Wednesday, April 30, 2025
Blog Page 1455

Online Learning: The world at our fingertips?

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Online learning platforms have become increasingly popular over the past couple of years. There are few people who have not learned something on YouTube: whether it’s how to play a guitar tune, bake a cake or assemble a table, almost everyone has watched online videos in order to learn basic skills. 

However, more structured, user friendly and advanced websites designed specifically around learning have been sprouting all over the internet in recent years, and their simple, hugely accessible platforms will almost certainly revolutionise the education sector in years to come. Having a computer as a teacher is now a reality.

One of the most well-known and successful platforms of this type is Khan Academy, which fuses educational videos made by Salman Kahn, its MIT-educated creator, and an intuitive lessons programme which not only teaches maths, but allows users to instantly practise what they have learned. Khan Academy’s huge success is due to Khan’s incredible capacity to explain, together with a thoroughly well-developed and easy to use interface. Essentially, Khan Academy makes learning fun. Khan’s vision is that students can practise what they have learned at school in their own time and at their own pace; and it seems to work.

However, Khan Academy is focussed mainly on school children learning maths. Increasingly, well-known (mostly American) universities have been investing in what are known as MOOCs (Massive Open Online Course). The name says it all – these are advanced courses, explained part by video and part by a computer system which test students’ skills in courses which are marketed for a huge online audience. This is the case with edX, Udacity and Coursera, all websites which offer university-level courses (usually ranging around two months in length). The courses offered are mainly associated to science subjects: computer science, mechanics and solar energy are all popular courses, although one can also learn about topics such as Philosophy or “The Ancient Greek Hero”. Each site has its own particular interface, but the concept is generally similar all around; interesting yet rigourous courses taught by real university lecturers. 

Ted, well-known for its thought-provoking videos on a wide range of topics, has not been slow to react, and has launched Ted Ed, where purely educational videos are posted, with the option to dig further, or practise specific skills. iTunes U has been offering free university lectures for a number of years. Other sites have skipped the whole video element, and have focussed purely on practical learning. Such is the case with CodeAcademy‘s incredibly user-friendly interface which has been teaching people around the world about computer code since 2011, whilst Duolingo teaches users a number of different languages whilst they help translate the web. 

edX, a MOOC originally set up as a joint venture by Harvard and MIT, states that its mission is to ” bring the best of higher education to students of all ages anywhere in the world, wherever there is Internet access”. Most of these online learning platforms are non-for-profit, and crucially, they are absolutely free for users. The potential of such a vast source of free knowledge is enourmous. Add the development of mobile apps to the equation and the impact becomes explosive. 

But what is in it for the universities and companies investing all this money in expensive online learning platforms through which they are essentially giving away free degrees? Whilst the benefits of reaching such a huge audience with your image are clear, none of these MOOCs include advertising, which would be the most obvious source of income. Meanwhile, openly for-profit MOOCs such Coursera and Udacity, whilst not charging for courses, have begun to charge potential employers for access to the best online students. Both platforms are also considering charging a small fee for a certificate of completion. Meanwhile, a number of American universities are now considering accepting online credits as part of their degrees, which is surely testimony to the rigour of the courses offered on MOOCs. Google have already partnered up with edX to create MOOC.org, a platform which has not yet been launched but which hopes to draw a large proportion of online learners. 

No doubt there are flaws to such initiatives. The self-discipline necessary to complete a rigorous course online is considerable, whilst some skills, in particular languages, are extremely difficult to perfect simply with a computer as a teacher.

Nevertheless, in an increasingly competitive job market, and with access to higher education becoming more expensive, it is not hard to see how free online courses could revolutionise the higher education sector in years to come; in a similar way to Wikipedia’s open, free access to knowledge, free online courses could soon become a fact of life. 

Crucially, Oxford need to get their act together and get involved in MOOCs and online learning, which may well soon be a benchmark by which to measure a university’s prestige and quality of teaching. You only need to take a look at SOLO or Weblearn to realise that Oxford have a long way to catch up when it comes to computer technology. MIT, Princeton and Harvard are not offering online courses out of pure kindness; they are fully aware of the potential that such platforms could have in future years. If we want to maintain our position among the world’s top universities, online learning is one of many areas in which Oxford needs to focus. And if it’s a problem of funding, then it is up to the government to decide where their priorities lie when it comes to education. If Oxford wants to remain a world leading university, we need to go online now. 

