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Changing Face of Letterpress:

Professor Phil Baines and Dr Catherine Dixon are freelance designers, writers and both teach typography on the BA (Hons) Graphic Design at Central Saint Martins College of Art and Design.
Phil Baines & Catherine Dixon
Changing Face of Letterpress:

Alan Kitching and Celia Stothard are partners in life, letters and The Typography Workshop Print Room and Studio in Kennington south London. In this talk they show and share work, motivations and inspirations Alan Kitching & Celia Stothard
Hören Sie hier die Neusten Podcast-Übungen unserer Studenten an! SAE Munich Podcast
These are past shows by various students at Specs Howard School of Broadcast Arts Specs Profile
a 12 lesson series by Rabbi Horowitz for beginners in Jewish insights, released once a month and recorded in The Jerusalem Academy of Jewish Studies
by FabTV Fundamentals of Judaism
This channel provides information about SCC's hydraulic and pneumatic automation technology program. Hydraulic and Pneumatic Automation Technology Program - Spokane Community College
The Limited Fork show featuring POAMs: Products of Acts of Making in fulfillment of principles of Limited Fork Poetics: the study of interacting language systems, where the visual, sonic, tactile, and olfactory meet to form and reform (compelling) structures. Where focus on an intensely stabilizing area can still produce (forms of) sonnets that will maintain a particular form for only a limited period of time after which other structure(s) emerge, some of the emergence occurring across physical, sensory, and other dimensions.

This podcast is the place where POAMS, products of acts of making, will evolve, for the idea (as well as the poams that come out of the idea) is dynamic, seeking ways to fulfill the need for expression that coincides with unfolding understandings of existence. At the end of one of the branching roots of LFP and at the tip of one of the branches is belief in the pleasure of making things, a pleasure increased by acts of making that understand and try to take advantage of the range of what is possible and available.

BY FOCUSING ON INTERACTIONS, THE WHOLENESS OF THE ORGANISM IS EMPHASIZED.

The LFP experiment will showcase successes and failures, for the dead ends, the branches that do not bear sweet fruit, edible fruit, or any fruit at all, nevertheless contribute meaningfully to the recognizable structure of the tree. Perhaps the beauty of the tree depends on the presence of some dead ends.

Every week, there will be a visual or sonic episode (a branch) that reflects the current status of the ongoing study of interacting language systems. The LFP show will always present what is within its changing limits. Not (just) poems, but POAMS.

To hear more music of Limited Fork, visit the Limited Fork Music podcast. For more Limited Fork movies, visit the Limited Fork Video Anthology to download the video work of student and other practitioners of what Limited Fork Poetics enables and encourages. Limited Fork
2007年4月24日～5月6日に井の頭動物園にて開催される「Being - いきていること展」。otonoha(子ども達が制作した動物の音声ガイド)、HeartBeat(動物たちの鼓動の音)、animalEye(動物の視点の映像)の3種類のコンテンツを楽しむことができます。これらのコンテンツをiPodに入れて、いきてること展に参加しましょう。
http://being.inokashira-zoo.jp/ Being - いきていること展
These podcasts contain examples of work from students on the graphic design BA course at Central Saint Martins. They show what it is like to be a student here at the University of the Arts in London. You can see samples of work made by students as they explore the wide subject of graphic design. We collaborate with the design community here in London and there is a record here of a project we did with the Design Museum.
