engage keynote 2013
TRANSCRIPT
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Re-imagining the University:
What do we think were doing
when were doing engagedresearch?
Keri Facer, University of Bristol & AHRC Connected
Communities Leadership Fellow
@kerileef @ahrcconnect
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Overview
Context for Engaged Research - Beyond theuniversity (trends and challenges)
Period of radical experimentalism
Experiments in re-imagining universities
Experiments in re-imagining research Connected Communities & others.
Contemporary debates, muddy oppositionsand key positions
Conceptual tools for forming new alliances?
Thinking in public
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BEYOND THE UNIVERSITY:
TRENDS AND CHALLENGES
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Context 1new economic conditions
Consequences of the 2007/2008 crash More than just a blipliving with low/no growth
Demands for new social and economic structures (Castells)
Radically increasing economic inequalities, hollowing out of themiddle classes and positional competition
Increasing demands (reduced affluence) and constrainedresources (shift of wealth to wealthy) for public services andvoluntary sectors
For Higher Education Demands for greater accountability for public funding
Intensifying competition for fewer places for diminishing returnsfor studentswhat does equpping students for the economylook like in this context?
Demands to play a role in re-imagining social and economic life
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Context 2environmental disruption
2 degree temperature rise.. Increasing amounts spent on adaptation of critical
infrastructure
Increasing migration and movement of people aroundglobe
Growth in campaigning organisations and experiments innew ways of living
For Higher Education? Increasing pressure on public funds and demands for
mitigation and amelioration technologies and strategiesfrom universities
Potential decline in international student marketsalongside significant growth in local student diversity
Universities for new economies?
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Context 3technological change
The Internet exists
New knowledge and information landscapesmaking visible
diverse forms of knowledge, allowing people to network and
share and exchange ideas globally.
+++ bioscience, new engineering
For Higher Education?
Growth in gift economy for learning eg 5min
Emergence of new forms of accreditatione.g. Mozilla Badges Learning to live with not being monopoly providers of
information, teaching or accredition
Disruptions to the time and place of education
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Context 4aging
Declining global fertility and increasing longevity Europe/North America become more aware of our
minority position in the worlddiversification of researchpriorities, cultures and practices (from 1114 to 1145 by2060)
Over 50% of western Europe aged over 50 by 2035, over25% aged over 65
For universities? Lifelong learning role?
Education as an NHS model? Initial degrees asvaccinations, with more sustained ongoing relationshipwith older adults over time, and more openness to olderadults participating for the first time?
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Critical challenge for universities
Our societies and our communities are under
significant pressure
How will universities contribute to the survival
and flourishing of our societies through the
21stcentury canyon ?
How will they help us to imagine and build
better futures?
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WHAT SHOULD A UNIVERSITY BE IN
THIS CONTEXT?
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There has been a bit of change in
universities before
12th/13thCentury - medieval universities
Increasingly complex societies require new forms ofprofessional knowledge, new relationships with church.
14th/15thcenturyhumanism
new ideas, new texts, discontent with annotating oldclassics disputations and creations of new institutions
19thcenturyrise of civic and land grant universities
meeting changing economic conditions and new social
needs
Late 19th/ early 20thcentury
Workers Education, Co-operatives, Houses of the People,
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Experiments with the idea of
universities todayfocus on teaching
Massively open online coursesturning traditionalinstitutions inside-out
Certification Universities, online only (e.g. PhoenixcfTurkey/Middle East)
Commercial Providerse.g. Pearson, entering thescene
Massive growth of university provision in Asia
University of the Arts (Grayling etc)traditional form,new financing model
Collectivist approaches: Peer to Peer Universitiesself-organised, not accredited; Co-operative Universities
Free Universities/ Guilds/ Collectives
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A landscape of radical experimentalism
Open Innovationclose collaboration betweenindustry and researcherse.g. MOD/Maths &Social Policy; HP/Computing;
Patient Syndication in Medicinesharing IP,commissioning research, e.g. Alzheimers
Social Innovation & Co-production
Action Research, Participatory Action Research
Education, Development Co-designarts, design, computing
Oral histories and community archeologiesaction heritage
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Connected Communities:Researching community with, by and for communities
Cross Research Council Programme, led by the AHRC
To date (rough/latest figures):
300+ projects including
10 large grants (more coming within next 18 months )approx 1.2- 2m; 5 WW1 Hubsconnecting public andacademic histories; 10 x 100k co-design projects; 50 x HLFcollaboration projects
NBCommunity Organisations as Co-Is, funding forhonoraria for participation
Methodological innovationpremised upon the ideaof communities as having powerful knowledge.