Shark Tales lands lawyer in hot water

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A lawyer who featured in a Cherwell video stands to face disciplinary procedures, the Independent has reported.

The lawyer appears in the video saying: “I’m a City Lad and I fucking love the ladness… The ladness is basically just fucking people over for money.’ Later he remarks “I refuse my consent for this to go on the internet and I will sue you if you put it on”.

The video was released on the 10th of May and the lawyer’s remarks initially went unreported. But the video found its way onto legal blogs on Friday and Clifford Chance has now responded saying: “The comments made are inappropriate and they are at odds with our principles and the professional standards we espouse as a firm. One of our trainee lawyers is the subject of our formal disciplinary procedures which may result in termination of the training contract with the firm”

Clifford Chance is known as one of the City’s magic circle law firms and according to an article in The Lawyer published on the 4th of June on its website pays its trainees for the upcoming year £39,000 in the first year and £44,000 in the second year.

Toby Mather, the presenter and director of Shark Tales, commented “What the news of this disciplinary procedure illustrates is the evolution of modern working life in an age of social media: changing one’s name on Facebook to help get a job is all good and well, but if you then fling drunken opinions at a camera lens once in the job, it does to some extent undermine all the hard work.”

“Blaming the influence of alcohol to explain away such bigotry is pretty flimsy; I’m no Freudian, but that guy has a really big ‘id’.”

In other news Mather, photographer for a naked calendar of Oxford University’s blues sportsmen, is believed at the moment to be taking legal advice over breach of copyright by major news organisations.

The video is available on Cherwell’s YouTube channel. The appearence in question can be found at 4:15 and 6:43.

University of Oxford at number six in world rankings

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The annual QS World University Rankings released this week reveal that after two consecutive years in fifth place, Oxford’s new position at number six in the world equals its position of 2010.

Cambridge remains the highest ranked UK university in third position, with University College London (UCL) in fourth, Imperial in fifth, and Oxford in sixth place. Edinburgh is placed at 17th, up from 21st last year, whilst King’s College London has risen from 26th to its current position at 19th. The Massachusetts Institute of Technology (MIT) retains its position at number one.

Graduates of Oxford and Cambridge are also held to be the most employable in the world, as a poll of 27,000 global graduate employers illustrates.

“Clearly the prestige of a UK degree is recognised by employers around the world, and the brand-name value of Oxbridge has so far survived any negative publicity following the tuition fee hikes and student protests,” observed the head of research at QS, Ben Sowter.

“As the UK and governments around the world move towards the ‘student pays’ model on higher education funding, employability is increasingly crucial to graduates.”

Oxford and Cambridge also feature strongly in the QS World University Rankings by subject.

Oxford is ranked the top university in the world to study English Language and Literature, Philosophy, Modern Languages and Geography, whilst Cambridge leads for History, Linguistics, and Maths.

Overall, Oxford and Cambridge are ranked in the top ten for 15 and 27 subjects respectively, whilst Imperial gains top rankings for ten, LSE for seven, and UCL for three subjects.

The number of UK universities in the top twenty for at least one subject is “far in excess of the total achieved by any other country apart from the United States”, according to John O’Leary of the QS Global Academic Advisory Board.

However, Mr O’Leary warned that, “The UK invests below the Organisation for Economic Co-operation and Development (OECD) average in higher education, so it is unrealistic to expect its universities to continue to punch above their weight indefinitely.”

Indeed, universities minister David Willetts stated that, “We are not complacent, and know we must work hard to remain the best.

“Our reforms to undergraduate finance have put universities on a sustainable financial footing and sharpened incentives to deliver a world-class student experience.”

The success of UK universities in the rankings is welcome news to current students. Keble law student Andrew Hall commented, “That six British universities are ranked amongst the best in the world, despite the age-old reputation of America’s Ivy League as superior, just goes to show that a system politicians are so keen to meddle with does not need fixing.”

Tommy Robinson’s Oxford Union appearance cancelled

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The president of the Oxford Union, Parit Wacharasindhu, wrote an email to Robinson informing him of the decision. The email stated, “Unfortunately, as we are a student society running on a budget based on student membership, we will be unable to cover the significant security costs that would be required to host you as a speaker.”

Robinson, real name Stephen Yaxley-Lennon, responded via Twitter, saying, “Oxford union bows to threat of violence #freespeech”. Although he provided no specific details, Robinson said that he would have provided his own security but that the Union had wanted a “ring of steel”.

