A CO-OPERATIVE UNIVERSITY?

1. A CO-OPERATIVE UNIVERSITY? UK SCS CONFERENCE 3 – 4 SEPTEMBER 2011 PATRICIA JUBY

2. AIMS AND OBJECTIVES • AIMS • To identify whether there is potential for a Co-operative 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.

3. 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 StanfordOctober 1, 1891Stanford 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 StanfordJune 22, 1893Last letter before his death,written to University President Jordan

4. “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 co-operators 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.

5. 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

6. 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 • College of Law • Ashridge Business School • Ifs – a not for profit (2 Jan 2010) • BPP ..now a University College

7. 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)

8. 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.

9. 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

10. 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

11. 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

12. 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 co-operative Business School?

13. 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??

14. 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

15. “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 co-operative trust schools • Heightened awareness of co-operatives

16. Student experience Academic research/ enterprise activities/ professional updating Validation/review Recruitment/admissions Annual review, QA mechanisms, audit - internal & external THE STUDENT EXPERIENCE Study Study Further study Graduate Policies, processes, support mechanisms funding, physical resources Academic research/ enterprise activities/ professional updating Professional practice Alumni

17. POTENTIAL STAKEHOLDERS • Internal • 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 • External • 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

18. ACCREDITATION Degree awarding Accreditation bodies HOW WILL IT LOOK? Governance Ownership Membership CONTENT Pedagogy Subject Areas Levels PURPOSE Useful to co-operators Developing co-operators RESEARCH New Knowledge DELIVERY Building on existing knowledge

19. OPTION 1 Form alliances with key universities and FE colleges to deliver post secondary, undergraduate and post graduate courses.

20. Example • South Gloucester Learning Trust • Membership: • Beaufort Community School • Grange Primary School • Harewood Junior School, • University of Gloucestershire • NHS Gloucestershire • Midcounties Co-operative Society • NCH Action Children

21. 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

22. Advantages/Disadvantages • 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

23. OPTION 2 • Form a Co-operative Business School

24. 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.

25. OPTION 3 • Form a Business School within a University

26. 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

27. 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 co-operatives. Would a university want a Co-operative business School (or would John Lewis/Waitrose be better received) • Validation subject to University policies and procedures -

28. OPTION 4 • Form a new university

29. Advantages/Disadvantages • Development of curricula, research, business development totally co-operatively oriented • Offers alternative income stream to Co-operative 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

30. OPTION 5 • Convert an existing University to a Co-operative 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

31. Advantages/Disadvantages • 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 co-operative • Financial implications on the transfer of assets and liabilities • Willingness of a university to be taken over? • Where would member training sit?

32. OPTION 6 • Form a hybrid organisation that incorporates current Co-operative College activity

33. 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

34. 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 co-operative/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