Reflections on Citizen Journalism

10 days ago I was stuck in the protests on Oxford Street and proceeded to capture the event using my mobile to tweet and record the event, blogging about it afterwards and disseminating my findings by email & social media. 

This reminded me of discussions about citizen journalism when I studied to be a journalist at the University of Sheffield.  Now much has been written about citzen journalism and there's even a good wikipedia summarising many of the debates.  Now the 2 of the problems with citizen journalism are obvious: skills (whether someone is trained to report) and editorial rigour (anyone can blog, that doesn't necessarily make it fair/balanced journalism). 

Now unlike many 'citizen' journalists, I have actually trained formally as a journalist and I was conscious of one key limitation during my time on Oxford Street: the lack of editorial oversight available.  If I had been linked to a newsroom, more details on what was happening elsewhere could have been fed back to me and a wider context passed on which would have allowed me to focus on the important areas in what I was witnessing.  This would have helped with independence of the journalist (even if most journalists can self-regulate themselves) but more importantly told me where to focus my efforts. 

As part of the MA dissertation handbook, I remember reading that good academic research is like good journlism: thorough, verifiable and fairly presented.  As an academic researcher now, I have the framework (libraries, online publications, colleagues etc.) to fraw on to verify my work.  As a journalist you have the desk-based research, news wires and colleagues to rely on.  As a citizen journalist, I felt alone and could not guarantee I was getting it all - let alone getting it all right. 

Over the last few days I have been drawing on a reflection on objectivity I wrote as part of my MA dissertation.  In that work, I argued that objectivity is impossible but the rigours of trying to achieve it at least ensure work is balanced and possibly of a higher, more ethical standard.  Much to my tutor's disbelief I think the same is true for my PhD research: the ability to critically reflect on one's work is important.  Now as an MA and PhD student, that is part of what academia helps instil.  As a journalist, the profession and the editor help instil this.  As a citizen journalist, I lacked both the guidance of a team to deliver journalism that would work in the wider world. 

Elsewhere on this blog, I have discussed the changing media habits (look at my blog a few moments before the protests for my first thoughts): there is a clear 2 tier news system with an 'official stream' (made up of journalists & mainstream media) for hard facts & comment and an 'unofficial stream' (made up of citizen journalists & commentators) for analysis.  Now this has always existed - look at any historical event and the official media has always been challenged; some would argue that the pamphlets of the 1968 protests, for example, have become the blogs of today. 

However, in a modern media world, there is a need to ensure wider media education so that people can assess and access all types of media.  Not all forms are equal and should be given the same credance.  And that includes my report from Oxford Street.  My report lacks the journalistic rigour that official media would give it - even though I would vouch for its accuracy. 

On Saturday's 'Today' programme, there was a discussion over whether blogging is dead and what media will take things forward.  This would leave citizen journalists looking either out of a job or looking for a new way forward.  But in age where media seems all dominating, though the format may change, there is still a need for citizen journalists to be there. 

So for all my faults on Oxford Street, I come to the same conclusion about my citizen journalism as I did for my MA & PhD and my professional journalism: that trying to follow the research & reporting protocols of the 'trade' may not result in a perfect product but it at least means a story gets out there.

Oxford Street Protest: First Hand Account

As I left the office last night to start my usual walk to Oxford Circus for the tube home, I wasn't surprised to see a helicopter overhead given the protests under a mile away. It isn't unusual to see emergency lights on Oxford Street - but it's normally due to someone fainting in a department store.

As I rounded the corner to find riot police in the road, my first thought was that there had been an attack on Top Shop and other brands, as there had been the previous weekend over firms lack of UK tax payments. And the evidence backed this up with 60-80 protesters outside a rather damaged shop window.

However, as the number of Police increased and started containing the crowd, the feeling and nature of the group changed. It became hard to judge who were protesting and who were shopping. Whatever, as fires were lit, there were some 300 taking action, as many police and several thousand onlookers.

As the numbers increased, so did the fire and there was strange mix of chants. It started with the expected (for a tuition fees protest) 'No ifs, no buts, no education cuts' with posters condemning the Lib Dems. Increasingly, 'Our Street' and 'Tory Scum' became the chant from the people banging and standing on bins. It was unclear what THIS protest was against but clear its participants weren't just students.

The crowd grew to some 500 with larger missiles thrown at the Police. I now learn that during one of the surges forward, these items were also aimed at Prince Charles. A strong smell of burning, alcohol, cannabis and a more threatening atmosphere filled the air. With protesters circling on bikes and many using social media applications on their mobiles, it became clear something was about to happen.

There was a sudden rush of at least 600 protesters down Oxford Street off to their next location at Marble Arch. On the way down they pulled the emergency stop on a number of buses, paralysing the entire road.  But as they move away so did the cleaners appear and the evidence of what had just gone was quickly erased. 

Having reported on student protests as a University Radio Reporter in France and the UK, witnessed teacher protests as a work placement journalist in France and covered a number of crowd events as a trainee reporter at Sheffield, I have seen more than the average number of protests.  This was different.  The selection of Oxford Street and Prince Charles' car rather than just Parliament and Government Buildings make me wonder the motivation of the protesters.  Given the slogans these weren't all students.  Given the alcohol, drugs and weapons available this was not always intended to be peaceful. 

