Tag Archives: higher education

A presentation on the knowing university and a podcast on positive politics


Posted by hallymk1

Next Tuesday I’ll be keynoting the HEA/University of Huddersfield workshop on Enhancing the Quality of Student Blended Learning through Integrative Formative Assessment Methods. My presentation is on my slideshare and is entitled student involvement, assessment and the production of a university experience. The main points that I will make are as follows.

  1. For the student, the academic and the University, assessment for learning is framed and enclosed by a series of external, sector-wide pressures. These are revealed through the instability of the Coalition’s HE reforms and the concern over the privatisation and separation of teaching and learning from assessment, and in the governance of higher education awards/degree awarding powers. This is also revealed in the sector-wide strategies that push employability and the need for assessment of learning, alongside the institutional drive for efficient workflows in assessment, and the drive for commodifying activity and immateriality through learning analytics and data-mining. However, the rise of badges and some form of accrediting open learning beyond the formal education setting is also a threat to recently established HE practices.
  2. We might ask, where the power that academic staff had to manage the curriculum, including assessment for learning, is transferred to administrative functions (in part via technologies that remove power and mental skill) or to the student-as-consumer/customer, what does that process do to academic labour and the idea of the university in society?
  3. HE is framed by disruptions both to the very idea of waged labour and to the precarity of living and working inside austerity politics. One outcome is the prevalence and fear of debt as an instrumentalist, pedagogic tool. This fear and the need to recalibrate HE for debt-driven economic growth then shadows our approach to what HE is for, and for what ends assessment for learning exists. Thus, we are not able to discuss issues of resource availability (capital controls, immigration, liquid fuel availability etc.) or the impact of the accelerated consumption of education, and of the increased consumption/commodification of assessment, on the planet, in terms of emissions. There is some work to be done on education, assessment and entropy or disorder.
  4. The crisis of capitalism, revealed through austerity politics and the (de)legitimation of certain discourses, makes the struggle over assessment for learning inside the university of critical importance. The relationships between energy, oil, economic growth, carbon emissions and education all need to be revealed and discussed. In particular as they frame and impact the idea of assessment for learning inside and beyond the university.
  5. The idea of assessment for learning inside and beyond the university might usefully be discussed in terms of developing socially useful knowledge, or knowing. This is the idea that students and teachers might dissolve the symbolic power of the University into their actual, existing realities, in order to engage with a process of personal transformation that is about more than employability skills. We might use assessment for learning in order to catalyse knowing or socially-useful knowledge, in order to consider the courage it takes to reclaim and re-produce our politics and our social relationships, in the face of disruption.
  6. Academics might engage with the ideas of student-as-producer and pedagogies of excess, in order to create spaces for the production and construction of a mass intellect in commons. At issue is whether assessment for learning can refuse and push-back against the idea that the market and an employability-fuelled education system is the motor for solving social problems. Might socially-defined and produced knowing, achieved through work that is carried out in public and that engages with uncertainty and a wider cohort of disciplines, be a more resilient approach? How might assessment for learning involve and emancipate student voices in the struggle to re-invent the world?
  7. And we might think about ds106, and its focus on learning in public, via shared and collaborative assignments, that can be produced and consumed and distributed and remixed. See this tweet, and this one. The beauty of ds106 (from my narrow, political perspective, and trying not to fetishise it) is in the relationships that might be formed and nurtured over time, reinforced creatively using a range of media (radio, video, text) and in shared programming/a desire to keep the space moving and reflective. These communal actions in the ds106 world underpin individual formations and integrations and perspectives. David Kernohan writes really well about what this means here. If we are interested in assessment for transformation and resilience (modularity, diversity, feedback), we might look to critique MOOCs/the university through the lens of ds106.
  8. Which reminds me that I wrote about resilient/life-wide curricula a while back.

On a separate note, I spoke about the crisis and higher education on a positive politics podcast, that is available here. In the podcast I discuss the struggles of life in the neo-liberal university where life is governed by the logic and interests of money and profit. Dr Gurnam Singh help us to think about very different, democratic, empowering, and critical ways of teaching and learning, and Dr Sarah Amsler talks about the Social Science Centre – an attempt to make real the ideas and values of critical pedagogy and popular education.


A Critical Appraisal of Technology in the University


Posted by hallymk1

On Wednesday I’ll be chairing Innovative Learning: Maximising Technology, Maximising Potential. I have written a piece on taking a more critical approach to deploying technology here, and this complements the short presentation that I will make, and which is on my slideshare.

I will make the following points, which connect to two recent journal articles.

  1. Towards a resilient strategy for technology-enhanced learning.
  2. Questioning Technology in the Development of a Resilient Higher Education.

FIRSTLY. At DMU we are engaging with the following questions.

  1. What is the place of technology in the idea of the University?
  2. How do technologies help us to realise or diminish our values, and how do they impact the social relations that emerge around these values?
  3. Can strategy for embedding technology relate it to the broader humane activities of the University?

In addressing these questions we are developing an approach to the use of technologies in the curriculum that supports:

The transformation of learning by staff and students through the situated use of technology.

Our approach has amplified issues around the following [risks].

  1. How do we manage issues around curriculum control and change-management? How do we balance ad hoc curriculum design/delivery in programme teams with a perceived need for strategic/institutional control? In this approach, how do we enable staff digital/technical literacies?
  2. What technology-related support and skills do we retain and nurture in-house? Do we just retain those that enable us to develop our quality/distinctiveness, or just those that are interesting?
  3. How do we manage elasticity of demand and new service-provision? How do we develop technologies that will enable emerging and future web applications? [See Scott Wilson’s recent presentation on this issue]

SECONDLY. We are trying to address or refine a model for the institutional implementation of technology that maps across to work started a Manchester Metropolitan University, under Mark Stubbs. They worked-up a Core/Arranged/Recommended/Recognised model for the use of technology stemming from their VLE Review in 2009.

Core: integrated corporate systems, including VLE, portal, library, streaming media and email, are available to students/staff to use with the devices and services of their choosing, and extended through tools that the institution arranges, recommends or recognises.

Arranged: accounts are created on key plug-ins or extensions beyond the core, like plagiarism detection tools, user-generated content tools and synchronous classrooms.

Recommended: recommendations are made with supporting training materials, for connecting key, web-based tools seamlessly into the core/arranged mix. This might include using RSS to bring in content from Twitter, SlideShare, iTunes or YouTube, or supporting SKYPE.

Recognised: the institution is aware that students and staff are experimenting with other technologies and maintains a horizon-scanning brief, until and unless a critical mass of users require integration.

A representation of this at DMU is shown below.

jpg image of the DMU model for educational technology

However, in moving this forward we are now thinking about how we do our work in public, rather than in an enclosed set of spaces. The work of the CUNY academic commons and of the ds106 community has been important for us here, in demonstrating that spaces might be cultivated and opened up in different ways by different communities at different times, and where the rules of engagement are determined through negotiation. This means that governance is also important and is actually negotiated with the academic community, rather than done to them.

THIRDLY. Governance and enclosure. We are having to think closely about what might be termed our corporate and personal assets, but which we might also refer to as personal or corporate data, or research/teaching/learning outputs or resources. A key issue surrounds out-sourcing or hosting, as opposed to in-house developments. Our IT Governance Team are helping us to think about the implications of the Patriot Act in the USA, and how our use of the cloud might be affected.

In particular, we are addressing issues of pedagogy and how they relate to: service resilience; confidentiality/privacy; copyright/copyleft/content distribution; data security/back-ups; control/deletion.  Im portant here is the realisation that

The cloud has its own challenges, not least of which is the fact that the name can lead non-tech savvy folks to imagine that their data is bits of magic floating about in the ether rather than sitting on a server subject to the laws of the land in which it is located. There are concerns about ensuring safety of information. Additionally, there are potentially big problems with ‘offshoring’ corporate assets outside of corporate governance.