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Projects cover a wide range of issues
relating to understanding and helping
communities to flourish Participatory arts, wellbeing and dementia, connecting
craft and communities, studies of citizen participation,historical analyses of community, the use of ICT in
tackling marginalisation, the role of community music,everyday creativity, regeneration and resilience,
Local food systems, street drinking, co-design methodsand ethics, religious communities, global communities
and shakespeare, families and prisons, crowd-sourcing,violence in communities, housing, oral history andheritage, volunteering
And many more .
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Valuing multiple forms of knowledge
Everyday Participation What are the overlooked forms of creative practice that
communities engage in, and how might this be more fairlysupported in comparison with current funding arrangements?Partners include Arts Council, local sports groups, individual
ctizens Creative Practice as Mutual Recovery
How can creative practice in arts and humanities supportencounters between professionals, carers, patients, healthpractitioners
Productive Margins Aims to re-shape the way in which decision making is made by
connecting communities in Bristol and South Wales withresearchers from the Universities of Bristol and Cardiff to co-produce new forms of engagement across politics, policy andthe arts.
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Methodological Innovation: from
Bees to Boats
Untold History of Volunteeringperformancetechniques, boat building and culturalanimation to interrogate different
volunteering experiences (PI Keleman) In Conversation withco-design with more-
than-human communities (PI Bastian)
Walking Interconnectionsenvironmentalactivists and disability groups learningtogether (PI Porter)
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Re-imagining research causes real
difficulties Disrupt systemsbudgets, finance, procurement,
funding processes
Require reflection about what knowledge counts
Demand new metrics and new ways of valuing research
Challenge academics and collaborating organisations todevelop and share new skills
Disrupt traditional academic identitiesdisrupttraditional claims to knowledge
Create new forms of inclusion and exclusion in researchpracticesnew people are being allowed in, othersare feeling left out
Its exciting but also emotional, heated, and tense
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WHAT COUNTS AS AUNIVERSITY?
WHAT COUNTS AS RESEARCH?
Purpose How does the How is knowledge valued?
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Purpose How does the
university act in the
world?
How is knowledge valued?
The
University
for Capital(Utility)
The Civic
University
(Praxis)
The Critical
University
(Theoria)
The Popular
University
(Phronesis/
Theorisis)
Purpose How does the How is knowledge valued?
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Purpose How does the
university act in the
world?
How is knowledge valued?
The
University
for Capital(Utility)
Develop individual
human capital, engine
for economic growthe.g. Gibbons
In its purest form
provides research and
education services toconsumers, industry,
govt
What sells? Determined outside
the university through research
investment and individual studentpurchasing decisions
The Civic
University
(Praxis)
The Critical
University
(Theoria)
The Popular
University
(Phronesis/
Theorisis)
Purpose How does the How is knowledge valued?
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Purpose How does the
university act in the
world?
How is knowledge valued?
The
University
for Capital(Utility)
Develop individual
human capital, engine
for economic growthe.g. Gibbons
In its purest form
provides research and
education services toconsumers, industry,
govt
What sells? Determined outside
the university through research
investment and individual studentpurchasing decisions
The Civic
University
(Praxis)
Address wider social
needs, solve social
problemse.g. Watson,
Burawoy
Brings specific expertise
to bear in collaboration
with industrial,
professional and civilsociety bodies
Negotiated between practice an
theory. Truthfulness through
relevance to action. Evidence and
application.
The Critical
University
(Theoria)
The Popular
University
(Phronesis/
Theorisis)
Purpose How does the How is knowledge valued?
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Purpose How does the
university act in the
world?
How is knowledge valued?
The
University
for Capital(Utility)
Develop individual
human capital, engine
for economic growthe.g. Gibbons
In its purest form
provides research and
education services toconsumers, industry,
govt
What sells? Determined outside
the university through research
investment and individual studentpurchasing decisions
The Civic
University
(Praxis)
Address wider social
needs, solve social
problemse.g. Watson,
Burawoy
Brings specific expertise
to bear in collaboration
with industrial,
professional and civilsociety bodies
Negotiated between practice an
theory. Truthfulness through
relevance to action. Evidence and
application.
The Critical
University
(Theoria)
Develop conceptual
reason, preserve and
push forward human
reason, contest
totalitarianisme.g.Collini
Stands outside the
world, acts to create
civilisation and norms
through students and
through public educationand knowledge sharing
Agenda set within discipline &
canon, judged by academy to
contribute to the sum of existing
human knowledge, judged by
society to shape underpinningconceptions of the world,
knowledge for knowledges sake
The Popular
University
(Phronesis/
Theorisis)
Purpose How does the How is knowledge valued?
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Purpose How does the
university act in the
world?
How is knowledge valued?
