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The Life and Times of Higher Education
ManchesterThursday 20 October 2011
Your Questions
Questions from participants:
1. Funding arrangements2. Institutional groupings3. Influence of stakeholder groups4. International students5. Quality assurance
Programme
10.00 - 10.10 Welcome
10.10 - 11.40 Introduction to the history of higher education
11.40 - 12.00 Break and refreshments
12.00 - 1.00 The definition of a university
1.00 - 2.00 Lunch
2.10 - 3.10 Themes in the history of higher education
3.10 - 3.30 Break and refreshments
3.30 - 4.00 Contemporary higher education
Introduction to the History of Higher Education
the first three thousand yearsin an hour and a half
A strong organisational saga or legend as the central ingredient of the distinctive college……the capturing of allegiance … The organisational motif becomes individual motive, much more than a statement of purpose, a cogent theme, a doctrine of administration, or a logical set of ideas… An organisational saga turns an organisation into a community.
Why does history matter?
Oldest University in the UK: Oxford
King Alfred
I shall now proceed to give my readers an account of that famous UNIVERSITY, which is equalled by none in Europe, except it be by her Sister Oxford; and, even of her, she has the seniority by 265 years
But no one will question Cambridge’s being the seat of the learned in the reign of King Alfred, the Solomon of the Saxon-line. And at the Norman invasion, it was become so famous, that the Conqueror committed the instruction of his youngest son, afterwards king Henry I, to the governors of this learned body, who improved so much under his Cambridge tutors, that he ever after obtained the additional name of Beauclerk, or the learned student.
Peck - Academia tertia Anglicana
Was the first University in the world founded in Stamford in the 9th century BC by a descendant of Aeneas of Ionian Troy?
Bladud's University at Stamford, founded in 863 BC
Myths, Lies & Committees
Circ. AM 2855, and 1180, before Christ, Gerion and 12 more learned Greeks accompanied the Conqueror Brutus, into this isle; others, soon after, delighted with a relation of the country came and seated themselves with them, at a place, the most agreeable and convenient at that time, for study, called in their native or mother tongue Greeklade...
For a degree, or completion of their studies in divinity, the students should complete their lectures full 20 years…
Actual Origins
Development of Universitas and the Studium Generale.
Issues of jurisdiction between the power to grant the licence ubique docendi (the right to teach across Christendom) and local guild protections.
Colleges are a later invention to support students in the higher faculties.
University FoundationAbout this same time [1209] a certain clerk who was studying in Arts at Oxford slew by chance a certain woman, and, finding that she was dead, sought safety in flight. But the mayor and many others, coming to the place and finding the dead woman, began to seek the slayer in his hostel which he had hired with three other clerks gis fellows; and not finding the guilty man, they took his three fellow-clerks aforesaid, who knew nothing whatsoever of the homicide, and cast them into prison; and, after a few days, at the king's bidding but in contempt of all ecclesiastical liberties, these clerks were led out from the city and hanged. Whereupon some three thousand clerks, both masters and scholars, departed from Oxford, so that not one of the whole University was left; of which scholars some pursued their study of the liberal Arts at Cambridge, and others at Reading, leaving Oxford utterly empty. Roger of Wendover - Coulton, 1956, p58
University of Stamford 1333-35
In the Michaelmas term of [1333] a battle-weary group of northern masters migrated to Stamford. ...As soon as it became obvious that the secessionist masters had created a new university and were attracting students, Oxford invoked the aid of the crown to get it suppressed. Supposed Gateway of Brazen Nose Hall
(1) to keep and observe the statutes, priviledges, customs and liberties of the University.(2) You also swear that in the Faculty to which you are now admitted Graduate, you shall not solemnly perform your readings as in a University anywhere in this Kingdom but here in Oxford or in Cambridge; not shall you take degrees, as in a University, in any Faculty whatsoever, nor shall you consent that any person who hath taken his degree elsewhere shall be admitted as a master here in the said faculty, to which he shall be elsewhere admitted. (3) You shall also swear that you will not read lectures, or hear them read, at Stamford, as in a University study, or college general.