The policing was fair and subtle; I witnessed no provocation and, conversely, during the run down Oxford Street I saw no Police control or warning of the general public.  The flash mob technique was successful if intimidating. 

As I walked down Oxford Street back to work this morning, there is little evidence as to what happened last night bar the repairs to shop windows.  Yet it is all that the media (and office) are talking about.  I wonder how long the repairs to reputations in Westminster and to the Students' cause will take. 

Tweets: Oxford Circus "Student" Protest as it Happened

Below is a summary of my tweets from Oxrford Circus via Twitter @cjgrinbergs on Thursday 09/12/10. 

1937:  At oxford circus. Riot police out after attacks on top shop. #demo2010

1939:  Mass rush down oxford street. 8 police vehicles & at least 60 police. hard to work out who are shoppers & rioters. #demo2010

1940:  At least 40 riot police in groups, helicopter over, at least 5 riot vehicles. more sirens approaching. #demo2010

1942:  @BBCTravelAlert Buses delayed on oxford street as wild cat protest & police go through #demo2010

1945:  Chants of tory scum andpolice battons raised in centre of oxford circus #demo2010

1953:  Tube back open and buses moving down regent street. #demos2010

1956:  60-80 Protestors outside top shop. at least as many police. 10 times aa many onlookers/shoppets. 3 more police vans. #demo2010

1958: Chants up 'our street', protest group larger, contained by riot police #demo2010

2001:  Chant of 'no ifs not buts no edu cuts' & 'tory cuts' now. Is this an anti tax protest or anti #tuitionfees? #demo2010

2005:  Riot police in groups at either end oxford street, Lines holding tourists, demonstrators & police apart #Demo2010

2007:  Protestors hard to distinguish from tourists. hundreds descending. flash protest getting larger. 300 May be. #demo2010

2009:  fire in middle oxford street. 4/500 now. #Demo2010

2012:  Chants change from 'tory scum' to 'our streets' to against education cuts. unclear what focus of protest is. #demo2010

2015:  Lots of alcohol being drunk by protestors, bins used as drums, fire stoked & smell of cannabis in air. #demo2010

2019:  Scuffle with police. bottles thrown. fire quite large. still people arriving about 500 now. #demo2010

2020:  Banner appeared criticising lib dems but chants of 'our streets' #demo2010

2028:  Fireworks and larger missiles thrown. Cheers go up everytime riot police forced back. more threatening now. #Demo2010

2032:  Group splits. at least 600 rush up oxford street. police don't stop or control #demo2010

2034:  Tube closed, buses stopped, thinner crowd and street cleaners already in place. #demo2010

2037:  Protestors on bikes circle everywhere and head off down oxford circus to next flash protest #demo2010

2040:  Lots of mobiles with social media apps open. may be reports of next protest. #demo2010

2044:  bus driver tells me protestors pulled emergency engine cut on all buses they passed down oxford street. at least 10 still stopped #demo2010

2046Heavy security in shops. many cleaning mess or guarding

2049:  Shoppers reactions: 'at least h&m's still open' 'we all av to suffer cuts' but mainly bemused/intrigued. #Demo2010

2052:  crowds clearing, still 6 police vans plus loads of officers at oxford circus. #demo2010

2117:  On way home, life on oxford street returns to normal but I remember why I wanted & trained to be a journalist #demo2010

2154:  Protestors failed to disrupt royal variety but prince charles car got it. didn't realise i was that close into things. #demo10

2208:  RT @gedrobinson Spot on 'headline' on ITN. "Rioters hijack student protests."

2208:  RT @voyagerd79 Sorry students, you have lost all credibility after what you have done today.

2212:  Policing I saw was surprisingly careful given closeness of prince charles but protestors tested firmly. #demo10

2214:  @TimothyJMoore It was nasty & the protestors were throwing large items & using flash mob techniques. Reports about right.

2218:  Reporting on news seems fair to me: protestors used flash mob techmiques, threw large items & were not provoked by police.

2222:  News has missed fact that protestors' slogans showed many non-fees participants & heavy presence of alcohol/drugs. They weren't all students

2225: Given selection of top shop & prince charles as targets, not just parliament/gov depts makes me wonder some protestors' motivations

Tuition Fees & Future University Funding: Rolling Blog

This is a rolling blog during the 36 hours ahead of the Government vote on tuition fees on the evening of Thursday 9 December 2010. This will try to cover & discuss the national day of action by the NUS (Wednesday 8 December), any news from London, the Universities of Westminster (my work institution) or Roehampton (my PhD institution) and any news on the political negotiations. All opinions my own, keep an eye on my twitter feed @cjgrinbergs and remember all new entries will appear at the top so read from the bottom for the start of the story.

Twitter @cjgrinbergs 09/12/10 1905 My Blog: What the #tuitionfees protests mean for social media & citizen journalism http://tinyurl.com/38d98v3

Twitter @cjgrinbergs 09/12/10 1859 My Blog: Why I don't want this vote to spell the start of the end of coalition politics: http://tinyurl.com/38d98v3
09/12/10 1830 So the vote has taken place and there was a majority of 21 (323 for, 302 against) which is a reduced governmental majority from 84.  Apparently 21 Lib Dems voted against.  The policy has got through and so the university system can now start to move on and adjust to its new funding regime. 

I think there are some issues that have been raised about the wider political and media fall outs from this. 

