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The historical disruption of English higher educationthe Victoria University and its federalisation legacy /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The historical disruption of English higher educationby John Taylor.
Reminder of title:	the Victoria University and its federalisation legacy /
Author:	Taylor, John.
Published:	Cham :Springer Nature Switzerland :2025.
Description:	xiii, 434 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Education and stateHistory19th century.Great Britain
Online resource:	https://doi.org/10.1007/978-3-031-82090-8
ISBN:	9783031820908$q(electronic bk.)

The historical disruption of English higher educationthe Victoria University and its federalisation legacy /
Taylor, John.

The historical disruption of English higher educationthe Victoria University and its federalisation legacy /[electronic resource] :by John Taylor. - Cham :Springer Nature Switzerland :2025. - xiii, 434 p. :ill., digital ;24 cm.

1. Introduction -- 2. The Need for a New University -- 3. A University for the North of England? -- 4. An Expanding University -- 5. A Working University -- 6. Funding the University -- 7. Increasing Tensions -- 8. The "Disruption" of the Victoria University -- 9. Postscript: A University for Yorkshire? -- 10. The Legacy of the Victory University.

This book examines the establishment (in 1880) and dissolution (in 1903) of the Victoria University as a federal institution for the North of England. It was a 'disruptor', an experiment intended to meet growing demand for high level study in the industrial cities of the North and to provide a regional organisation for higher education. The experiment ended in failure and has never been repeated; rather, it heralded the emergence of independent civic universities that would prove so influential in the following years. As well as considering the federalisation legacy, the book also identifies important areas of activity where the Victoria University broke new ground, including innovations in the relationship between teaching and examining, links with schools and other education providers and the funding of higher education. The book is based on original archival research and will appeal to historians of education and more generally to social historians. John Taylor is Visiting Professor in the Department of Educational Research at Lancaster University, UK.

ISBN: 9783031820908$q(electronic bk.)

Standard No.: 10.1007/978-3-031-82090-8doiSubjects--Corporate Names:

1001691
Victoria University (Great Britain)
--History.Subjects--Topical Terms:

1001692
Education and state
--History--Great Britain--19th century.

LC Class. No.: LF455

Dewey Class. No.: 378.052094273309034

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505 0 $a 1. Introduction -- 2. The Need for a New University -- 3. A University for the North of England? -- 4. An Expanding University -- 5. A Working University -- 6. Funding the University -- 7. Increasing Tensions -- 8. The "Disruption" of the Victoria University -- 9. Postscript: A University for Yorkshire? -- 10. The Legacy of the Victory University.
520 $a This book examines the establishment (in 1880) and dissolution (in 1903) of the Victoria University as a federal institution for the North of England. It was a 'disruptor', an experiment intended to meet growing demand for high level study in the industrial cities of the North and to provide a regional organisation for higher education. The experiment ended in failure and has never been repeated; rather, it heralded the emergence of independent civic universities that would prove so influential in the following years. As well as considering the federalisation legacy, the book also identifies important areas of activity where the Victoria University broke new ground, including innovations in the relationship between teaching and examining, links with schools and other education providers and the funding of higher education. The book is based on original archival research and will appeal to historians of education and more generally to social historians. John Taylor is Visiting Professor in the Department of Educational Research at Lancaster University, UK.
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