According to Google’s Ngram Viewer, reference to ‘academic labour/labor’ has risen significantly since 1953. Why?
Category: Blog
What we leave behind
My dad, Nigel Winn, died quite suddenly of cancer in 2006 aged 56. Since his death I have been meaning to collect his writing and publish a selection of his poetry. It’s taken me ten years to make time for this, in between having a daughter, getting married, building a house, chasing and holding onto employment and also trying to come to terms with the loss, too.
Dad left behind a collection of poems, a short play and other pieces of writing. He was a bricklayer and carpenter most of his life but started writing actively during the period 1996-2006. During that time, he studied for a BA in English Literature at the University of Lincoln, where he gained a First Class degree. He went on to teach at the university, and was popular among students. Following his death, colleagues established the annual Nigel Winn Memorial Prize for Creative Writing.
His work is quite autobiographical and therefore especially meaningful to those who were close to him. I used Lulu to self-publish this selection of his poetry. It’s very satisfying for me and my family to have a physical copy of his published work and I think that people who knew Nigel may like to purchase a hardback copy of the book, too. I make £0.06p on every copy sold because Lulu won’t allow me to reduce the author’s profit to £0 for some reason. A PDF proof of the book can be downloaded here. Thank you for reading it. He was a really good man.

Eulogy for Dad
Canwick Church, June 2006.
“A couple of weeks before dad died, mum told me that Dad wanted to speak to us about his funeral. The next day, while on day-release from hospital, sitting up in his own bed, he made a few simple but urgent requests.
First, he said that he wanted the service to be in this church so that he could be buried in Canwick. This was of utmost importance because he wanted to be close to mum and the house they built together. He thought it would be good for mum to be able to walk a couple of minutes from the house when she needed to talk with him. He wanted to stay close to her, the house and the life they had together.
Secondly, he listed the songs he wanted played. One for mum, which he said was perfect for her, but it had to be the Johnny Cash version. The second was Leonard Cohen’s Hallelujah, sung by Jeff Buckley. It’s perhaps worth noting that Jeff Buckley died at a tragically young age, as did his father, Tim Buckley. But that’s not why Dad chose the song. He just loved it; and we love it and we hope you do too. The final song, for when you leave the church, was left up to us to decide whether it was suitable for the day. Dad liked the idea of it but wasn’t sure how appropriate it might be on the day so left it to us to decide. It’s a fun song that has actually brought me some relief during the last week and we think you’ll agree that it’s very much a Nigel Winn song.
After listing the songs, he asked that Luke and I write something for today. He’s enjoyed the things we’ve written for him in the past and thought we’d do a decent job of it. We hope you agree. Nothing has been at once more difficult and yet so easy to write than a tribute of our Dad.
As we talked, Dad emphasised that we should try to impress upon you the things he’d observed and learned in the last few weeks of his life. He said it was important that the funeral be a time to reflect on the present and not the past. Easier said than done. Luke and I have been writing this tribute in ours minds since the day we spoke with Dad and after putting off writing it again and again, we sat down on Saturday night and had a go. As Dad requested, I’ll come to focus on the present in a minute, but first of all, I want to start at the beginning, or at least, the beginning for me, around the time I was born, because I think it says a lot about the way Dad’s life ended, too.
In the early 1970s in Deal, Kent, mum, dad and two good friends, Bob and Polly, bought a small industrial building from Polly’s mum, previously used for their family business, for £2000 and converted it into a place for us to live. Mum lived with Polly and her mother for six weeks and when it was safe for children, we all moved in. Bob and Polly lived upstairs, mum and dad downstairs. It had no garden, so for my recreation I was put outside the front of the building in my pram. Apparently, only a couple of the neighbours had cars, and when they saw the prams outside the front door, they parked at the bottom of the street, which was nice of them.
After a couple of years, they all decided to move and Bob and Dad took off around the country looking for cheap property to renovate and move us all into. Bear in mind that they were entirely self taught and by the sounds of it, running on enthusiasm rather than experience. Eventually, they found a place in Billinghay, Lincolnshire and again, Bob and Dad moved up there first, renovated it into a habitable state for children and then we all moved up to see it for the first time. They sold the house in Deal for £11000 and bought the place in Lincolnshire for £5000. It needed a hell of a lot of work though. I was two. Luke was a year away.