Parker I, 1914,Dissenting Academies in England, Cambridge, Cambridge University Press, p66
Restrictions on other universities
University of Dublin 1311
John Lech, Archbishop of Dublin obtained a Bull from Clement V establishing:
'An university of Schools, and more over a general school in every science and lawful faculty, to flourish there for ever, in which masters might freely teach and scholars be auditors in the said faculties'
Scotland
1413 St. Andrews - war and schism 1451 Glasgow - 'where the air is mild, victuals are plentiful'1495 King’s College - northern focus1583 Edinburgh - the first civic founding1593 Marischal College - reformation
A University of London & Henry VIII
● Sir Nicholas Bacon was Solicitor to the Court of Augmentations, which had been established to manage Church property passed to the Crown.
● He proposed to Henry VIII that a London University should be funded by the proceeds of the dissolution of the monasteries.
● The University was intended for the study of law and the training of ambassadors and statesmen.
The C16 "University" of London
Writing in 1587 William Harrison described three 'noble universities in England'.
Gresham College 1597
The Third VniversitieAlthough no formal institution existed in London as a university there was higher learning (as understood in the seventeenth century). Some argued this constituted a 'third university', including Sir George Buck in 1615.
Trinity College, Dublin
‘A College for learning, whereby knowledge and civility might be increased by the instruction of our people there, wherof many have usually heretofore used to travaile into ffrance, Italy and Spaine to get learning in such forreigne universities, whereby they have been infected with poperie and other ill qualities, and soe became evill subjects.’
University of Dublin 1591
The University of Ripon● The revenues of Ripon Minster had
been in the hands of the Crown since the Dissolution
● On 4 July 1604, the corporation of Ripon sent a petition to Queen Anne, wife of James I, requesting these funds be used for a college "after the manner of a university" for the benefit of the "Borders of England and Scotland"
● An order was issued and provision made...
● ...but nothing happened
After God had carried us safe to New England, and wee had builded our houses, provided necessaries for our liveli-hood, rear’d convenient places for Gods worship, and setled the Civill Government: One of the next things we longed for, and looked after was to advance Learning and perpetuate it to Posterity: dreading to leave an illiterate Ministery to the Churches, when our present Ministers shall lie in the Dust.
Harvard Colledge
Attempts during the Commonwealth
The Commonwealth: 1649 to 1660 As we the inhabitants of the northern parts ... have been looked upon as a rude and barbarous people in respect of those parts which, by reason of their vicinity to the universities, have more fully partaken of the light and influence, so we cannot but be importunate in this request. (1652)
Cromwell's College in Durham
15 May 1657
Letters Patent were issued for the establishment of ‘the Provost, Fellows, and Scholars of the College in Durham of the Foundation of Oliver, Lord Protector of the Commonwealth of England’
Dissenting academies 1662
And be it further Eacted by the Authority aforesaid, That every Dean, Canon, and Prebendary of every Cathedral, or Collegiate Church, and all Masters, and other Heads, Fellows, Chaplains, and Tutors of, or in any Colledge, Hall, House of Learning, or Hospital, and every Publick Professor, and Reader in either of the Universities, and in every Colledge elsewhere, and every Parson, Vicar, Curate, Lecturer, and every other person in holy Orders, and every School-master keeping any publick, or private School, and every person Instructing, or Teaching any Youth in any House or private Family as a Tutor, or School-master, ... subscribe the Declaration or Acknowledgement following,
A. B. Do declare that it is not lawful upon any pretence whatsoever to take Arms agains the King; and that I do abhor that Traiterous Position of taking Arms by His Authority against His Person, or against those that are Commissionated by him; and that I will conform to the Liturgy of the Church of England, as it is now by Law established. ...
