The new Principal, Robert Houlton, inherited problems that had been festering for years. Each of the core areas of provision were transformed or squeezed. The College responded with shorter, intensive, in-country, on-site training and consultancy services as well as an early form of access course. But, in the 1990s, the collapse of residential educational study led to vexed exchanges about the very existence of the College. Throughout the period, the College would continue to assert the need for co-operative education while attempting to sustain Stanford Hall. It was a time when the ‘business’ side of the movement predominated and viewed co-operative education as an additional cost. In such unpropitious circumstances, spurred on by the 1994 centenary celebrations, the College developed a new practice and vision of co-operative education, based upon values and principles.