Firstly, this has been one of the first protests organised and covered using social media (including blogs and tweets like this).  Though the shots of police charges and demonstrators are reminiscent of the protests over Poll Tax and the numbers involved remind us of the Iraq protest, this protest is different.  It is on a scale not seen for a while, a violence not seen for 20 years and organised using media that we didn't know exist.  The issues of impartiality of the broadcasters (the BBC will come in for criticism again) will never go away but their role as a reporter of facts looks secure.  However, as at the election, the use of social media & 'citizen journalism' to provide alternative comment & to 'rally the troops' is becoming more important, as seen today in the interactivity and organisation of the opposition to the tuition fees vote. 

For the political, this is one of the first tests of coalition government.  Neither side have found this easy and this falls into a wider shift in the Lib Dem's politics to the right.  It's not an easy shift and one which may end up damaging the party at its core but one which has been on the cards for some time.  Whether the Lib Dems will hold together is going to dictate how long this coalition lasts.  From my perspective, their 'liberal' input to Tory politics is the sort of impact I want them to have and if today signals the start of the end of that alliance, then it is a shame.  Coalition politics could be far more interesting and representative if we allow it to develop. 

Twitter @cjgrinbergs 09/12/10 1836  @thisisdavid Always a problem. As is fact most camera shots are from behind police so students look like they 'attack' & not police charging

Twitter @thisisdavid 09/12/10 1832 @cjgrinbergs agreed that both sides have had time. But during the peak of the reporting it wasn't balanced.

Twitter @cjgrinbergs 09/12/10 1830 @thisisdavid But leaders of NUS & UCU given airtime + full interview with Simon Hughes last night. Balance is seen over days not minutes.

Twitter @thisisdavid 09/12/10 1829 @cjgrinbergs on the ground they were grabbing whoever. There was no parity.

Twitter @cjgrinbergs 09/12/10 1828 RT @jason_manc Ed Miliband wants it both ways. Condeming the HE changes but refuses to guarantee he'd reverse it. Pathetic, opportunist student politician.

Twitter @cjgrinbergs 09/12/10 1827 Interesting vote: 21 majority says worrying things about strength of coalition. what will happen on issues like voting reform? #tuitionfees

Twitter @cjgrinbergs 09/12/10 1824 @thisisdavid But plenty against fees on the ground interviewed by BBC news this pm including very good interview with NUS vice pres.

Twitter @thisisdavid 09/12/10 1823 BBC news please spend as much time finding student voices as you have for the other side. No one against fees in studio yet.

Twitter @cjgrinbergs 09/12/10 1612 Just as the protests get hotter outside, so are things within the Lib Dems. Impact of the #tuitionfees vote getting worse.

Twitter @cjgrinbergs 09/12/10 1611 Lib Dem Resignation from Government: Mike Crockart to go. #tuitionfees

Twitter @cjgrinbergs 09/12/10 1553 RT @journotutor Live blog of student #demo2010 from @JUS_news http://bit.ly/gCqn8i

Twitter @cjgrinbergs 09/12/10 1545 RT @joshuwahwah Why would they charge the crowd with horses? This is only going to inflame the situation.

Twitter @cjgrinbergs 09/12/10 1543  Police horses charging students reminds me of Poll Tax riots. Not good publicity for protestors or government. #tuitionfees

Twitter @cjgrinbergs 09/12/10 1541  RT @BBCLauraK Best current guess: 16 lib ministers vote yes, a few other b'benchers too, 15 or so vote against, leaving about 20 abstensions: a guess!

Twitter @cjgrinbergs 09/12/10 1530  Reply Retweeted (Undo) Still on My Blog: Rolling information & analysis as we prepare for the #tuitionfees vote http://tinyurl.com/38d98v3

09/12/10 1230 So the day has arrived and the debate has got under way.  I have a day full of meetings and business to cover but in the odd moment am catching up with what is happening out there. 

Victoria station was once again filled with students - mainly of school age who are realising that they are the ones to be particularly hit by this.  I am sure they are off to a protest and will join those already in universities and some academics. 

From an internal point of view, all University of Westminster staff have received an email from the Vice Chancellor saying that the institution is personally campaigning as well as via Universities UK against the reforms and will continue to do so.  He concludes:

We would go further and criticise the current Government for the imposition of the disproportionate Comprehensive Spending Review outcome for higher education. We will continue to argue for a rebalancing of the public-private contributions to HE that would have benefit for all students and all universities.

Though the vote takes place this afternoon, I am sensing this may not be the end of the battle and there may be more battles to be won.  08/12/10 2230 Just back from lectures at Roehampton University and I have to admit that both there and at the University of Westminster, there is little evidence of protests.  The tube had a few extra students on it and every meeting or session one attends, both academic and non-academic staff have it in their minds.  Indeed, some academics have told me they intend to campaign tomorrow in Parliament Square - one of the benefits of a central London setting.  That said, when in discussion with my own line manager, he reminded me that we really do not have to consider this as the end of the discussion on university funding: the issue of research and other funding has still to be resolved.  Though this is the most important part of the news, we cannot forget that the funding for research is also decreasing by 36%. 

There seems to have been a good 'discussion' (possibly a tad too generous a term) at both PMQs and a variety of venus outside Parliament.  There seems to be some forgetful Labour politicians who said they would take on board the Browne Review.  They are not in power so can make the grass look greener on their side.  That said, I have just heard that the government is confident to win the vote (ITV news) as they are not calling the Environment Minister back from Switzerland to vote. 

