Beyond public and private: A framework for co-operative higher education

The following paper has been accepted for the Co-operative Education conference 2016, Manchester (21-22nd April)

The paper has also been accepted for the 2016 International Co-operative Alliance research conference in Almeria, Spain (May 24-27th).

The paper will also be presented at the Universities in the Knowledge Economy (UNIKE) conference, Copenhagen, Denmark (14-17th June).

Framework for Co-operative Higher Education (click to enlarge). Design by Sam Randall, student at University of Lincoln.

Prof. Mike Neary and Dr Joss Winn, University of Lincoln

Download the paper (PDF). Comment on the paper (Google Docs)

Universities in the UK are increasingly adopting corporate governance structures, a consumerist model of teaching and learning, and have the most expensive tuition fees in the world (McGettigan, 2013; OECD, 2015). This paper will report on a 12-month project funded by the Independent Social Research Foundation (ISRF) to develop an alternative model of knowledge production grounded in co-operative values and principles. The project has been run with the Social Science Centre (SSC), a small, experimental co-operative for higher education established in Lincoln in 2011 (Social Science Centre, 2013).

We will discuss the design of the research project, the widespread interest in the idea of co-operative higher education and our approach based on the collaborative production of knowledge by academics and students (Neary and Winn, 2009; Winn 2015). The main findings of the research so far will be outlined relating to the key themes of our research: pedagogy, governance, legal frameworks, business models, and transnational solidarity. We will consider how these five themes relate to three identified routes to co-operative higher education (conversion, dissolution, or creation) and argue that such work must be grounded in an adequate critique of labour and property i.e. the capital relation. We will identify both the possible opportunities that the latest higher education reform in the UK affords the co-operative movement as well as the issues that arise from a more marketised and financialised approach to the production of knowledge (HEFCE, 2015). Finally, we will suggest ways that the co-operative movement might respond with democratic alternatives that go beyond the distinction of public and private education.

References

HEFCE (2015) Operating Framework for Higher Education.

McGettigan, Andrew (2013) The Great University Gamble: Money, Markets and the Future of Higher Education. London: Pluto Press.

OECD (2015) Education at a Glance 2015.

Social Science Centre (2013) An experiment in free, co-operative higher education. Radical Philosophy, 182.

Winn, Joss (2015) The Co-operative University: Labour, Property and Pedagogy, Power and Education, 7 (1) 39-55.

Mike and I will also be running a workshop on the second day of the Co-operative College conference:

The Co-operative Movement and Higher Education

This workshop will focus on the theory and practice of higher learning in the context of the co-operative movement. We will ask participants to consider ‘co-operative learning’, not as the practice of ‘positive interdependence’ but as a form of negative social critique that moves us towards the production of practical-critical knowledge for a post-capitalist society.

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.

Student demands for democratic control over universities

These notes are the start of an ongoing attempt to document each instance where occupying students or/and academics include greater democratic governance among their demands from university management (and where they don’t, why?). My gut feeling is that forms of self-management and worker control (among whom I include students) is increasingly becoming a key demand when students go into occupation. There is a long tradition of workers’ control in other organisations (including an entire academic field of study) and I’d like to think about how self-management of higher education can be achieved (in theory and in practice). The list is currently overwhelming centred on the UK, but I’m interested in examples from anywhere and from any time. Regardless of your specific interest in worker control of higher education, you may find the list a convenient way into student occupation websites and their demands whilst in occupation. If you can add to any of these examples below, please leave a comment or email me. Thanks.

Manchester, May 2015: “we demand a student-staff body, directly elected by students and academic and non-academic staff, responsible for making all managerial decisions of the institution. The university is nothing but the sum of its parts. Students and workers are at the essence of this institution and thus should have direct and democratic control.”