That’s how life with Dad started for Luke and I and it’s one of my proudest thoughts of him and mum. They were in their very early twenties, full of optimism and hope that their move to Billinghay with their friends was going to be good for us all. And it was. The move to Billinghay, was the first of a few moves we made right up until I was eighteen when they came to Canwick. In 18 years, we’d moved five times and then I left home to go to college in London but they moved once more in 1994 to the house they now own and the house dad died in aged 56 years old. It’s the house we hope you’ll visit after this thanksgiving and I’m sure that you won’t have to look hard to see Dad everywhere.
I’m 33 this year. Luke is 30. All those years, without exception, mum and dad surrounded us with optimism and gentle encouragement. I don’t ever remember being told what to do or how to live, but it was obvious what we should do just by looking at mum and dad and the way they lived and brought us up. For as long as I’ve had any sense, they’ve been my greatest influence, my best friends and Dad has been the only role model I needed. He was not an over bearing influence at all and I’ve often thought that if I could be as good a man as he was, then I wouldn’t have wasted my time for a moment.
Thankfully, he was no Richard Branson, so following in his footsteps has meant a fairly modest life of laughter, hard work when necessary, sincere love and affection to those closest to us, and regular quiet reflection.
The greatest influence Dad had on me was during the brief time I returned to Canwick after living in London for a year. He was reading books on Buddhism, something I knew absolutely nothing about but he was keen to share what he’d learned with me and so we went to a Japanese garden not far outside of Lincoln and he tried to explain the new ideas he’d been reading about through wandering about the garden. Shortly afterwards, we went to a meditation session led by the ex-Japanese monk who owns the garden and I was hooked. It was something completely new to me, a revelation in the way I thought and looked at life and for a few years we shared a growing interest in Eastern thought and meditation. I had nothing better to do at the time, so I applied to study religion at University and ended up completing two degrees in Buddhism and living in a monastery in Japan for a summer in 1994. Then, following that, I lived in Japan for three years and having made it sound so good, Luke went over there and is still living there now after four years. I really don’t think we’d have done that without Dad picking up those books 16 years earlier and sharing his new thoughts on life with us all.
About three weeks ago, when Dad finally got out of hospital, desperately malnourished and weakened by the experience, we were sitting in the dining room, looking out of the window. Dad was in the bed we’d been loaned by the NHS, looking onto the garden. While in hospital, he wanted little more than to be in that room, looking out of the window onto their beautiful little garden. It’s where he spent the last two weeks of his life, mostly in quiet contemplation. While sitting at his bedside one day, I asked him what he was thinking of and he said that he was just looking, piecing everything together. He said that for years while meditating, he had tried to enter the state of concentration and insight he was now experiencing. He said that his mind was unable to look into the future and that the presence of each moment was like a new revelation. He delighted in it. As I sat with him, it was like watching someone seeing the world for the first time. At times, there was intense pleasure on his face. He said that we should tell you all that it’s the small, transient things in life that are of real significance. That when we meet today, we should reflect on the present, and not dwell on the past. He said that friends and family were the things we should concentrate on and that you are all very welcome in his home.
Dad has always been a bit of a worrier but the for the last two weeks, the only thing he worried about was having to go back into hospital and have his senses denied the pleasure that his home gave him. In hospital, he cried often. After returning home, he never once cried again. He seemed peaceful and relaxed. Of course, there was often great sadness in the house because we knew he’d be leaving us soon, but after a few days home from hospital, Dad told us that he’d said all he needed to say. He told us he had no regrets and that we’d be OK without him. We will manage but it won’t be as easy.
When Dad was talking with Luke and I about the funeral, he said that we should emphasis the importance of the love between us all. In particular, he spoke of his love for mum and said that despite dying so soon, he had experienced over 40 remarkable years of wonderful love with mum from the time they met at their youth club as teenagers. He said it was still difficult for him to believe how good their relationship had been and that he was incredibly lucky. It’s easy to emphasise the good things about someone when they are gone, but I actually find it difficult to describe the love that we saw between mum and dad over the years. It remains my greatest inspiration. Dad said mum had always been selfless in her love for him but that she needed to look after herself now.