So we are thinking about risk-management at a range of scales: does it matter if someone accesses your stuff? [c.f. Dropbox; personal emails subject to FoI, as seen in Leveson].

We are also thinking about corporate governance, including access to services that are marketised? [Google-Verizon and a two-speed internet; costs of accessing data in marketised HE?]

We are also wondering about what happens if the personal circumstances of the academic who is responsible for a specific course or programme change and we cannot get access to core student information, like assessments? [What should be managed in-house or hosted via a contract?]

We are asking whether users and the institution understand that data is being transferred into a service and that we/they have responsibilities? [T&Cs; IP; protected characteristics; indemnities for libel.]

Finally, we are beginning to ask how do we work-up the digital literacies of our staff/students in this space? [We have some emergent staff guidelines and some guidelines for our Commons.]

FOURTHLY. This takes place against the backdrop of a world that faces a crisis. We might view this as a triple crunch of economic crises of scarcity/abundance and finance capital, of liquid fuel availability [including peak oil], and climate change.

  1. There is a strong correlation between energy use and GDP.
  2. Global energy demand is on the rise yet oil supply is forecast to decline in the next few years.
  3. There is no precedent for oil discoveries to make up for the shortfall, nor is there a precedent for efficiencies to relieve demand on this scale.
  4. Energy supply looks likely to constrain growth.
  5. Global emissions currently exceed the IPCC ‘marker’ scenario range. The Climate Change Act 2008 has made the -80%/2050 target law, yet this requires a national mobilisation akin to war-time.
  6. Probably impossible but could radically change the direction of HE in terms of skills required and spending available.
  7. We need to talk about this because education and technology are folded inside this narrative, and because education and technology are tied into narratives of economic growth.

We might then begin to discuss futures and the role of innovative learning in a disrupted world. Facer and Sandford wrote about four principles that underpin futures thinking.

Principle 1: educational futures work should aim to challenge assumptions rather than present definitive predictions.

Principle 2: the future is not determined by its technologies.

Principle 3: thinking about the future always involves values and politics.

Principle 4: education has a range of responsibilities that need to be reflected in any inquiry into or visions of its future.

We are trying to engage with these on our DMU Commons, which serves as an idea of what the University might become in public. This includes thinking about how to situate technologies within critical pedagogy and the communal activities of the institution. This is important because institutional planning needs to focus upon the provision of secure core institutional spaces that enable staff and students to position and become themselves, and to act in the world. Strategies like a programme-of-work that aligns key events, data, processes and technologies may help to develop a blueprint. Such a blueprint needs to reflect institutional values, and legitimise the activities of ‘mavericks’, or those on the boundaries or edges of engagement with institutional services.


On academic labour, and reclaiming academic time and space


Posted by hallymk1

On Friday 15 June, I attended a University of Nottingham, UCU-branch-sponsored symposium on the public university. These are my notes. 

Quiet down
(We are the dollars and cents and the pounds and pence)
(And the mark and the yen and yeah, we’re going to)
Why don’t you quiet down?
(Crack your little souls, we’re going to crack your little souls)

[Radiohead. 2001. Dollars and Cents.] 

What is the relationship between the idealised neoliberal subject and academic labour? How is academic labour being recalibrated as the idealised neoliberal subject? If we are in transition to the neoliberal university, what are the possibilities for academic labour?

The idealised neoliberal subject is legitimised around specific, commodified practices that are toxic to her subjectivity, in-part through the disciplinary and enclosing nature of those practices. The REF is an example of a process of judgement and ranking with which academics collude, and that forecloses and excludes, and that further enables academic solidarity to be ruptured and restructured. It is the processing and revelation of our otherness. It is the real subsumption of our academic subjectivity inside a commodified reality. It highlights lines of exclusion which teach us that our assimilation is the denial of our subjectivity, and that if we refuse or dissent then we are to be systematically judged. These positions, of engagement, refusal, denial and passivity, are deeply political.

As academics internalise certain logics, in taking money for R&D or implementing processes for monitoring students or in co-ordinating the REF or agitating over student satisfaction scores or in workload planning, it is important to recognise that acts of refusal or dissent mean that the business of new public management now grafted into the university cannot go back to normal. It is important to recognise the place of critical pedagogy in this process of dissent towards otherness or othering, and in developing subjectivity. It is in the messy realities of pedagogy and education as process that the speed of enclosure and capture might be reduced, and spaces for refusal opened up.

As a result of refusal we might reclaim the possibilities of care and caring inside the University. Academics care about their positions and their research and their students, and one outcome is that they and their practices are ripe for being parasitised by techniques and technologies of new public management, which seeks to extract surplus value through agendas that enhance productivity, efficiency, choice and outcomes. Academic time and energy can be co-opted for the development and implementation of such technologies and techniques precisely because academics care about their students and their work, and will dedicate their own time to those projects, beyond their formal working arrangements. This is the trap of the social factory, and it witnesses the constraints for academics of a life shackled to cognitive capitalism inside the fluid structures of higher education.

This issue is important for academics as individual universities adapt to the new normal of funding and regulation and governance models. The response of the government to the HE White Paper consultation demonstrated its political weakness; its inability to get primary legislation on the statute books relating to the privatised provision of HE. Privatisation of English higher education was slowed, although privatisation in English universities is speeding up. In this space which is fed by competing agendas at different speeds what might academics do to recover some agency? Might slow scholarship, which increases the circulation time for the commodities of cognition, be one possible focus for dissent and pushing back? What lessons might we learn from the Luddites’ coherent fight over time, temporality and speed in the annihilation of their livelihoods/lives/subjectivity?

These examples are important because the University is focused on the adaptive upgrading of academic jobs. Of re-stratifying academic labour under new forms of status, engineered by a technocracy that feeds inequality through access to research-allowances or teaching time or student numbers. This is painful because it is transitional. It is a transitional move towards the neoliberal university; a space that is a new site for the extraction of value; a space that is being restructured in the name of capital; a space that limits freedom-of-expression and academic autonomy where it conflicts with value creation. The stereotypical neoliberal university will be a bond-funded, joint venture, either hedged or speculated against, with the use of private equity via spin-off companies, with a need to maintain its global credit rating through reduced staff costs, where the interplay between its fees and ratings are interpreted through analytics, and where those interpretations are ways of disciplining academic labour and discrediting critical pedagogy in the name of pedagogies like constructivism that are co-opted for neoliberalism.

The debts and covenants that emerge from the new public management of funding the University are both pedagogic and disciplinary. As debt to income ratios rise, and as investment-grade bonds are demanded in an increasingly volatile higher education market, where there are doubts about the ability of certain students or groups of students to repay loans, or where there are doubts about the economic viability of certain programmes-of-study, the control of social or human capital becomes imperative. As the attrition on wages, offset in part through increased debt/credit levels, continues, and as value is further extracted from social goods, the individuated value of education becomes a site of struggle. The fee regime and its enclosure of possible futures beyond the rate of profit forms a disciplinary technique. It is in this space that we might argue for the public university: how do universities benefit our public? How should a public university be regulated or funded or owned?

In answering those questions we might try to analyse the neoliberal logics of:

  • new public management (risk-management, internal competition between cost centres, efficiency drives through the use of private corporations that are embedded inside universities etc.);

  • comparative competitiveness (internationalisation agendas, franchising, R&D outcomes, employing magnet academics, responses to the WTO and GATS); and

  • competitive comparison (rankings and indices).