Dissenting Academies
Philip Doddridge's curriculum at Northampton Academy 1740First Year Second Year Third Year Fourth Year
Logic Trigonometry Natural and Civil History
Civil Law
Rhetoric Conic sections
Anatomy Mythology & Hieroglyphics
Geography Celestial Mechanics
Jewish Antiquities
English History
Metaphysics Natural & Experimental philosophy
Divinity History of Nonconformity
Geometry Divinity Orations Divinity
Algebra Orations Preaching and pastoral care
McLaughlan, 1931, p147
The Early Nineteenth Century
Firm Proposals
● London - 1825● York - 1825● Leeds - 1826● Liverpool - late 1820s?● Dumfries - 1829-31● Newcastle - 1831● Durham - 1831● Bath - 1839
Queen's College, Bath
St David's College, Lampeter
An Era of Educational Development
Proposal for a Metropolitan University
Thomas Campbell address an open letter to Henry Brougham, in The Times on 9 February 1825
Competing Interests in 1828Lectures and Examinations for King's College Students
Sense and Sciencevs
Money and Interest
Durham University● Established in 1831, Act of
Parliament in 1832, admitted students in 1833, received a Charter in 1837.
● Subjects included science, engineering, medicine, law, history, theology and Arts.
● Introduced external examiners to put space between teaching and examining - early quality assurance!
An Era of Federal Universities
1836: University of LondonUCL and KCL and supporting Colleges in Exeter, Bristol, Southampton, Leicester, Nottingham, Wales, et al
1845: Queen’s University of IrelandBelfast, Cork and Galway
1880: Victoria UniversityManchester (Owen's College, 1851), Liverpool 1884, Leeds 1887
1893: University of WalesUniv College Wales (1872, now Aberystwyth University), Univ College North Wales (1884, now Bangor University) and Univ CollegeSouth Wales and Monmouthshire (1883, now Cardiff University)
The Sense of a Sector
Break-up of federal systems in England● Liverpool (1903), Leeds (1904), Victoria Manchester (1904)
University Grants Committee (UGC)● Very little direct Government funding of HE during C19● Proposed in 1904 and realised in 1918● Became University Funding Council in 1989
Committee of Vice-Chancellors & Principals (CVCP)● More informal meetings had occurred before● Founded in 1918● Included the heads of 22 universities
Post-War Development
● UCCA 1961● Robbins Report 1963● CNAA 1964● Hatfield Polytechnic 1967● Open University 1971
● Colleges of Advanced Technology
● Green Field Universities● University Grants
Anthony Crosland 1965
‘Why should we not aim at … a vocationally orientated non-university sector which is degree-giving and with appropriate amount of postgraduate work with opportunities for learning comparable with those of the universities, and giving a first class professional training … under state control, directly responsible to social needs’
New Universities
University of Stirling opened on Monday 18 September 1967 to 164 undergraduates and 31 postgraduates.
Universities and the 1980s
The government reduced expenditure on higher education and the UGC introduced a cap on student intakes (1981). The block grant was divided into core funding and a separate element for research (RAE in 1986). Commissioned by the CVCP, the Jarratt Report (1985) adopted the view that higher education was a business and downplayed its social and cultural role. The controversial report reflected and accelerated an adoption of business models within higher education.
Overseas Students
● Robbins considered the subsidy for overseas students as a form of 'aid'.
● 1950/1 - 12,500● 1958/9 - 42,100● 1968/9 - 69,819● 1978/9 - 119,559
● From 1980/1 international student fees were to cover the full cost of tuition.
● University grants were reduced accordingly
University Challenge
Started in 1962
1990
The student maintenance grant was frozen and future increases were instead to be delivered via a top-up loan; the Student Loans Company (SLC) was established to administer the scheme.
The CVCP establish the Academic Audit Unit (AAU), which only existed for two years before being replaced by the Higher Education Quality Council (HEQC).
Mission Groups
● Russell Group – 20 members - formed in 1994● 1994 Group – 19 members - formed in 1994● Million Plus – 27 members - formed in 1997● University Alliance – 23 members - formed in 2009
1992 Further and Higher Education Act
● Converted all polytechnics and Scottish Central Institutions into Universities
● Created the funding councils in the devolved administrations
Since 1992 some colleges of HE have become universities, e.g. Edge Hill University (formerly Edge Hill College) and University of Wales, Newport (formerly Gwent College of HE)
The Dearing Report: 1997
UK-wide enquiry of the 'purposes, shape, structure, size and funding of higher education' led by Sir (later Lord) Ron Dearing. The Enquiry found that in the twenty years to 1996:
● the number of students has much more than doubled;● public funding for higher education has increased in real
terms by 45 per cent;● the unit of funding per student has fallen by 40 per cent;● public spending on higher education, as a percentage of
gross domestic product, has stayed the same.
