The name is absent

Throughout the year the School Group was highly

valued by the students. They found its size conge-

supportive and Sitmulating,

its function as a bridge between school and Institute

while at the same time providing a place where new

ideas could be introduced and thought through. They
were inclined to feel that work in the Core could

be more effectively located in the smaller groups
..... A substantial part of the rationale here was
that subject tutorial groups provided a forum for
the concerns of the different schools .....

School Groups were obviously operating differently but
students were quite happy about this. The capacity
of the group to respond and change during the year
was approved of, and individuals took considerable
responsibility here. Continuity throughout the year
is understandably a key factor, for within the frag-
mentation, of which students were very aware, the
School Group remained as it began, the base of the
Alternative Course. (Jones 1981 pɜl)

The School Group facilitated the formation of sub-cultural groupings

that were wider than those of subject

their place within the School Group.

case that these networks are mutually subvervise thus institutional-

ising Contradicitons and conflicts that

ence of diverse social strategies provieded an example of how this
occurs .

They pointed to the collectivist strategies of the university compared

with the privatised strategies employed within the school. Further
that

they emphasised/for Sussex students the tension between the two set-

tings "cannot easily be resolved by internalised adjustment" and

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