Kings College London, March 2015: “As a high profile London University we need to demonstrate that is no longer acceptable to run our universities on the basis of profit; instead it needs to be done democratically by the students and staff members. We want everyone’s voices to be heard, not just those at the very top who operate with under a thin veil of transparency.” [Demands]

University of the Arts, London, March 2015: “We are protesting against cuts to education in general, the lack of democracy, diverse representation and student input within this institution, and the continued undermining of our rights to free education.” [Demands]

London School of Economics, March 2015: “1) An open discussion with the directors and pro-directors of LSE, within the first week of summer term, on university democracy to clarify to students and staff how the current system works. This will be the starting point for a wider and more inclusive public discussion on the issue of accountability and failing democratic institutions, leading to concrete proposals for improvement to the current system. 2) We demand the formation of an Independent Review Committee comprising of academic staff (1/3), non-academic staff (1/3) and students (1/3). The role of this committee will be to investigate the current system and propose reforms. 3) All Committee meetings should be minuted and these minutes should be published in less than 7 working days so as to be publicly available to LSE students and staff.”

New University, Amsterdam, February 2015: “1. Democratisation and decentralisation of university governance.”

Sussex, 2012: “A commission of students, staff and lecturers to be formed. With full remit to re-evaluate procedures and channels for holding management accountable as well as reviewing and extending student and workers’ say in these decisions.”

Edinburgh University, 2011: “Universities should be democratically organised: directly controlled by staff and students.”

Glasgow University, 2011: “The Hetherington Research Club to be returned to democratic control by students and staff, with the return of the block grant.”

University College London, November 2010: “We demand an increase in the number of students on the council. These students should be directly elected through UCLU. We assert that all staff of UCL have an equal right to take part in the decision making process of the university. We therefore demand that UCL includes non-academic staff on the council. We require concrete evidence of a plan of action that includes specific time-measured goals for implementing these changes, to be discussed at the next Council meeting. Regarding the academic board, we wish to re-implement genuine democracy through an increase in student representation and the re-introduction of elected Deans.”

Occupations that don’t explicitly demand democratisation of the university

Edinburgh, May 2015

Salford, May 2015

Goldsmiths, London, March 2015: [Demands]

Goldsmiths, London, March 2011

University of Brighton, 2011

University of Leeds, 2010

London South Bank, 2010

University of East London, 2010

Newcastle University, 2010

Cardiff, 2010

University of the West of England, 2010

Plymouth, 2010

Manchester University, 2010

Manchester universities, 2010

Manchester Metropolitan University, 2010

Bristol, 2010

Roehampton University, 2010

Exeter, 2010

Outside UK:

University of California, 2009:

UC Santa Cruz [consolidated]

UC Davis;

San Francisco State University: “That the university system be run by the students, faculty, and staff. Not administrators.” << Not clear if this is the removal of administrator roles altogether or anti-democratic exclusion of administrators from decision-making.

Historical:

Columbia University, 1968

Sorbonne, 1968

Nanterre, 1968

Misc:

http://anticuts.com/2010/11/27/list-of-university-occupations/

Occupation Count!

Research Fellow in Co-operative Higher Education

I’d like to work with more people on research into co-operative higher education/co-operative universities. The EU-funded Marie Curie Individual Fellowships are a way of funding someone (you?) to work with me in Lincoln, UK, for up to two years on a research project that we both define. If this sounds interesting, please read on and get in touch.

The University of Lincoln and the Co-operative College, UK, wish to support an application for an EU-funded Marie Curie Individual Fellow in the area of ‘co-operative higher education studies’, for example: Co-operative governance of universities; co-operative business models for higher education; employee ownership in tertiary education; trans-national support for co-operative higher education; co-operatives and the ‘free university’ movement; co-operative legislation and tertiary education in national contexts.

Individual Fellowships are for researchers of any nationality and working in any research area who have a PhD or at least four years research experience after completing a degree that would qualify them to enter into a doctoral programme. Two types of fellowships are offered by the EU Commission: European Fellowships and Global Fellowships. Researchers must not have been living or working in the UK for more than 12 months in the three years prior to the submission deadline (with exceptions for career restart and reintegration). In 2015 the submission deadline to the EU Commission is 10th September 2015. The main aim of MSCA Individual Fellowships is the career development of the fellows.

