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England's Civic Universities and the Triumph of the Oxbridge Ideal

Published online by Cambridge University Press:  24 February 2017

Sarah V. Barnes
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Within England's system of higher education, the role of Oxford and Cambridge as defining institutions is scarcely questioned. Whether viewed from a contemporary or a historical perspective, the dreaming spires of the nation's two oldest universities dominate the landscape. More than any comparable pair of institutions in the United States, they set the standards by which all other English universities are measured. According to many accounts of the development of higher education in England, one result of Oxbridge superiority has been a propensity toward “academic drift,” a process whereby newer and/or second-rank institutions copy the curriculum and academic style of elite institutions. England's civic universities appear to have been particularly guilty of this tendency. Established during the Victorian and Edwardian eras by the nation's larger provincial towns in order to meet local needs for higher education, they initially represented a distinct alternative to the ancient universities, not only in terms of their location and the socioeconomic composition of their student bodies but also in terms of mission. Nonetheless, according to many commentators, the civics eventually abandoned their aim of creating a new model for higher education in England which stressed scientific research, practical professional training, regional service, and more open access. Citing the rising proportion of arts graduates, especially during the two decades following World War I, along with increasing pressure to provide halls of residence, modern observers such as A. H. Halsey and Roy Lowe have concluded that the newer universities renounced their original ethos, attempting instead to replicate as much as possible of the Oxbridge ideal amid the smog and squalor of their urban, industrial settings.

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History of Education Quarterly , Volume 36 , Issue 3 , Fall 1996 , pp. 271 - 305
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Copyright © 1996 by the History of Education Society 

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