Dearing on Student Finance
Recommendation 78We recommend ... income contingent terms for the payment of any contribution towards living costs or tuition costs sought from graduates in work.
Recommendation 79We recommend ... a flat rate contribution of around 25 per cent of the average cost of higher education tuition
Mortgage-style repayments were replaced by income-contingent payments but fees remained means-tested and payable upfront.
Who won the war of Dearing’s ear?
"The treatment of the complexities of the funding question were generally well-handled, the options fairly described, and broadly the correct conclusions were reached. The Government’s subsequent reaction is hard to understand and difficult to justify."
Was response to Browne any different?
Devolution in the United Kingdom
Tony Blair was elected in 1997 and carried through a manifesto promise to hold devolution referenda.
Scotland take a different road
● The Cubie report (after Sir Andrew Cubie) recommended that tuition fees should be abolished and replaced with a 'graduate endowment'.
● Students were only required to pay back £3,000 worth of 'fees' when their earnings reached £25,000, through taking out a student loan.
● Scrapped altogether in 2007.
The Era of Acronyms and Quangos
1988 - CUC1990 - SLC
1993 - HESA1993 - JISC2004 - HEA2004 - OIA
2004 - OFFA2005 - NSS
The Definition of a University
it's not just about Newman
What is a University?
● What activities and responsibilities are necessary?○ teaching and learning?○ examination and assessment?○ research?○ and what discipline(s)?
● Does a University have to be able to award degrees?○ what is a degree anyway?○ who gives degree-awarding authority?
● How big should the institution and does size matter anyway?
● To be a University do all of the above need to apply or will some only be sufficient?
Thomas Hobbes: 1651
That which is now called a University is a joining together and an incorporation under one government of many public schools in one and the same town and city. In which the principal schools were ordained for the three professions, that is to say, of the Roman religion, of the Roman law, and of the art of medicine.
Leviathan
George Dyer: 1824
‘Besides being a generale studium’ being a permanent institution with ‘its settled endowments, its public laws, its distinct officers, and established magistrates, its regular degrees and privileges, its permanent Rector or Chancellor; combining, among us, together various smaller Corporations or Colleges in one larger Corporation; and all, - dropping now the Papal claims, - under the sanction of the Royal authority’.
Privileges of the University of Cambridge
Robert Southey: 1829‘There was’, remarked Southey, ‘a curious and threefold impropriety in assuming the title of University for a single college, which the crown had not created, and from which the science of divinity was specially excluded! Any set of men might as well affect to constitute themselves a corporation in an unchartered town, as these persons to set up a University!’. Indeed, to Southey, ‘Mr. O’Connell has just as much right to institute an Order of Knighthood, as this Council to erect a University’.
Quarterly Review
John Newman: 1852
Advocate of liberal education. The role of the University is to train 'a real cultivation of mind' to the benefit of the individual student and society. However, a University is not a place for research.
The Idea of a University
‘A university is according to the usual description, an Alma Mater, knowing her children one by one, not a foundry, or a mint, or a treadmill’
A University training “aims at raising the intellectual tone of society, at cultivating the public mind, at purifying the national taste, at supplying true principles to popular enthusiasm and fixed aims to popular aspirations, at giving enlargement and sobriety to the ideas of the age, at facilitating the exercise of political powers, and refining the intercourse of private life’
John Newman
“The word 'research' as a university ideal had, indeed, been ominously spoken in Oxford by that extremely cantankerous person, Mark Pattison, some years ago; but the notion of this ideal, threatening as it did to discredit the whole tutorial and examinational system which was making Oxford into the highest of high schools for boys, was received there with anger and contempt. In Balliol, the birthplace and most illustrious home of this great system, it was regarded with especial scorn.”
Should a University do research?
“This ideal of endowment for research was particularly shocking to Benjamin Jowett, the great inventor of the tutorial system which it threatened. I remember once, when staying with him at Malvern, inadvertently pronouncing the ill-omened word. 'Research!' the Master exclaimed. 'Research!' he said. 'A mere excuse for idleness; it has never achieved, and will never achieve any results of the slightest value.‘”
Sutherland, J, 1975, Oxford Book of Literary Anecdotes, London, Oxford University Press, p273
Should a University do research?