Despite Robinson’s response, Wacharasindhu defended the Union’s decision. He told Cherwell, “As we stated publicly in July, the Oxford Union would only be able to issue a formal invitation to Mr Robinson to address us at our debate on patriotism if security concerns were resolved.

“The Oxford Union firmly defends the basic principles of free speech and debate, but if and only if we can guarantee the safety of our members, our guest speakers and the Oxford community.”

Robinson was first approached by the Union in June, when a Tweet was sent to him by a member of the Secretary’s Committee. The Tweet read that the Oxford Union “would love to host you [Robinson] as a speaker”, to which Robinson responded, “dm me your number.”

However, the invite proved controversial at the time. Tom Rutland, the president of Oxford University Student Union, said that, “invites should never be extended to those who threaten the safety of our students and community”. He added that he was “pleased” that Robinson’s invitation had been withdrawn.

Robinson, who has been branded a “fascist” in the past, set up the EDL in 2009. The organisation protests against “radical Islam”. Marches and protests by the EDL are often met with counter-protests and have resulted in dozens of arrests. Robinson himself has been arrested on several occasions, most recently on 7 September when an EDL demonstration in Tower Hamlets attracted hundreds of anti-fascist demonstrators.

Robinson was arrested and charged with ‘not adhering to the conditions of the march and inciting others to do the same’. He is due to appear in a magistrates’ court on 22 October.

Review: Houghton Revisited

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The return of Robert Walpole’s art collection to his stately home Houghton Hall in King’s Lynn has been one of this summer’s most hotly anticipated exhibitions – so much so that it even appeared in Cherwell’s Top 5 Recommended. I would, however, like to apologise for including it in that article. After seeing it for myself, I am forced to disagree with a whole host of other reviews and call it a disappointment.

I’m not writing a critical review for the sake of looking like a supercilious student trying to demonstrate how she can think differently from the establishment. I was honestly, simply, unimpressed. This was partly to do with the excitement generated by the press. In its opening few months the exhibition received rave reviews from all sides – Brian Sewell, for example, called it “an achievement without precedent, a marvel, a wonder to behold.”  The story behind the exhibition is fascinating, albeit one I have been forced to bolster from other sources (yes, Wikipedia) and not from the literature given at the site itself. The guide to the works was clumsy and horribly overwritten; being uninformative is the exhibition’s main failing.

Prime Minister Robert Walpole’s personal art collection was one of the greatest of the 18th century. Following in the footsteps of pre-regicide collecting giants such as Buckingham, Arundel and Charles I, art-collecting in the early years of the restoration was an intensely fashionable pursuit, and one of the best ways to display wealth and taste. In the early 1700s Walpole spent over £200,000 on baroque masterpieces and asked Whitehall architect William Kent to design the Palladian monstrosity Houghton Hall to house them. On his death, however, his family were left with huge debts and by 1779 they had been forced to sell the collection. Two hundred paintings were bought en masse by Catherine the Great for £40,550 and sailed to Russia, where they have remained ever since.

In 2010, however, whilst working at the Hermitage museum in St Petersburg, Thierry Morel, the curator of the exhibition, found plans mapping how the paintings were hung in each room of Houghton Hall. Gathering together a huge team and vast amounts of financial and intellectual sponsorship, Morel negotiated the loan and re-hanging of the collection in their original positions. Most of the paintings are taken from the Hermitage but some from the other 400 paintings have also been borrowed.

This had the potential to be one of the most fascinating exhibitions in recent years. Not only is the collection filled with beautiful and important works of art but the story of their initial acquisition and subsequent sale could give us vast amounts of information about the 18th century art market. Why was it that Walpole went for the grandiose and the baroque? Was it personal taste or political motivation? Who saw the paintings when they were displayed? From whom did he buy them originally? Why, when it was sold, was there so little an appetite for the collection in Britain? But none of these questions are addressed.

As a spectator, it seems that you are there to merely point, stare and coo. Wow, a Rembrandt! Gosh, a Velazquez! And now I’ll go and eat an over-priced cream tea, comfortable among other middle-class pseudo-intellectuals. Exhibitions which neither demand any thought nor answer any questions about the production and acquisition of art are for the Victorians. Yes, we might still want to see fine examples of craftsmanship but you’ve got to give us more, tell us more. Admiration is much more fun when it’s accompanied by in-depth analysis. This exhibition had an enormous amount of money thrown at it by sponsors; it would have cost hardly anything to write a better and more detailed guide and to answer some of the questions that it tantalisingly dangles in front of us. 

