An important element of Europe's integration during was universities, a European invention. The project examines the origins of Swedish students, their contribution at university and the importance of knowledge for postgraduate achievement. The focus is on the late Middle Ages, when the source situation is favorable. Post-study contributions are linked to the importance of social and acquired cultural capital for advancement, as well as the importance of skills for the institutions in which they worked. Teaching and examinations are evidence of how people responded to contemporary trends. In general, this applies to the transition from late scholasticism to humanism/Renaissance/Reformation. Two factors are essential. One is associated with a return to classical Latin. The differences between scholastic Latin and the ancient models became apparent when the study of ancient manuscripts began, leading to a focus on the costume of the language itself. The second stream concerned theories of knowledge: a realist and a nominalist one. Nominalism prepared the ground for Luther's work; it was also compatible with humanism in that it focused on the individual words, their meanings and their combination into phrases; earlier allegorical readings disappeared. Some universities settled on a particular epistemology, others left the choice to the teachers themselves. The latter became dynamic (Vienna, Leipzig), the others rigid (Cologne).