CSM First Year Graphic Design Podcast
Each year, the TED (Technology, Entertainment, Design) conference hosts some of the world's most fascinating people: Trusted voices and convention-breaking mavericks, icons and geniuses. These podcasts (also available in audio format) capture the most extraordinary presentations delivered from the TED stage. TEDTalks (video) TED
Leading global consultant, business author, and former Harvard Business School professor David Maister presents a videocast of highlights from his speaking engagements covering his four main topic areas: Strategy, Management, Client Relations, and Careers. Managing, Strategy, Business: David Maister Live videocast
Dan Klyn is writing a book about how architecture is probably a better frame for doing the early-stage strategy and design work on websites than some of the other frames (library science, HCI etc). This podcast includes interviews with architects on these and other topics. Now That I See It
EwArt Productions gives you fact-filled and entertaining coverage of works of art, artists, and concepts, all "in just a minute." Hosted by art historian Christopher L. C. E. Witcombe. Art History in Just a Minute
On these video pages, the emphasis is on dynamic visual possibilities in active language systems --possibilities that arise from interactions and associations between sights, sounds, and textures, on multiple scales in multiple locations. These visual experiments in poetry are Video POAMS (products of acts of making) that explore what happens when the visual is allowed to extend beyond visible text, and when the page is not required to be paper (though it may still exist that way). The Limited Fork Video Anthology features examples of some of the forms of poetry that Limited Fork Poetics enables and encourages. Look for video poams from student and other practitioners (forkers) of Limited Fork Poetics in this frequently updated podcast. Visit the Limited Fork podcast to learn more about Limited Fork Poetics and to see video poams by the mother of Limited Fork Poetics. And for the the sounds of Limited Fork, visit the Limited Fork Music podcast. Many of the soundtracks from the Video Poams are available at the Limited Fork Music podcast. Limited Fork Video Anthology
Established in 1816, The Fitzwilliam Museum is the principal art museum of the University of Cambridge. These podcasts offer the chance to learn more about the Museum's treasures, which range from Ancient Egyptian, Greek and Roman antiquities to the arts of the 21st century, with exclusive introductions to exhibitions, interviews with expert curators and previews of Museum events. (This the standard video version of our podcast, suitable for iPods. Elsewhere, an audio-only podcast in mp3 format is available. Please check our website or the iTunes store for alternative versions.) The Fitzwilliam Museum Podcast

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Yesterday's Irish Independent reports of Hibernia College's rising profits. The private, online training company has been providing courses in education and other professional development areas for some time now, expanding to cover teacher training in England as well as Ireland.I recall the controversy when they first started offering teacher-training courses. I had just arrived in Ireland and there were protests by students in traditional teacher training establishments, disgruntlement amongst the faculty of same, about not just the notion of a private provider (a standpoint with which I would have some sympathy, as would many others, indeed even the US congress has taken note of the risks of such 'outsourcing' of education when dealing with large profit-seeking companies, such as the Apollo group, that can access state and federal funding) but the very idea that such subjects can be covered online.In one case, I was asked to give a keynote talk at a conference held in Galway as part of Ireland's European Presidency (2004) and in the questions section afterwards a student from an Education department raised the issue of Hibernia, again not focusing on the private but rather the online dimension. What was frustrating for me was that I felt an empathy for the questioner, but couldn't possibly agree with the contention that this subject, unlike many others, could not be dealt with using online tools. In my immediately previous post prior to coming to Ireland, I had been in a Scottish university which had embarked on a significant project to provide online courses for school-teachers as a partnership with the main teaching union in Scotland (the EIS) and I had been successfully running a module on this programme using online lessons, video, reading lists, reflective journals, 'live' online tutorials and the like.Evaluations recorded, unsurprisingly, that participants appreciated the flexibility as a practical alternative to traditional classes, but also that they felt that the courses were at an appropriate intellectual depth for postgraduate work (as validated by accreditation and support of the Teaching Council, the university quality frameworks, etc), that they had developed a close relationship with their tutor (despite never meeting face-to-face) and that their journal allowed them scope to reflect on implementing new ideas in their teaching practice.For me, then, the whole angle of attack centering on supposed limitations of technology and distance education was misjudged and the fact that the traditional education providers (in this country) were not in the forefront of using technologies