If successful, the Fellow would be based at the University of Lincoln, UK for up to two years, including a secondment at the Co-operative College in Manchester. The Fellow would be expected to undertake a programme of research which they co-design, including a specific package of support from the University. The living allowance is approx. €5000/month + a family allowance of €500/month where applicable.

For further details of the funding scheme, please visit the European Commission’s website.

If you are interested in discussing the possibility of a joint application with the University of Lincoln and Co-operative College, please email Joss Winn (jwinn@lincoln.ac.uk), including a copy of your CV. Thank you.

Democratically controlled, co-operative higher education

I have a short piece on co-operative higher education published on the openDemocracy website. If you’re aware of my work you’ll find little that is new. However, it was written partly in response to the recent student occupations which consistently demand greater democracy in the running of their universities but do not seem to have a concrete and credible alternative to propose. Academics, too, are becoming increasingly vocal about the need for more democratic structures of governance and that the marketisation, corporatisation and managerialism in higher education can only be effectively challenged if we rethink, from the bottom up, how our universities are governed, the labour they (re)produce and who they actually ‘belong’ to. These are questions that are fundamental to a research project we’re about to start and you are welcome to participate in.

The co-operative university: Labour, property and pedagogy

I begin this article by discussing the recent work of academics and activists to identify the advan- tages and issues relating to co-operative forms of higher education, and then focus on the ‘worker co-operative’ organisational form and its applicability and suitability to the governance of and practices within higher educational institutions. Finally, I align the values and principles of worker co-ops with the critical pedagogic framework of ‘Student as Producer’. Throughout I employ the work of Karl Marx to theorise the role of labour and property in a ‘co-operative university’, drawing particularly on later Marxist writers who argue that Marx’s labour theory of value should be understood as a critique of labour under capitalism, rather than one developed from the standpoint of labour.

You can download this article from the journal, Power and Education .

Beyond public and private: A model for co-operative higher education

Below is a grant application which has recently been funded (£4525) by the Independent Social Research Foundation. It’s a ‘flexible grant for small groups‘ and the group in this case is the Social Science Centre (SSC). If you’re interested in following our project and even contributing, please subscribe to project updates and join our project mailing list. Thank you.

Beyond public and private: A model for co-operative higher education

The Research Idea

We are witnessing an “assault” on universities (Bailey and Freedman, 2011) and the future of higher education and its institutions is being “gambled.” (McGettigan, 2013) For years now, we have been warned that our universities are in “ruins” (Readings, 1997). We campaign for the “public university” (Holmwood, 2011) but in the knowledge that we work for private corporations where the means of knowledge production is being consolidated under the control of an executive. We want the cops off our campus but lack a form of institutional governance that gives teachers and students a right to the university. (Bhandar, 2013)

There is an alternative. Outside the university, there is an institutional form of co-operative association that attempts to address issues of ownership and control over the means of production through a radical form of democracy among those involved. Co-operatives are constituted on the values of autonomy, democracy, equality, equity and solidarity. In many cases the assets of the co-operative are held under ‘common ownership’, a social form of property that goes beyond the distinction between private and public.

This research aims to bring together scholars, students, and expert members of the co-operative movement to design a viable model for co-operative higher education. Using our experience of running a co-operative for higher education in the city of Lincoln since 2011, we will interrogate our existing constitution and pedagogic practices to develop a theoretically and practically grounded model of a ‘co-operative university’ that activists, educators and the International Co-operative Alliance could take forward.