In these logics we see flows of finance and human capital, and universities themselves are revealed as competitive capitals. Through them we illuminate ways in which academic labour might disrupt the cycles and circuits of those capitals. In part this comes as they react to the marketisation of HE and the privatisation of universities, which in turn co-opts temporality and scale to lever performance-management, and through it acceptance or shame. Yet any disruption needs to be developed at a range of scales because capital is parasitic on the university: in think-tanks; through technology and related services; in corporate social responsibility agendas that are educational; in credit ratings agencies; in private equity and financing; in regional and national regulation. In each of these spaces there are different mechanisms through which capital recalibrates the University for value creation, profit and further accumulation.

As education becomes a positional, individuated, competitive good, and as the stakes for individuals rise, we might ask whether we can develop strong answers to the strong questions that are being asked about the purpose of the University. Can we develop alternative narratives based on societal goods? Can we look to Chile or Quebec for some possible alternatives to these practices? Can we analyse how BPP/Apollo, or Pearson or Kaplan or McGraw Hill are leveraging their own market capitalisation to crack the university? Can we analyse how those corporations are using their established infrastructures and content to extract data/analytics about behaviours that might then be commodified as services for students? Is it possible to reconfigure universities under a general public license or as a co-operative form? Or can this only be achieved beyond the university?

In this process, time is important. Capital seeks to annihilate the space between commodities and consumers by reducing the time it takes to produce and/or circulate goods. As bond-funded initiatives, or private equity leveraged against future loan incomes, are based on 30/40 year life-cycles, there is a demand to reduce volatility and risk, and variations in behaviour, and to control time. So capital wishes to fund programmes that enhance the ability of students to get jobs and pay down their debts, or institutions that can innovate in order to pay down their debts and covenants. Time and variations in behaviour are a risk, especially where they relate to asset illiquidity. Thus the state wishes to control resource allocation and budgeting, in order that it can reduce volatility/risk/defaults, and thereby create a set of spaces in which capital can grow.

In this process temporality is important. Internationalisation, rankings, social mobility are all agendas that tend towards offshoring or the virtualisation of the University. They are parasitical of local needs, feeding off spaces rather than learning with them. They prioritise jobs and mobility away from certain spaces, above justice and access. They do little to reclaim a University’s local identity. They are levers for catalysing the market mechanism that systematises competition, and which detaches academic elites from temporal space. They are transnational and have the same damaging effects on local priorities as transitional financial elites. At issue is how might academics fight for their local, temporal space? Or inside-and-against the university, is there no alternative?

Thus, as public universities are realigned with the values of the market, which sees an aggregation of individuals providing all necessary regulation, funding and governance, we might ask how can more dialogical and collective forms of higher learning be fought for? What might we do in our militant research strategies and in public to strengthen democratic engagement and critiques of new public management? Do we stay and fight for the academic project inside the university, to forge something that is beyond? Do we argue for new forms of governance and funding and regulation in the name of the public? How do we provide strong answers that push back against the violent recalibration of university life and academic labour, and which might reclaim academic time and space?

You got to know when to hold ’em, know when to fold ’em,
Know when to walk away and know when to run.
You never count your money when you’re sittin’ at the table.
There’ll be time enough for countin’ when the dealin’s done.

[Schlitz, D. 1978. The Gambler.]


The University and the Cloud: a health-warning


Posted by hallymk1

I spoke earlier today at the 26th UK Heads of e-Learning Forum meeting about Effectively navigating the cloud: The impact of externally hosted learning spaces.

My presentation on the University and the Cloud: a health-warning is on my slideshare.

There is also a theoretical article on emergent technology that includes the Cloud.

See also the recent book, Cloud Time, by Lockwood and Coley.


A note on technology and academic labour


Posted by hallymk1

Last week’s CERD conference on doing and undoing academic labour got me thinking about whether anything, once done, could be undone. Or whether, once our labour had transformed some thing or some place or some outlook or some one, there was no undoing. No going back. Shakespeare has Lady Macbeth tell Macbeth in Act 3, as he is consumed by guilt after the killing of King Duncan, “Things without all remedy Should be without regard: what’s done is done.” Later in Act 5, as she in-turn becomes haunted and has to regard those things have that have beeen done and for which there are deep and human consequences, Lady Macbeth laments that “What’s done cannot be undone.” Ambition, guilt, shame, humanity, each pivoting around action and reflection.

This had me wondering whether ravelling and unravelling was a better metaphor for academic work or labour than doing and undoing. And whether the ravelled or tangled or complicated nature of academic work inside and beyond the academy might be untangled or decomposed as a set of threads that might then be re-stiched into something else. Or whether by highlighting one of the tangles, in my case educational technology, we might be able to use that unravelled element for some other purpose. One of the ways in which those other purposes might be described is in understanding the neoliberal networks in which the threads are tangled, and as a result in situating educational technology in networks of power and resistance.

However, a series of increasingly complicated, contextual factors makes the process of unravelling a more tangled operation.

FIRSTLY: On political economy: Spain. The two visualisations noted by ZeroHedge in their Brussels… We Have A Problem posting, highlight that the risk-controlled, growth and employability-obsessed strategies that underpin the new normal in UK higher education take no account of the depth/accute-nature of the global crisis. ZeroHedge previously described this wider context in terms of European Bank solvency deficiency, which involves

very scary numbers that were noted in Zero Hedge yet which barely received any mention in the broader press. Because the numbers were all very, very large (think eyes glazing over 11-12 digits large), and because their existence meant that the long-term, chronic pain for Europe, which is and has been one of public (and selected private) sector deleveraging (which oddly enough is called “austerity” by everyone to no doubt habituate people to associate debt reduction with pain – where is “mean-reversionism” when you need it?), … were promptly buried.

Our political economic and sociological illiteracy makes me reflect more-and-more on the false consciousness endemic in our academic labour. Do we really reflect on the true nature/context of our work? This illiteracy does our students and our staff no favours, because if Spain goes, all bets are off. Our focus on participation, personal learning, employability, marketised skills development or whatever, is cast in the shadow of this crisis and our illiteracy.

SECONDLY: On political economy: the UK as a de-developing nation. Larry Elliot in the Guardian has amplified how our political economic illiteracy affects HE policy and practice, and what we are willing to discuss or fight for inside the academy. He notes that Britain is a de-developing nation, and this has huge ramifications for higher education policy and practice.

In the hundred years from 1914 to 2014, the century since the outbreak of the first world war, the UK will have declined from pre-eminent global superpower to developing country, or “emerging market”. The symptoms of this vertiginous plunge in the world’s rankings are already starkly apparent: a chronic balance of payments deficit, a looming shortage of energy and food, a dysfunctional labour market, volatility in economic growth and a painful vulnerability to external events.

Since the start of the crisis, the UK has borrowed more in seven years than in all its previous history. It has impoverished savers by pegging the bank rate well below the level of inflation, and indulged in the sort of money-creation policies normally associated with Germany in 1923, Latin American banana republics in the 1970s and, more latterly, Robert Mugabe’s Zimbabwe.

Then there is the large number of unproductive workers engaged in supervisory or “security” roles, on the streets, in public parks, on the railways and at airports. There are the wars fought without the proper resources to do so, and the awareness among military commanders that, in the absence of any military conflict, their forces will be shrunk further, there being no attempt objectively to assess the nation’s enduring defence needs. There is the ramshackle infrastructure existing in parallel with procurement contracts that run billions of pounds over budget and are then cancelled.

This is the actually existing world for which we claim we are preparing our graduates.

THIRDLY: on risk. Andrew Haldane of the Bank of England’s Financial Policy Committee has argued that the modelling and risk—management systems that we have used in econometrics and financial services/financialisation has not respected the non-linearities, the self-organised criticality of systems nor the widespread risk of contagion across systems that exist in the real-world. He argues that the real-world displays non-normality that makes the highly-organised tolerances imposed by new public management a recipe for crisis. Our models are, in a word, unresilient. He notes that

It is not difficult to imagine the economic and financial system exhibiting some, perhaps all, of these features – non-linearity, criticality, contagion. This is particularly so during crises. Where interactions are present, non-normalities are never far behind. Indeed, to the extent that financial and economic integration is strengthening these bonds, we might anticipate systems becoming more chaotic, more non-linear and fatter-tailed in the period ahead.