So, for all the political heat, a quieter day than some expected.  I suspect that tomorrow will be a little busier. 


08/12/10 1431 Just led session on research impact & funding: appropriate when we're talking about future of unis. #tuitionfees

08/12/10 1147 From 5live callers, Clegg not getting message over. Failure of communication rather than policy for government? #tuitionfees

08/12/10 1142 Just had a note round at work that Cable has confirmed that Part time students will get 25% funding, new students will need to repay when earning above £21,000 and existing students will pay from £15,000 but this will increase with inflation 2012-16.  On one level seems a better situation for those affected but not sure that if this will relieve the fact that more will have to be paid back. 

Twitter @cjgrinbergs 08/12/10 1141 Update at work - Cable: Part time students to get 25%, new students threshold £21k, existing £15k to increase with inflation

Twitter @cjgrinbergs 08/12/10 1136 More students & police than usual at Victoria Station on commute. Off to #tuitionfees protest or preparing to flood tube?

Twitter @cjgrinbergs 08/12/10 1134 My Blog: Rolling information & analysis as we prepare for the #tuitionfees vote http://tinyurl.com/38d98v3

08/12/10 1113 The UCU report on Universities at Dangeris interesting and a good read but I personally think that it misses out on certain aspects. The report examines the number of students from the Browne's 'favoured' and 'at threat' subject areas, the amount of income from the teaching grant and the number of non-EU international students. However, comprehensive though this number is, I think the report does not consider the financial situation of each of the institutions. Take Roehampton which was founded by three church organisations and therefore its finances are different to the mainstream. It's foundation basis mean that its financial calculations are different despite emphasis on the liberal arts. Also, the report does not examine the impact on the number of fee paying students and part-time students (which may go up with increased support).


Finally, it is unclear what level of debt the universities already have and what steps have already been undertaken by institutions to protect themselves in the cuts which is not surprising given this is a quantitative and not qualitative report. Certain universities have larger debts and less time, therefore, to address the current situation. Let's not get this wrong, we are looking at smaller universities (due to the research cuts as well as due to the changes in student funding) and a change in the emphasis of certain subjects get but this report does not show the entire story.

Twitter @cjgrinbergs 08/12/10 1109 Clegg says #tuitionfees situation not a crisis.

Twitter @cjgrinbergs 08/12/10 1105 Roehampton has backing of 3 churches which will affect how it goes forward & thus is not like others in UCU's risk list.

Twitter @cjgrinbergs 08/12/10 1103 Read UCU's Report http://alturl.com/2v2wz: interesting but not convinced by some of the analysis #tuitionfees

Twitter @cjgrinbergs 07/12/10 0953 Did Norman Baker et al really expect NOT to compromise on gov payroll? He should stop blackmail & resign. #libdems #tuitionfees

08/12/10 0937 Rolling Blog Live: Reading the UCU report and what it means.

A little bit of Culture

There are things (a few but they do exist) which interest me outside my research and work. That makes me sound like a workaholic. In reality, it is just that the PhD seems to suck any life out of other parts of my existence and come all encompassing. Well, this week I have seen a fair bit of both high and low culture (though putting values of high/low on culture tells me more about the value holder than the quality of the items viewed).

On Saturday I went to a good concert by the New London Singers and their Orchestra. From the opening anthem of ‘Zadok the Priest’ to the final notes of Music for the Royal Fireworks which was excellent. Very good summer music and a good prelude to the other summer tradition: the house student days when you talked into the early hours about everything from the stars above us to gardening, from difficult work colleagues to the latest holiday destinations. All good stuff and an evening which was relaxing as well as reminding me the variety of experiences which make up human life and culture.

I finally watched the final episodes of Dr. Who on Monday and Tuesday. Mixed feelings as you can see in my replies to this blog. It was a relief to talk to other members of the family yesterday and find it was not me that found it a little clever-clever for TV and there can be depth in programmes (look at some of Pinter’s TV dramas) without being so pretentious. I think rather than being able to work at multiple levels, many would have been lost or ostracised by it.

Wednesday came and after lectures I watched ‘Reunion’, a drama about a group of friends meeting up for the first time since leaving university 8 years previously. It’s five years almost exactly this week that I graduated from Warwick and two of my good friends are considering a reunion in September 2011 as it will be 10 years since we met. It summarised my feelings of having moved on from University but still being left with some ‘what if’ questions. It was aimed at those of us in our late 20s who feel very much part of that generation which has moved into adulthood and are now realising how formative those days of freedom at university were. See my earlier blog on Auberge Espagnole which reflects my feelings on that. It isn’t great drama but the gentle humour and makes me want to see it turned into a fool series, even if the official reviews were a little more mixed.

