Job-search firm GlassDoor has recently compiled a list of companies that are no-longer demanding a degree, and these include Apple, Google, Hilton and EY. There has also been a significant fall in the number of university applicants in the UK over the last two years, as the chart below shows.
Attention to detail, resilience, flexibility and complex problem-solving will also be key. But is it not yet clear whether students will want to take a punt on a different style of education, or whether they will continue to favour more traditional institutions or even decide to skip a degree altogether.
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Most Popular. Greta: the voice of climate activism who says 'don't listen to me' Sean Fleming 23 Sep Scientists have been investigating the Loch Ness monster. The inspiring story behind this picture of two world leaders Rosamond Hutt 18 Sep More on the agenda. Explore context. Following the Gregorian Reform 's emphasis on canon law and the study of the sacraments , bishops formed cathedral schools to train the clergy in Canon law , but also in the more secular aspects of religious administration, including logic and disputation for use in preaching and theological discussion, and accounting to more effectively control finances.
Pope Gregory VII was critical in promoting and regulating the concept of modern university as his Papal Decree ordered the regulated establishment of cathedral schools that transformed themselves into the first European universities. Learning became essential to advancing in the ecclesiastical hierarchy, and teachers also gained prestige. Demand quickly outstripped the capacity of cathedral schools, each of which was essentially run by one teacher. In addition, tensions rose between the students of cathedral schools and burghers in smaller towns. As a result, cathedral schools migrated to large cities, like Bologna , Rome and Paris.
Some scholars such as Syed Farid Alatas have noted some parallels between Madrasahs and early European colleges and have thus inferred that the first universities in Europe were influenced by the Madrasahs in Islamic Spain and the Emirate of Sicily. Hastings Rashdall set out the modern understanding  of the medieval origins of the universities, noting that the earliest universities emerged spontaneously as "a scholastic Guild, whether of Masters or Students Among the earliest universities of this type were the University of Bologna , University of Paris teach.
In many cases universities petitioned secular power for privileges and this became a model. Another step was when Pope Alexander III in "forbidding masters of the church schools to take fees for granting the license to teach licentia docendi , and obliging them to give license to properly qualified teachers".
This independently evolving organization was absent in the universities of southern Italy and Spain, which served the bureaucratic needs of monarchs—and were, according to Rashdall, their artificial creations. By the year , even the two oldest universities, Bologna and Paris, felt the need to seek similar bulls from Pope Nicholas IV. By the 13th century, almost half of the highest offices in the Church were occupied by degree masters abbots , archbishops , cardinals , and over one-third of the second-highest offices were occupied by masters.
In addition, some of the greatest theologians of the High Middle Ages , Thomas Aquinas and Robert Grosseteste , were products of the medieval university. The development of the medieval university coincided with the widespread reintroduction of Aristotle from Byzantine and Arab scholars. In fact, the European university put Aristotelian and other natural science texts at the center of its curriculum,  with the result that the "medieval university laid far greater emphasis on science than does its modern counterpart and descendent.
The conventional date of , or according to some,  records when Irnerius commences teaching Emperor Justinian's 6th century codification of Roman law, the Corpus Iuris Civilis , recently discovered at Pisa. Humanist professors focused on the ability of students to write and speak with distinction, to translate and interpret classical texts, and to live honorable lives. Attempts in the 17th century to gain a royal charter for the university itself as opposed to the corporation failed due to the overthrow of James II and VII. Job-training could be farmed out to other institutions. This led to uneasy tensions with secular authorities—the demarcation between town and gown. Senior Management Leadership Codex. This gave students free rein in urban environments to break secular laws with impunity, which led to many abuses: theft, rape and murder.
Although it has been assumed that the universities went into decline during the Renaissance due to the scholastic and Aristotelian emphasis of its curriculum being less popular than the cultural studies of Renaissance humanism , Toby Huff has noted the continued importance of the European universities, with their focus on Aristotle and other scientific and philosophical texts into the early modern period, arguing that they played a crucial role in the Scientific Revolution of the 16th and 17th centuries.
As he puts it " Copernicus , Galileo , Tycho Brahe , Kepler , and Newton were all extraordinary products of the apparently Procrustean and allegedly Scholastic universities of Europe Sociological and historical accounts of the role of the university as an institutional locus for science and as an incubator of scientific thought and arguments have been vastly understated. Initially medieval universities did not have physical facilities such as the campus of a modern university.