and supporting the unmet demand from those who couldn't possibly attend full-time classes but yet who had the skills and the passion for teaching, seemed a terrible shame.Adding to the irony, this was also the time in which Irish higher education institutions were committing to Learning Management Systems (Blackboard, WebCT at that time) and many other disciplines were engaging in expanding distance and blended learning course provision. The numbers and range of such courses has expanded dramatically over the years and there are still plenty of opportunities for continuing professional development programmes. Fortunately, also, most institutional managers now realise that high-quality online education requires resources, not least of which are skilled and committed tutors, and cannot be delivered on the cheap. In my own institution, complete blended or fully-online programmes in Nursing, IT, Irish Studies, Medicine, Business, Biomedical science and a whole host of others are now available and popular amongst students and employers.As for education and teacher training? Well, Hibernia is now continuing to expand, growing its profits. I know nothing about the courses themselves, the quality of the student experience or the details of the technology used, but they've had 10 years of the market for such provision left to themselves. Offline education
Yesterday morning, in the shelter of the Coach-house of Dublin Castle, over a hundred people shook off the rain and gathered to celebrate teaching in higher education. The National Teaching Excellence Awards (coordinated by NAIRTL) are an annual event now and although only 5 people are recipients of the prizes and honours they are indicative of the levels of commitment and enthusiasm that are on display every hour of every day in lecture theatres, tutorial classes and laboratories across the country. The convenient (for some politicians and journalists) myth of 'lazy' academics, droning incoherently as they dream of a life of pure research and ignore their students was never more soundly cast aside than by hearing the voices of the students and peers who had nominated these award winners (and indeed the other candidates in both national and local schemes).Despite the challenges that Bruce Macfarlane draws attention to in a recent paper on the disaggregation or 'unbundling' of academic practice (to which I referred in my short presentation yesterday) -i.e. the increasing difficulty of succeeding in all three original domains of academic practice (viz, teaching, research and contributions to their community)- many of these recipients and their colleagues are examples of those who are bucking such a trend. Although, this is not to deny that the pressures and the developments that Bruce refers to are very real, nor is it meant to imply that such staff have found it easy to juggle these various roles, after all their working hours are excessive and only achievable because of deep wells of energy and the support of family.For a more sustainable approach we need to look seriously at expectations of institutions and how they distribute their resources. But more than this, we also need to be clear about the ethos or values on which higher education institutions are based. Are we to be driven inexorably towards the rainbow's end of high international league table positions or take a more realistic perspective and recognise the riches that we already possess? Are the needs of our students, our society and our disciplines best met by subsidising multinational publishing empires with our labour, or spinning the latest grant award as a further step towards the curing of all major illness? Or perhaps there's more to be gained in nourishing what we have, in nurturing our local talent and building a solid, sustainable future, taking pride in a reputation gleaned from teaching of the highest quality, integrated with research and scholarship and with a long term vision.Well done to all of you, winners and contenders. We know you're doing tremendous work, your students know that and hopefully the policy-makers will come to realise such also. Teaching Awards.
Well, it has been a while! Now we've restarted our commitment to blog on HE issues, despite the fact that there is a deluge of postings, comment site and new blogs chattering away about the crisis, or crises hitting our sector across the globe! Our aim though is to select a few issues/items and reflect on them from our own perspective as well as draw your attention to interesting papers and events.The intention is to post something each week, so let's see how we go. In the meantime thanks for your patience and welcome back! New start
I've always believed that one of the areas in which many universities could improve is in greater recognition of the fact that they are essentially cities of ideas. What I mean is that the phrase 'scholarly community' is rarely realised in practice other than within individual academic disciplines. How many staff and students are aware of the interests and work of their colleagues in different disciplines? How many attend seminars and colloquia in different colleges or faculties? That's why I was pleased to attempt a small contribution towards this using the TEDx format recently. Sure, the audience at the event was limited and there were perhaps more people external to the university (also a good thing) than from around the schools and colleges, but the talks have been recorded and are gradually appearing on the TEDx youtube site. As each is viewed and links are passed on the idea is spreading and more and more people are talking to me about events of this nature, the focus on sharing and accessibility of ideas (rather than the traditional long lecture format) and (and this is what I think is important) the sense of celebration of passion and of enjoyment.See what I mean, perhaps, in these first three to go online: Louis de Paor, Director of the Centre for Irish Studies, in partnership with Ronan Browne and Naisrin Elsafty.Lionel Pilkington, Head of the School of Humanities, on 'Performance, Performing and Ireland'Abhay Pandit, biomedical engineer/scientist on 'Biomimicry' and biomaterials. Galway- City of Ideas
