A CO-OPERATIVE
UNIVERSITY?
UK SCS CONFERENCE
3 – 4 SEPTEMBER 2011
PATRICIA JUBY
AIMS AND OBJECTIVES
• AIMS
– To identify whether there is potential for a Cooperative University/Business School
• OBJECTIVES
– To explore the current context of HE
– To identify what is currently around in relation
in the HE sector
– To identify the possible options available to
the Co-operative movement.
IS IT A NEW IDEA?
• Co-operative societies bring forth the best capacities, the best
influences of the individual for the benefit of the whole, while the
good influences of the many aid the individual.
– Leland Stanford
October 1, 1891
Stanford University Opening Ceremonies
• I think one of the most important things to be taught in the
institution is co-operation. ... By co-operation society has the
benefit of the best capacities, and where there is an organized
co-operative society the strongest and best capacity inures to the
benefit of each.
– Leland Stanford
June 22, 1893
Last letter before his death,
written to University President Jordan
• “Education of university standard is essential if
we are to equip ourselves properly ..and that
education must be provided in an institution
which we control entirely and will be as much
concerned with making students good cooperators as with making them efficient
industrial and commercial leaders
– The College Herald 1914 p3 vol ii no.2 – as quoted
by Linda Shaw in Making Connections.
SOME CURRENT INFLUENCES
• White Paper June 2011
– The governments first shot at increasing
competition and choice
– 65k places are contestable for top grade students
– 20k so called affordable places
HE is subject to the biggest cut in funding
particularly to the arts, humanities and social
sciences
DEVELOPMENTS IN THE HE
SECTOR
• PRIVATE PROVIDERS
– University of Buckingham achieved Royal
Charter in 1986
– 4 private bodies gained degree awarding
powers in 2009/2010
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•
College of Law
Ashridge Business School
Ifs – a not for profit (2 Jan 2010)
BPP ..now a University College
• BPP
– First private university college in UK for 30 years
– Parent company is for profit and owns the
University of Phoenix
– Took over 3 years to achieve status
– Planning a large expansion of numbers in 2012/13
– Will undercut university fees
– Built a partnership with FE college in Swindon
– Also in discussion with publically funded
Universities to take over back office support (IT,
estates management, procurement)
• Ifs School of Finance
– Not for profit organisation
– Also considering partnerships with FE
institutions
– Will be charging sub 6k fees for
undergraduate degrees from 2012/13 –
students studying with private providers that
have courses designated for state loan
support will be able to borrow up to £6k to pay
their fees. There will be no restrictions on the
number of loan support students.
REACTIONARY DEVELOPMENTS
• THE FREE UNIVERSITY OF LIVERPOOL
– Formed in response to cuts announced by ConDems
– Run cooperatively by the committee
– Committed to free education “HE is a right for all not a
priveledged few”
– From Oct 2011 – 6 month Foundation degree in
Culture and Performance
– BA in Cultural Praxis to come on line in Oct 2012
– Maximum student numbers – 15
http://www.thefreeuniversityofliverpool.worldpress.com
• THE SOCIAL SCIENCE CENTRE
LINCOLN
– A not for profit co-operative – “a new model for higher
and co-operative education”
– Students are taught at degree level - but cannot
award degrees
– A core principle of the Centre is that teachers and
students have much to learn from each other.
– The subjects taught at the Centre are the core
subjects in social science: Sociology, Politics and
Philosophy. The Centre will provide teaching at all
levels including undergraduate, Masters and
Doctorates in Philosophy.
– Envisaged that there will be 20 students
Potential for
co-operatives to be in curricula
• Experience of co-operative committee and
board members
– Varied – from ignoring the question ..”what do you
deliver in the form of co-operatives in the
Business School curricula?” to
– Proactive developments as a result of the same
question being asked - leading to involvement of
Co-operative Board member and Regional
Secretary in undergraduate delivery and MBA
• Globally Responsible Leadership
Initiative (GRLI)
– This has led to one university developing a
project in year one where sessions are
delivered by businesses; modules building on
these are being developed for years 2 and 3.
– The same university has developed an open
shell MBA that could offer a co-operative
strand.
Could this be a model for delivery within a cooperative Business School?
• Area committee members have been
involved with the compulsory Ethical
Business module in Year 3 of the business
degree (University of Worcs)
• One region has supported research into
communication with members
• Social enterprise is starting to feature more in
business school curricula
Is there potential for a full scoping exercise to
be done to see what is being delivered and
how co-operatives can be in curricula and
active members involved??
Co-operative College Strategic
Objectives
• To develop a co-operative learning framework
of progression
• To build institutional co-operative education
capacity within the state education system
• To strengthen communication with
stakeholders and existing and potential
beneficiaries of the College
• “Co-operative ideals also mesh well with the
concerns of so many young people for
democratic responsibility and ethical business
operations”
• Juan Somavia, Director General ILO 02/07/2011
International Day of Cooperatives – theme Youth the
Future of Co-operatives
• Increasing number of students leaving cooperative trust schools
• Heightened awareness of co-operatives
Student experience
Academic
research/
enterprise
activities/
professional
updating
Validation/review
Recruitment/ad
missions
THE STUDENT
EXPERIENCE
Annual review, QA
mechanisms, audit
- internal &
external
Study
Study
Graduate
Academic
research/
enterprise
activities/
professional
updating
Policies, processes,
support mechanisms
funding, physical
resources
Alumni
Further
study
Professional
practice
POTENTIAL STAKEHOLDERS
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Internal
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Students
Academic staff
Research staff
Commercial/enterprise staff
Admin staff - academic support
Admin staff – operational support
Admin staff – student support
Resource support (IT, library)
Estates staff (cleaners, maintenance)
Unions
Student Union
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External
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Alumni
Parents
HEFCE (HEI’s)
QAA
Accreditation bodies (Edexcel,
professional bodies eg ACCA)
Statutory bodies (HM Revenue and
customs)
Employers
Businesses (commercial activities)
Businesses (student placements)
Unions
Student Union
Affiliated institutions (eg Russell Group
- or possibly other co-operative
uni’s/institutions)
Legal bodies (Health and Safety,
Equality unit)
Landlords
Co-operative movement – TCG,
independent societies, Co-operatives
UK ICA
HOW WILL IT LOOK?