Houghton Revisited is showing at Houghton Hall, Norfolk til 24th November. Student tickets £12.50.  

Oxford scraps postgrad ‘wealth test’

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Following a legal challenge by a student who has sued St Hugh’s College for discrimination against the poor, postgraduate students will no longer be required to provide financial evidence that they can cover the costs of living during the first year of their graduate programme.

Applicants to study for a postgraduate degree were previously obliged to show that they had the funds to cover £12,900 a year in living costs, in addition to the costs of tuition and college fees. Under the new ‘financial declaration’, students need only give their ‘assurance’ that they are ‘able and willing’ to meet their living costs throughout the duration of their course.

Earlier this year, 27-year-old Damien Shannon launched a legal challenge against St Hugh’s, where he was offered a place to study an MSc in Economic and Social History. In his legal papers, it was claimed that ‘the effect of the financial conditions of entry is to select students on the basis of wealth, and to exclude those not in possession of it.’

While St Hugh’s had initially intended to contest the case, the dispute with Shannon was settled out of court in March of this year. Shannon is scheduled to commence his course in October.

Although the financial declaration at Oxford has changed, the monetary barrier to pursuing postgraduate study still applies to a number of students.

While 41% of new graduates at Oxford last year had full or partial scholarship funding, many are still self-financed, both at Oxford and in the rest of the UK. A 2009 survey by the NUS of taught postgraduate students across the UK found that 66.9% of them were entirely self-funded.

Furthermore, Oxford students are encouraged to take on only minimal amounts of part-time work during the course of their degrees. The paid work guidelines for Oxford graduate students recommend that full-time graduates on taught courses ‘do not undertake more than 8 hours’ paid work each week while studying.’

A spokesperson for the University of Oxford told Cherwell, “The financial declaration aims to ensure that students are fully aware of the expected fees and living costs associated with their graduate study at Oxford, and is still intended to prevent students dropping out during their course, which is in the interest of both the welfare of individual students and of the institution.”

Eve Worth, a Brasenose postgraduate student who completed her Master’s degree this year, said, “The spirit of this change is undoubtedly positive, but I think it would be wrong to assume that this will significantly widen access.

“The problem remains that many students find it incredibly difficult to afford a Master’s programme and it is even harder than at other universities to take on part time work to finance study- both because the Master’s here are more intense (9 months instead of 12) and the university restricts the ability of students to undertake significant amounts of paid work.”

She added, “The fundamental problem remains that there is generally not enough funding for postgraduate students in the UK.”

Hundreds of university employees on zero hour contracts

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An investigation by the Universities and Colleges Union has revealed that 83 teaching staff and 122 ‘academic related’ staff are on the controversial contracts in the university.

The report found that across the UK, 24,427 academic staff are employed on the contracts, in over half of higher education institutions. According to data from the Higher Education Standards Authority, this constitutes 12% of all academic staff.

The UCU investigation concluded, “For staff, zero-hour contracts present huge drawbacks in comparison to permanent regular work: there is no guaranteed level of regular earnings that provides any certainty over meeting bills or planning for the future… In short, zero-hour contracts are not compatible with developing a professional workforce delivering quality services.”

Simon Renton, President of UCU, commented further, “Our findings shine a light on the murky world of casualisation in further and higher education. Their widespread use is the unacceptable underbelly of our colleges and universities.”

He continued, “For far too many people, it is simply a case of exploitation.”

Zero-hour contracts hire staff with no guarantee of work or a wage, instead depending on workers being called to work on a short term basis. They have been criticised for giving no stability to employees, but advocates argue they are necessary to give employers flexibility.

An Oxford University spokesperson defended the use of the contracts, which are officially described as “variable hours contracts”. They told Cherwell, “Many of those listed on variable hours contracts also have permanent contracts, to which the variable hours contract is merely an addition, so the variable hours contracts is not their primary contract of employment with the University.

“Variable hours contracts are full University contracts of employment that may be permanent or fixed duration. Variable hours contracts are used when it is not possible to predict the number of hours of work available.”

The revelations about Oxford’s use of zero hour contracts come amidst growing debate about their use. The Office for National Statistics claims that 250,000 people are on the contracts, although many claim that this is an underestimate.