Background

The Social Science Centre (SSC) (http://socialsciencecentre.org.uk) organises co-operative higher education in Lincoln and is run by its members. It was conceived in response to the Coalition government’s changes to higher education funding in the UK which involved an increase in student fees up to £9,000 and defunding teaching in the Arts, Humanities and Social Sciences. It emerged during a time when students were occupying their universities in protest against these changes and the model of public higher education in the UK was undergoing rapid marketisation and financialisation that was undemocratic (McGettigan, 2013) and imposing a “pedagogy of debt” (Williams, 2009). The SSC was not the only attempt to create a ‘free university’ (Bonnett, 2013), but it is the most sustained and lasting of these efforts. One of the reasons for this is because it was given constitutional form as a democratic member-run organisation that is constitutionally the common property of its members. Recently, the idea of a ‘co-operative university’ has gained traction among educators and scholars in part drawing inspiration from the SSC, the conversion of state schools to co-operatives and long-term efforts to teach co-operativism within higher education. (Winn, 2013)

Current approaches to understanding the changes in UK higher education remain tied to deeply rooted conceptions of public and private (Neary, 2012). Ours is not an argument for or against the privatisation of public higher education but an attempt to go beyond these categories through praxis. This praxis means not only free from financial imperatives but real academic freedom.

The Focus

The SSC can be understood through a conceptual framework of ‘in, against and beyond’ the institutional forms in which it was constituted (Holloway, 2002). It was conceived by academics who have been developing a progressive pedagogical framework and model of curriculum development called Student as Producer within the constraints of the capitalist university (http://studentasproducer.lincoln.ac.uk). Through this work, we seek to question and reconceive the idea of the university as a social form and work against what it has become (Neary and Winn, 2009). We aim to go beyond the conventional paradigms of public and private and constitute in practice a form of higher education grounded in the work of theorists such as Walter Benjamin (1934) and Lev Vygotsky (1997), the social history, values and principles of the international co-operative movement (Yeo, 1988), and emerging practices of reciprocity which are constituting a new form of academic commons (Neary and Winn, 2012).

Our approach assumes that a new social and institutional form of higher education must be based on a pedagogic framework that offers an adequate critique of the capitalist university. Through several years of praxis, we have identified sufficient confluences between our pedagogic approach and the theory and practice of worker and social solidarity co-operatives (Conaty, 2014; Winn, 2015) to believe that a model of co-operative higher education can be developed that is adequate to the current crises. The SSC remains experimental in form and an appropriate laboratory for the creation of a co-operative university model.

Theoretical Novelty

The research aims to develop a practical model for a co-operative university which is theoretically grounded in the concept of the Student as Producer (Neary and Winn, 2009; Neary, 2010).The theoretical basis for Student as Producer is Marx’s labour theory of value (Marx, 1976).

Student as Producer recognises that both academics and students are involved as academic workers in the production of critical-practical knowledge (Moten and Harney, 2004). Student as Producer is based on a radical, negative critique of the capitalist university as constituted on the basis of worker exploitation. It is an attempt to develop a pedagogical framework through which the organising principle for the co-operative university can be reconstituted as collaboration, sharing and commoning, already core academic values, against the exploitative values which characterise the capitalist business. This is achieved not through theoretical novelty, but by connecting theory to an actually existing organisational form: the cooperative university. Student as Producer reconstitutes the ownership of the means of production so that academic workers own the means of production of the enterprises in which they are working.

Through the specific historical innovations of worker co-operatives and ‘common ownership’, a co-operative model of higher education seems most appropriate to align with a pedagogical framework that recognises academic labour and the academic commons as the organising principle for the production of knowledge and is thus central to any consideration of a new social form of higher education, having far-reaching social, political and epistemological implications.

Methodology

Our research will be undertaken by members of the SSC and invited experts. We will collectively design an integrated series of workshops inviting academics and students from the social sciences, co-operative business and management, and humanities to work with us. We will also involve historians of the co-operative movement, legal specialists, worker-members of co-operatives, and individuals who have been involved in the free university movement in the UK and elsewhere. When appropriate, we will supplement these activities with a range of qualitative research methods, including semi-structured interviews, focus groups, and surveys so as to understand how the different models of co-operative organisation might be applied to higher education and the production of knowledge.