And, as you can tell, I do sometimes disagree with reviews, as was the case with the final bit of culture this week. ‘Holding the Man’ had its last night yesterday at the Trafalgar studios so my comments are a little late in the day. The play traced the story of a young gay couple from the school and universities in the 70s, through their rocky though loving relationship in the 80s leading to their death from AIDs in the early 90s. The Play’s semi-autobiographic, with the lead character telling his story from his perspective as half of the couple. Originally, the story was recorded in a book which came out a little after their death and was converted to a play in 2006. I was close to walking out of the first half as the jokes were either simplistically crude or overly repeated so lost their impact. At the start of the second half, starting in 1982, it was clear this was going to be an HIV story so it was slightly predictable. The play felt, for me, like it lacked any of the nuances and variations in gay politics and discussions which have come out over the last few years. I’ve discussed this with the friend I was seeing the play with. My feeling is that if weren’t for the stories told widely, like in the original book, then this narrative of tracking gay liberation in the 70s and 80s coupled with the heart-breaking losses and stories of AIDS, wouldn’t be so common and so understood. But the failure of the play is to keep this discussion moving forward and, as my friend pointed out, a play from 2006 could have a little more depth and insight into the current situation without losing the importance or power of the original tale. The author of the original book (aka the lead character in the play) was also a gay-activist and very much aware of the changes in gay politics in the 70s and 80s. He was involved in gay activism and HIV awareness so I think would have no problems with his working reflecting the current debates whilst still showing his original story.

You see, I can’t criticise the play too much as during the scenes tracking the gradual death of the first of the pair, I was saddened thinking of the loss of my Mother which I am witnerssing. There was something to empathise with – not the gay story line but the simple human story of losing someone he cared about. At the end when the ‘hero’ talks of sending his love into a black hole because his partner was no longer there to receive it, I knew what he meant.

And, whatever the faults of the play, it shared much in common with my cultural week the fundamental power of culture – high or low – to stimulate reflection and tap into the shared emotions of all humans. And that's why a little bit of culture is a good - and necessary - part of life. 

Trips Across Europe

Just been thinking about my research and how useful it was to meet with the students face to face and question them about their feelings towards inclusive education. Now the alumni are spread around the world so the only way I am going to approach them is via telephone. Now I am trained as a radio interviewer so I should be able to get them to do a reveal some interesting things about their experiences but it is not as easy as face to face.
The last chance I can speak to students is just after the vivas (it would not be fair to disturb them when preparing for them) which take place in Tilburg (Netherlands), Prague (Czech Republic) and Roehampton (UK). This is also a week I have off on leave. So I have just thought I could do a quick whizz across Europe so I can interview them face to face but the window of opportunity is small. It would mean flying out to Eindhoven for Tilburg on Monday night, interviewing all day Tuesday, flying Amsterdam to Prague Wednesday morning before interviewing Wednesday afternoon and Thursday morning before flying back to the UK and interviewing the UK cohort on the Friday. Intensive but I would then have a three day weekend to recover and some excellent data. And the flights would cost me about £120. Tempting. Just need to check the students are available and the academics willing. Time for a bit of arranging. I also need to start working on getting myself an invite to the Erasmus Mundus co-ordinators conference in November so I can interview both the staff their and network. A busy few months travelling coming up. Researching international education has its benefits!

EMSENIC III: Final Reflections

It’s now a few days after the conference and, as with every conference, it was quite an emotional ride, seeing people and revisiting issues, allowing one’s own theories and work into the public whilst sharing in other people’s ideas. You can trace my minute by minute thoughts in the postings for day one and day two; what follows are my final thoughts which centre around four key themes: Inclusive Education, My Research into Collaboration and the EM SEN students, Erasmus Mundus and The Academic Life.

1. Inclusive Education
The very term inclusive education is not as accepted as you would think and the ideas that surround it are more up for debate than one would instantly think. The conference came up with a variety of synonyms and alternative ways of looking at it but the idea that interested me was the problem of translating the term both linguistically and culturally. There was a sense that putting any label or name on the area was almost as dangerous as anything else. The word inclusion does not mean the same in France who try to use the word integration but that means something separate again in English. The importance of linguistic sensitivity to reflect an academic and social movement was driven home to me. As one academic put it to me in conversation, there is a lot of use in: “Making the familiar, unfamiliar” and this was true here; by re-visiting issues of labelling, the values we attach to people (and words) and how we welcome everyone is humbling and something we should not forget to do.

2. My Research into Collaboration and the EM SEN Students
And this transcended into my own research as well where the importance of relationships was really driven home. My paper talked of a need for a new model of internationalisation based not on national economic models, not on cultural or relational models and building on ‘soft power’ models but perhaps based on a model which takes into account both the individual’s aims and their altruistic side – people/personnel/personal/individual internationalisation? A definition that does not try to label this as getting to know new people and cultures and fully recognises the individual.

Following discussions with Ann-Cheryl Armstrong it also become clear to me that there is an argument that I need to develop on a new model of colonialism; is Europe colonising or is it just demonstrating some of the traits? Again does a post-colonial definition of colonising ‘third countries’ need to be created?

3. Erasmus Mundus
Which brings me onto the wonders of Erasmus Mundus. Whatever the motives behind it -internationalisation or colonialisation, empowering people or nations or simply a method of developing educational resources within and outside Europe – it has helped me make me see different people and engage with people on a new level. The pleasure I had in seeing the partners and students – and I think they had in seeing me. This view of internationalisation that I am thinking of, the friendships and the academic links has made it a powerful tool and I wonder if Europe would have realised that during its inception and creation.

4. The Academic Life
What the EMSENIC Conference did for me was a reminder of why I love academia and why I want to be more involved from both an academic perspective – coupled to my administrative roles. The discussion of fundamental issues which affect the world around us (inclusion in the case of EMSENIC, internationalisation in the case of my research), defining new issues as well as new answers and the networks and personal relations that make the academic world so challenging and exciting. It is a privilege to witness and participate in both academia and, more specifically, EMSENIC.

