The collegiate system at the University of Cambridge is a key factor in its success. Unlike many universities, Cambridge isn't a monolithic institution but comprises 31 independent colleges, each with its own history, traditions, and – crucially – autonomy. We spoke with Helen to understand the impact of this variegated structure on research, teaching, and the overall academic environment.
Our conversation began with the fundamental question of the collegiate system's importance. Helen's response was immediate and emphatic: "My experience is that the collegiate system is essential for us to have the autonomy to pursue both research and teaching." This autonomy, she explained, is not merely a matter of administrative convenience. It is the bedrock of academic freedom and innovation.
Autonomy and Innovation
"Academic freedom is key to innovation. If you let the top decide what you're going to do, that's only one person's wishing. Here, the university is kind of floating on top of the colleges. Each college is independent from the other. Both financially and administratively, we make our own decisions. Doesn't matter what the university wants us to do. We have the right to say, ‘We have our history, we have our culture, we have our beliefs. This is what we're going to do.'"
For faculty, the atmosphere of independence extends to the choice of college. "Members of a department can choose to affiliate with any college they want. And that is the sort of environment that can really help a person to grow. This is what, I believe, makes the Cambridge experience complete. You are a member of a department, and you can do really well in terms of your career development. But the college affiliation and involvement makes the experience more human."
Unique Dual Affiliation
This dual affiliation – with university and college – isn't simply a matter of holding two jobs. "I was employed by the university first," Helen explains. "And I only joined Newnham in 2009, three years after I was appointed. My contract with the college is completely separate from my university contract and is entirely up to me." While the college salary is "almost nominal," the affiliation provides significant benefits, both tangible and intangible.
The cultural impact of collegiate autonomy is profound. Helen gives a compelling example: "If a department with very capable students and a demanding course does not agree to work with colleges to provide supervision, the college can turn round and say, ‘Right, we're not going to take your students.' If we cannot deliver for whatever reason, we're not going to take the students." This power dynamic ensures that colleges maintain high standards and actively participate in shaping the educational experience.
Individual autonomy is highlighted by the absence of a rigid promotion or evaluation system. "In Cambridge, we are not told which journal to publish in, which topic you have to focus on, how many papers you need to publish in what period of time. Not at all. You just need to figure out what is your area of specialty. And ask how can you be a leader in your field?"
Freedom as a Catalyst for Innovation
Helen's own research journey exemplifies the benefits of this freedom of manoeuvre. When asked about innovation in Cambridge research, she said: "Innovation, I don't think is the right word I want to use. Freedom is the word I want to use because when you have the freedom you can choose to do whatever you want to do. It doesn't have to be innovative." This freedom allows for intellectual curiosity to flourish, leading to unexpected breakthroughs.
Her own shift from statistics to behavioural economics perfectly illustrates the point. "My training was in statistics, but after I joined the Department of Land Economy, I realised I was too technical…So I thought, OK, in order to fit in, I probably need to make some adjustments to make my research more practical, more policy-oriented…And there were just so many possibilities. This is when I realised, Wow! I basically have the whole world in front of me. I can choose whatever I want to choose, as I see fit."
Supportive Academic Ecosystem
The lack of rigid metrics and prescribed research paths creates a unique ecosystem, one that prioritises quality over quantifiable outputs. "We have very capable students and effective faculty members in this institution, and we want them to work on problems that are quite different from the standard problems that people usually deal with," she explained.
This approach extends to undergraduate teaching, where the focus is not on providing model answers but on cultivating the skills to formulate and answer insightful questions: "We don't have such a thing as a model answer at Cambridge University. We have examination questions…there is no model answer. Students are encouraged to think outside of the box. They are in control."
Flexible Evaluation
Student evaluation has other characteristics: "Take my research methods course as an example. Even if it is a statistics course, I have to give essay-based examination questions, it's got to be part open-ended. So, questions are half calculation questions and half writing. Students do not have to write one single number or equation to get full marks. Also, we recognise that students are different, so you have to give options. You have to give them this room to leverage their advantage instead of just using a narrow set of criteria to assess them."
The rise of AI further underscores the importance of formulating insightful questions. "It's because of AI we realise that creativity is the irreplaceable part. Our people are the ones who can get the most out of AI, yet find the AI the least useful. They are very good at asking the right question to get the best answer out of AI."
The Collegiate Mix
Collegiate life offers a unique social and supportive environment. "First of all, it's very communal," she says, gesturing around the dining hall. "Those are all senior members from my college. But I'm the only Land Economist. So this is a chance…This is the platform where you can get to know people outside of your discipline in a very relaxed environment."
This informal networking, coupled with the supportive atmosphere, provides invaluable career advice and emotional support, often lacking in the more competitive departmental setting. "Within a department there's always conflict of interest. Here, it's more open. And reasonably well-off colleges can provide fantastic support to their members, for example topping up university teaching rates and childcare subsidy, etc."
Life in Cambridge
Beyond the academic sphere, life in Cambridge offers its own unique advantages. "It's a bubble. A very nice bubble," she admits. "If you look at the whole country, it's far from perfect. But if you just look at the city and the University of Cambridge, whatever may happen in the wider country, probably here will be affected last."
This relative insulation, combined with the freedom and intellectual stimulation, creates a highly desirable environment for academics and students alike. "Freedom," Helen concludes, "I have the freedom to pursue whatever I like career-wise and I can say anything that I want to say, of course within certain ethical and moral boundaries." The Cambridge collegiate system, it seems, fosters not only independence of mind, the resulting academic excellence, but also a unique and vibrant way of life.
Cambridge Colleges and the University of Cambridge
The original foundations at Cambridge were the colleges. The oldest is Peterhouse (1284) and after that a number were founded especially in the 14th to 16th centuries for example King's College (1441), St John's (1511), Trinity (1546), through to 19th century establishments such as Girton (1869) and Newnham (1871), which were the first colleges dedicated for women. To this day, the colleges are places where students live, enjoy a lot of their social life, and receive much of their education. The University of Cambridge was historically merely an association of the colleges; an ‘umbrella organisation' which gave the degrees at Senate House (built from 1730 onwards). Only in the last 150 years has the University become more visible as a teaching institution, with the building of higher profile infrastructure, especially to meet the needs of modern scientific enquiry such as the Cavendish Laboratory (1874), and The Downing Site (1900 onwards). 20th century buildings such as the current Cambridge University Library (1934), and the Sidgwick Site for the arts, humanities and social sciences (1956 onwards), have finally made it easier to spot the University, as opposed to the colleges, when you walk around Cambridge. King's College, is pictured below.