Run as a critical participatory action research project (Kemmis, 2008) within the SSC, we aim to ensure that all participants feel able to contribute to the design and outcomes of the research. Based on “collective deliberation aimed at collective self-understanding” (ibid, 135) of our own co-operative, participants will seek to contribute, through praxis, to the development of a common model for a ‘co-operative university’. As with our pedagogical approach, our overall methodological perspective is informed by a critique of the contradictory relationship between labour and capital and the emancipatory potential inherent in the capital relation. From this viewpoint, labour is understood dialectically as both socially constituted and mediating (Postone, 1993) and the methods of our research are understood to be constituted by our immanent social conditions but also prefigurative of the emancipatory potential of our collective work.

Work Plan

The research will take place over 12 months (April 2015 to March 2016). A timetable of actions (workshops, focus groups, etc.) will be organised in the first two months of the research process, with two months at the end given to writing up the research findings and publishing the intended model. Our proposed budget offers an outline of this timeline.

The underlying process of action research will be co-designed by the research group i.e. members of the Social Science Centre, and co-ordinated through a regular timetable of information meetings, study seminars and research design workshops. The sessions will be aimed at creating a ‘safe space’ that builds solidarity within the immediate group and with visiting guests. The researchers will produce frequent blog posts on activities and matters as they arise which will be published on the SSC website for public comment.

Over the eight months of actions and other research activities, we intend to invite other similar and supportive organisations (e.g. Co-ops UK, Co-operative College, Radical Routes, Seeds for Change, Somerset Co-op, Free University Brighton, Hospital University) to our workshop series to be participants in the co-design of a co-operative model of higher education with us. Comprehensive notes from each workshop will be published for comment immediately.

By the end of the research period, we intend to produce an agreed model for a co-operative university, including a proposed pedagogical framework, business plan, model constitutional rules for the co-operative and a proposed model for federation among co-operative universities.

Outcome

It is our intention that this research will lead to the following publicly disseminated outcomes, some of which correspond with the proposed workshops:

* Proposal for a pedagogical framework for co-operative higher education

* Publication of model constitutional rules for a higher education co-operative which are supportive of the pedagogical approach

* A business model for a co-operative university

* Proposal for a federated model of higher education co-operatives

* Formal re-constitution of the Social Science Centre at AGM 2016. This will be a public event to wrap-up and report on the research process.

* Peer-reviewed paper discussing the process and outcomes of the research.

Long-term, we envisage that this work will contribute to the growing literature on co-operative higher education (Winn, 2013) as well as inform discussions about its development within the co-operative movement and among alternative and free universities worldwide. We believe that it will stimulate discussion and action within Co-operatives UK and within the International Co-operative Alliance.

In 2016, the Social Science Centre will have been running for five years and it is likely that the outcomes of this research will be formally adopted by its members. The reconstitution of the SSC will mark a second stage in its short history, providing a relatively mature example of an alternative form of higher education for educators and students to draw inspiration from and continue to develop in, against and beyond the ‘pedagogy of debt’ and the ‘ruins’ of the capitalist university.

Budget

12 months

April: Planning, consultation
May: Planning, consultation
June: Workshop 1: £805 (Theme: Pedagogy for co-operative higher education)
July: Workshop 2: £805 (Theme: Governance models for co-operative higher education)
August: Evaluation, planning, consultation
September: Evaluation, planning, consultation
October: Workshop 3: £805 (Theme: Legal considerations)
November: Workshop 4: £805 (Theme: Business models for co-operative higher education)
December: Evaluation, planning, consultation
January: Workshop 5: £805 (Theme: Global solidarity and federated co-ordination of co-operative higher education)
February: Evaluation, planning, consultation
March: Write-up, publishing of outputs and outcomes

Workshops will be held wherever it is most cost-effective, taking into account the location of participants. We anticipate most workshops being held in or within easy reach of Lincoln. Example calculations given are based on three people (e.g. invited experts, research group members) travelling overnight to each workshop.