Predicting the Browne Review Mr. Willetts?

Well, none of us were that surprised when Willetts suggested that Universities were about to go through some tough times.  And raised (and variable) fees have been on the agenda for about 2 years now and the (fairly common) rumours are that we will have a two tier fees structure suggested over the summer. 

Not a surprise but there has been some fairly interesting comment out there including the call that education should be a meritocracy and not about the bank balance.  Absolutely but hopefully a little premature ... if the government were to raise support for those in need then the impact could be lessened on those with low or modest incomes. 

That said, it does still leave me questioning if we are correctly educating the right people and in the right things.  Watched as part of this week's lectures a tremendous (and funny) video by Sir Ken Robinson on education in which he argues that not only are we cramping creativity but by allowing more students to go to university then we are stifling creativity in the style of our education which is worsened by forcing more into HE (and devaluing the end product). 



This reminded me of the BBC article this week saying that 'more people than ever before will miss out'; whilst I am not arguing for the good old days which my parents went through when only 1 or 2% went to university but perhaps we should re-consider the fact that not everyone should go to university or is suited.  Does a diverse (and deserving) higher education system really mean universal?  Perhaps Willetts would have been better questioning what role of universities should actually have in society. 

Ask most people what a university is for and they would say educating (and particularly 18 year olds). Ask many academics and the picture becomes more complex.  Research many might say.  During a presentation I gave to the English Department today, the Head said something positive needed to be said.  Too true, as research (and particularly that in Arts, Humanities and Social Sciences) is endangered and cuts will follow but can the country which inspired Shakespeare really not fund research into plays?  The increases in student fees will not mean more money for research; rather a decrease in the net grant from universities.  This will research more poorly funded and, possibly, less rich.  Now much of this I predicted in me pre-election blogs but none of the parties committed to helping universities. 

By cutting university funding, it's not just about not allowing those into education who should be, it endangers the knowledge basis that this country is renowned for.  It damages the teaching students who do get through the door receive.  It damages our culture and our economy. 

Perhaps there is another way.  Now the issue of whether universities should be engaging in BOTH teaching AND research is a question I have raised elsewhere, including examples of where teaching and research take place in separate foundations.  I have no answers.  But perhaps instead of predicting the outcome of the Browne Review, Mr. Willetts should have started a fundamental debate on universities, their actions and their structures rather than presuming that the current structure is fit for purpose. 

Thoughts on “Studying in the European Union – chance and challenge for international students”

Just finished this work (edited by Katarzyna Hadas) and, as I’ve said before, I’m not hugely convinced by some of what it has to say. That said, it did make me think I might want to explore students’ previous experiences of Europe in my interviews.

The work used Phenomenology to analyse the findings which I want to find out more about to avoid the issues I had with it: namely, the lack of editing editing and explanation of how many replies make a phenomenon.

In Chapter I, Section 7, the report examines the students’ plans for after completing the programme and there is strong anecdotal evidence of students’ wanting to return home to implement changes learnt on their course. This applied to subjects from Energy Storage to Quaternary and Prehistory, from International Health to SEN. In Chapter 2, there’s an analysis (with some of the few statistics in the work), of reasons why students joined an Erasmus Mundus programme; 62.18% answered ‘very important’ to ‘career opportunities after completing the course’, 28.15% ‘important’, 7.14% ‘not very important’ and 2.52% ‘unimportant.’ This echoes my research’s findings that students are motivated for personal reasons ahead of altruism. Now there is no ‘changing my home context’ reply to this and the replies cover everything from local culture, weather (?!) and finding information on the internet. So, whilst I am not convinced by the question asked as a tool, I am sure I will quote the findings to back up my own.

This report comes closer than many in addressing my research questions but due to the lack of analysis, I am convinced I can take my work further than this. Unlike the official evaluations of Erasmus Mundus, it asks questions which are tied into the original aims of the programme and provides an interesting starting point.

Mixed Thoughts from Funding to Research Questions

On train to a consultation by the Department of Business, Innovation and Skills about Framework Programme 8, the post-2013 European Funding programme.  More relevant to work than to the PhD but it will indicate the future nature of the actions coming from Europe for Universities - as well as the reduced cash available. 

Been thinking about the methodology lecture on Wednesday and the comment that the methodology is one of the ways which one's research can be made unique.  I may need to concentrate on this a little more! 

The way I can explain the changes in my PhD research questions (no longer exploring Higher Education's reasons for taking part in Erasmus Mundus) has to be in terms of (1) HE is the deliverer, I am interested in the impact on the student, (2) looking at one University does not allow for generalisation, (3) the HEI is one of the influences on the Erasmus Mundus student and should not be singled out and (4) I am interested in the policy/student relationship and not the interim.  Clutching at straws?  Definitely.

Another Analysis of the Erasmus Mundus Student Experience

Just found a new student experience report based on Erasmus Mundus.  Not hugely impressed after the first 120 pages (of 300) as it makes 2 classic errors.  Firstly, it feels the need to quote several students in quite some depth when 1 or 2 would have done.  Secondly, it provides little or no academic context or analysis of their answers so whilst interesting from a course management perspective, it is less interesting from an academic one.  It is, however, a relief from my own research's perspective that it is not taking over 'my' ground.  That said there are some nice quotations by some EM SEN students which is always encouraging! 

