This module explores the history of universities in medieval and early modern Europe. It interrogates how and why universities first emerged in the twelfth century and the factors that gave rise to their proliferation in subsequent centuries. It examines the evolving intellectual, social and political functions of universities over time. The module explores what was taught at universities and how it was taught. In this context, it will assess the role of universities in shaping and/or responding to intellectual developments from Renaissance Humanism to the Scientific Revolution. The social and cultural history of universities is also investigated. Student experiences are considered in detail. The module addresses the manner in which student minds, mentalities and social expectations were cultivated in the pedagogical programme and the communal life of universities. In particular, the role of an unruly and often violent student sub-culture in the formation of elite social identities is assessed. The module uncovers the broader social, political, religious and cultural impact of universities and illustrates how these institutions were shaped by external structures and forces in Europe from the twelfth to the eighteenth centuries. The module interrogates a wide range of textual, visual and material primary sources. It engages extensively with material in Special Collections, particularly early printed books and manuscripts from the Bolton Library.

This module examines the history of the university in Europe from the twelfth to eighteenth centuries from a variety of social, cultural, intellectual and political perspectives. It explores how universities cultivated the intellectual outlook, mentalities and habits of students in the classroom and beyond; the place of ritual, symbolic culture and communal experiences in forging student and scholarly identities; town and gown relations; the role of universities in facilitating social mobility; relations with authority, political and ecclesiastical; the colonial university; the influence of religious, intellectual and cultural movements including Renaissance Humanism, the Reformation, the Scientific Revolution and the Enlightenment on the university. The module ultimately assesses the impact of the university on medieval and early modern society and vice versa.

On successful completion of this module, students will be able to: - Demonstrate knowledge of the history of universities from the twelfth to the eighteenth centuries - Describe the changing nature of university curricula as they developed in the medieval and early modern periods - Characterise the various modes of university pedagogy - Evaluate the response of universities to intellectual movements including Renaissance Humanism, the Scientific Revolution and the Enlightenment - Assess the impact of the Reformation on the world of learning - Comprehend the ways in which habits, attitudes and identities were cultivated in classrooms, university residences and on the streets of university towns - Articulate the functions of ritual and symbolic culture in the fashioning of student and scholarly identities - Appraise the impact of universities on society in medieval and early modern Europe - Collate, synthesise and interpret data from secondary and primary sources - Detect and appraise different historiographical approaches, perspectives and biases - Formulate and present historical arguments in a variety of forms

On successful completion of this module, students will be able to: - Display an appreciation of the manner in which medieval and early modern universities related to the societies in which they operated - Situate contemporary experiences of higher education in an historical context - Exhibit the appropriate practices and values necessary for effective learning and research in an individual or group context

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The format of the module is a weekly class that incorporates an introductory lecture, seminar discussion of key themes emerging from the literature in a flipped classroom format, and a practical historical source workshop on set documents. The latter element will include sessions in Special Collections where early printed books and manuscripts from the Bolton Collection will be scrutinised by the students under the direction of the module leader. Cultivation of Graduate Attributes: The weekly lecture and seminar will ensure that students are knowledgeable of the module content. The weekly seminar will facilitate the refinement of students' capacity for proactive and collaborative scholarly engagement. These attributes will also be developed in the weekly primary source workshop which will facilitate creative thinking. Similarly, engagement with rare documents will increase appreciation of the fragility of historical sources and awareness of the responsibility that falls on those who engage with this material. Finally, in all settings and in the coursework, students will be encouraged to formulate and articulate coherent scholarly interventions that have the potential to contribute to the state of the art.