What is a modern university? Shaped by the Age of Enlightenment and challenged by the transformative events of the 19th century, the modern university redefined itself again around the time of the First World War, under the influence of an emerging civic role. The Humboldtian civil servant—educated in the spirit of economic and social development—gave way to the "Birmingham Man," an individual capable of strengthening the local community (the "City") while also being able to operate in any corner of the British Empire. This represented the first true form of a university open to all—coexisting alongside long-established centers of knowledge—born from the need to educate and professionally train the administrative class of an empire that was still expanding. It also marked the first instance in which the value of collaboration between the local community, local industry, and the academic sphere was recognized as a means to develop and "civilize" society. The model of the "university that gives degrees for making jam" (as described by the *Birmingham Daily Post* in 1901) was simply another step in adapting the institution—and the very concept of university education—to society's objective needs. Yet, this adaptation did not entail abandoning principles that had already been tested and validated through centuries of evolution. Liberal education complemented professional training; without the former, citizens could not transcend their circumstances or contribute meaningfully to the broader community's well-being. Thus, these new institutional models did not replace the Oxbridge tradition; rather, they complemented it—drawing on existing customs while introducing new elements.

The modern university, therefore, is not something entirely new, devoid of history or tradition. Nor is it something that aligns strictly with the immediate interests of a given historical, economic, social, or political context. Were this the case, those educated at a university would likely fall into the trap of ignorance—a phenomenon described by Ortega y Gasset in 1930—because the world is in a state of constant flux, and what is new and modern today—and thus deemed essential to learn—may well be obsolete by tomorrow.

On the contrary, a modern university is an institution capable of distinguishing between substantive matters and mere fads. It is an institution that does not merely absorb new developments from society, but rather challenges society to continually refine itself. It possesses deep roots, yet these do not hinder its ability to move with agility across the globe. It preserves the written record of centuries of knowledge, while skillfully employing modern technologies—integrating them into its administrative and educational processes—without becoming dependent upon them. It is an institution that possesses a memory, yet remains free from the burden of outdated allegiances. It upholds traditions while simultaneously providing the necessary framework for scientific discourse, freedom of opinion, and the exchange of arguments.

Thus, a modern university cannot afford to simply *REMAIN* modern; it must constantly renew itself, grounded in solid principles and values that it actively and consistently promotes.

Prof. univ. dr. habil. Alina Cristina NUȚĂ