1. The Life and Times of
Higher Education
Manchester
Thursday 20 October 2011

2. Presenters
Matthew Andrews FAUA Mike Ratcliffe FAUA
mandrews@brookes.ac.uk mratcliffe@brookes.ac.uk

3. Your Questions
Questions from participants:
1. Funding arrangements
2. Institutional groupings
3. Influence of stakeholder groups
4. International students
5. Quality assurance

4. 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

5. Introduction to the
History of Higher Education
the first three thousand years
in an hour and a half

6. Why does history matter?
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.

7. Oldest University in the UK: Oxford

8. 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.

9. 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

10. 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…

11. 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.

12. University Foundation
About 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

13. 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

14. Restrictions on other universities
(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

15. 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'

16. Scotland
1413 St. Andrews - war and schism
1451 Glasgow - 'where the air is mild, victuals are plentiful'
1495 King’s College - northern focus
1583 Edinburgh - the first civic founding
1593 Marischal College - reformation

17. 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.

18. The C16 "University" of London
Writing in 1587 William Harrison
described three 'noble universities in
England'.

19. Gresham College 1597

20. The Third Vniversitie
Although 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.

21. University of Dublin 1591
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.’

22. 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

23. Harvard Colledge
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.

24. 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)

25. 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’

26. 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. ...

27. Dissenting Academies
Philip Doddridge's curriculum at Northampton Academy 1740
First Year Second Year Third Year Fourth Year
Logic Trigonometry Natural and Civil Law
Civil History
Rhetoric Conic Anatomy Mythology &
sections Hieroglyphics
Geography Celestial Jewish English
Mechanics Antiquities History
Metaphysics Natural & Divinity History of
Experimental Nonconformit
philosophy y
Geometry Divinity Orations Divinity
Algebra Orations Preaching
and pastoral
care
McLaughlan, 1931, p147

28. 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

29. St David's College, Lampeter

30. An Era of Educational Development

31. Proposal for a Metropolitan University
Thomas Campbell address
an open letter to Henry
Brougham, in The Times on
9 February 1825

32. Competing Interests in 1828
Lectures and Examinations
for King's College Students
Sense and Science
vs
Money and Interest

33. 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!

34. An Era of Federal Universities
1836: University of London
UCL and KCL and supporting Colleges in Exeter,
Bristol, Southampton, Leicester, Nottingham, Wales, et al
1845: Queen’s University of Ireland
Belfast, Cork and Galway
1880: Victoria University
Manchester (Owen's College, 1851), Liverpool 1884, Leeds 1887
1893: University of Wales
Univ College Wales (1872, now Aberystwyth University), Univ College
North Wales (1884, now Bangor University) and Univ College
South Wales and Monmouthshire (1883, now Cardiff University)

35. 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

36. 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

37. 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’

38. New Universities
University of Stirling opened
on Monday 18 September 1967
to 164 undergraduates and 31
postgraduates.

39. 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.

40. 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

41. University Challenge
Started in 1962

42. 1990
The student maintenance The CVCP establish the
grant was frozen and future Academic Audit Unit (AAU),
increases were instead to be which only existed for two
delivered via a top-up loan; years before being replaced
the Student Loans Company by the Higher Education
(SLC) was established to Quality Council (HEQC).
administer the scheme.

43. 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

44. 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)

45. 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.

46. Dearing on Student Finance
Recommendation 78
We recommend ... income contingent terms for the payment of
any contribution towards living costs or tuition costs sought
from graduates in work.
Recommendation 79
We 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.

47. 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?

48. Devolution in the United Kingdom
Tony Blair was elected in 1997 and carried through a manifesto
promise to hold devolution referenda.

49. 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.

50. The Era of Acronyms and Quangos
1988 - CUC
1990 - SLC
1993 - HESA
1993 - JISC
2004 - HEA
2004 - OIA
2004 - OFFA
2005 - NSS

51. The Definition of
a University
it's not just about Newman

52. 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?

53. 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

54. 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

55. 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

56. 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

57. John Newman
‘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’

58. Should a University do research?
“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.”

59. 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

60. 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’.

61. The useful university: Wisconsin
It has bred pedigree strains of barley, oats and wheat, The Babcock fat test is used all over the world. The
which have increased the grain crop of the state millions moisture test for butter, the Wisconsin curd test, the
of dollars. These varieties won the world's championship, Farrington acid test and the Hart casein test are the
1910-1911, at the national corn show. other great improvements which have been worked out.
It has produced a kind of corn which can be grown in the New methods of making cheese, utilizing butter, have
northern part of the state. been worked out.
It has produced grasses and legumes which formerly The round wood silo was first used by this station.
could not be bred in the state. A new system of ventilation for stables now universally
It has made extensive investigations in the sugar beets used was worked out here. Even new methods of
in relation to the development of that industry in the blasting and pulling stumps have been discovered.
state. The agricultural department has demonstrations all over
It has found remedies for noxious weeds. the state; grain growing contests, pedigree high grade
It has maintained trial orchards in the northern part of the seed contests are started and directed.
state, so that where formerly very little fruit existed, now The fight against tuberculosis in cattle by demonstration
all kinds of fruit are growing. has been kept up vigorously.
It has discovered new methods of managing marsh soils. Fertilizers and feeding stuffs have been inspected and
It has worked out new methods of cranberry culture, analyzed.
increasing the product of cranberries from one to ten A system of stallion registration has already reduced the
barrels per acre to seventy to eighty barrels per acre. percentage of grade stallions over 15 per cent in the
It has worked out scientific rations for cattle. Five of the state.
six tests now everywhere used in dairying were Plans have been made to reclaim 116,000 acres by
discovered by this department. drainage surveyage within the next five years

62. H G Wells: 1926
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

63. John Brookes: 1954
‘A goal of all formal education
should be to graduate students to
lead lives of consequence.'
● Education for livelihood
● Apprenticeship

64. A University System: Robbins
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…

65. 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.

