We often get asked, “What’s it like to work with you?” So we’ve attempted to answer that question in this video, showcasing our work in universities.
Thanks to contributors Professor Frank Finlay, Dean of Arts and Humanities at the University of Leeds, and Katherine Bond, Director of the Cultural Institute at King’s College London. And to our friends at the production company, Impact Video.
By Martin Vogel
Higher education’s status as a not-for-profit public service operating in a globally competitive market is unusual. There are not many comparable institutions – and this can make HE’s travails, as it contemplates regulatory change, seem like a lonely struggle. But HE is not alone. An analogous institution is the BBC. There are affinities in terms of cultural role, independence and longevity. But the most striking is the exposure to competition while pursuing public purposes. This creates a tendency towards managerialism and instrumentalism that can be counter-productive. To keep this tendency in check, and retain public support, the BBC turned to the concept of public value. Universities are now exploring the same avenue, as they try to regain public connection, revealed by the Brexit vote to be threadbare. Read More »
Here’s a round-up of our series on higher education. People were asking us, “What’s it like to work with you?” So we wrote this series to provide an answer. In the posts below, we explore what we’ve learned from working in the sector and what our counter-consultancy approach has to offer universities and those who work in them:
Image courtesy University of Salford.
By Martin Vogel
This is the final post in our series looking at how our counter-consultancy approach meets the needs of higher education institutions. Here we explore how interdisciplinarity and external collaboration can revitalise the public value of universities.
Interdisciplinarity and external partnerships provide a foundation for universities to renew their public value. This is because they grow out of the genuine and distinct strengths of a particular institution and point to how it can make a unique contribution to addressing society’s challenges. But this contribution can be realised only if there is clarity about the institution’s public purposes: the generic ones it shares with other higher education establishments and the distinct one that arise out of its own particular circumstances.
By Martin Vogel
This is the third in our series looking at how our counter-consultancy approach meets the needs of higher education institutions. Here we explore the complex nature of university cultures and how we use conversation and reflection to mobilise distributed leadership.
Interdisciplinarity can address a university’s need for funds and a distinctive marketing proposition but also the individual academic’s need for compelling research opportunities. If each university has unique research strengths, these can be synthesised into interdisciplinary ventures which pursue approaches to research excellence that can’t be replicated easily elsewhere. This creates compelling reasons for funds, students and academics to gravitate to particular institutions. It counters a view of higher education as a largely undifferentiated, instrumental business with one which construes it as comprising diverse institutions each with intrinsic value and distinctive contributions to make to the world’s knowledge.
By Martin Vogel
Over recent years, we have developed a focus on supporting academics and managers in universities who are trying to foster greater interdisciplinary working and greater engagement with external partners. This series of blog posts reviews our learning in this area and explores how our counter-consultancy approach is especially suited to resolving challenges that higher education institutions encounter in pursuing interdisciplinary objectives.
Interdisciplinarity and external partnerships are distinct but closely related areas for universities. While disciplines represent communities of practice that transcend the boundaries of any one university, the idea of disciplines also serves as an institutional heuristic that facilitates internal ways of organising. But in their pursuit of research outcomes that deliver tangible value to society, universities are finding that questions that range across disciplinary distinctions are increasingly salient. This is largely driven by the complexity and pace of change of the modern world. Governments and other funders of research are searching for solutions to big global challenges that are best approached through joined-up interdisciplinary enquiries. Funding is increasingly focussed around themes such as demographic change and wellbeing, food security or climate change. External partners too, caught up in this complexity, are bringing research questions that range across disciplinary distinctions.
By Martin Vogel
Book review: Confronting Managerialism: How the Business Elite and Their Schools Threw Our Lives Out of Balance by Robert R. Locke and J.-C. Spender
One of the striking characteristics of the debate about the economic crisis is the ease with which the epithet “anti-capitalist” is used to describe even the mildest critique of the status quo. Even David Cameron (a fleeting champion of “moral capitalism”) was at it last week, condemning as “anti-business” people who argue that the bosses of large corporations should restrain themselves from accepting obscene pay awards when the performance of their companies has been poor.
By Martin Vogel
Sir Howard Davies, Director of the LSE, defending the LSE’s acceptance of a £1.5 million donation from Saif Gaddafi makes for interesting listening.
Today, it is uncontroversial to point out that a leading university of the social sciences might be compromised by accepting money from the family of a pernicious dictator. Saif Gaddafi’s bellicose statement last week in support of his father’s regime in Libya has seen to that. But when the decision was taken – only seven weeks ago – the calculation must have looked very different.
Vogel Vault 