Normality has been an accepted wisdom in economics and finance for a century or more. Yet in real-world systems, nothing could be less normal than normality. Tails should not be unexpected, for they are the rule. As the world becomes increasingly integrated – financially, economically, socially – interactions among the moving parts may make for potentially fatter tails. Catastrophe risk may be on the rise. If public policy treats economic and financial systems as though they behave like a lottery – random, normal – then public policy risks itself becoming a lottery. Preventing public policy catastrophe requires that we better understand and plot the contours of systemic risk, fat tails and all. It also means putting in place robust fail-safes to stop chaos emerging.

We do not stop to consider what this means for academic labour or for the practices of higher education. In our subject-silos, chasing our latest technology, and focused on marketised metrics and performance indicators, our academic labour-in-capitalism reinforces our intellectual enclosure.

FOURTHLY: on the political economy of UK Universities. Andrew McGettigan has developed work on HE financing, including some recent work on bonds. He argued:

Last year, the economist David Blanchflower, a former member of the Bank of England’s Monetary Policy Committee, wrote in favour of universities issuing bonds.“In a recession, borrowing long term at low rates of interest is an eminently sensible thing to do— it is a classic Keynesian response,” he argued. “The public sector can utilise the savings of the nation. This is a time to invest at low, long-run rates of interest. Bonds could allow universities to borrow money for important projects cheaply.”

Universities have taken note. Many are now taking a closer look at bonds according to the British Universities Finance Directors Group, BUFDG… Banks say there is scope for universities to easily borrow another £4 billion whether through bonds or bank lending, much more even than the fabled cut in the Higher Education Funding Council for England’s teaching grant.

If the current upheaval in higher education does prompt a new wave of borrowing, then the consequences for universities could be equally huge. For borrowing on this scale comes with strings attached. Experience in the US, where bonds are more common, shows that those strings are capable eventually of transforming not only the daily life of a university but its very purpose.

McGettigan goes on to note how this then implicates Universities in the mechanics of the market through engagement with credit-ratings agencies or private finance initiatives/special purpose vehicles to leverage private investment. In this Universities are increasingly implicated inside neoliberal webs of practice, that include such special purpose vehicles, holding companies, joint venture companies, third party assurance companies and bondholders. These webs of complexity and risk are then formed inside the mess that is UK higher education policy where:

Some institutions may wish to avoid becoming trapped under what the University Alliance mission group has described as the £7,500 “cliff edge” defined by the level of tuition fees at which government quotas on student numbers start to bite. This could prompt them to start spending in a bid to justify higher fees to students… The common factor among all such strategies is that they are likely to require substantial up-front investment. Which is where bonds could come in.

Critical here is the extent to which University managers are willing to leverage institutions and the sector. McGettigan quotes Chris Hearn, head of education at Barclays Corporate, saying that “Time and time again we hear back from investors that they would desperately love to get their hands on anything to do with the university sector”. So academic labour is enmeshed within a world that is increasingly framed by credit ratings, leverage, private finance, hedge funds and private equity, with little space to critique the processes and lived reality of what is being done to the university system and individual institutions. This is important given the experience of “the University of California [which] has $13bn of bond debt and has pledged the tuition fees of generations of future students to maintain its AAA rating.”

There are, of course, institutional and regional disparities, as this piece in the Times Higher demonstrates, and HEFCE’s announcement of recurrent grants and student number controls further highlights the disparities between Universities that will come to rely more on external sources of income, including philanthropy and business partnerships, that in-turn affect the purpose and practices of those Universities. At issue then are: what do we know of the political economy of universities? What can be fought for inside the academy? For what purpose is our academic labour? Inside our subject-driven, NSS/REF-enforced silos, do we have the literacies and the courage to unravel the reality of higher education and to fight for something different?

FIFTHLY: technology as a crack through which the University is corporatised. Both Andrew McGettigan and I drew attention to the formation of Pearson College, its technological underpinnings, and the partnerships that it has with established academic institutions. My point was to show how that corporation was leverage gains from the higher education market, through its College, its educational think-tank, partnerships with universities like Sunderland and Royal Holloway, the role of Edexcel and the development of accreditation for profit, and the role of military accreditation in the United States. Diane Ravitch writes eloquently about this in the USA on her blog [search for the Pearson tag].

As competition hots-up in the squeezed middle of universities, as the government uses secondary legislation to lever open the sector for privatization and the market, as other providers are encouraged into the sector often using the promises of study using technology as a catalyst, an architecture is opened-up that threatens any reality of higher education beyond the profit motive. Thus, Pearson can call upon proprietary technology/LMS, established and culturally-accepted systems thinking, access to content, and deep market capitalisation, in order to open-up the sector for wider marketisation.

Pearson College highlights how educational technology is a way-in both to the extraction of value from universities, and to the recalibration of the purpose of universities to catalyse such extraction further. The focus here is on efficiency and business process re-engineering, and of a view that as technology is neutral, and offers simple efficiencies, who could argue with public-private partnerships aimed at such developments? There is no alternative, and the inefficient, unproductive public sector is ripe for restructuring through the services of corporations. Partnerships and leverage are enforced, in-part, because academic labour is shackled inside the demands of performativity revealed in the REF or NSS scores.

Moreover, a surfeit of new providers cheapens the bulk of academic labour that is not developing proprietary knowledge or skills, and will drive down labour costs and increase precarious work. Flexibility, redundancy, productivity, privatisation, restructuring, value-for-money, all underpinned by technology, become the new normal. As the discipline of fear enters the market, the space to develop literacies for critiquing the take-over and recalibration of the University is enclosed and suffocating.

SIXTHLY: the power of academic labour. All this emerges within the context of a global economic crisis that has no promise of resolution. The question is how academic labour can subvert, dissent from or push-back against the contexts and realities outlined above, either inside or beyond the University? Can academics find collective forms that enable the development of discretionary power? Can academics use their labour to overcome how that labour inside capitalism overcomes all of human sociability, to the point where all we can discuss is driven by growth? Can we develop new forms of labour in new spaces? Can the complexity of higher education be unravelled and re-stitched against this new public management?

The University is a new front in the attempt by capital to further accumulation and the extraction of value. In that space technology reveals the conjuncture of forces that seek to catalyse and co-opt this process, in the services, technologies and applications that blind us to the social and economic realities. In that same moment technology enables to us to shine a light on what our academic labour might be for. What it might help us to defend, against its use for labour management, business-process re-engineering or the real subsumption of our labour for the valorisation of capital. Our uses of technology might usefully then be developed tactically and in public, where we identify how, in spite of their notionally free affordances many technologies are a back-door route for surveillance and militarisation, albeit sometimes non-consciously.

We might then ask, to what uses of technology did we say no? Where such uses are immanent to the institution were we able to say no? Are we able to identify possibilities for the use of technology that are precluded by new public management, and to identify why that is the case? How might cracking, hacking or modding the university, and doing so in public, help us to forge a new form of sociability or new spaces for higher learning?


Educational technology and the war on public education


Posted by hallymk1

I’m presenting at the University of Lincoln’s Centre for Educational Research and Development conference on Thursday June 7. I’ll be speaking about Educational technology and the war on public education. My slides are on my slideshare. There is a fuller blog post on the war on public education is here and on militarisation is here. Part of the argument about alienation/commodification is made in this paper published in triple-C.

I will ask these questions.

