How an egalitarian design philosophy reshaped Oxford's academic landscape

History · Published 18 October 2026 Swipe more like this →

In short: St Catherine's College was born from a radical social experiment: making an elite education accessible to the poor. By prioritizing egalitarian architecture and non-collegiate status, it challenged the traditional gatekeeping of Oxford, creating a space where modern inclusivity meets centuries of academic heritage.

The roots of St Catherine's lie in a 19th-century push for social mobility. In 1868, the university established a 'Delegacy for Unattached Students' to accommodate a 'larger and poorer' sector of the population. This allowed students to pursue an Oxford education without the prohibitive costs of formal college membership. By 1872, this delegacy had already admitted 330 students, proving that a non-collegiate model could support a rapidly growing student body.

The modern iteration of the college, founded in 1962, continues this mission through its physical and social structure. To accommodate students unable to afford Oxford's costs, Danish architect Arne Jacobsen created a campus using an egalitarian design that prioritises high room capacity. The college's dedication to inclusivity is embodied by its maxim 'Nova et Vetera', which signifies both the old and the new.

Today, St Catherine's is one of Oxford's largest and most diverse communities, housing 479 undergraduates and 363 postgraduates. While it preserves traditional values, it has evolved significantly, becoming one of the first men's colleges to admit women in 1974. The college balances this history with contemporary culture, offering a tranquil environment that emphasizes student welfare and development outside of purely academic work.

The college currently faces modern challenges, such as safety restrictions on certain areas due to the use of reinforced autoclaved aerated concrete (RAAC). Despite these physical hurdles, the institution remains a primary example of how intentional design and social policy can democratize elite spaces, ensuring that 'the new' of social equity complements 'the old' of academic excellence.

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