Example workshop costs (approx. 10 participants):

Room hire: £100/day

Food: £120 (lunch for all workshop participants)

Hospitality: £75 (based on three evening meals for invited overnight guests)

Accommodation: £210 (based on three single rooms)

Travel: £300 (based on three return train fares)

TOTAL: £805

Workshops x 5 x £805 = £4025

£500 for misc. travel for interviews, individual consultations with key stakeholders

TOTAL: £4525

Co-Applicants (or Co-Investigators)

Joss Winn, School of Education, University of Lincoln http://staff.lincoln.ac.uk/jwinn

Prof. Mike Neary, School of Social and Political Sciences, University of Lincoln, http://staff.lincoln.ac.uk/mneary

References

Bailey, Michael and Freedman, Des (2011) The Assault on Universities: A Manifesto for Resistance, London: Pluto Press.

Benjamin, W. (1934) The Author as Producer, in M. W. Jennings, H. Eiland and G. Smith (eds) (2005), Walter Benjamin: Selected Writings, Volume 2, 1927-1934, pp.768-82. Cambridge: Harvard University Press.

Bhandar, B. (2013) A Right to the University, London Review of Books blog. http://www.lrb.co.uk/blog/2013/12/10/brenna-bhandar/a-right-to-the-university/ (accessed 16th December 2014).

Bonnett, Alastair (2013) ‘Something new in freedom’, Times Higher Education. 23rd May. http://www.timeshighereducation.co.uk/features/something-new-in-freedom/2003930.article (accessed 16th December 2014)

Conaty, Pat (2014) Social Co-operatives: a democratic co-production agenda for care services in the UK. Co-operatives UK. http://www.uk.coop/sites/storage/public/downloads/social_co-operatives_report.pdf (accessed 16th December 2014)

Holloway, John (2002) Class and Classification: Against, In and Beyond Labour. In Dinerstein and Neary (eds.) The Labour Debate: An Investigation into the Theory and Reality of Capitalist Work, Aldershot: Ashgate Publishing.

Holmwood, John (2011) A Manifesto for the Public University, London: Bloomsbury Academic.

Kemmis, Stephen (2008) Critical Theory and Participatory Action Research. In: Peter Reason and Hilary Bradbury (eds.) The Sage Handbook of Action Research (2nd edition), London: Sage Publications.

Marx, Karl (1976) Capital Volume 1. London: Penguin Classics.

McGettigan, Andrew (2013) The Great University Gamble: Money, Markets and the Future of Higher Education, London: Pluto Press.

Moten, Fred and Harney, Stefano (2004) The University and the Undercommons: Seven Theses, Social Text 22 (2), 101-115.

Neary, Mike and Winn, Joss (2009) The student as producer: reinventing the student experience in higher education. In: Bell, Stevenson and Neary (Eds.) The future of higher education: policy, pedagogy and the student experience, London: Continuum.

Neary, Mike (2010) Student as producer: a pedagogy for the avant-garde?, Learning Exchange, 1:1. http://eprints.lincoln.ac.uk/4186/(accessed 16th December 2014)

Neary, Mike and Winn, Joss (2012) Open education: common(s), commonism and the new common wealth. Ephemera: Theory & Politics in Organization, 12 (4). pp. 406-422.

Postone, Moishe (1993) Time, Labour and Social Domination, Cambridge: Cambridge University Press.

Readings, Bill (1997) The University in Ruins, Cambridge: Harvard University Press.

Social Science Centre http://socialsciencecentre.org.uk

Student as Producer http://studentasproducer.lincoln.ac.uk

Vygotsky, L. (1997) Educational Psychology, Boca Raton, Florida: St Lucie Press.

Williams, Jeffrey (2009) The Pedagogy of Debt. In: The Edu-Factory Collective (eds.) Toward a Global Autonomous University. pp. 89-96. New York: Autonomedia.