  1. How do technologies contribute to the alienation of academics from their labour inside the university?
  2. What might be learned from occupations/work-ins in other geographies or at other times or in other sectors or under other capitals? How did techniques or technologies affect those actions?
  3. What forms of academic labour are legitimised and how does technology affect that legitimation?
  4. With a focus on technologies for militarisation and techniques for control, how is academic labour co-opted?
  5. How and where might academics push back, in order to abolish alienated labour?

Higher Education, crisis and volatility


Posted by hallymk1

ONE. The marketisation of higher education is turning University life into a series of tactical engagements designed to extract value from public goods, rather than a set of spaces in which we might be able to confront the crisis. This crisis is enabling capitalism to overcome barriers to value production and extraction, and underpins an inevitable revolutionising of HE. This recalibration of HE is focused on the rate of profit, and a purported need to balance the sector’s contribution to the economy.

However, the extraction of value, or the focus on the rate of profit, is high-risk and catalyses volatility and it neglects the wider, systemic, socio-environmental issues that provide the context in which education-for-growth exists.

TWO. In his work on False Accounting: Why Higher education Reforms Don’t Add Up, Andrew McGettigan analyses volatility, instability and indenture in HE.

The income–‐contingent repayment loans offered to students are also future–‐policy–‐contingent, potentially creating an indentured class of graduates from whom higher repayments can be extracted. In sum, the Coalition has concocted a higher education funding regime which fails on its own criteria. It introduces fiscal instability into the sector and offers the nation minimal savings in return. While the deficit may be slightly reduced, large borrowings are required over the next two decades before the scheme is expected to pay for itself. These expectations may be pricked if adequate graduate repayments fail to materialise – leaving future governments to rectify the situation.

He goes on to state that the debate about HE reform is obscured by economic illiteracy.

the government’s deficit reduction strategy is aimed at slowing the growth of the debt. Reducing expenditure reduces the need for additional borrowing to meet any shortfall between annual income and expenditure. Loans have a lower impact on the deficit than grants – but they affect the debt separately to their contribution to the deficit. This is a very important matter and one that has been systematically obscured from the debate around higher education reform.

He then states that the overall effect is high-risk and based on modelling that makes serious assumptions about growth.

The large–‐scale move from grants to higher loans brings uncertainty into the heart of higher education as the viability of the loan scheme depends on making predictions about the general shape of the economy and graduates within it for the next three to four decades. Current indications about the graduate premium suggest it will be eroded further except in a small group of professions.

TWO. This connects to Christopher Newfield’s argument about the new proletarianisation. He argues that it is difficult to sustain a positivist argument for economic growth, especially where it is tied to the generalised, emancipatory potential of technological skills in a new economy. In part, this is because under neoliberal capitalism, technologies are used to promote consumption, production gains or to increase the rate of profit. The logic of their use and deployment is for productivity gains, or for workplace monitoring and surveillance and management and stratification, or to catalyse the creation of value by opening up/harnessing new markets, or by stimulating innovations that further valorise capital. Thus, Newfield highlights three different types of knowledge or skill:

  1. Type C is ‘commodity skills’, which are ‘readily obtained’ and whose possessors are interchangeable. This category includes most ‘pink collar’ work that involves skills like ‘typing and a cheerful phone manner’.
  2. Type B is ‘leveraged skills’, which require advanced education and which offer clear added value to the firm that hires such skill, and yet which are possessed by many firms. Computer programmers or network administrators are examples of essential employees who worked long and hard to acquire their knowledge, and yet who are relatively numerous. Ironically, they may have entered the field because it was large: its size may have signalled to them when they were picked a major in college–and to their stability-minded parents–something like ‘the high-tech economy will always need computer support specialists’. Yes, but not any particular computer support specialist, and not at a very high wage.
  3. Type A consists of ‘proprietary skills’, defined as ‘the company-specific talents around which an organization builds a business’. The knowledge manager must nurture and cultivate only the skills that directly contribute to the firm’s propriety knowledge, and stamp out (or radically cheapen) the first kind of knowledge worker, whose skills are interchangeable commodities. Only the star producers–those who create proprietary knowledge–enable the firm to seek rents, and only they are to be retained, supported, cultivated, and lavishly paid.

In an indentured world focused on economic growth above all else, not everyone will enjoy the life-styles of those who produce proprietary knowledge.

THREE. Yet, economic growth is coupled to energy use. The Royal Society Science Policy Centre report People and the Planet argues that growth based on extant socio-economic models is extremely problematic.

in the most developed and the emerging economies unsustainable consumption must be urgently reduced. This will entail scaling back or radical transformation of damaging material consumption and emissions and the adoption of sustainable technologies, and is critical to ensuring a sustainable future for all. At present, consumption is closely linked to economic models based on growth. Improving the wellbeing of individuals so that humanity flourishes rather than survives requires moving from current economic measures to fully valuing natural capital. Decoupling economic activity from material and environmental throughputs is needed urgently for example by reusing equipment and recycling materials, reducing waste, obtaining energy from renewable sources, and by consumers paying for the wider costs of their consumption. Changes to the current socio- economic model and institutions are needed to allow both people and the planet to flourish by collaboration as well as competition during this and subsequent centuries. This requires farsighted political leadership concentrating on long term goals.

Furthermore, in their IMF working paper on The Future of Oil: Geology versus Technology, Benes et. al. note that:

the problem of oil becoming harder and harder to produce in sufficient quantities was an important factor that would have significantly increased oil prices regardless of shocks.

it requires a large increase in the real price of oil, which would have to nearly double over the coming decade to maintain an output expansion that is modest in historical terms. Such prices would far exceed even the highest prices seen in 2008, which according to Hamilton (2009) may have played an important role in driving the world economy into a deep recession.

There is likely to be a critical range of oil prices where the GDP effects of any further increases become much larger than at lower levels, if only because they start to threaten the viability of entire industries such as airlines and long-distance tourism.

a point forecast that implies a near doubling of real oil prices over the coming decade, and an increase in prices over and above the very high recent levels even under a very optimistic scenario, at the lower 90 percent confidence interval. The world economy has never experienced oil prices this high for anything but short transitory periods, and we reiterate our previous statement that this might take us into uncharted territory, where a nonlinear, convex effect of oil prices on output might be a more prudent assumption.

And to add to the volatility Hamilton, in hi Oil Prices, Exhaustible Resources, and Economic Growth,  notes:

Coping with a final peak in world oil production could look pretty similar to what we observed as the economy adapted to the production plateau encountered over 2005-2009. That experience appeared to have much in common with previous historical episodes that resulted from temporary geopolitical conflict, being associated with significant declines in employment and output. If the future decades look like the last 5 years, we are in for a rough time. Most economists view the economic growth of the last century and a half as being fuelled by ongoing technological progress. Without question, that progress has been most impressive. But there may also have been an important component of luck in terms of finding and exploiting a resource that was extremely valuable and useful but ultimately finite and exhaustible. It is not clear how easy it will be to adapt to the end of that era of good fortune.

FOUR. Tom Murphy writes eloquently about energy, and how a growth-fuelled politics traps us.

Many of us have great hopes for our energy future that involve a transition to a gleaming renewable energy infrastructure, but we need to realize that we face a serious bottleneck in its implementation. The up-front energy investment in renewable energy infrastructures has not been visible as a hurdle thus far, as we have had surplus energy to invest (and smartly, at that; if only we had started in earnest earlier!). Against a backdrop of energy decline—which I feel will be the only motivator strong enough to make us serious about a replacement path—we may find ourselves paralyzed by the [energy] Trap.

In the parallel world of economics, an energy decline likely spells deep recession. The substantial financial investment needed to carry out an energy replacement crash program will be hard to scrape together in tough times, especially given that we are unlikely to converge on the “right” solution into which we sink our bucks.