Finally, Dad wanted you to all benefit from what we as a family have learned about cancer in the last few months. I know some of you have experienced cancer first hand and that I may be going over old ground in what I have to say, but it’s very important to us that Dad’s death might help each of you live better and longer lives.
So on Dad’s behalf, I’ll finish by summarising some recent facts about cancer.
The charity, Cancer Research state that in the UK, one in three of us are diagnosed with cancer. And that by 2020, one in two of us will be diagnosed with cancer. Statistically, about 60% of people with cancer currently survive more than five years. Much to my surprise, this is not really due to advances in drugs to treat cancer. In fact, use of 5-FU, the standard chemotherapy drug for bowel cancer, only increases the five year survival rate by about 5-10% which is on the high side for chemotherapy treatments. 5-FU has been the standard treatment for bowel cancer for forty years and like all chemotherapy drugs, has miserable side effects. Like all other cancers, the best way to beat bowel cancer is to catch it early. Something which the doctors failed to take notice of in dad’s case. Once bowel cancer has spread inside the body, the 60% survival rate drops to about 4 or 5 %.
The World Heath Organisation state that of the 6 million worldwide cancer cases each year, about three million are caused by poor diet, 1.5 million by infection and 1.5 million by toxins. That is, cancer is almost always the result of the lives we lead. Some cancers are genetic, but no more than 15% of people diagnosed with cancer are unfortunate enough to have such a genetic liability.
Cancer is largely a disease of the industrialised and developed world. It’s a disease that was hardly known until the 20thcentury and still mostly affects the developed world. In Britain, one in 8 women get breast cancer. In China, it is one in 100,000 women. In Britain, one in four men get prostate cancer, in China it is almost unheard of. What we found out after Dad was diagnosed with cancer is there’s so much we can do to prevent cancer. Making really significant changes in our diet, in the chemicals we bring in our homes and employ at work, and the pollution we pass in to the atmosphere really will mean the difference between life and death for many of us. Dad was only 56 when he died. Something caused him to get cancer of the bowel, despite leading a pretty careful life and he doesn’t want it to happen to you. With up to 50% of us in this church due to be diagnosed with cancer in our lifetimes, we can’t ignore it and taking the time to learn more about this disease is the first step in preventing it. Thank you.”
The Natural Death Centre
As dad was dying I came across a book that helped us in the last weeks of his life and in making the arrangements for his burial. Reading The Natural Death Handbook guided us in what we could do for dad prior to and following his death. It gave us the confidence and basic knowledge of what signs to look for as dad was dying, how to care for his body, and the details of a good undertaker, who allowed us to create the funeral on our terms.
After his last breaths that Spring evening, we removed the catheter and the syringe driver; we washed and dressed him in the clothes he requested and laid him out peacefully. Neighbours came to visit him and say goodbye. He remained with us overnight and the undertaker came the next day. We carried him out of the house together, into the back of the estate car. Luke and I helped dig his grave. On the day of the funeral, dad was brought back to the house in the willow coffin he had asked for and mum decorated it with flowers. Members of the family gathered at the house and then we carried his body through the village to the church which was full of his friends.
The vicar said a few words, but left the service largely to us. Afterwards, we took dad outside to the small burial ground, lowered the coffin and threw dirt over him. Several people remained to fill the hole. It was cathartic. The least we could do.
~~
Over the years, I’ve thought about the funeral and how the Natural Death Centre and the work they do had such a profound influence at such an important moment in our lives. I’m so grateful for that.
Here’s a talk by Claire and Rupert Callender, one of the Trustees of the Natural Death Centre.
‘A relationship with the world that provides freedom to actually look at things’
“Most people go to films to get some kind of hit, some kind of overwhelming experience, whether it’s like an amusement park ride or an ideological, informational hit that gives you a critical insight into an issue or an idea. But for those few people who feel they need a reprieve occasionally, who want to cleanse the palate a bit, whether for spiritual or physiological reasons, these films seem to be somewhat effective.