Winn, Joss (2013) Co-operative universities: A bibliography. http://josswinn.org/2013/11/co-operative-universities-a-bibliography/(accessed 16th December 2014)

Winn, Joss (2015) The co-operative university: Labour, property and pedagogy. Power and Education, 7 (1).

Yeo, Stephen (1988) New Views of Co-operation, London: Routledge.

A Short History of Hacking: Values and principles for co-operative higher education

My keynote talk for Newcastle College’s Student as Producer conference, March 27th 2015.

Thank you for inviting me here today to contribute to your student conference. It’s a real privilege and luxury to be able to spend the day with you and to learn about all the great work you’re doing. Last year, my friend Prof. Mike Neary spoke at your ‘Student as Producer’ conference. Mike and I have worked together and with many other colleagues on Student as Producer for a number of years now and within our own institution and elsewhere, such as Newcastle College, the core ideas of Student as Producer are interpreted in new ways and take on new forms.

At Lincoln, since our original HEA-funded project ended, Student as Producer has developed into a substantial programme of ‘student engagement‘ led by Dan Derricott, an ex-Vice President of our Student Union. At the University of Warwick, the Institute for Advanced Teaching and Learning funds Student as Producer projects relating to research, collaboration or performance. At Vanderbilt University in the USA, 2014 was themed the year of Student as Producer. At the University of British Columbia in Canada, funding has been made available for the redesign of 100 courses, affecting around 34,000 student enrolments. These are just some of the examples of Student as Producer being put into practice, expressed in words like ‘engagement’, ‘collaboration’ and ‘partnership’. I know that Newcastle College has a new ‘HE Partnership Strategy’ based on the ideas of Student as Producer. I want to introduce, or rather recover, another word that is essential to my own understanding of Student as Producer and that is: ‘co-operation’. I’ll explain what I specifically mean by this in a minute.

First though, the title of my talk today probably requires some explanation: ‘A short history of hacking: Values and principles for co-operative higher education.’ The first part of the title refers to work I did on Student as Producer during 2009-2014. The second part refers to my current work, which I see as a development of Student as Producer, while remaining true to its original principles.

What has ‘hacking’ got to do with Student as Producer? When you hear the word ‘hacking’ or ‘hack’, many of you may think of something malicious and illegal, such as ‘someone’s hacked into my Facebook account’, or ‘the News of the World has been accused of phone-hacking’.

However, an earlier meaning of ‘hacking’ was first used in the late 1950s by teachers and students belonging to the Tech Model Railroad Club at the world renown Massachusetts Institute of Technology (MIT). Even today MIT maintains a ‘Hack Gallery‘ which records various audacious and creative pranks undertaken around campus over the decades. In 1959, ‘hack’ at MIT referred to “something done without constructive end” and, according to records kept at that time, a year later a ‘hack’ specifically referred to “an article or project without constructive end.” It was, “a term for an unconventional or unorthodox application of technology, typically deprecated for engineering reasons.” A ‘hacker’ of course, is someone who hacks, but more specifically, “a hacker avoids the standard solution.” Since the early 1960s, the terms hack, hacker and hacking have taken on a variety of related and nuanced meanings and among computer scientists, electronics enthusiasts and software developers it’s still regarded as an honorary term for someone who is clever, creative, has unusual expertise and enthusiasm for their work and are defacto members of a global community of hackers who collaborate through the Internet.

In my own work on Student as Producer at Lincoln, I originally focused on the research and development of institutional technology with students and our recent graduates. We mainly worked on projects relating to the infrastructure of the university: things like a research data management system, web publishing systems, identification and authentication protocols and curriculum data anlaysis. Throughout these projects, I referred to our work as ‘hacking the university‘ (actually, I was never creative nor clever enough to be a hacker, but some of the students I worked with truly were). During this time, we were trying to re-think and ultimately re-engineer the fabric of the university around the idea of ‘openness’: Open technologies, open data, open ways of doing research and teaching and learning.