Had a very enjoyable experience in room 828 of the IoE in London on Thursday at the gathering convened to mark the JEP's 25th year of publication with the discussion centred around responses to Andrew Gamble's book 'The Spectre at the Feast: Capitalist Crisis and the Politics of Recession' . Despite the baking heat of central London and a struggling air-conditioning unit, attendance was well worth while and provided if not a feast at least a series of intellectual tapas (less bloating, different flavours and textures, etc) from well-established members of the academic commentariat. Andrew's opening presentation (softly spoken, a challenge against that air-conditioner at times!) gave an overview of the political and economic context, before the others each made their own contributions all on the theme of multiple potential crises: existential, structural, political, and not just economic. The challenges of developing an alternative narrative against the dominant neo-liberal discourse are of course not underestimated, but suggestions regarding the exploration of understandings of 'crisis', of the disconnect from politics or at least the reframing of how political action is manifest, the rhetorics of regulation (particularly in education), the manufacture of public complicity ("how will you take ownership of the cuts you agree we have to make?') and the concept of the 'refraction' of neo-liberal ideas and the variation in responses by different national cultures (with some sad reflection emerging from broad European studies that show a dispirited detachment by English teachers, for example, when questioned about their beliefs about their work reply 'It's just a job, I'm waiting for retirement' contrasted with other countries where the ideas have either not being fully incorporated into national policies or where the local culture disregards policy statements as a matter of course) - these and many more ideas all floated through the room and triggered thoughtful reflection. A particularly warm welcome was given to 'an accountant' (modest understatement) Pamela Stapleton who had forensically dissected the complexity of PFI in the English school building programme -the corpse laid bare with entrails attached to multinational corporations, shady think tanks, corrupt (only in the moral and not legal sense, you understand, but which counts most to you?) authorities and agencies, consultants and government - an all too illustrative example of the extent to which this fatal disease is eating away at language, logic and society.Now we just have to wait until the papers themselves are published for the proper feast. As to where the barricades are to be set up, who's prepared to raise the flag first and when the precarious stuctures finally tumble Jenga-like? Ah, those are the eternal questions!As for the Journal, itself, well going from strength to strength, the publishers have released their top ten downloaded paper list for free access for the rest of the year. Journal of Education Policy- 25th anniversary seminar
Some interesting sessions on the second day of the conference in a baking hot Hatfield Business Park. I attended presentations on the use of twitter by journalism students to establish professional connections, undertake fact-checking etc. Somewhat inevitably I suppose, the room was full of people staring at screens of various sizes and tapping away on virtual or real keyboards whilst the speaker tried to engage us. His presentation was good but I wonder, whilst twitter has its strengths whether the level of disengagement of the audience is not problematic. Yes, if a presenter is slow and repetitive, there's plenty of scope for taking some 'time out' to broadcast a summary of the main points, but when the speaker is good and attempting to engage with the audience there's a real sense of discourtesy and a likelihood, I would have thought, that the tweets being sent are quick transmissions of a somewhat superficial nature. Discuss.The panel session, which was recorded and no doubt will appear on the HE Academy website, was interesting. One of the panel didn't show up (Bahram Bekhradnia). I take it there was a particularly serious reason and not as one attendee suggested that he must have got himself in a fankle (good Scots word that) with one of this bow ties . Mike Baker did an excellent job of chairing, but there were some scary comments on the future of the sector from the recently enobled Phil Willis.Afterwards, yet again, I was in a session in which the presenter failed to turn up, this time from Reading. But subsequent presentations on the Learning Landscapes project and on student engagement in curricular design were excellent and provided considerable food for though, not just at the intellectual level but on a really practical basis and which can be translated into our local context here in Galway.The conference fizzled out shortly before 3pm as many of the participants headed off to watch the World Cup match and I took that as an opportunity to travel into Central London in advance of my next meeting, the subject of which I'll post about shortly. HE Academy conference day 2