John Stuart Mill: 1867
A university ‘is not a place of professional education’. Universities are ‘not intended to teach the knowledge required to fit men for some special mode of gaining their livelihood. Their object is not to make skilful lawyers, or physicians, or engineers, but capable and cultivated human beings’.
It has bred pedigree strains of barley, oats and wheat, which have increased the grain crop of the state millions of dollars. These varieties won the world's championship, 1910-1911, at the national corn show. It has produced a kind of corn which can be grown in the northern part of the state. It has produced grasses and legumes which formerly could not be bred in the state. It has made extensive investigations in the sugar beets in relation to the development of that industry in the state. It has found remedies for noxious weeds. It has maintained trial orchards in the northern part of the state, so that where formerly very little fruit existed, now all kinds of fruit are growing. It has discovered new methods of managing marsh soils. It has worked out new methods of cranberry culture, increasing the product of cranberries from one to ten barrels per acre to seventy to eighty barrels per acre.It has worked out scientific rations for cattle. Five of the six tests now everywhere used in dairying were discovered by this department.
The Babcock fat test is used all over the world. The moisture test for butter, the Wisconsin curd test, the Farrington acid test and the Hart casein test are the other great improvements which have been worked out. New methods of making cheese, utilizing butter, have been worked out. The round wood silo was first used by this station. A new system of ventilation for stables now universally used was worked out here. Even new methods of blasting and pulling stumps have been discovered. The agricultural department has demonstrations all over the state; grain growing contests, pedigree high grade seed contests are started and directed. The fight against tuberculosis in cattle by demonstration has been kept up vigorously. Fertilizers and feeding stuffs have been inspected and analyzed. A system of stallion registration has already reduced the percentage of grade stallions over 15 per cent in the state.Plans have been made to reclaim 116,000 acres by drainage surveyage within the next five years
The useful university: Wisconsin
A University stands not for material but for mental interests. It should function as the brain of a social body. Its business is with ideas. It maintains and develops the idea of the human community through its thinkers and investigators, its teachers whose business it is to weave and sustain the network of ideas that holds human society together in willing and intelligent co-operation, its doctors who attend to its physical health and well-being, its lawyers who work out the endless problems of human interaction.
Wells, H G., 1926, ‘Introduction’, in Humberstone, T L, 1926, University Reform in London, London, George Allen & Unwin
H G Wells: 1926
John Brookes: 1954
‘A goal of all formal education should be to graduate students to lead lives of consequence.'
● Education for livelihood● Apprenticeship
In our submission there are at least four objectives essential to any properly balanced system.
We begin with instruction in skills suitable to play a part in the general division of labour. We put this first, not because we regard it as the most important, but because we think that it is sometimes ignored or undervalued…But, secondly, while emphasising that there is no betrayal of values when institutions of higher education teach what will be of some practical use, we must postulate that what is taught should be taught in such a way to promote the general powers of the mind. The aim should be to produce not mere specialists but rather cultivated men and women…
A University System: Robbins
Thirdly, we must name the advancement of learning… the search for truth is an essential function of institutions of higher education and the process of education is itself most vital when it partakes of the nature of discovery…Finally there is a function that is more difficult to describe concisely, but that is none the less fundamental: the transmission of a common culture and common standards of citizenship.
Institutions of higher education vary both in their functions and in the way they discharge them. … Our contention is that, although the extent to which each principle is realised in the various types of institution will vary, yet, ideally there is room for at least a speck of each in all. The system as a whole must be judged deficient unless it provides adequately for all of them.
A University System: Robbins
Maskell & Robinson: 2001
'Liberal education in England may survive in the twenty-first century, not very conspicuously, at two universities. In Wales (which we know) liberal education has no prospects, and we are not optimistic about its chances in Scotland or Ireland. We think this matters.'
The New Idea of a University
The Idea of the University
Discussing why students had been effective in disrupting policy making in the student disturbances in the 1960s, John Searle noted:
Most faculty members really have no underlying theory of the university or philosophy of higher education to offer as an alternative… But they have no overall vision of the University or of higher education… if one were to ask of them how their [specialized] thing was supposed to fit into any broad educational scheme, what broad humanistic goals it was supposed to serve, and how those goals related to the goals of the Institute, and even what were the goals of the Institute, most of them would be stumped for an answer. They simply never give these matters a thought.