In 2011, we held a national student ‘hackathon‘ where nearly 200 students worked around the clock on developing prototypes for new university services. Student as Producer formed the basis and justification for all this work and in particular, a quote from the writer Walter Benjamin, who inspired Mike Neary’s early formulation of Student as Producer:

“[For]… the author who has reflected deeply on the conditions of present day production … His work will never be merely work on products but always, at the same time, work on the means of production. In other words his products must have, over and above their character as works, an organising function.” (Benjamin 1934: 777)

Our work on the technological infrastructure of the university was an attempt to “reflect deeply on the conditions of present day production” in higher education, and “at the same time, work on the means of [knowledge] production.”

The point being, that Student as Producer is not simply about partnership, engagement, and collaboration – although it is all those things. It’s about confronting the idea of higher education and the institutional form that it takes so that as we produce new knowledge, which is what distinguishes a higher education, we reflect deeply on the means of knowledge production itself.

What I’m leading to is that, as you know, Student as Producer is much more than research-engaged teaching and learning. It is a pedagogical framework but one that is intended for rebuilding or re-engineering knowledge production itself. It’s anticipated that the institutional form reflects the pedagogic principles rather than the other way around. At Lincoln, it’s “the central pedagogical principle that informs other aspects of the University’s strategic planning” articulated currently in a major initiative to involve students in the running of the university.

This brings me to the second half of my talk where I want to look forward rather than backwards and think about how Student as Producer can be developed further.

Tools

One of the exciting and sometimes frustrating things about working with hackers is that they are always retooling. By this, I mean that they are always looking for ways to improve the tools they are working with and in doing so, the process of production itself. It reflects the fact that software developers often have the ability to author or improve the software tools that will help them develop new software products, a bit like a carpenter who can fashion a better carpentry tool so as to improve their cabinetmaking. This reflects the deep level of knowledge about the process of software production that hackers have. When they run into problems in the development process, hackers often have the knowledge required to address the problem, whether it’s an irritating bug or an inefficiency in the system. Furthermore, they often have the autonomy to make that intervention, because the tools they use are open source and can be freely modified. And because they’re open source there is a community of other hackers they can co-operate with on the problem at hand, if they themselves aren’t quite sure how to fix it.

Code Swarm — A VISUALISATION OF OPEN SOURCE SOFTWARE DEVELOPMENT

Knowledge, autonomy, openness, community, co-operation are all required if we are to “work on the means of [knowledge] production”. And when we are able to genuinely work on the means of knowledge production, through the principles of openness, autonomy and co-operation, it can have a ‘recursive‘ effect on our understanding of the world around us and embolden us to desire and demand these principles in other aspects of our social lives.

The point I want to underline here is not the simple assertion that students should be recognised and included as part of the research activities of higher education – of course they should – but that if we remain true to that objective, the fabric of the institution, or the ‘means of production’, has to change too, including the way the institution is governed. Which is where I come back to the idea and practice of ‘co-operation’.

Student as Producer has always had a radically democratic agenda, valuing critique, speculative thinking, openness and a form of learning that aims to transform the social context so that students become the subjects rather than objects of history – individuals who make history and personify knowledge. Student as Producer is not simply a project to transform and improve the ‘student experience’ but aspires to a paradigm shift in how knowledge is produced.

For me, Student as Producer has always been more about how students, academics, professional staff, cleaners, caterers – the whole college community – can democratically and co-operatively govern their institutions. At first, I approached this through the idea and practice of ‘openness’, enabled by research and development into new institutional technologies, but at the heart of this was an attempt to intervene in the way we worked with each other. I draw inspiration for this not only from Student as Producer, which from its original articulation referred to ‘co-operation’, but also from the international co-operative movement which has its own set of values and principles. The values are those of

“self-help, self-responsibility, democracy, equality, equity and solidarity. In the tradition of their founders, co-operative members believe in the ethical values of honesty, openness, social responsibility and caring for others.”

The co-operative principles are: Voluntary and Open Membership; Democratic Member Control; Member Economic Participation; