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Investigates the importance of English language sources of Friedrich Theodor Althoff (1839‐1908), a German of great influence both in his own country and, indirectly, in the United States. Explores some measures of his influence in education and international understanding. Examines a wide variety of sources. Explains how it could happen that an influential person would end up in intellectual history with almost no recognition. Challenges several conventional assessments. Althoff′s most important contributions are in print and more almost certainly exist in university archives, but the material is scattered and unorganized. Because we do not yet have the full story of this remarkable and complex man, firm conclusions about his influence are not yet possible.

This essay focuses on the Chinese-Japanese Library of the Harvard-Yenching Institute and examines how the Library collected and transported Chinese rare books to the United States during the 1930 and 1940s. It considers Harvard's rationale for its collection of Chinese books and tensions between Chinese scholars and the Harvard-Yenching Institute leaders and librarians over the purchase and “export” of Chinese books.

This research is a historical study based on archival research at Harvard-Yenching Institute and the Harvard-Yenching Library, as well as careful readings of published primary and secondary sources.

By examining the debates that surrounded the ownership of Chinese books, and the historical circumstances that enabled or hindered the cross-national movement of books, this essay uncovers a complex and interwoven historical discourse of academic nationalism, internationalism and imperialism.

Drawing upon the unexamined primary sources and published second sources, this essay uncovers a complex and interwoven historical discourse of academic nationalism, internationalism and imperialism.

The Harvard Advanced Management Programme (AMP) is the oldest, largest and most elite of the university executive development programmes. It grew out of the need to re‐train large numbers of executives as the economy shifted from a peace‐ to a war‐time footing in the early 1940s. The programme became so popular that it spawned over 30 other executive development courses at other top business schools, as well as countless specialised short university courses for executives. After the war, the AMP helped executives regain a peace‐time perspective. The AMP has been going strong since then and at present counts thousands among its alumni. The current fee is above $17,000 for the 13‐week session, space is limited and admission is competitive.

Integration is a key theme of what is being called the New Economy. It reflects itself not just in industries, but in new global alliances of organizations which were once competitors. This trend is reflected in universities as well as in business. Today alliances between the university and business are crucial to the survival of the university as one of humanity’s oldest institutions serving nation states. Technology and alliances are changing the very nature of the university experience, its content, and its delivery. The “Business” model is changing old adversaries into newly allied partners. Distinguishing best practices, the TQM benchmark, as operations rather than strategy is essential in the university domain, as well as in business. Operational effectiveness vs strategic positioning is a key agenda difference. Schools of business in the university world mirror this issue for the university as a whole. The new clicks and bricks alliances of a cradle‐to‐grave learning world turn attention to education as product rather than process. As the core business concept of monetizing information rules concepts of education, the very core issue of quality education is challenged.

Laboratories typically consume 4‐5 times more energy than similarly‐sized commercial space. This paper adds to a growing dialogue about how to “green” a laboratory's design and operations.

The paper is divided into three sections. The first section reviews the background and theoretical issues. A case is made for sustainable laboratories, introduce the Harvard Green Campus Initiative's (HGCIs) study of potential energy reduction in Harvard's research laboratories and examine other issues including: behavioral change, technical change, and the required codes and suggested standards that influence laboratory design and operations. Next, a survey conducted through a partnership between HGCI, Harvard School of Public Health (HSPH), and Laboratories for the twenty‐first century (Labs21) to clarify issues surrounding use of codes and standards in high‐performance laboratory design and maintenance is introduced.

Survey findings highlight the confusion among survey participants surrounding the applications and interpretations of current lab guidelines, codes and standards, particularly addressing sustainable performance. The findings suggest that confusion has financial, environmental, and human health consequences, and that more research is needed to define the operational risks to laboratory workers. Findings indicate that many energy efficient technologies and strategies are not routinely specified in lab design, perhaps in part due to confusion concerning the guidelines, standards and codes.

Although the survey sample size is too small to be statistically significant, it does provide valuable insight into the general confusion surrounding the applications and interpretations of current codes and guidelines, especially those addressing sustainable performance.

The practical implications of this research are many, including that there are many opportunities for technical and behavior improvements within modern university laboratories that yield great energy savings. This is critical as laboratories are one of the most energy‐intense building types on a university campus.

The critical originality of the paper is provided in the analysis of the obstacles to achieving the great potential energy savings that exist within the university laboratory context.