The four main purposes of higher education are:
to inspire and enable individuals to develop their capabilities to the highest potential levels throughout life, so that they grow intellectually, are well equipped for work, can contribute effectively to society and achieve personal fulfilment; to increase knowledge and understanding for their own sake and to foster their application to the benefit of the economy and society; to serve the needs of an adaptable, sustainable, knowledge-based economy at local, regional and national levels; to play a major role in shaping a democratic, civilised, inclusive society.
Dearing's Purposes
Themes in the History of Higher Education
the students have always been revolting
In this section
1. Your institutions2. Gender3. Student Life
Of the prohibition to associate with women within the House of Wisdom
No women shall be allowed to visit our House. A scholar who does not observe this rule shall be deprived of the benefits of the House for a month, unless such a woman be engaged as night-nurse during severe illness or be the washerwoman of the scholar in question
Freiburg Statutes
... O I wishThat I were some great princess, I would buildFar off from men a college like a man's,And I would teach them all that men are taught;We are twice as quick!' ...
Alfred Tennyson 1847
F D Maurice
On Monday 1 May [1848], the first pupil arrived... she sat there debating whether or not to take off her bonnet; when the next student arrived they discussed it together... Their bonnets came off. A little nervously, yet excited by their new adventure, they soon walked up the elegant staircase to the lecture room.
Elisabeth J Reid
Ladies College, Bedford Square October 1849.
'The want of success of our College is very discouraging and would be dreadful indeed could the past be conceived as a fair trial of the scheme.
Queens' College Bedford College
It occurred to me, that woman, having received from her Creator the same intellectual constitution as man, has the same right as man to intellectual culture and development - Matthew Vassar
Vassar College 1861
‘Among the most necessary and the most easily and immediately applicable, is the extension to women of such examinations as demand a high standard of attainment. The test of a searching examination is indispensable as a guarantee for the qualifications of teachers; it is wanted as a stimulus by young women studying with no immediate object in view, and no incentive to exertion other than the high, but dim and distant, purpose of self-culture.'
Emily Davies 1866
In 1866 Miss Emily Davies and others interested in the higher education of women initiated a scheme for founding by public subscription a college for women designed to hold, in relation to girls’ schools and home teaching, a position analogous to that occupied by the Universities towards the public schools for boys. On 16 October 1869, the College was opened at Benslow House, Hitchin, under the name of the College for Women. In 1872 the present site was purchased, and the College was renamed Girton college: the removal to the new buildings took place in October 1873.
For reasons of Victorian respectability, the College was located two miles north of the town centre to discourage marauding male undergraduates!
Women at Cambridge: Girton
Foundation Deed draws on Vassar's vision.Holloway's own mix of views includes:
Royal Holloway
'all sectarian influences should be carefully excluded; but the training of our students should never be entrusted to the skeptical, the irreligious or the immoral'
Ladies DepartmentWomen's DepartmentKing's College for WomenQueen Elizabeth CollegeKing's College
Separate provision - King's
Household Management 1916The 'Brides' Course'the course was designed to awaken in students "an intelligent interest in, and knowledge of, matters of importance in domestic and public life" and to "prepare themselves for the efficient management of their own homes"(Marsh, 1986, p98)
The special form of vanity which displays itself in a fondness for adornment has generally been considered to prevail exclusively in these days among the weaker sex, and to be one of those points of weakness which have earned for the whole sisterhood that contempt-tinged classification. Yet when we note the more than gratified pride with which our husbands and brothers don these bright and distinctive badges of their well-won honours, we are tempted to that behind the just and praiseworthy consciousness of having achieved a difficult success there lies a certain amount of pleasure in the bright colouring or silken sheen of the precious ornament it has pleased the University to bestow upon its meritorious sons.