The
University
for Capital(Utility)
Develop individual
human capital, engine
for economic growthe.g. Gibbons
In its purest form
provides research and
education services toconsumers, industry,
govt
What sells? Determined outside
the university through research
investment and individual studentpurchasing decisions
The Civic
University
(Praxis)
Address wider social
needs, solve social
problemse.g. Watson,
Burawoy
Brings specific expertise
to bear in collaboration
with industrial,
professional and civilsociety bodies
Negotiated between practice an
theory. Truthfulness through
relevance to action. Evidence and
application.
The Critical
University
(Theoria)
Develop conceptual
reason, preserve and
push forward human
reason, contest
totalitarianisme.g.Collini
Stands outside the
world, acts to create
civilisation and norms
through students and
through public educationand knowledge sharing
Agenda set within discipline &
canon, judged by academy to
contribute to the sum of existing
human knowledge, judged by
society to shape underpinningconceptions of the world,
knowledge for knowledges sake
The Popular
University
(Phronesis/
Theorisis)
Create a good society
for all, empower the
people to be able to
create that society e. . Giroux A adurai
Actively develops
popular capacity for
change through shared
learning, research andteachin
Recognises multiple knowledges,
recognises knowledge embedded
in power relations, knowledge
valued through negotiation judgea ainst contribution to o ular
Purpose How does the How is knowledge valued?
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Purpose How does the
university act in the
world?
How is knowledge valued?
The
University
for Capital(Utility)
Develop individual
human capital, engine
for economic growthe.g. Gibbons
Service Provision
(research and education)
to externally definedneeds.
Determined outside the university
through research investment and
student purchasing decisions
The Civic
University
(Praxis)
Address wider social
needs, solve social
problemse.g. Watson
Brings specific expertise
to bear in collaboration
with industrial,
professional and civil
society bodies
Negotiated between practice an
theory. Truthfulness through
relevance to action. Evidence and
application.
The Critical
University
(Theoria)
Develop conceptual
reason, preserve and
push forward human
reason, contest
totalitarianisme.g.
Collini
Stands outside the
world, acts to create
civilisation and norms
through students and
through public education
and knowledge sharing
Agenda set within discipline &
canon, judged by academy to
contribute to the sum of existing
human knowledge, judged by
society to shape underpinning
conceptions of the world,knowledge for knowledges sake
The Popular
University
(Phronesis)
Create a good society
for all, empower the
people to be able to
create that society
e.g., Giroux, Appadurai,
Actively develops
popular capacity for
change through shared
learning, research and
teaching
Recognises multiple knowledges,
recognises knowledge embedded
in power relations, knowledge
valued through negotiation judge
against contribution to popular
e.g. KT/KE ,Translational
Medicine (some forms of) Co-
Design; commissioned research
e.g. University-Community
Partnerships; Community Help Desks,
City Collaboratories
Oral histories, citizen
science, STSblue
skies research driven
by conversations and
social settings
Participatory Action
Research, Continuing
Education, (some forms of)
co-production
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The terrain of the great university
debate: opposition 1
University for
CapitalCivic University
Who should benefitindividual
positional benefit/economic growth
or collective/public good?
Critical University
Popular
University
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Opposition 2
University for
CapitalCivic University
Critical University
Who determines the research
questions?
Popular
University
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Civic University
The great university debate
University for
Capital
Critical University
Popular
University
Who gets to decide what counts as
valuable knowledge?
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How might this typology be useful (1) ?
As a tool for moving the debate forward Clarify which questions we are actually arguing about?
As a tool for widening our repertoires in research
When is it help to operate with a civic or a popularparadigm in research practice? When do we want todisrupt existing knowledge and when do we want toharness and apply it?
As a tool for reflecting on current practice When and why are these different framings of the
university missing? Why is it easier to push for oneparticular vision of the university not another? What arethe concernsis it about knowledge, or about
accountability or about agenda setting?
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How might this typology be useful (2)?
As a way of identifying unlikely allegiances inaddressing the 21stcentury canyon
If (and I am aware that not everyone will share
this view) you believe that the current economic,environmental and social model is unsustainable,
then we need to explore how to reframe that, not
just work within it.
If that is the case, we need to explore which ideas
of the university will help us to do that,
My suggestion is that this means
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Civic University
A new alliance?
University forCapital
Critical University
Popular
University
Are radically different and better
futures imaginable?
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To conclude
There are significant and radical changes happening outside universities anduniversities are being challenged to respond
The response is often organised around very different sets of questionsaroundwho sets the agenda, around knowledge, around who benefits
If we asked the questionhow best can universities help us all to imagine radicallydifferent and better futuresmy proposition is that there will be powerful newallegiances formed in particular between critical and popular conceptions of theuniversity.
Often these two ideas are conflated within the idea of the public university or thecivic universityand their tensions are obscured. My suggestion islets be clear
about where these are in tension, lets work out how and where these can be putinto dialogue with each other, if we do that
1. we create institutions that cannot simply be done elsewher; and
2. we create a powerful capacity to imagine different and better futures.