Politically, the Energy Trap is a killer. In my lifetime, I have not witnessed in our political system the adult behavior that would be needed to buckle down for a long-term goal involving short-term sacrifice. Or at least any brief bouts of such maturity have not been politically rewarded.

FIVE. Higher Education is focused on a series of tactical manoeuvres: employability; internationalisation; public-private partnerships; value-added; outsourcing; the REF; student number controls; cash-flow and staffing costs; retention and progression; learning analytics; mobile learning; work-based learning; value-for-money; efficiency; economic growth.

Yet higher education does not exist in a vacuum.

What is to be done?


A note on technologies for control, systemic violence and the militarisation of higher education


Posted by hallymk1

In their review of militarism and education normal, Meiners and Quinn argue that there is a three-fold mechanism by which public education in the United States is shaped through hegemonic militarisation: by offering a perception of choice to those denied any such choice as a result of their socio-economic status – where enlisting is an institutionalised way out of poverty and is catalysed through connections between education and the military; by serving as a catalyst for innovation and change in the forms of education, through taking-over schools/colleges and militarising the curriculum; and by using the vast revenues devolved to the military for research inside education. This latter point is critical for these authors when they turn their gaze to higher education.

[M]ilitarization, according to researchers, asymmetrically shapes contemporary higher education, channeling resources to sub-fields within science, engineering, mathematics, and particular areas of linguistic and political inquiry, while the remaining disciplines—art and humanities, in particular—receive no military dollars.

The interaction between the military and the pedagogies of/curriculum for technology is not new. Beyond the neuroses of the battle for education inside the Cold War, Dyer Witheford and de Peuter have argued in Games of Empire that the production of games like America’s Army and the development of augmented/virtual spaces in partnerships between the military and university knowledge labs enable capital to leverage the power of the state to ‘reassert, rehearse and reinforce Empire’s twin vital subjectivities of worker-consumer and soldier-citizen’. With a focus on the marketing of the game Full Spectrum Warrior, they highlight how curricula designed around the cultures of game production, as well as the processes/relationships of modding and hacking, demand “the total obedience of the culture industry to the protocols of the War on Terror – its immediate ingestion and reproduction of the state’s paranoias”, and that“new kinds of militarized formats” fuse “technological innovation and the erotic charge of combat” in “renewed, compulsive militarization”. Such compulsive militarisation is made manifest in the connections that emerge between firstly the virtual frontline, secondly coding and narrative and design inside/beyond the classroom, and thirdly the living room as space for play.

The ways in which the interplay between formal/informal spaces for educational engagement and the neoliberal development of curricula enables societies of control to emerge, is also seen in the normalisation of technologies for the management of risk and in promoting the idea of acceptable, business-like performance/attitudes in students and teachers. Here the demand to maintain the duality of worker-consumer and soldier-citizen results in the development and use of technologies for systemic violence through control. Thus, in the physical campus we see the increased use of kettling and a para-militarised response to dissent, with little opposition offered by institutional senior managers or staff. The classic example in the global North lies in the student protests and occupations at UC-Berkeley in 2011, which highlighted the increased politicisation of young people, the increased militarisation of our campuses, and the increased bravery of people as co-operative social forces in the face of State authoritarianism. However, the global South has also born witness to widespread use of military force/technologies in the spaces around campuses and student life, as witnessed in Chile. The result is the enforcement of consent through coercion, and a diminution/marginalisation of the space for alternative narratives to develop.

In part, the use of force on campus enables corporations to overcome the attrition on the rate of profit that emerges from the unnecessary circulation time of immaterial commodities like credit default swaps realised as student loan debts, and in part it enables the State to discipline the thinking/actions of those citizens who feel that they might be anything other than those twin subjectivities. As the interplay between subject-identities and the system is normalised and structured through debt, those identities/attitudes/actions are controlled and managed through the mining of data and an obsession with analytics. Surveillance and monitoring become means by which technologies can be used to effect biopolitical power, or the subsumption of individual wills to the creation of value. Thus, the use of management data to normalise and marginalise, and therefore overcome the risk inherent in the use of debt/future earnings/labour to secure an increase in the rate of profit, is key. Debt-fuelled economic growth demands that the management of risk, including the risk that students might be other than businesslike, should be controlled. Anything that is seen as abnormal in this space is disciplined. Such discipline includes use of physical force by paramilitary police on campus, but it extends beyond this, to the increasing homogenisation of campus-based or institutional technologies through public/private partnerships, and the refusal to support marginalised innovations, often located in open source communities. The physical space is coerced and enclosed, in order that capital can legitimise the extraction of value from the virtual.

However, even those more marginal spaces risk replicating the systemic inequalities and acts of violence that are catalysed by hegemonic positions. As Hoofdargues, all forms of activism/innovation risk their own subsumption inside structural regimes of domination. In fact

the current mode of [neo-liberal] late-capitalism relies on the continuous extension and validation of the infrastructure and the optimistic discourses of the new information technologies. Discourses that typically get repeated in favour of what I designate as the emerging speed-elite are those of connection, instantaneity, liberation, transformation, multiplicity and border crossing

Thus, even those educators who claim to be hacking or co-creating or accelerating ‘new spaces’, or personal learning environments/MOOCs as opposed to institutionalised systems, are operating inside structures which were created with the goal of facilitating global capitalism and its elites, and “that allow for the on-going perfection of military power through technologies of surveillance”. Whether such surveillance takes place in institutional or personal or massively-open learning environments is irrelevant when it is performed inside the totalising logic of capital. Thus, Hoofd argues that “The idea that subjectivities from social movements are in any way less produced by neo-liberal globalisation is highly problematic.” For Hoofd, these movements might form the collective opposition realised in the EduFactory, but her concerns might also be extended to those radical education projects discussing an exodus from formal higher education, or those communities and networks engaged in innovations against the grain of the institution. Without a structural critique that ‘outs power’ as decisions are made, the systemic violence and alienation enacted in the name of capital cannot be escaped. This makes the co-option of educational performance by the state for control or for violence or by the military a normalised outcome. 

Thus, education and educational innovation/transformation is folded inside a discourse that threatens alienation and violence, in the name of value and the reproduction of established, hegemonic positions of power. It is inside this connected set of spaces that the connections between the military, the market/corporations and public education needs to be discussed. If we are really for education as transformation there is no ignoring of the ramifications of:

  1. the recent discussion of the relationship between DARPA, hackerspaces and schools;

  2. the neoliberal networks that connect Blackboard to the Pentagon;

  3. the neoliberal networks that connect Pearson to the US Department of Defense through educational innovation and assessment, and then to its own policy think tanks that are setting an agenda for educational marketisation;

  4. the connections between hacking competitions, education departments and national security, and the co-option of hacking as a pedagogy of/curriculum for control;

  5. the use by Universities of drones, through which The Salon reports connections between the U.S. military, academic research, and defence contractors;

  6. public/private partnerships in the UK that focus upon wireless video surveillance;

  7. the deep connections between the military and research inside UK universities; and

  8. the disconnect between our activist promotion of technologies that are apparently transformative in the global North at the expense of their implication in war in the global South, like the Raspberry Pi.

Hersch, in her review of the ethics of university engagement with/research for the military, noted several preliminary conclusions.

  • Military research on offensive weapons is considerably more likely to contribute to reducing than increasing security.

  • By diverting resources from other areas, military research both distorts the research climate and balance between different subjects and reduces the resources available for creative holistic approaches to conflict resolution.

  • Banning military research is not counter to academic freedom, but such a ban would be difficult to achieve in the short term.

  • The resources associated with military research and the associated research climate may be impeding genuinely creative and innovative research, which often takes place at the boundaries.

  • Useful civilian spin-offs from military research is totally unfounded as a basis for justifying military research.