Girls' Own Paper 1882University Hoods and how to make them
Women at Cambridge
‘They provide … a published list … shewing the place in order of standing and merit which such students would have occupied if they had been men. But they do not permit the University to actually confer upon women the time-honoured degree of BA or MA, and they do not admit them to the standing of Members of the University’
Fitch, J, 1900, Educational Aims and Methods, Cambridge, Cambridge University Press, p400
Make me dictator of Oxford for a day and I could bring about the change between sunrise and sunset. At the head of the Old Guard - the Greats men, the Modern Greats men, the Historians, the Lawyers, and the English students, I should advance upon the Parks. The flames from the laboratories would be watched by awe-struck villagers on Hinskey Hill until, of those temples of commercial culture, not one stone was left upon another. Thence our familiar steps would turn northwards. The affrighted amazons of Lady Margaret Hall would outstrip their sisters of St Hugh's in their race for the sanctuary of the Up platform of the Great Western Station.
Diplock, 1929, pp92-93
Women at Oxford - reaction
The Student University 1088
The first Universitas – guild – was of students in BolognaFew rules for students themselves, but…
● The doctors were compelled, under pain of a ban which would have deprived them of pupils and income, to swear obedience to the students’ rector, and to obey any other regulations which the universities might think fit to impose on them –
● A professor requiring leave of absence even for a single day was compelled to obtain it first from his own pupils…
● The professor was obliged to begin his lecture when the bells of S.Peter’s began to ring for mass, under a penalty of 20 solidi for each offence … while he is forbidden to continue his lecture one minute after the bell has begun to ring for tierce.
The President shall show a newcomer to his room. He shall also require the candidate thus selected to make up a list of the furnishings within that room, so that when he takes his departure he may be made accountable for them.So that the distribution of rooms causes neither dissension nor envy, we do decree that those scholars that are to be considered first who promise to be most worthy. All are to lie down to sleep in a common dormitory, and nowhere else, although here accommodated in different cubicles. Here they shall observe complete silence whenever it is time for either study or repose. Each room shall be cleaned once a week by the occupant.
Freiburg Statutes
Freiburg Statutes
Ut vnusquisque domum sapience inhabitans mane de lecto surgat ad studuim congruo temporeEach scholar shall rise at the fifth hour of the day in summer and at the sixth hour in the winter, in order to apply himself to his studies...De Lectorum preparacioneIt is our wish that each scholar shall make his own bed immediately after he has risen in the morning. Failure to comply as a result of laziness, when noticed during the weekly inspection and reported to the President, shall be punished by the removal of wine, but if this should happen frequently, then the scholar in question shall be deprived of his bed...
De discordia seminantibusDisturbers of the peace shall be expelled from our house. The same penalty awaits blasphemers who have to be admonished for a second time.De non ferendis armisIt is our wish that our pupils should carry no arms. He who disregards this ruling shall be expelled from our house. A newcomer shall deliver his arms immediately into the hands of the President. Should he need to journey outside the town, he may be given back his arms but these must be handed in again to the President immediately on his return.
Freiburg Statutes
Ne cantilene lasciue vel mundane siue impudica proferantur verbaOur House shall be kept free of very loose, frivolous and obscene song; of blasphemy and of all kinds of boasting.
Hij ludi prohibenturDice, cards, and sticks for casting lots and all games of chance are forbidden. Disregard of this rule shall be punished with the loss of wine for a week. Chess, however, is allowed.
Freiburg Statutes
Durham University Regulations: 1833
11. All play with Dice and Cards, and generally all Betting and Gambling are strictly prohibited.
12. Students must not hire any Room or House in the Town, nor frequent Inns, Public-Houses, Cooks’ or Confectioners’ Shops.
13. It is forbidden to Students to go to the neighbouring Towns, (as Sunderland, Newcastle &c.) or to hire Horses, Gigs, Chaises, or other Vehicles, without reasonable cause assigned, and notice given to the Censor, either verbally or by entry beforehand in the Butler’s Book
Nineteenth Century Student Life
At the wine parties also that he attended he became rather greater adept at cards than he had formerly been.
Nineteenth Century Student Life
...finding the streamers of his gown had been put to a use never intended for them.
The Daily Mail: 1 January 2011
Pass the sick bag: The antics of these Imperial College medical students should worry us all
Here, we would like to assume, the next generation of brilliant British scientists and technologists is being groomed for great things... the buckets were made available on the orders of the student union. 'We recognise that there is a good chance of people vomiting on a Wednesday night and so provide orange buckets for this purpose.’