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Thank you
Thanks to Bryony Enright, Paul Strauss, Lindsey Horner, Robin
Durie, Kate Pahl, Steve Pool, Andrew Miles, Pat Thompson, Helen
Manchester, Morag McDermont, Gareth Williams, Jasber Singh,
Wendy Larner, Nick Mahony and many Connected Communities
Programme researchers for conversations that have informed this
discussion.
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Images
Hire Me - http://blogs.reuters.com/uknews/2009/09/21/raising-the-cost-of-university/
Lecture of strategic optimismfrom
http://universityforstrategicoptimism.wordpress.com/2010/12/07/pictures-from-
open-day/
Group in Gardenfrom http://www.sevenstreets.com/ground-force-mr-seels-
garden/
Man at lecternCouncil for the Defence of British Universities
Group discussionOccupy University Movement
Chinese Universityhttp://lahore.olx.com.pk/free-admission-in-china-s-top-
universities-for-mbbs-b-ds-engineering-iid-519956976
Reverse your decision -http://www.theguardian.com/commentisfree/commentisfree+education/londonm
etropolitanuniversity
All others taken by Keri Facer. Feel free to re-use with acknowledgement.
http://blogs.reuters.com/uknews/2009/09/21/raising-the-cost-of-university/http://blogs.reuters.com/uknews/2009/09/21/raising-the-cost-of-university/http://universityforstrategicoptimism.wordpress.com/2010/12/07/pictures-from-open-day/http://universityforstrategicoptimism.wordpress.com/2010/12/07/pictures-from-open-day/http://www.sevenstreets.com/ground-force-mr-seels-garden/http://www.sevenstreets.com/ground-force-mr-seels-garden/http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://www.theguardian.com/commentisfree/commentisfree+education/londonmetropolitanuniversityhttp://www.theguardian.com/commentisfree/commentisfree+education/londonmetropolitanuniversityhttp://www.theguardian.com/commentisfree/commentisfree+education/londonmetropolitanuniversityhttp://www.theguardian.com/commentisfree/commentisfree+education/londonmetropolitanuniversityhttp://www.theguardian.com/commentisfree/commentisfree+education/londonmetropolitanuniversityhttp://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://lahore.olx.com.pk/free-admission-in-china-s-top-universities-for-mbbs-b-ds-engineering-iid-519956976http://www.sevenstreets.com/ground-force-mr-seels-garden/http://www.sevenstreets.com/ground-force-mr-seels-garden/http://www.sevenstreets.com/ground-force-mr-seels-garden/http://www.sevenstreets.com/ground-force-mr-seels-garden/http://www.sevenstreets.com/ground-force-mr-seels-garden/http://www.sevenstreets.com/ground-force-mr-seels-garden/http://www.sevenstreets.com/ground-force-mr-seels-garden/http://www.sevenstreets.com/ground-force-mr-seels-garden/http://www.sevenstreets.com/ground-force-mr-seels-garden/http://www.sevenstreets.com/ground-force-mr-seels-garden/http://www.sevenstreets.com/ground-force-mr-seels-garden/http://universityforstrategicoptimism.wordpress.com/2010/12/07/pictures-from-open-day/http://universityforstrategicoptimism.wordpress.com/2010/12/07/pictures-from-open-day/http://universityforstrategicoptimism.wordpress.com/2010/12/07/pictures-from-open-day/http://universityforstrategicoptimism.wordpress.com/2010/12/07/pictures-from-open-day/http://universityforstrategicoptimism.wordpress.com/2010/12/07/pictures-from-open-day/http://universityforstrategicoptimism.wordpress.com/2010/12/07/pictures-from-open-day/http://universityforstrategicoptimism.wordpress.com/2010/12/07/pictures-from-open-day/http://universityforstrategicoptimism.wordpress.com/2010/12/07/pictures-from-open-day/http://blogs.reuters.com/uknews/2009/09/21/raising-the-cost-of-university/http://blogs.reuters.com/uknews/2009/09/21/raising-the-cost-of-university/http://blogs.reuters.com/uknews/2009/09/21/raising-the-cost-of-university/http://blogs.reuters.com/uknews/2009/09/21/raising-the-cost-of-university/http://blogs.reuters.com/uknews/2009/09/21/raising-the-cost-of-university/http://blogs.reuters.com/uknews/2009/09/21/raising-the-cost-of-university/http://blogs.reuters.com/uknews/2009/09/21/raising-the-cost-of-university/http://blogs.reuters.com/uknews/2009/09/21/raising-the-cost-of-university/http://blogs.reuters.com/uknews/2009/09/21/raising-the-cost-of-university/