Day 1 at the de Havilland campus of the University of Hertfordshire. The opening keynote was delivered by the VC of Hull, Calie Pretorius, and in keeping with the standard set of talks new VCs seem to be provided with in their leadership training his theme was 'innovate or die'. He did deliver smoothly with anecdotes, analogies and occasional jokes but with little real content of any substance, despite the promising abstract. His slides were well done from a PowerPoint-of-view but curiously had a string of book covers to make his point - all of which were the sort of management trash you pick up at airports, you know the kind of thing 'Think Big not Small - how to outsmart your competitors before they outsmart you'. Clearly he does a lot of travelling. They weren't being used in any sort of ironic sense, sadly. Main message is that universities need to innovate, innovation means not just having ideas but delivering them (in fact in his presentation he extolled the virtue of stealing ideas from others and exploiting them - something that the concurrent conference on Plagiarism shouldn't hear about!), and we need to continually change, continually adapt, faster and faster (analogy of zebra on motorbike keeping ahead of a lion got a laugh from some of the audience and an inner scream from others). Anyway, his slides were quickly popped online by the Academy, but you had to be there...The conference then broke into parallel sessions and when you see it fork into up to 13 simultaneous presentations, then you realise there has to be a better way. Many of the talks were related to one another but in direct competition for an audience. I know the numbers of participants are large, but it would be nice if perhaps talks could be shorter, clustered under a theme and then given scope for discussion. It might mean stricter selection or perhaps a more innovative (see I did learn) approach might be to showcase lots of the interesting practical work people are doing in something like a Pecha Kucha (20x20) session followed by panel discussion?Anyway, the speaker for the session I (and a relatively big crowd of others) picked didn't turn up, despite being from Hertfordshire itself. No show, no explanation, so we all slowly filtered away.The afternoon sessions I attended were very good. One by Elisabeth Dunne of Exeter University talking about some great work she has done with students as change agents in teaching and learning (really impressive scale of activity). After that Paul Kleiman spoke about some intensive discussion/focus group type analysis of HE from student perspectives centred around an awayday session. It was good, in both cases, to hear of student active engagement and indeed a real desire for such. We also heard that students really resent being treated as (and in some cases labelled as) 'customers'. (So if you want to cheese off not just your academic staff, but also your students, keep mentioning 'customer.') The dinner was preceded by awards to students from the various subject centres and the dinner itself was the setting for national volunteering awards.That's it. I could say more, but probably shouldn't. Hopefully an update tomorrow provided internet access available wherever I'll be en route to the Journal of Education Policy 25th anniversary meeting. Higher Education Academy - Annual conference
I attended the DCU/ASU conference on Re-thinking the University the other day and found it an interesting experience. I should first point out that I'm pleased that Ferdinand organised and hosted this event in an attempt to bring to a head some of the issues pertaining, in particular, to the remit of the Strategic Review of Higher Education. It's only a pity that the publication of this review has been so delayed that it wasn't available in time for this event and that also constrained what the review group's chairman, Colin Hunt could say. Similarly, it means there is still considerable uncertainty and a certain sense of trepidation within the sector.Inviting a distinguished group of presenters, such as were listed on the programme, however still promised to lead to some interesting perspectives and discussion and a group of us from Galway travelled over to participate.The first main keynote presentation was by Michael Crow, the President of Arizona State University (ASU) and I have to confess that his style clashed somewhat with my (perhaps over-wraught) sense of empathy for academic staff and that clouded my first impressions of him. Clearly he has achieved a lot, clearly he has significantly reshaped that institution and in times of financial stress it is always relevant to hear how others have adapted to harsher climates. The problem was, for me, in the tone and in the throw-away examples or remarks which I suspect would not have gone down terribly well with many academic staff not involved in institutional management. In retrospect of course one can see the point he might have been trying to make about the lack of flexibility and imagination as well as the intransigence of many traditional academic structures, but the approach sounded too much like a berating of 'academics' themselves rather than the structures and institutional cultures within which they are situated. Furthermore, he didn't detail the financial and policy environment of