The Daily Mail: 2 May 2011
Stripping, vomiting and fighting: Shame of Cambridge students after drunken Bank Holiday party in park ruins family picnics.
Visitors to Jesus Green, including many with children, were subjected to views of students fighting, stripping off, vomiting and urinating in bushes and flower beds.
The Times: 24 December 1828
Students are generally ‘inconsiderate, rude and mischievous’. If the building goes ahead, the correspondent opined, its presence would be ‘far more turbulent, and vastly more mischievous, than the bears, the kangaroos, the wolves, and the tiger-cat in the adjacent menagerie’.
Serious Student Misbehaviour
'We collected stories of physical attacks, stalking, verbal abuse and sexual harassment by students.'
Living Together, Working Together
In response to increasing concerns amongst residents in some areas that the growing number of students living in the private rented sector has resulted in more rubbish and litter, noise, antisocial behaviour, poor housing quality and feelings of a ‘loss of community and neighbourhood’. UUK, GuildHE and the NUS are committed to developing partnerships to tackle problems and the perception of problems.
June 2010
Student Life
Youth cannot know how age thinks and feels. But old men are guilty if they forget what it was to be young.
Albus Dumbledore
Harry Potter and the Order of the Phoenix, 2003
Contemporary Higher Education
the relevance of historic precedences to policy making and administration
Linking HE and Schools
University of London Oxford Brookes University
Capacity in Higher Education
If one of the highest and most imperative of our national needs is to be adequately met, a carefully considered and prudently carried-out increase in the number of English universities is expedient and indeed necessary.
A.W.Ward November 1878
The government is also seeking to expand student numbers without extra cost to the taxpayer, and has considered a controversial proposal to let students pay for extra "off-quota" places that would not be funded by the state.
The GuardianJune 2011
Student Grants and Fees
Following on from the recommendations of the Anderson Report (1960) new student financial arrangements were introduced by the 1962 Education Act: all fees were now paid by LEAs and students received a maintenance grant.
1960
Lord Browne wanted to introduce a system of funding for higher education which would last beyond only a few years. How long do systems tend to last?
2011
Accelerated Degrees
It brought more men up, it is true; but Durham got the discredit of being an institution which gave degrees on easier terms than any other university.
Whiting on 1862 Royal Commission
Two-year degrees have been shown to appeal particularly to mature students, people from ethnic minorities and employers with skills shortages.
BIS Technical Consultation, 2011
Institutional Size
Year: Oxford - Cambridge
1580: 445 - 4651680: 321 - 2941780: 254 - 1711880: 766 - 927
Do you agree with our proposal to reduce the numbers criterion for university title to 1,000 FTE HE students of which at least 750 are studying for a degree alongside a requirement that more than 50% FTE of an organisation’s overall student body is studying HE?
BIS Technical Consultation, 2011
The lasting appeal of "prestige"
When the point had been duly settled, that Mr. Verdant Green was to receive a university education, the next question to be decided was, to which of the three Universities should he go? To Oxford, Cambridge, or Durham? But this was a matter which was soon determined upon. Mr. Green at once put aside Durham, on account of its infancy, and its wanting the prestige that attaches to the names of the two great Universities. Cambridge was treated quite as summarily, because Mr. Green had conceived the notion that nothing but mathematics were ever thought or talked of there.
'To an Englishman, a university is something very old, very venerable, very picturesque, very large, very select, very detached, and, of course, very learned. Those who have had to fight the cause of the new universities have found themselves between the upper and nether millstones which bound this conception of a university.’
‘The … Englishman … [is] aghast at our newness, our inconspicuousness, our ugly mundane surroundings, our incompleteness in range of studies, our poverty in the number of learned men, our poverty in halls of residence, our strange new studies about leather, dyeing, and brewing.’
Recognition of new universities
![Ratcliffe Crown Court Case 1a [18Jan]](https://img.pdfslide.us/doc/110x75/577d2a801a28ab4e1ea95b3d/ratcliffe-crown-court-case-1a-18jan.jpg)
