The expansion of higher education in England.

Autor/in	Lowe, Roy
Titel	The expansion of higher education in England.
Quelle	Aus: Jarausch, Konrad H. (Hrsg.): The transformation of higher learning 1860-1930: expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States. Stuttgart: Klett-Cotta (1982) S. 37-56 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Historisch-Sozialwissenschaftliche Forschungen. quantitative sozialwissenschaftliche Analysen von historischen und prozeß-produzierten Daten. 13
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISSN	0173-2153
ISBN	3-608-91067-0
URN	urn:nbn:de:0168-ssoar-339284
Schlagwörter	Bildungsexpansion; College; Geschichte (Histor); Berufsbildung; Fachhochschule; Hochschulbildung; Universität; Studentenzahl; 19. Jahrhundert; 20. Jahrhundert; Großbritannien
Abstract	The late nineteenth and early twentieth centuries saw a phenomenal and unprecedented growth in the provision of higher education in England. At the commencement of the period, in mid-century, there were but four small university institutions and a number of provincial Colleges of varying prestige and clientele. For the vast bulk of the population education beyond elementary school had to be sought through Mechanic's Institutes or Adult Schools. Within eighty years this Situation had been completely transformed through a process of growth and systematization. By 1930 the different elements in what could be discerned as a system stood in a clear relationship one to another, and identified themselves with particular social groups. Similarities with higher education in other major industrial societies were now more manifest: admission qualifications and ages were, by 1930, largely standardized; specialist faculties, each linking with professional occupations, had been established, and, more importantly, a definite hierarchy of educational institutions was discernible. How did this process occur in England between 1860 and 1930?
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2020/4