Simple Questions: Students' Interest in EU Policies

Coming out of Oxford Street Tube, it occurred to me that one of my tutors had questionned how aware EM SEN's students were of implementing collaboration and of the aims of the European Union.  Very, I said, as exemplified by students from the first cohort's visit to an international funding session in Brussels so that they could set up a partnership between Europe and their home countries.  Surprising, yes, but it does make me think I should question students and alumni about this.  Why and when did they become interested in collaboration (rather than simply "are they interested?") and how are they aware of the EU policies? 

The simple questions - always the ones which are missed! 

L'Auberge Espagnole

Just watching L'Auberge Espagnole probably for at least the eighth time.  It's funny that even though I know the plot backwards, I get something new out of it.  This time it was about identity and reminded me how unsettling it was to study abroad and yet life changing.  The main character thinks he is mentally unwell when he cannot cope with the challenges of living in a different culture.  There are several discussions in the film on national identity and personal stereotypes.   

The film reminded me of so many memories and the impact on my life: from the first snow in Grenoble (top picture). 

Or the celebrations for my birthday with people who I've lost contact with but whom the emotional link remains (bottom picture). 




Erasmus is part of the reason I ended up in International Education, working on Erasmus Mundus, and thus part of the reason for my PhD.  The fill emphasised to me that the important thing to do with my research is not to do with the gap between European policy and practice (as the title suggests) but actually the inexplicable, unidentifiable, individual changes that international study has.  I used to have the following on my wall - quoted from the film:

Je me suis retrouvé dans les rues de Paris où les Parisiens m’ont jamais

I found myself once again in the streets of Paris where the Parisians did not own me.
J’étais un étranger parmi les étrangers.
I was a foreigner amongst foreigners,
Pour quoi j’étais là je savais pas.
Why I was there I do not know.
J’en ai généralement su pourquoi j’étais là où j’étais. 
Normally I knew why I was where I was.
Je dois être typique . 
I have to be normal.
Erasmus?
Erasmus?
…
Je suis Français, Danois, Anglais …
I am French, Danish, British …
Je ne suis pas un, je suis plusieurs.
I am not one, I am many.
Je suis comme Europe.
I am like Europe.
Je suis un vrai bordel.
I am a right mess.
C’est une histoire de décollage.

It is a story of lift-off

[Cédric Klapisch 'L'Auberge Espagnole', Translation my own]

Perhaps I should remember this a little more often:  the drive to be part of - and inspire - something different, the desire to be European and still British, the urge to stop being the grown-up I don't feel I am and be the young person I could be.  Time for a décollage? 

P.S.

And for those who have not seen it - an advert for the film for those who have not seen it:

Repaying Student Loans

Are the Russel Group of Universities trying to preempt the Browne Review by suggesting students start repaying loans sooner and at a higher rate of interest? 

If they are, they regret their demands when they become fact.  Those from less-advantaged backgrounds may be put-off in applying thus altering these universties' widening participation numbers and for institutions like my own with a higher rate of social outreach they will fight to oppose this.  That said, one of the easy compromises to get rid of fees is to charge more for loans for living expenses.  This battle is set to continue. 

Involvement in International Collaboration as a Reason for Studying

Just occurred to me in tutorial. In my pilot study students just starting masters course did not see international collaboration as one of their motivations for studying. Those questioned half way through did see collaboration as a motivating reason. That said they all saw inspiring collaboration as one of the EU's reasons for the programme. What changes? Or is the EU's plan of fostering relations working?

More on this (and the tutorial) to follow.

Where are you from?

At church we were asked by a visiting speaker whether we felt ourselves to be in Croydon (as in a distinct town/borough) or in London (of which Croydon is a part).  I feel myself to be part of London - as did two thirds of the congregation - for the simple fact that my work and social life are mostly centrally-focussed and Croydon is where I live and shop.  The remaining third found themselves to be in Croydon and these, mostly older people, probably see their lives as focussing on the town. 

This reminded me of a questionnaire I filled in about my perception of nationality and identity after my Erasmus year.  We were asked if we felt more or less British/European/Global Citizens at the start and end of our programme overseas.  In my case, I felt more European and still do.  In the same way, I am asking in my research how students' perceptions of their identity and nationality change.  There will be an increased sense of 'global citizen' I can tell you now. 

But should we be looking for a single answer?  Just because we are from one place (Britain) does not mean we can't have ties to another (Europe). Just because I see myself as being based in London doesn't mean I don't say home is in Croydon?  Identity - like so many things - isn't a clear black/white issue. 

European Travel

Sitting on dock at Dover waiting to board ferry. Reminds me of pictures of Erasmus Mundus SEN students traveling to the Netherlands in the videos in my last post. Would such international programmes be thought of - let alone possible - without easier border restrictions?

Erasmus Mundus - Why it's Important

Today's the deadline for Erasmus Mundus Applications to be a Masters Course for 2010.  In all the rush of completing forms, it could be easy to forget why this is important.  It is important not for the international or European agendas but because it provides an education.  Both a formal education as part of a Masters Course but also a social, cultural and personal education.  I came accross the below 2 videos from 'my' EM SEN Cohort 4 which reminded me that, despite the hard work, it is really worth it. 