Labour MP Tom Watson recently called for a ban on the contracts, arguing, “If employers want to be that flexible with wages then they must realise workers can’t be. They can’t be flexible with shopping bills, rent and mortgage payments.” Andy Burnham, the shadow health secretary, has also said Ed Miliband should “go further” in his emphasis on a living wage, and promise to ban zero-hour contracts.

In August, the business secretary Vince Cable launched a review into the use of zero-hour contracts, suggesting that “at one end of the market” they can be “exploitative.”

Oxford students had a mixed response to the use of the contracts in the university. One St Hilda’s undergraduate said, “It is outrageous that a university with resources like ours can fail to give waged work to so many people.”

However, one second year PPEist commented, “Unemployment is a serious problem and zero hour contracts free up employers hands to quickly and efficiently hire those who perhaps would otherwise be out of a job.”

Review: Burial Rites

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On the 12th of January 1830, Agnes Magnusdottir and an accomplice were executed for murder – the last people to receive capital punishment in Iceland’s history. This relatively obscure piece of trivia is the subject of Hannah Kent’s brilliantly evocative novel Burial Rites, the 27 year-old’s much-talked about début. Plunged into a time and place unfamiliar to most readers, we follow convicted murderer Agnes as she spends the last months before her inevitable demise working as a maid in the home of a local government official. I briefly wondered at the plausibility of a convicted murderer being kept in a family home before remembering that, of course, it is all true – and therein lies the strength of this novel, skillfully blending fact and fiction to heighten its emotional impact.

Burial Rites emerged from the creative component of Kent’s doctorate thesis, and its academic genesis is plainly visible in the way it is littered with historical documents collated from the archives in Reykjavik. At first this technique seems clumsy – three different narrative voices crammed into the opening pages did not bode well – but its effectiveness soon becomes clear. The apparently disembodied voice of Agnes comes to the fore and converges with the narrative proper: skillfully incorporating letters and documents, Kent uses each thread to toy with our perception of the situation and of Agnes’ character.

Though the semi-factual nature of the novel means the ending is clear before the book is even begun, what is so effective is the way Kent subtly shapes the reader’s reaction to the inevitable – from an initial state of skeptical disinterest I suddenly found myself invested in Agnes’ fate, not sure when or how I had become so involved in the character.

Kent is a skilled story-teller, although occasionally let down by the quality of her prose. She is at her best when reflecting the sparse Icelandic countryside, and similes rooted in the local environment are a nice touch – but forays into lyricism tend to lapse into cliché. Though it becomes less obtrusive as the novel goes on, Kent’s style at first seems overly self-conscious, with ideas shoe-horned into her characters’ thoughts resulting in many jarring moments in an otherwise naturalistic depiction.

These quibbles aside, the overall impression is the evocation of a sinister, close-knit community; the almost imperceptible blending of fact and fiction; and the sense that one is bound up in the protagonist’s fate. Kent’s prose may lack the subtlety and polish of more experienced writers, but this is clearly a promising début. 

Kent’s novel is published by Picador and is available here.

Academic Inequality is the Result of Sexism

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Cherwell’s coverage of Mike Nicholson’s recent comments about gender has rightly called him out – his words were unfair and sexist. He suggested that men do better at exams because they take more risks than women. However, the focus on gender inequality in admissions tests obscures a frustrating reality of sexism in the academic world once students get to Oxford.

Whilst, even with problematic tests like the TSA being used, there are no differences in intelligence level at admissions, Oxford ends up having a massive gender gap at finals. 32% of men get firsts in their undergraduate degrees, but only 25% of women do, a discrepancy replicated for students on one-year masters courses. OUSU’s work with the university has shown (unsurprisingly) that this does not reflect any difference in academic ability. Men and women are not any more able than each other, but something about the Oxford system results in women underperforming in their exams.

Some try to explain this by ‘common sense’ approaches to gender, for example:

Myth 1: women tend to be more restrained in their opinions and try to show the benefit of each side of the argument whereas men write stronger conclusions. This is false. Studies of Oxford undergraduates show that this is simply an expectation that women are more passive and balanced which is not reflected in real life.

Myth 2: women, by virtue of menstruation, are more likely to be uncomfortable in exams and thus will underperform at finals. This is bullshit. Beyond being a mindset that erases the experiences of trans* people, whose biological ability to menstruate has no relation at all to their gender identity, PMS is totally disproven as something that affects a significant number of women, and totally has no indication of finals results. (Do email me at [email protected] for a full list of disproven myths or any other information.)

