* Religious vs. Secular control: Many early universities were founded by religious orders or with strong ties to a specific church (e.g., Oxford, Cambridge). A significant debate involved the degree to which religious doctrine should influence curriculum and governance. The rise of humanism and the Reformation fueled this debate, with some advocating for secular, more broadly humanist learning.
* Classical vs. Practical/Vocational training: Should universities focus primarily on the traditional liberal arts (grammar, rhetoric, logic, arithmetic, geometry, music, astronomy), preparing students for leadership roles in church and state, or should they incorporate more practical skills and training for professions like medicine, law, and engineering? This debate continues to this day, albeit in a different form.
* Elite vs. Mass education: Initially, universities were largely institutions for the elite, serving a small, privileged population. A growing debate arose about expanding access to higher education to a broader range of social classes and backgrounds. This debate often intersected with religious and political arguments, as expanding access challenged existing power structures.
* Curriculum content and pedagogy: Even within the "classical" vs. "practical" divide, arguments arose over specific subjects and teaching methods. Should the focus be on rote memorization or critical thinking? What role should scientific inquiry play? Should languages other than Latin and Greek be included?
These debates weren't always distinct; they often intertwined and influenced one another. For example, the religious affiliation of a university often shaped its curriculum and who was admitted. The development of universities was a complex and evolving process, constantly negotiating these competing priorities and ideals.