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Changes to Smaller Affiliated Residential Colleges

University Colleges Australia RESEARCH NOTE 15 April 2010

A question often posed by the smaller affiliated tertiary residential colleges (not university owned or operated) within Australia is:

“What is the minimum number of students a residential college should have to be viable?”.

There are many examples of affiliated residential colleges with fewer than 200 student places and which are considered to have operational models that are economically viable in the longer term. Notwithstanding the many on‐going success stories amongst the smaller affiliated colleges, the closure/merger/growth statistics on this part of the sector over the past decade (2000 to 2010) show that the majority of the smaller affiliated colleges (those with 200 or fewer places) have either merged, closed, increased in size or plan to increase in size.

University Colleges Australia conducted a national survey of all colleges and halls of residence in year 2000. The institutional response rate on this survey was in excess of 97%.

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Closure/Merger/Growth Activity of Smaller Affiliated Residential Colleges Over the Past Decade

The Centre for Men’s Studies at King’s College

Through the creation of the Centre for Men’s Studies, King’s seeks support and grants for research into men’s issues to develop a centre of expertise which will feed back into the experience of the men in the King’s community, provide a source for comment on men’s issues for the media and the general public, and be a source of personal and professional development programs for men from all walks of life.

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Colleges and improving the student learning experience

by Professor Don Markwell, Deputy Vice-Chancellor (Education), University of Western Australia, and Warden-elect of Rhodes House, Oxford

In recent years there has been in universities and colleges in many parts of the world a renewed focus on improving the quality of the student learning experience, both undergraduate and postgraduate. One driver of this has been the realisation – more widely expressed than acted on - that one of crucial determinants of the social and economic vitality of countries in the “global knowledge economy” of the 21^st century will be how well educated their people are.

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