Higher Education and the General Election 2

Tonight was the third and final Prime Ministerial Debate and this time on the economy but was actually the strongest and most exciting of the three debates.  As you can imagine those of us in the public sector (including universities), watched listening for any sign of where budget and job cuts will be coming from but there were no real hints.  That said, following on from my last posting on the election, a few more reflections have come to mind. 

The economy has been hitting the headlines today with the Greek 'austerity cuts' and an article from the Economics Editor at the Telegraph saying that the Governor of the Bank of England thinks that whoever gets in will have to make such severe cuts that they will be voted out of power for a generation.  Both of these have given us a bigger hint on what we can expect under the next government than the actual parties fighting to form it.  There are going to be cuts and they're going to be severe but we're still not clear when or how bad they're going to be.  Immigration featured again in the debate but the issue of student immigration was not mentioned this time. 
Now the General Election's still continued to mention Higher Education at various points from Cameron getting a rather good grilling by a student on funding to articles in the Times Higher on the power of the student vote.  There was an article in Research Fortnight (which I can't link to as it is a subscription service) which has also discussed the Manifestos pointing out the Tory and Labour plans for £extra places, a bigger push for universities to commercialise their knowledge and a promise to consider an ongoing review into student fees."  They also pointed out that Labour and the Lib Dems plan to 'ring-fence' research (though the article questions what that means).  They have also counted the number of times each party uses the words Education or University: Labour wins (57), followed by the Lib Dems (35) and the Conservatives last (22). 

The best summary has been by International Focus, a newsletter for people working in that domain in HE.  Their analysis says Labour is the only one to actually tackle internationalisation of HE saying they want it to be "a great export business."  I disagree with this because education can not be seen purely as a business (though it needs a greater business sensibility, education is about people not numeric bottom lines) and also that education is something that is exported.  This implies colonialism, 'giving something to the world' when actually we welcome a huge number of students and the idea of cross-cultural exchange would reflect the nature of the UK's universities today.  The leaflet goes on to say that the Tories focus (vaguely) on student immigration and the Lib Dem's focus on HE from a domestic point of view.  Whatever it predicts that the new government's position on "HE will probably be to invest less and manage more."  Not rocket science as we've already seen it start but succinctly put. 

That's all the detail I'm going to have on education though I do miss the BBC's Daily Politics debate on education as I travel to France on Saturday.  Which means I now have all the information I will have to cast my postal ballet.  Now, as with all elections and all voters, this isn't a single issue vote.  How I much I want to pay in taxes, how I want those taxes spent, the role of society in the individuals' life, the economic downturn, who I believe I can trust to deliver their promises, the implications of a balanced parliament in a 3 party system and numerous other issues have influenced my vote.  The one option which was closed to me was not voting.  That said, looking at how one issue affects has shown how many areas impact on my career and my sector has been fascinating.  The words Higher Education or Universities may not be heard that much in this election but its spirit influences many areas.  From immigration to diplomacy, from home affairs to economic growth, from European relations to the value of education, it touches it all. 

Tomorrow I will have to take that decision. I have been betting for 3 years that there will be a Conservative/Lib Dem mix in the next government.  Will I be right?  What will be the impact of my and your vote?  What's the future for Higher Education under the next Government?  We can start (or continue) these questions in a week's time but I suspect the answer to them will remain unknown for some time.

Certifying Internationalisation?

Just read an article in this month's International Focus on 'Internationalisaing Europe'.  Tad pedestrian to start off with: the magazine's for professionals in the international wings of universities - we don't need a summary of where the EU's thrown money at Higher Education in the last 20 years.  That said, two interesting points. 

Firstly, it previews the fact that on 10-11 May that the HE Ministers will "adopt a set of conclusions about the internationalisation of HE and it's importance for Europe's Universities".  This will be very interesting as one of the things I am questioning at the moment is what the EU means by internationalisation in its Erasmus Mundus legislation.  I am pretty convinced that the EU's understanding of the concept has shifted over the last six years (though the documentary analysis I plan to work on next week will give firmer answers).  The term has changed in meaning since Erasmus Mundus appeared on the scene and there are a variety of cultural impacts on how the term is understood.  This document may give me some hints as to how some see the term.  But a single set of conclusions and reflections on the importance of internationalisation may be tricky with the variety of cultural, legislative and educational frameworks operating in the EU. 

Secondly, the article previews the plans of the Flemish Dutch Accreditation Agency (NVAO) to issue a certificate of internationalisation.  This will be based on "vision or policy on internationalisation; learning outcomes; curriculum, educational practice and assessment of students in line with international goals; staff with international experience; and sufficient inbound and outbound mobility of students." This intrigues me. As with the EU guidelines, how can you certify something that is constantly changing and that people struggle to find a single definition for and, also, does this not risk allowing one version of internationalisation?  It is very good to see the impacts on the teaching and learning aspects of a university's life but the importance of international research is important.  I am not sure that NVAO's topics allow for understanding or impact; as I am finding looking at Erasmus Mundus, the policy or theory may be good, the reality may be different.  Finally, I wonder how well UK universities would be rated when the number of outbound mobile students is low and it is one of the fastest growing provider's of off-shore teaching.  Does this definition of internationalisation really feature in NVAO's above five headings?

The article concludes that a certificate will either be a useful tool or fade into insignificance (not much in between, apparently).  For me, the thing with 'certifying' anything is that is makes me think of 'certifying' in the madness sense of the word.  Perhaps I won't go any further with that idea!