the university particularly but rather talked about closing down departments, sacking staff, etc, in a manner which was too offhand for those of us who spend a lot of time dealing with overworked colleagues many of whom are under considerable stress and despite which have deep commitment to their students and their institution. Yes, it is possible to recognise that not all staff in any organisation are putting in their full effort, but it is not recognised enough just quite how many are contributing way in excess of what would be a typical workload outside the sector. Contracts, the individual private negotiation of salary levels, uncertainty over long term prospects and the reshaping of research priorities might well be visions of a possible future for Ireland, but other futures are possible of course and the lack of a counter-balance was a shame. It would have been fascinating, for example, to have paired Michael with Kathleen Lynch for example. Then both sets of approaches would be contrasted and challenge one another, somewhat robust debate would no doubt have ensued and it is often from a clash of ideas and perspectives that new ideas can emerge.Of course the fact that he used 'cosmologists' in his examples of not particularly 'use-inspired' research had no bearing on my opinion- it is after all many years since I worked in that field. ;-)Most of the other presentations (with perhaps one particular exception) were relatively less provocative, though a common thread of support for fees was pretty evident throughout the day. Tom Boland spoke of his own views on the issues facing Irish Higher Education, echoing some of his earlier words in recent meetings. Colin Hunt spoke of some of the topics which the strategy group have been considering, raising questions about the number of providers in the sector, workload models, funding, etc. Though of course he avoided revealing in advance any of the recommendations emerging from the process and so we are still none the wiser on that level of Re-thinking Universities? ideas still being sought
Phew!! That was an epic few days at the Symposium and TEDxGalway, but hopefully really enjoyable and stimulating for those in attendance. I got a huge buzz out of it and am now in recovery mode. Thanks to all the team here for organising and running the show(s) on both days. Specifically, Michelle, Sharon, Kelly, Aurélie, Fiona, Paul, Gráinne, Pat, Kevin, Bernie, Mary and the support team at the events including Owen, Steve, James and the gang.Photos available at:(1) Symposium http://www.flickr.com/photos/celt/(2) TEDxGalway http://www.flickr.com/photos/tedxgalway/ Go raibh maith agaibh
It might be raining in Galway at the moment, but that's just because it's a bank holiday Monday! The sun is predicted to reappear as the 8th Galway Symposium on Higher Education begins on Thursday. This event sees an action-packed programme of keynotes, workshops and, importantly, huddled chattering on the stairs, in the foyer, bar and restaurant. Over 200 participants have registered, filling the venue and using up all the conference packs we could muster. Great to see such interest and I hope that all will find it worthwhile. We have a fascinating mix of speakers from near and far, with visual artists, theatre producers, business consultants, educational researchers and psychologists adding to the academic milieu.On Thursday evening, once again the Symposium dinner is in honour of those colleagues who have been nominated for the President's Award for Teaching Excellence and we are delighted that so many have accepted our invitation. We've tried to introduce a number of moderately innovative approaches this year with, for example, more Pecha Kucha (20 slides x 20 seconds) and an 'unconference', which is basically a room set aside for self-organised discussions based around some key questions on the theme of creativity. The keynotes will be recorded both in video and by means of our 'visual scribe'. An 'ideas board' will start off blank - but we expect it to fill as the days progress! And we'll be using the latest of technologies to beam in live discussion from across the Atlantic.So, if you've booked your ticket, come along and join in and if you haven't, don't worry, we'll let you know how things went via this blog.Oh, and by the way, whilst we were organising the symposium we also decided to host TEDxGalway (http://www.tedxgalway.ie) on the Friday afternoon!Time is ticking.... Week of the Symposium
The latest issue of the journal Higher Education Policy explores the relationship between what the editors call 'two great European ideas': Bologna and Humboldt. If you are interested in the papers, they have been made available for free online by the publishers during the month of May. Available here:Higher Education Policy (2010) Vol. 23 Issue 2.You will see there is a modest contribution to this volume from CELT (Frolich, Coate et al). It has been a challenge to think about the Irish context in relation to both Bologna and Humboldt. In many countries in Europe it is becoming clearer that the Bologna process is being used as a form of leverage for quite radical reforms in higher education systems. In Ireland it seems to be mainly associated with issues to do with teaching and learning rather than changes in, for example, the way universities are funded. And I'm not sure whether Irish academics on the whole would feel that Bologna is a 'great European idea', so it is fascinating to see it linked to Humboldt in this way. Humboldt and Bologna: two great European ideas?
