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The contemporary student is extensively surveyed about their experiences of university provision and their opinions about the extent to which their institutions attend to their health and welfare. This chapter looks to some of the ways that students articulated their views of university health and welfare provision in the middle decades of the twentieth century. It argues that the National Union of Students (NUS) played a crucial role in ascertaining how institutions could help students to “fare well”, and through its emphasis on its leaders’ temporal proximity to student life it emphasised experiential authority. It also argues that the growth of sociological surveys of students’ experience of welfare and health facilities in the 1960s and 1970s helped to legitimise and embed ideas about the experiential knowledge held across the student body.

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Student Voices, Expertise, and Welfare Within British Universities in the Mid-Twentieth-Century

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    2025年

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  • Sarah Crook

摘要

The contemporary student is extensively surveyed about their experiences of university provision and their opinions about the extent to which their institutions attend to their health and welfare. This chapter looks to some of the ways that students articulated their views of university health and welfare provision in the middle decades of the twentieth century. It argues that the National Union of Students (NUS) played a crucial role in ascertaining how institutions could help students to “fare well”, and through its emphasis on its leaders’ temporal proximity to student life it emphasised experiential authority. It also argues that the growth of sociological surveys of students’ experience of welfare and health facilities in the 1960s and 1970s helped to legitimise and embed ideas about the experiential knowledge held across the student body.