I’ve never felt that my films are very important in terms of the History of Cinema. They offer a little detour from such grand concepts. They appeal primarily to people who enjoy looking at nature, or who enjoy having a moment to study something that’s not fraught with information. The experience of my films is a little like daydreaming. It’s about taking the time to just sit down and look at things, which I don’t think is a very Western preoccupation. A lot of influences on me when I was younger were more Eastern. They suggested a contemplative way of looking – whether at painting, sculpture, architecture, or just a landscape – where the more time you spend actually looking at things, the more they reveal themselves in ways that you don’t expect.
For the most part, people don’t allow themselves the time or the circumstances to get into a relationship with the world that provides freedom to actually look at things. There’s always an overriding design or mission behind their negotiation with life. I think when you have the occasion to step away from agendas – whether it’s through circumstance or out of some kind of emotional necessity – then you’re often struck by the incredible epiphanies of nature. These are often very subtle things, right at the edge of most people’s sensibilities. My films try to record and to offer some of these experiences.”
Source: Peter Hutton: The Filmmaker as Luminist
Peter Hutton’s At Sea was voted #1 of the best 50 avant-garde films made during 2000-2009.
Update 16th July: I have learned that Peter Hutton died on 25th June 2016. I didn’t know him personally but I did correspond with him in 1999 for a screening I organised of two of his films. Of all the work I screened around that time, his was the most influential on me and inspired a lot of the silent footage that went into a film I made a year or so later.
Website for Co-operative Leadership for Higher Education
I mentioned that Mike Neary and I received funding for a new project on ‘Co-operative Leadership for Higher Education’. This is just a note to say that the project has its own website which you can subscribe to:
http://coophe.blogs.lincoln.ac.uk
Recent posts outline the project, relate it to our previous project to develop a framework for co-operative higher education, and look at Edwin Bacon’s work on ‘neo-collegiality‘ and Paul Bernstein’s work on workplace democracy.
The value of student loans
Andrew McGettigan, has published another useful post on the complexity of student loans. They are complex, not only for the government to model, but also for the borrower to understand how much they will repay and the actual value of the money they repay. The cost of something worth £9000 today is not the same as paying £9000 for it in ten or thirty years time. Andrew makes that clear in an earlier post.
A website like this one, can help us calculate the effect of inflation on the value of money. It tells me that spending £9000 in 1986 would have bought me the same as spending £24,629 today. In 30 years, the value of money has decreased by nearly two-thirds due to 173% inflation. Inflation in the last 30 years has averaged 3.4%, according to the Bank of England’s inflation calculator. On that basis, £9000 in cash today will be worth (i.e. have the value of) £3300 in 2046.
In late 2013, I was curious about what the actual total amount of money repaid on full student tuition and maintenance loans would be if I were 18yrs old and planning to go to university in London (where I did my undergraduate degree). When I was 18yrs old, I wouldn’t have asked this question, but now with a fixed term mortgage, where I’m told exactly what I’ll pay back (about double what I borrow), and a young daughter who will probably be going to university in a few years, I’ve become more cautious about long-term repayments on large amounts of money.
In 2013, I went onto the Directgov website and used their student repayment calculator and you can see that the total amount repaid is estimated by the government to be shy of £160,000. Note the ‘About this calculation’ section at the bottom:
Again, what the calculator does not do is tell you that the value of money goes down due to inflation, so £160K today is not the same amount of money-value as £160K paid back over 30 years.
I just went onto the Directgov website to use their repayment calculator again, but the website is down, perhaps in response to more good work that Andrew did a few weeks ago on ‘Calculator Caveats‘.
A repayment calculator that is working today is on the Compete University Guide website. Punching in the same numbers indicates that I would pay back £81,286 over 30 years, not £160K. However, under the notes they provide, they say the following:
“The level of inflation is difficult to predict, and will vary over the repayment period. Instead of trying to estimate it, we have taken a different approach:
Inflation will affect the fees, the outstanding loan, the interest due, earnings, and repayments to the same extent.
It is therefore not necessary to calculate the interest charges due to inflation. Instead, all monetary figures, including future earnings, are presented in today’s money.”