My contention is that we need to ask fundamental questions about the ways in which our educational spaces and the technologies we actively deploy inside them, contribute to: the normalised violence of coercion or control or marginalisation of students; or the militarisation of the physical spaces of our campuses; or the direct co-option of our own/our students’ immaterial labour in making stuff for the military. As the storify that describes one narrative of the connection between DARPA and Make notes, at issue is the possibility of creating non-militarised spaces that are not underpinned by systemic violence. As austerity bites and as the State, alongside transnational global capital, seeks to reinforce its control over the debt-fuelled obligations of its worker-consumers, the role of the University in applying a critique of the ways in which such control is engineered and our complicity in it has never been more necessary.


Educational technology and the war on public education


Posted by hallymk1

On Tuesday I am presenting at the University of Brighton’s Centre for Applied Philosophy, Politics and Ethics, at their conference, ‘The Problem of “Dirty Hands” in UK Universities‘.

I’ll be developing some ideas around the theme of educational technology and the war on public education. My slides for the event are at: http://slidesha.re/GNqhFc. My argument will be as follows.

ONE. Educational technology is a site of struggle inside the University, through which the relationships between management and (immaterial) labour are reinforced and re-produced. More broadly the deployment of educational technology is a form of state-subsidised privatisation and is a space through which the marketisation of education can be rooted.

TWO. Through educational technology, labour inside the University is at risk of coercion, measurement and surveillance, in order to meet the marketised demands of competition and profit-maximisation. Educational technology is a way in which hegemonic positions can be protected and developed inside education

THREE. Academics and educational technologists/staff developers are complicit in the ways that educational technologies are deployed at the heart of the University through teaching and research. At issue is whether these same groups have a critical (ethical) lens through which to critique the nature of the technologies that they re-sell beyond a focus on the student experience? How might critical insight about the ways in which educational technologies enable the co-option of University teaching, research and development for value formation and accumulation be catalysed?

FOUR. Uncritical, technologically-mediated behaviours inside the University are conditioned through the politics of education, which reproduces polyarchic governance through a form of the shock doctrine.

  • Polyarchy is an elitist form of democratic engagement that describes what is manageable/appropriate in a modern society, and what is acceptable and what can be fought for in terms of organisation and governance. It rests on universal, transhistorical norms based on the tenets of liberal democracy and capitalism, and which make it unacceptable to argue for other forms of value or organisation. Thus, it is not possible to address the structural dominance of elites within capitalism, or the limited procedural definitions of democracy or participation or power. This political enclosure is reinforced technologically and inside systems of education.
  • The Shock Doctrine focuses upon exacting political control by imposing economic shock therapy. In terms of higher education this focuses upon:

i.    structural re-adjustment through enforced competition and coercion (fee structures and student indenture; internationalisation; distance learning);

 ii.    a tightening/quickening of the dominant, economically-driven, anti-humanist ideology (student-as-consumer; HE-as-commodity);

iii.    the transfer of state/public assets to the private sector (consultancy; outsourced services);

iv.    the privatisation of state enterprises/elements in the name of consumer choice, economic efficiency or sustainability (state-subsidised privatisation)

FIVE. In response to this ideological or political enclosure, the space for the implementation of educational technologies is legitimised by organisations that support/influence universities. Thus, the HEFCE focuses on technological deployments for cost-reductions, business-process re-engineering and efficiency gains, which themselves might underpin radical transformation of the university as a “business”. HEFCE states that it works with key partners like JISC and the HEA in supporting institutions in technological transformation. The JISC’s Transitions Group has reported the importance of the HE/FE sector for economic growth, and it connects and relates changes in these sectors that are political, financial, technological and competitive. These changes mean that JISC must operate within “stringent new financial realities”, in order that it is “better geared to achieving a large impact”. Thus, recent JISC-Announce emails clearly connect technological innovations to a discourse of “cost savings”, “value for money”, “value and impact”, and organisational efficiency and effectiveness. This legitimation of a discourse that connects educational innovation to fiscal “realities” is also revealed in the HEA’s values, which highlight the importance of value for money and place it alongside the HEA’s other organisational values of student learning and institutional innovation.

SIX. The recent Coalition Government budget for 2012 further tightens control of the technological policy and practice of universities through its focus on: universities working in the “business” of education; on VAT and shared services, and the need to treat “commercial universities” “fairly”; and by creating a research investment fund that “will attract additional co-investment from the private sector”. This reinforcement of the deep connections between commercial and financial leverage, technology, and education-for-employment are part of an on-going governmental discourse about the value/purpose of education, outlined for instance by Michael Gove at BETT.

SEVEN. It is from inside this space that educational technology is implemented by educational technologists, staff developers and technicians, and then adopted by practitioners and students. Thus, the following serve as examples of how technology is often implemented based on problems of performance, efficiency and scale, without a broader, political, contextual analysis or questioning.

  • Cloud Computing is argued for from perspectives of scale and organisational/labour efficiency, with a limited critique of: the geo-political and legal issues that arise, in particular related to national security legislation; the ways in which the cloud enables the separation and surveillance of proletarianised work, and the re-production and redistribution of commodity- and leveraged-skills to low-wage societies through outsourcing (and cutting labour costs for in-house work); the attempts that are being made to commodify and sell the idea of cloud computing in terms of green IT or sustainability, despite the lack of evidence that the cloud is ‘greener’, with industry wrapping itself around this concept as a space for further service-led innovation; and the privatization of public, academic services through outsourcing/consultancy/rent.
  • Blackboard is utilised as a Learning Management System in particular across the global North, and, as with other providers in the marketplace, the Company provides services that are rented by/licensed to Universities that are funded in some cases by the State. In 2011 it was reported that Blackboard had an “expanding footprint in the defense sector”, and that as a result “The Pentagon gets a manageable software program that helps instructors in subjects like military logistics and infantry tactics get a handle on the coursework flow of thousands of occasionally far-flung active duty military personnel. Blackboard, on the other hand, has a neat little honeypot that has, in many ways, saved the company.” Moreover, in 2011 Blackboard was acquired by Providence Equity Partners, a private-equity company. Providence was advised by, amongst others Goldman Sachs, on its acquisition of SRA International, a company that “is dedicated to solving complex problems of global significance for government organizations serving the national security, civil government, health, and intelligence and space markets.” Should those links between the investment banking/finance, defence and education sectors be discussed in the context of a University’s mission or in the sector’s aim to work for the public good?
  • Mobile learning is championed across the sector and by various funding bodies in supporting personalisation and anytime/anywhere learning, with limited critique of this in relation to the human/labour rights abuses that have been revealed in the factories where mobile technologies are manufactured or the mines from where raw materials are produced, and in spite of the threat of the enclosure of content on the open web due to the commercial, competitive imperative to create a market for mobile applications. How should revelations around human/labour rights, especially in the global South, affect institutional policy?
  • The implementation of communications-solutions like MS Lync often underpins an integrated systems architecture that connects communications and information-management capabilities across an institution. However, the development of such architectures also makes possible institutional surveillance of academic practices and labour, and the disciplining of marginalised practices, like the utilisation of open source solutions like Linux, or of practices that are defined outside technocratic norms. Framing discussions about the implementation of specific technologies as politically-neutral instances of problem-solving removes the imperative, for instance, to engage with trades unions about the management and monitoring capabilities of such tools as an aggregated whole. How often do academics or educational technologist discuss labour rights and safeguards when deploying a technology or designing an architecture?
  • The coming fetishisation of learning analytics and data-mining, linked to diagnostic and summative assessment, alongside progression and retention agendas, is in-part technologically-driven, and connects academics to the daily measurement of their practices and to impact measures for teaching. Do educational developers or technologists or academic staff consider the means by which their everyday existence is incorporated inside the means of re-production of capital? Do they consider how technologies further objectify our social relationships as commodities from which value can be extracted through, for instance, the monitoring and harvesting of personal data, the enclosure and control of spaces or applications of consumption, the use of venture capitalism to support specific social networks, and the technological augmentation and capture of affectivity?

