2026/03/02 by J. Hamilton Taylor · 1 voice
Mathematics · Social Sciences · #Educational Assessment and Pedagogy #Educational Theory and Curriculum Studies #Mathematics Education and Programs
paper · pdf · doi:10.1080/0046760x.2026.2631788
openalex publication_date 2026/03/02 · openalex created_date 2026/03/06 · openalex updated_date 2026/07/02
Questions about the funding of English higher education have been actively debated for over 150 years. However, the early years of these debates, certainly before the First World War, are relatively under-researched. This article examines some of the initial stages in implementing State funding arrangements that would underpin English universities for much of the twentieth century. Using original archival sources, the article focuses on five deputations between 1886 and 1895 when college leaders, politicians and supporters approached Government to advance their claims. The emergence of key principles is discussed, including initial acceptance that higher education was a legitimate form of Government expenditure and practical guidelines to be implemented, including transparency, predictability and accountability. Today, when funding arrangements for higher education face renewed examination, it is increasingly relevant to understand the historical origins for many of these issues.