What is interesting about the finals gap is that it is a problem specific to Oxford and Cambridge. Other universities in the UK do not have this problem. So what is it about these traditional, prestigious institutions that prevents women from reaching the highest levels of success?

What does merit further investigation is the fact that women’s academic self-confidence drops markedly in their first year, and that this lack of academic confidence correlates with lower exam scores. So what causes this? The finals gap is a phenomenon that started in the 80s, after the mixing of the colleges. There is something about the traditional environment of Oxford which causes women to feel less comfortable than men. The performances necessary to fit in here are not ones which include the ways that women have been socialised to act.

The finals gap is more pronounced in humanities, but other divisions have their own problems. Largely, this is very high levels of academic attrition. At each level, within academia, there are fewer and fewer women. This is a difference aspect of academic inequality, but once again, women are losing out.

Sexism, both within and beyond Oxford, makes being a graduate woman in the sciences really difficult. For example, there are particularly high levels of harassment, which becomes more problematic because of the really high amounts of lab hours people require for academic research. This is why it disproportionately affects graduate women in sciences. The structure is hierarchical, so problems with Principal Investigators (the head of each lab) are rarely brought up, because upsetting seniors in this structure can ruin a graduate’s career options. Graduates also work at a level of specialism where there is no-one else that could supervise their thesis, so harassment levels can get really intense. Lack of government support for graduates means that they are also really tied to their sources of funding. Most won’t let students take a more than a year out of academia or move university. This can really limit the options for women being harassed – they aren’t in a position to go elsewhere, so they either have to put up with the situation of just leave.

The underrepresentation of women in sciences results in an absence of role models for young women in science. Locally and globally, we celebrate very few women scientists. Part of this is caused by women’s complete lack of access to science in the past, but it is also partially caused by conscious choices on the part of teachers, tutors and the media to ignore and erase women’s contributions to science now. This lack of role models means that it is more difficult for women to see themselves as successful scientists at Oxford, and will have fewer examples of women who have navigated a sexist system (for example, where women are still criticised for having both children and a career in ways where men are not) and yet still been able to rise to the top.

Whilst this is a depressing situation, I believe that there are ways forward. We need more female role models, symbolic inclusion in places like the exam schools, awareness of implicit bias of tutors, and initiatives like Athena SWAN that promote women in science. More than that, staff and academics at Oxford, including Mike Nicholson, need to take women’s exclusion seriously, or risk falling behind the rest of the academic world for one half of their students.

Lincoln purchases £5.7 million High Street property

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Lincoln College has completed the latest step in its project to expand city-centre student accommodation, acquiring the highly coveted property of 120-121 High Street.

The 19th century grade II listed building, located on the corner of High Street and Alfred Street, is currently occupied by NatWest and Coutts bank. Both businesses are expected to remain open and operational, whilst a vacant 8,100sqft extension to the rear of the building is redeveloped as accommodation for Lincoln students.

Whilst the exact value of the property deal has not been officially disclosed, Lincoln College have reportedly spent almost £5.7 million on acquiring the building. Competition for the property is believed to have been fierce since the address was originally listed in 2012 with an advertised price of £4.5 million.

Lincoln confirmed their successful purchase of the property early last week, after two rounds of bidding behind closed doors. NatWest and Coutts bank, the current tenants, are expected to lease the street-side portion of the 21,000sqft property from the college.

Tim Knowles, Lincoln College bursar, said, “The current tenants will remain there for the foreseeable future. Our original expectation was that we would convert it into student accommodation, and that still remains the most likely outcome… It is probably reasonable to say that the college has been looking at that building for some considerable time and we were keen to acquire it. It completes the college’s ownership of that block on High Street.”

Other recent acquisitions by Lincoln include existing student accommodation on Walton Street. In light of this, Mr Knowles said that the college is drawing up plans to ensure it did not end up with an accommodation surplus, saying that “we are considering a number of other options. It makes commercial sense for us to buy the building.”

A decision on the fate of the property is expected to be made in the next few months, whilst any potential refurbishment is intended to be completed by the end of this year.

Rachel Jeal, Lincoln JCR President, spoke to Cherwell about the plans for redevelopment. She said, “It is a valuable asset for the college and may provide future opportunities for Lincoln as well as granting another level of flexibility regarding both accommodation and teaching space.

“Whilst at present everyone in the JCR who desires accommodation can be housed in college-owned accommodation, the NatWest building may be a valuable asset in order to house more post-graduates, allowing Lincoln to create a greater sense of a college community.”