Now that Ning has gone all fee-paying and google wave has opened to the public, guess which platform has been suggested for conference related discussions? Yup, you can find it starting on the wave entitled "Creative Thinking - re-imagining the university". See if you can find it and feel free to join in, it's an empty canvas, fill it! conversations
I know, I know...the more you try to do at the same time, the greater the chance things go awry, but what the heck.... Not only will our Symposium be running on June 10th and 11th (and many thanks to all those who have registered - great to see such interest) but as soon as it ends, the same venue is transformed for a different manifestation of creativity - the first ever TEDxGalway. Long promised, postponed, rescheduled, it finally is happening as a first attempt on the afternoon of Friday 11th June between 2:00pm and 6:00pm. So, if you are around in Galway at the time and want to join in the fun, feel free to sign up. According to the requirements of our licence, though we can only provide tickets for 100 people, so book now!Online event registration for TEDxGalway Spinning plates
Ferdinand von Prondzynski has sparked a lively debate on his blog here and here which I have enjoyed following. The crux of the matter is whether academic life and its intellectual pursuits are being eroded by the managers who wish to ensure that academics can justify how they spend their time. Is it really the case, as some seem to suggest, that the 'bean counters' have taken over the establishment and have imposed an unprecedented system of accountability and control which has destroyed the capability of academics to pursue knowledge autonomously?While Ferdinand points to the important work of Mary Henkel on autonomy and accountability, there is a more recent article by Louise Archer in the Journal of Education Policy which sheds light on the different perspectives between generations of academics. Titled 'The new neoliberal subject?', she interviewed younger academics who started their careers in UK universities where, as we know, the neoliberal agenda has become fully entrenched (unlike in Ireland, where it seems to be creeping in quite tentatively in comparison). Archer suggests that younger academics understand the 'game' they are meant to play, and even enjoy certain aspects of it. They are also able to remain critical of those aspects of managerialism which can damage morale and which they find pernicious. Archer remains cautiously positive that enough spaces for critical resistance are possible so that academics can negotiate the contradictions of 'doing neoliberalism' without 'becoming neoliberal' in the process.An older generation of academics managed to escape these contraditions and it is understandable why many of them lament the changes. But it seems important to point out that for new academics, the rules have changed and therefore the challenges are different.Louise Archer (2008) The new neoliberal subjects? Journal of Education Policy 23(3). Autonomy, accountability and neoliberal subjects
Duna Sabri has a fascinating paper in the latest edition of the Journal of Education Policy, which probes the role of (or, rather, lack thereof) academics in the developing policy discourse in higher education in England. In particular, the paper demonstrates (on the basis of interviews and document analysis) that there has been a move towards 'genericism' whereby academics are conceived of as 'practitioners' and who require training in their role in delivering teaching in order to provide a high quality 'student learning experience'. The notion of the 'academic' as a role is undermined."The effect is to deny any special features of being an academic, an expert in a discipline or cross-disciplinary field, a researcher and a teacher."Combined with the increasing assumption that students are either consumers or 'technical learners,' policy is being developed in the absence of a voice for academics and there is little sympathy for the historical notion of 'professing' one's subject (in the sense of making 'explicit one's beliefs and to leave it to others to critique them').The author though also raises a question about some other studies of academics' sense of identity that are based on interview which may often read as ' attempts to perpetuate a sense of affinity and shared values within an imagined community.' So, plenty of food for thought and topics for discussion in the context (perhaps) of our Symposium.Reference:Duna Sabri* , "Absence of the academic from higher education policy", Journal of Education Policy, Vol. 25, No. 2, March 2010, 191–205 missing voice?

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