66. Charles Carter: 1960s

67. 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

68. 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… B
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.

69. Dearing's Purposes
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.

70. Themes in the History of
Higher Education
the students have always been revolting

71. In this section
1. Your institutions
2. Gender
3. Student Life

72. Freiburg Statutes
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

73. Alfred Tennyson 1847
...
O I wish
That I were some great princess, I would build
Far off from men a college like a man's,
And I would teach them all that men are taught;
We are twice as quick!' ...

74. Queens' College Bedford College
F D Maurice Elisabeth J Reid
On Monday 1 May [1848], the Ladies College, Bedford
first pupil arrived... she sat Square October 1849.
there debating whether or not
to take off her bonnet; when 'The want of success of our
the next student arrived they College is very discouraging
discussed it together... Their and would be dreadful indeed
bonnets came off. A little could the past be conceived
nervously, yet excited by their as a fair trial of the scheme.
new adventure, they soon
walked up the elegant
staircase to the lecture room.

75. Vassar College 1861
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

76. Emily Davies 1866
‘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.'

77. Women at Cambridge: Girton
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!

78. Royal Holloway
Foundation
Deed draws
on Vassar's
vision.
Holloway's
own mix of
views
includes:
'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'

79. Separate provision - King's
Ladies Department Household Management 1916
Women's Department The 'Brides' Course'
King's College for Women the course was designed to
Queen Elizabeth College awaken in students "an intelligent
King's College 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)

80. Girls' Own Paper 1882
University Hoods and The special form of vanity which displays itself in a
fondness for adornment has generally been
how to make them 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.

81. 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

82. Women at Oxford - reaction
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

83. The Student University 1088
The first Universitas – guild – was of students in Bologna
Few 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.

84. Freiburg Statutes
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.

85. Freiburg Statutes
Ut vnusquisque domum sapience inhabitans
mane de lecto surgat ad studuim congruo
tempore
Each 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 preparacione
It 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...

86. Freiburg Statutes
De discordia seminantibus
Disturbers 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 armis
It 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.

87. Freiburg Statutes
Ne cantilene lasciue vel mundane siue impudica
proferantur verba
Our House shall be kept free of very loose,
frivolous and obscene song; of blasphemy and of
all kinds of boasting.
Hij ludi prohibentur
Dice, 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.

88. 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

89. Nineteenth Century Student Life
At the wine
parties also that
he attended he
became rather
greater adept at
cards than he had
formerly been.

90. Nineteenth Century Student Life
...finding the
streamers of his
gown had been
put to a use never
intended for
them.

91. Social Life at Lancaster University

92. 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.’

93. 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.

94. 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’.

95. Serious Student Misbehaviour
'We collected stories of physical attacks,
stalking, verbal abuse and sexual
harassment by students.'

96. 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

97. 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

98. Contemporary Higher
Education
the relevance of historic precedences to policy
making and administration

99. Linking HE and Schools
University of London Oxford Brookes University

100. Capacity in Higher Education
If one of the highest and most The government is also
imperative of our national seeking to expand student
needs is to be adequately numbers without extra cost to
met, a carefully considered the taxpayer, and has
and prudently carried-out considered a controversial
increase in the number of proposal to let students pay
English universities is for extra "off-quota" places
expedient and indeed that would not be funded by
necessary. the state.
A.W.Ward The Guardian
November 1878 June 2011

101. Student Grants and Fees
Following on from the Lord Browne wanted to
recommendations of the introduce a system of funding for
Anderson Report (1960) new higher education which would
student financial arrangements last beyond only a few years.
were introduced by the 1962 How long do systems tend to
Education Act: all fees were now last?
paid by LEAs and students
received a maintenance grant.
2011
1960

102. Accelerated Degrees
It brought more men up, it is Two-year degrees have been
true; but Durham got the shown to appeal particularly
discredit of being an to mature students,
institution which gave people from ethnic minorities
degrees on easier terms than and employers with skills
any other university. shortages.
Whiting on 1862 BIS Technical Consultation,
Royal Commission 2011

103. Institutional Size
Year: Oxford - Cambridge Do you agree with our
proposal to reduce the
1580: 445 - 465 numbers criterion for
1680: 321 - 294 university title to 1,000 FTE
1780: 254 - 171 HE students of which at
1880: 766 - 927 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

104. 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.

105. Recognition of new universities
'To an Englishman, a university ‘The … Englishman … [is]
is something very old, very aghast at our newness, our
venerable, very picturesque, inconspicuousness, our ugly
very large, very select, very mundane surroundings, our
detached, and, of course, very incompleteness in range of
learned. Those who have had studies, our poverty in the
to fight the cause of the new number of learned men, our
universities have found poverty in halls of residence,
themselves between the upper our strange new studies
and nether millstones which about leather, dyeing, and
bound this conception of a brewing.’
university.’