As a borrower, I’m none the wiser really. What they seem to be saying is that the £81K figure isn’t really what I’ll be paying back because no-one knows what the value of money (and therefore the value of a wage) will be over a given time. I guess it must be somewhere between £81-160K. It certainly isn’t the £44K that has been discussed in the news recently, stating that English student debt is now the highest in the English-speaking world.
Co-operative higher education conference paper and poster
Mike Neary and I presented a conference paper today at the Co-operative Education conference. You can find it on this page.
We’d really appreciate comments on the framework we have developed in the paper and is illustrated below.
Co-operative Leadership for Higher Education
Mike Neary and I have been awarded funding by the Leadership Foundation for Higher Education to focus on ‘co-operative leadership’ in the higher education context. Below is the introductory section of our research proposal. You can read the rest on Mike’s blog. Here’s a link to the project blog.
The aim of this research is to explore the possibility of establishing co-operative leadership as a viable organisational form of governance and management for Higher Education. Co-operative leadership is already well established in business enterprises in the UK and around the world (Ridley-Duff and Bull 2016), and has recently been adopted as the organising principle by over 800 schools in the United Kingdom (Wilson 2014). The co-operative movement is a global phenomenon with one billion members, supported by national and international organisations working to establish co-operative enterprises and the promotion of cooperative education. The research is financed by the Leadership Foundation for Higher Education’s small development projects fund.
Higher education in the UK is characterised by a mode of governance based on Vice-Chancellors operating as Chief Executives supported by Senior Management teams. Recent research from the Leadership Foundation for Higher Education on Neo-collegiality in the managerial university (Bacon 2014) shows that hierarchical models of governance alienate and de-motivate staff, failing to take advantage of research-based problem solving skills of staff operating at all levels, not accounting for the advantages to organisations when self-managed professionals interact with peers on matters of common purpose, particularly in knowledge-based industries.
The co-operative leadership model for higher education supports the ambition for more active engagement in decision-making to facilitate the best use of academics’ professional capacities, but framed around a more radical model for leadership, governance and management. Members of the co-operative university would not only be involved directly in decision-making and peer-based processes that make best use of their collective skills, but have equal voting rights as well as collective ownership of the assets and liabilities of the co-operative (Cook 2013). This more radical model builds on work done recently as part of a project funded by the Independent Social Research Foundation (ISRF) to establish some general parameters around which a framework for co-operative higher education could be established (Neary and Winn 2015). One of the key issues emerging from this research is the significance of co-operative leadership – the focus of this research project.
How can universities be transformed so that they center on public goods in teaching, research, and community engagement?
Mike Neary and I will be speaking in June as part of a theme on ‘How can universities be transformed…’ at the UNIKE conference in Copenhagen. We will be discussing our recent research project on co-operative higher education and contributing to the overall discussion on the public and community purposes of universities. Below is the overall conference strand description.
Within higher education, values such as democracy, solidarity, public good and community benefit are increasingly overshadowed by systems of management based on Taylorism and hierarchical control. The session explores these trends and draws on participants’ practical experiences, lessons learnt, and best practices to suggest alternative organizational forms. The session aims to use these experiences to promote both discussion and first steps in developing an audit tool to use to evaluate universities and hold them accountable for their promotion of public goods. Finally, participants will identify some alternative pathways to address the decline of public goods in universities: reform of existing institutions, creation of new institutions, etc.
The group will organise a workshop in which participants will brainstorm the principles, issues, approaches (democracy, social justice, pedagogy, ownership, financing, governance) in groups to address the identified problems, moving forward.
Conference programme (PDF)
Students for Co-operation Winter Conference
Students are increasingly organising themselves around co-operative values and principles, providing goods, services and housing to their members. There are a growing number of student housing co-ops (in Sheffield, Birmingham, Edinburgh…), an emerging national body of student housing co-operatives, a national federation of student co-ops, and a new network of young co-operators led by AltGen, an organisation that supports young people to set up their own worker co-operatives.
Highlights from Young Co-operators Weekend in Bradford from Blake House on Vimeo.
Students for Co-operation are holding their national winter conference at the University of East Anglia, February 12-14th, and I will be attending again to jointly run a workshop on co-operative higher education. Mike Neary and I attended a national meeting last June to run a workshop on co-operative higher education at the start of our ISRF-funded research project. Now approaching the end of the project and having run five more workshops on different themes relating to co-operative higher education since then, it will be good to return and discuss some of our findings.