EIGHT. These examples serve to highlight the risks in any uncritical, techno-determinist deployment of technology. So we might ask, what is to be done? This is important in the face of governmental/funding policies that are in-turn constricted by transnational global capital, and in particular by the compression and enclosure of time and space wrought by technologically-transformed, finance capital. It is natural that those who work inside universities would escape into problem-solving tactics like ‘social inclusion’ or ‘equality of opportunity’, which are liberal themes so often connected to discourses that emerge around emergent, assistive or participative technologies.

NINE. However, everyday scholarly activities are becoming increasingly folded into the logic of capital through, for instance, indentured study and debt, internationalisation, privatisation and outsourcing. As a result, the internal logic of the University is increasingly prescribed by the rule of money, which forecloses on the possibility of creating transformatory social relationships as against fetishised products and processes of valorisation.

TEN. Yet the University remains a symbol of those places where mass intellectuality can be consumed, produced and more importantly contributed to by all. Academics then have an important role in arguing against the conversion of intellectual activity into intellectual capital and hence private property, catalysed through processes of virtualisation that are driven by the commodification of research and teaching and the emergence of commercially-viable, proprietary products that can be marketised. The capitalist processes of deskilling and automation, fetishisation of products, and proletarianisation of labour are at the core of this process.

ELEVEN. This struggle is given life in the range of radical academic projects and occupations in the UK, which are an attempt to re-inscribe higher education as higher learning dissolved into the fabric of society. In some cases these projects are working politically to re-define issues of power. In most cases they see the institution of the school or the university as symbolically vital to a societal transformation. They form a process of re-imagination that risks fetishisation or reification of radical education, but which offers a glimpse of a different process that shines a light on the University as one node in a global web of social relations. This also focuses upon rethinking in public the role of academics in society, facilitated through educational technologies but realised in concrete experiences on solid ground.

TWELVE. Thus, in the mass of protests that form a politics of events against austerity academics need to consider their participatory traditions and positions, and how they actively contribute to the dissolution of their expertise as a commodity, in order to support other socially-constructed forms of production. In the critique of knowledge production, revealed through the production/consumption of specific educational technologies, the University can grow in excess of its symbolic role. Thus, students and teachers might reconsider how they engage with these technologies, in order to contribute to a re-formation of their webs of social interaction. How do students and teachers contribute to public dissent against marketisation, domination and foreclosure?


A note on the digital university and dislocated politics


Posted by hallymk1

In her latest post on the digital university, which focuses upon information literacy, Sheila MacNeill argues that “technological change in the production and consumption of information content” should “not allowed to obscure the importance of developing the educational, ethical and democratic dimension of the digital society”. Thus, information literacy “is portrayed in terms of improving the information behaviours required to access and search various information systems to extract and use information for social, economic and educational purposes.” What this means for our work or labour, and for the society that such work/labour reveals is not developed here beyond MacNeill’s identification of the key strands in UNESCO’s Alexandria Proclamation, which focus upon information for trade or as exchangeable commodity, and literacy for employment or democracy, which I assume is accepted, pre-defined forms of liberal democracy, as opposed to alternatives like communes or workers’ councils or general assemblies.

This begins then to re-inscribe the polyarchic limits to our discussion of the digital and the digital university. I have previously noted that polyarchy

is an attempt to define an elitist form of democracy that would be manageable in a modern society. It focuses upon normalising what can be fought for politically, in terms of: organisational contestation through free and fair elections; the right to participate and contest offices; and the right to freedom of speech and to form organisations. This forms a set of universal, transhistorical norms. It is simply not acceptable to argue for other forms of value or organisation without appearing to be a terrorist, communist, dissident or agitator. Within the structures of polyarchy it no longer becomes possible to address the structural dominance of elites within capitalism, or its limited procedural definition of democracy inside capitalism. Compounding this political enclosure is the control of the parameters of discussions about values or value-relationships like democracy and equality, or power and class, or as George Caffentzis argues over the morality of student loan debt refusal.

So whilst MacNeill and Johnston’s conceptual matrix highlight’s digital participation, it does not move to a critique of what participation is/might be, beyond the limits imposed by western, liberal democracy and the role of the University in that model. That role is framed by business-as-usual, employability, economic growth and the politics of austerity. Thus, it is noted that “Digital participation, in this context, can be seen as a fundamental part of any knowledge economy or information based democracy and therefore has substantial implications for educators. Digital participation needs to be optimized to ensure continued economic growth in parallel with the development of an informed, literate citizenship.” The boundaries of this enclosed debate over digital literacy or information literacy or the knowledge economy or the information society are further revealed in Lawrie Phipps‘ post about White and Le Cornu’s Visitor and Resident’s model, which is limited to enabling institutions “to understand [how] these staff behaviours, perceptions and motivations can help identify which technologies or artefacts can be deployed most effectively to support different types of staff”. There is no space here for a wider digital politics or critique of digital literacy/identity/university.

Our limited perspectives of the digital world inside the University, and what the University is for (business-as-usual because there is no alternative) amplifies the view that academia is locked into problem-solving theory, which is aimed at supporting, interacting with, and adjusting the dominant order. This leads us to the artificial organisation and construction of knowledge, which in turn closes off a revelation of how society works and alienates. It depoliticises and avoids, and it disempowers us in our attempts to transform the world, through a critique of how we experience our life, and how we accept the elite’s interpretive myths/their hegemony over us.

If we are to develop a meaningful engagement with digital/information literacy, connected to models of digital participation and the digital University, we need a critique of the established ideological or intellectual frameworks that enclose this debate. We need a critique of their legitimacy within/beyond higher education. This critique forms a set of political acts, which are also open to critique but which do not simply accept the strictures of neoliberal political economy. Our critiques of what digital participation is/might be within higher education are historically situated, and connected to capitalist work as our living history and our lived experiences.

The work sketched out in models like MacNeill’s/Johnson’s and White/Le Cornu’s becomes important where it offers a possible interface with the world beyond the University, the world in which the University is networked or digitised. Thus, critiques of these models offer ways to connect the work of the academy to the dislocated realities of the world beyond it, which are not simply about employability. Thus, the development of relationships that support participation in re-creating the world needs to connect our digital habitus to the altered realities of global politics, in terms of either the coercive policies of governments or the reaction of Anonymous or occupations or revolts to those policies.

Thus we might usefully re-connect/situate our models of the digital university/digital participation within a world that is:

In the face of this mass of events against extant models of citizen participation inside western, liberal democracy, I wonder whether we can connect our discussion of the digital university to a deeper, radicalised political critique.

Addendum

There is a point to be made about the individal and the social here. So much of our discourse is about individuals/individualisation that is developed using limited, liberal education terms like personalisation and differentiation. As we talk about individual literacies and participation we tend to neglect the social construction and situation of these things. In fact, we tend to neglect the relational aspects of ourselves. In focusing on the personal or the individual, at the expense of our associations, we risk doing the market’s work for it. We commodify ourselves as wage-slaves who need to develop a competitive edge. Because there is no alternative. If there is one thing that Marx reveals to us it is to remember the social/associational/co-operative. This is why I become more interested in long-term co-operative endeavours that offer the possibility that we might re-frame our relationships using technology. And here I am not sure that I am looking at MOOCs or badges. I think I am looking at #ds106. Not as a fetishised solution. But as a shared sense of the possible and a shared set of relationships in which power might be outed/critiqued/contested, that has implications for participation (as labour-in-and-beyond capitalism) and learning/education/the university beyond the market and enabled, in-part, digitally.