Classes were taught wherever space was available, such as churches and homes. A university was not a physical space but a collection of individuals banded together as a universitas. Soon, however, universities began to rent, buy or construct buildings specifically for the purposes of teaching. Universities were generally structured along three types, depending on who paid the teachers. The first type was in Bologna , where students hired and paid for the teachers.
The second type was in Paris , where teachers were paid by the church. Oxford and Cambridge were predominantly supported by the crown and the state, which helped them survive the Dissolution of the Monasteries in and the subsequent removal of all principal Catholic institutions in England.
These structural differences created other characteristics. At the Bologna university the students ran everything—a fact that often put teachers under great pressure and disadvantage. In Paris, teachers ran the school; thus Paris became the premiere spot for teachers from all over Europe. Also, in Paris the main subject matter was theology, so control of the qualifications awarded was in the hands of an external authority - the Chancellor of the diocese.
In Bologna, where students chose more secular studies, the main subject was law. It was also characteristic of teachers and scholars to move around.
Universities often competed to secure the best and most popular teachers, leading to the marketisation of teaching. Universities published their list of scholars to entice students to study at their institution. Students of Peter Abelard followed him to Melun, Corbeil, and Paris,  showing that popular teachers brought students with them. Students attended the medieval university at different ages—from 14 if they were attending Oxford or Paris to study the arts, to their 30s if they were studying law in Bologna.
During this period of study, students often lived far from home and unsupervised, and as such developed a reputation, both among contemporary commentators and modern historians, for drunken debauchery. Students are frequently criticized in the Middle Ages for neglecting their studies for drinking, gambling and sleeping with prostitutes.
University studies took six years for a Master of Arts degree a Bachelor of Arts degree was awarded after completing the third or fourth year. Studies for this were organized by the faculty of arts , where the seven liberal arts were taught: arithmetic, geometry, astronomy, music theory, grammar, logic, and rhetoric. The quadrivium was taught after the preparatory work of the trivium and would lead to the degree of Master of Arts.
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Much of medieval thought in philosophy and theology can be found in scholastic textual commentary because scholasticism was such a popular method of teaching. Once a Master of Arts degree had been conferred, the student could leave the university or pursue further studies in one of the higher faculties, law , medicine , or theology , the last one being the most prestigious. Originally, only few universities had a faculty of theology, because the popes wanted to control the theological studies.
Until the midth cenutry, theology could be studied only at universities in Paris, Oxford, Cambridge and Rome. First the establishment of the University of Prague ended their monopoly and afterwards also other universities got the right to establish theological faculties. A popular textbook for theological study was called the Sentences Quattuor libri sententiarum of Peter Lombard ; theology students as well as masters were required to write extensive commentaries on this text as part of their curriculum.
Courses were offered according to books, not by subject or theme. For example, a course might be on a book by Aristotle , or a book from the Bible. Courses were not elective: the course offerings were set, and everyone had to take the same courses. There were, however, occasional choices as to which teacher to use.
Students often entered the University at fourteen to fifteen years of age, though many were older. Students were afforded the legal protection of the clergy. In this way no one was allowed to physically harm them; they could only be tried for crimes in an ecclesiastical court , and were thus immune from any corporal punishment. This gave students free rein in urban environments to break secular laws with impunity, which led to many abuses: theft, rape and murder.
Students did not face serious consequences  from the law. Students were also known to engage in drunkenness.
Sometimes citizens were forbidden to interact with students because they made accusations against the University. This led to uneasy tensions with secular authorities—the demarcation between town and gown. Masters and students would sometimes "strike" by leaving a city and not returning for years. This happened at the University of Paris strike of after a riot left a number of students dead.
The University went on strike and they did not return for two years. As students had the legal status of clerics, Canon Law prohibited women from being admitted into universities.
Most universities in Europe were recognized by the Holy See as a Studium Generale , testified by a papal bull. Members of these institutions were encouraged to disseminate their knowledge across Europe, often lecturing at a different Studia Generalia. Indeed, one of the privileges the papal bull confirmed was the right to confer the Ius ubique docendi , the right to teach everywhere. From Wikipedia, the free encyclopedia. This article is about Western European institutions.
For other early centers of higher learning, see ancient higher-learning institutions. For an overview of medieval foundations, see List of medieval universities. For broader coverage of this topic, see History of universities.