str_mv 10.1162/daed_a_02062
format Article
fullrecord <record><control><sourceid>jstor_JFNAL</sourceid><recordid>TN_cdi_proquest_journals_3076294137</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><jstor_id>48774432</jstor_id><sourcerecordid>48774432</sourcerecordid><originalsourceid>FETCH-LOGICAL-c243t-2d031f8efe86eae3217d1bb8c4d20b25c0b1307f08c5dfa53e6bcd5f3a0a0713</originalsourceid><addsrcrecordid>eNp1z0tLw0AUBeBBFIzVlW6FgiAujN5755F0WYovKAiS_TCZh02wTZ1JF_57IxHpxtXdfPccDmMXCHeIiu6d8U4bDQSKDliGUpS5whkdsgwAMZek1DE7SakFAKFIZuz8zSdvol1Nr6eVN3bVbN5P2VEwH8mf_d4Jqx4fqsVzvnx9elnMl7klwfucHHAMpQ--VN54Tlg4rOvSCkdQk7RQI4ciQGmlC0Zyr2rrZOAGDBTIJ-xqjN3G7nPnU6_bbhc3Q6Me3hTNBPJiULejsrFLKfqgt7FZm_ilEfTPar2_euA3I183e3n_0MuRtqnv4l-sKItCCE78G1ACX5A</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>3076294137</pqid></control><display><type>article</type><title>Research &amp; Teaching: Lasting Union or House Divided?</title><source>Jstor Journals Open Access</source><creator>Levine, Emily J.</creator><creatorcontrib>Levine, Emily J.</creatorcontrib><description>As a design innovation, the modern university is an institution that unites the advancement of knowledge through research with its dissemination through teaching. Its inception in Germany in the first decade of the nineteenth century inspired an American adaptation that merged the German version with the English undergraduate college to produce a new bundle that would be emulated the world over. The historical view reveals cycles of sustaining innovation in which academic entrepreneurs supplemented the research-teaching synthesis with institutions devoted to one task or the other. Despite these disruptive efforts and continuing evidence of inefficiency, however, the original institutional hybrid remains the dominant model. This essay argues that the university’s persistence is best understood as fulfilling a deeper need in American political culture.</description><identifier>ISSN: 0011-5266</identifier><identifier>EISSN: 1548-6192</identifier><identifier>DOI: 10.1162/daed_a_02062</identifier><language>eng</language><publisher>255 Main Street, 9th Floor, Cambridge, Massachusetts 02142, USA: MIT Press</publisher><subject>19th century ; Dissemination ; Entrepreneurs ; German language ; Innovations ; Political culture ; Teaching</subject><ispartof>Daedalus (Cambridge, Mass.), 2024-05, Vol.153 (2), p.21-35</ispartof><rights>2024 by Emily J. Levine</rights><rights>Copyright MIT Press Spring 2024</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/48774432$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/48774432$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,25353,27923,27924,54008,54009,54523,54529</link.rule.ids><linktorsrc>$$Uhttps://www.jstor.org/stable/48774432$$EView_record_in_JSTOR$$FView_record_in_$$GJSTOR</linktorsrc></links><search><creatorcontrib>Levine, Emily J.</creatorcontrib><title>Research &amp; Teaching: Lasting Union or House Divided?</title><title>Daedalus (Cambridge, Mass.)</title><description>As a design innovation, the modern university is an institution that unites the advancement of knowledge through research with its dissemination through teaching. Its inception in Germany in the first decade of the nineteenth century inspired an American adaptation that merged the German version with the English undergraduate college to produce a new bundle that would be emulated the world over. The historical view reveals cycles of sustaining innovation in which academic entrepreneurs supplemented the research-teaching synthesis with institutions devoted to one task or the other. Despite these disruptive efforts and continuing evidence of inefficiency, however, the original institutional hybrid remains the dominant model. This essay argues that the university’s persistence is best understood as fulfilling a deeper need in American political culture.