Governance
Ownership
Membership
ACCREDITATION
Degree awarding
Accreditation bodies
CONTENT
Pedagogy
Subject Areas
Levels
PURPOSE
Useful to co-operators
Developing cooperators
DELIVERY
Building on existing
knowledge
RESEARCH
New
Knowledge
OPTION 1
Form alliances with key universities and FE
colleges to deliver post secondary,
undergraduate and post graduate courses.
Example
• South Gloucester Learning Trust
– Membership:
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Beaufort Community School
Grange Primary School
Harewood Junior School,
University of Gloucestershire
NHS Gloucestershire
Midcounties Co-operative Society
NCH Action Children
Example
• University of Plymouth Higher Education
Learning Partnerships (HELP) Centre for
Excellence in Teaching and Learning
• Works with FE Colleges and national HE and FE support
bodies to develop successful partnerships
Advantages/Disadvantages
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Co-operative College strategic
objective of educational
progression achieved
Cross institutional/disciplinary
degree development
Potential to expand and involve
European and international
institutes
Cross disciplinary research
Potential to go beyond the
business offer –sustainability,
transport logistics, housing
Co-operative College courses
could be offered at
University/College sites
•
•
Need for strong vision, mission
and strategic aims and objectives
Business model needs to be
clearly defined with funding
streams appropriately identified
and accredited
OPTION 2
• Form a Co-operative Business School
Advantages/Disadvantages
• This would be totally
co-operative in focus,
curricula and delivery
• Under the control of
the co-operative
movement
• All courses, including
member training can be
delivered in one place
(?)
• Too restrictive in terms
of offer?
• Where would it be
sited?
• Degree awarding
powers gained only
after proving delivering
at HE level for 4 years
• Financial implications.
OPTION 3
• Form a Business School within a University
Examples
• Said Business School Oxford
– £20m from Wafik Said on the basis of slightly
more than matched funding being gained by
Oxford University
• Judge Business School, Cambridge
– £5m from Simon Sainsbury
Advantages/Disadvantages
• Degrees would be awarded by
the University (validity)
• Potential for Co-operative
College courses and member
training to sit within a
University – offering increased
incentive for member
engagement at committee
level
• Uncertain reception by the HE
sector in relation to cooperatives. Would a university
want a Co-operative business
School (or would John
Lewis/Waitrose be better
received)
• Validation subject to University
policies and procedures -
OPTION 4
• Form a new university
Advantages/Disadvantages
• Development of
curricula, research,
business development
totally co-operatively
oriented
• Offers alternative
income stream to Cooperative College (if
incorporated into this)
• Financial implications in
terms of site,
accommodation
• Need to have a 4 year
track record of teaching
at level H before degree
awarding powers given
– though there is a
short cut possible
OPTION 5
• Convert an existing University to a Cooperative University.
• “......we need the contribution of the world of culture,
to develop stonger relationships between co-operatives
and universities, between managers and co-operative
scholars: we must involve young people in the process
of change”
– Ivano Barerini, President ICA, 2004
Advantages/Disadvantages
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There are no legal impediments to
the takeover of a university
The HEI will retain its ability to
receive funding council monies
It will retain its degree awarding
powers
It will retain its own governing body
and its responsibilities in relation to
student education
A new company would formed and
all assets, undertakings and agreed
liabilities transferred to this
The University and the new
company would be in a VAT group
..no VAT on cross service nor any
need to charge VAT on student fees.
Potential for multi-stakeholder cooperative
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Financial implications on the transfer
of assets and liabilities
Willingness of a university to be
taken over?
Where would member training sit?
OPTION 6
• Form a hybrid organisation that incorporates
current Co-operative College activity
Advantages/Disadvantages
• Would provide a co-operative
learning framework of
progression from secondary to
tertiary education
• Committee and Board member
development could be
incorporated into the
institutions remit
• If the DBIS list is used could
cut time required to gain
degree awarding powers
• Breadth of remit could mean
the Co-operative College can
expand and influence the
FE/HE sectors
• Financial implications – site
• Time required to gain degree
awarding powers
CONCLUSIONS
• Legislation now provides for the development of private providers in HE
• BPP is now a University College
• There is currently a gap regarding co-operative education for students
leaving secondary education – particularly those from Trust schools
• There are advantages to the co-operative movement as a whole to
develop a tertiary institution to educate the co-operators of tomorrow
• Development of a co-operative institution would provide a platform for
research and development in and with co-operatives
• An holistic view is needed to identify the current cooperative/mutual/social enterprise delivery within the FE/HE sectors as
there seems to be committee and board member involvement that is
separate from any Co-operative College activity and separate from any
research and academic delivery.
• Further exploration of the options available for the legal entity is needed