Update on ‘Beyond public and private’ research project
With the exception of a few thoughts on an unexpected and emotional encounter, I have not had much to add to this blog since completing my PhD. However, as always, work continues and is being reported on the Social Science Centre website, where Mike Neary and I post about the progress of our ISRF-funded research project: ‘Beyond Public and Private: A Model for Co-operative Higher Education‘.
You’ll see from the updates on the SSC website that we are over half way into the project, having completed three of the five planned workshops and focus groups: Pedagogy, Governance, and Legal frameworks. We are also interviewing individuals regularly and almost 80 people (students, academics, ‘co-operators’, and others) have joined our project mailing list, which clearly has the potential to become a formal research network into co-operative forms of higher education. We are meeting many really interesting and experienced educators, researchers and activists through this project, which, as we reported from the first workshop, is developing around three inter-related concerns for co-operative higher education:
1. The Social historical movement: A co-operative form of higher learning conscious of its connection to and engagement with the historical and logical development of the co-operative movement.
2. The Organisation: The institutional form of the co-operative will substantiate the political, moral and ethical values of the co-operative movement, set within an educational context.
3. The Praxis: The pedagogy will be grounded in the practices and principles of co-operative learning, recognising that much can be learned about how to be a co-operator-student/teacher (i.e. ‘scholar’), while at the same time acknowledging that co-operative practices are already endemic in radical social interactions.
Each of the workshop themes can be ‘mapped’ on to one or more of these three higher level components of the ‘model’.
I am also thinking of how other concepts might express or expand on the five themes. For example:
Pedagogy = Knowledge
Governance = Democracy
Legal = Bureaucracy
Business Models = Livelihood*
Trans-national = Solidarity
*This is a word that came out of a discussion on how we want to move away from the use of some conventional terms, such as ‘business model’, that do not adequately capture the essence of our concerns. In a world where business and work is continually in crisis, a ‘business model’ seems increasingly anachronistic to what is fundamentally required.
Our project aims to develop a ‘model’ for co-operative higher education, or perhaps a ‘framework’ is a better word to use. Nevertheless, models and frameworks are forms of useful abstractions and at this stage of our work, sketching out relational themes, concepts and approaches is a necessary and useful exercise. This has been evident in the way that the categorisation of ‘routes’ to co-operative higher education that I outlined in my earlier paper have been a useful reference during each of the workshops:
Conversion: How to convert an existing university into a co-operative, either through a planned ‘executive’ decision or out of necessity, as in a worker takeover of a failing institution. In the UK, this route would seek to maintain any remaining public sources of funding and the ‘university’ title.
Dissolution: How to create a co-operative university from the ‘inside out’, through the gradual increase of co-operative practices, such as co-operatively run research groups and departments; programmes of study in aspects of co-operation, social history, political economy, etc.; the conversion of student halls into housing co-ops; changes to procurement practices that favour co-operatives, and so on. Through this route, the university might eventually become a ‘co-op of co-ops’.
Creation: How to create a new co-operative form of higher education. This tends to be where our workshop discussions end up. It is the least compromising of each of the routes and in some ways the most ambitious. Discussions of this route are intensely practical in their focus and unashamedly utopian, too. This route draws inspiration from the huge numbers of actually existing worker and social solidarity co-ops around the world.
So, in summary what might we have with all of this?
Three routes to co-operative higher education: Conversion, dissolution, creation
Three concerns for the overall project (regardless of route): The social historical movement, the organisation, the praxis.
Five themes for practical and theoretical work (an anti-curricula or course of action): Knowledge, democracy, bureaucracy, livelihood, solidarity.
Mike Neary and I will shortly be writing up an interim report on the project at the request of the LATISS open access journal and will attempt to summarise all of this for the benefit of our own thinking and that of all the research participants.
If you would like to contribute in some way to the project, we have two more workshops (Nov 20th, Jan 29th), each followed by an online focus group, and we’d be happy to interview you too. We will also be issuing a survey in February which will be a last ditch attempt to gather data before we analyse it and write it up in the Spring.