</description><subject>19th century</subject><subject>Dissemination</subject><subject>Entrepreneurs</subject><subject>German language</subject><subject>Innovations</subject><subject>Political culture</subject><subject>Teaching</subject><issn>0011-5266</issn><issn>1548-6192</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>7UB</sourceid><recordid>eNp1z0tLw0AUBeBBFIzVlW6FgiAujN5755F0WYovKAiS_TCZh02wTZ1JF_57IxHpxtXdfPccDmMXCHeIiu6d8U4bDQSKDliGUpS5whkdsgwAMZek1DE7SakFAKFIZuz8zSdvol1Nr6eVN3bVbN5P2VEwH8mf_d4Jqx4fqsVzvnx9elnMl7klwfucHHAMpQ--VN54Tlg4rOvSCkdQk7RQI4ciQGmlC0Zyr2rrZOAGDBTIJ-xqjN3G7nPnU6_bbhc3Q6Me3hTNBPJiULejsrFLKfqgt7FZm_ilEfTPar2_euA3I183e3n_0MuRtqnv4l-sKItCCE78G1ACX5A</recordid><startdate>20240501</startdate><enddate>20240501</enddate><creator>Levine, Emily J.</creator><general>MIT Press</general><scope>AAYXX</scope><scope>CITATION</scope><scope>4T-</scope><scope>7UB</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>K9.</scope></search><sort><creationdate>20240501</creationdate><title>Research &amp; Teaching</title><author>Levine, Emily J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c243t-2d031f8efe86eae3217d1bb8c4d20b25c0b1307f08c5dfa53e6bcd5f3a0a0713</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>19th century</topic><topic>Dissemination</topic><topic>Entrepreneurs</topic><topic>German language</topic><topic>Innovations</topic><topic>Political culture</topic><topic>Teaching</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Levine, Emily J.</creatorcontrib><collection>CrossRef</collection><collection>Docstoc</collection><collection>Worldwide Political Science Abstracts</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Health &amp; Medical Complete (Alumni)</collection><jtitle>Daedalus (Cambridge, Mass.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Levine, Emily J.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Research &amp; Teaching: Lasting Union or House Divided?</atitle><jtitle>Daedalus (Cambridge, Mass.)</jtitle><date>2024-05-01</date><risdate>2024</risdate><volume>153</volume><issue>2</issue><spage>21</spage><epage>35</epage><pages>21-35</pages><issn>0011-5266</issn><eissn>1548-6192</eissn><abstract>As a design innovation, the modern university is an institution that unites the advancement of knowledge through research with its dissemination through teaching. Its inception in Germany in the first decade of the nineteenth century inspired an American adaptation that merged the German version with the English undergraduate college to produce a new bundle that would be emulated the world over. The historical view reveals cycles of sustaining innovation in which academic entrepreneurs supplemented the research-teaching synthesis with institutions devoted to one task or the other. Despite these disruptive efforts and continuing evidence of inefficiency, however, the original institutional hybrid remains the dominant model. This essay argues that the university’s persistence is best understood as fulfilling a deeper need in American political culture.</abstract><cop>255 Main Street, 9th Floor, Cambridge, Massachusetts 02142, USA</cop><pub>MIT Press</pub><doi>10.1162/daed_a_02062</doi><tpages>15</tpages><oa>free_for_read</oa></addata></record>
fulltext fulltext_linktorsrc
identifier ISSN: 0011-5266
ispartof Daedalus (Cambridge, Mass.), 2024-05, Vol.153 (2), p.21-35
issn 0011-5266
1548-6192
language eng
recordid cdi_proquest_journals_3076294137
source Jstor Journals Open Access
subjects 19th century
Dissemination
Entrepreneurs
German language
Innovations
Political culture
Teaching
title Research & Teaching: Lasting Union or House Divided?
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-12T02%3A01%3A33IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_JFNAL&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Research%20&%20Teaching:%20Lasting%20Union%20or%20House%20Divided?&rft.jtitle=Daedalus%20(Cambridge,%20Mass.)&rft.au=Levine,%20Emily%20J.&rft.date=2024-05-01&rft.volume=153&rft.issue=2&rft.spage=21&rft.epage=35&rft.pages=21-35&rft.issn=0011-5266&rft.eissn=1548-6192&rft_id=info:doi/10.1162/daed_a_02062&rft_dat=%3Cjstor_JFNAL%3E48774432%3C/jstor_JFNAL%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=3076294137&rft_id=info:pmid/&rft_jstor_id=48774432&rfr_iscdi=true