This research employs institutional characteristics and market‐related factors to predict undergraduate students' tuition at 190 private colleges and universities in the USA. Results showed that the strongest correlations among variables for college tuition were reputation ranking and SAT scores. Results of a hierarchical multiple regression revealed that the type of institution, academic reputation ranking, the annual expenditures, geographic region, the existence of professional schools, the size of the faculty and the undergraduate student body, and university presidents' pay and benefits are all significant predictors of college tuition. After controlling all other variables, the unique contribution made by reputation ranking is still a significant predictor of college tuition. Research institutions charged their students more than liberal arts colleges, which, in turn, charged more than doctoral granting I institutions. Implications for parents and students, private colleges and universities, human resource management, and the Matthew effect are discussed.

Written originally as a lecture for American students of tertiary educational administration, this essay traces the historical development of lay boards governing American universities and compares this with the current practice at an Australian university. The increasing influence of governmental bureaucracies in both countries is highlighted. The author, an American professor teaching as a visitor in Australia, takes a second look at the American policy of excluding faculty from governing boards. The presence of faculty members on the board could be a bulwark in the defense of academic freedom and institutional excellence.

The purpose of this paper is to document contributions to the early study and teaching of marketing at one of the first universities in Britain to do so and, in that way, to contribute to the literature about the history of marketing thought. Given that the first university business program in Britain was started in 1902, at about the same time as the earliest business programs in America, the more specific purpose of this paper was to explore whether or not the same influences were shared by pioneer marketing educators on both sides of the Atlantic.

An historical method is used including a biographical approach. Primary source materials included unpublished correspondence (letterbooks), lecture notes, seminar minute-books, course syllabi and exams, minutes of senate and faculty meetings, university calendars and other unpublished documents in the William James Ashley Papers at the University of Birmingham.

The contributions of William James Ashley and the Commerce Program at the University of Birmingham to the early twentieth-century study and teaching of marketing are documented. Drawing from influences similar to those on pioneer American marketing scholars, Ashley used an historical, inductive, descriptive approach to study and teach marketing as part of what he called “business economics”. Beginning in 1902, Ashley taught his students about a relatively wide range of marketing strategy decisions focusing mostly on channels of distribution and the functions performed by channel intermediaries. His teaching and the research of his students share much with the early twentieth-century commodity, institutional and functional approaches that dominated American marketing thought.

William James Ashley was only one scholar and the Commerce Program at the University of Birmingham was only one, although widely acknowledged as the first, of a few early twentieth-century British university programs in business. This justifies future research into the possible contributions to marketing knowledge made by other programs such as those at the University of Manchester (1903), University of Liverpool (1910) and University of London (1919).

This paper adds an important chapter to the history of marketing thought which has been dominated by American pioneer scholars, courses, literature and ideas.

This paper aims to explore the early days of business education with the aim of understanding how the Harvard Business School (HBS) contributed to the constitution of “management” as a science-based profession. The research focuses on HBS signature pedagogy, the case method and its role in the institutionalization of managerial knowledge.

The research is based on a qualitative content analysis of HBS Annals published between 1908 and 1930. Through a manual coding of the Annals, the paper traces the diffusion of the case method in the curriculum and connects it with the institutional transformations that took place between 1908 and 1930.

The data show how HBS curriculum transitioned from lectures to case teaching in the aftermath of First World War. This pedagogy allowed HBS to demonstrate the possibility of systematically investigate management problems and to deliver business education at scale. The discussion argues that the case method, acting as a boundary object between business praxis and management theories, constituted management as a science-based profession.

Recent debates have emerged about case method’s ability to critically question socio-economic structures within which business is conducted. This paper contributes to the debate arguing that the historical and institutional factors leading to the affirmation of this pedagogical approach had a substantive role in the type of knowledge produced through its application. The findings challenge the idea that the affirmation of the case method is attributable to its epistemological primacy in investigating business problems.

The purpose of this study is to examine the development of Dataverse, a global research data management consortium. The authors examine specifically the institutional characteristics, the utilization of the associated data sets and the relevant research data management services at its participating university libraries. This evidence-based approach is essential for understanding the current state of research data management practices in the global context.

The data was collected from 67 participants’ data portals between December 1, 2020, and January 31, 2021.

Over 80% of its current participants joined the group in the past five years, 2016–2020. Thirty-three Dataverse portals have had less than 10,000 total downloads since their inception. Twenty-nine participating universities are included in three major global university ranking systems, and 18 of those university libraries offer research data services.

This project is an explorative study on Dataverse, an international research data management consortium. The findings contribute to the understanding of the current development of the Dataverse project as well as the practices at the participating institutions. Moreover, they offer insights to other global higher education institutions and research organizations regarding research data management. While this study is practical, its findings and observations could be of use to future researchers interested in developing a framework for data work in academic libraries.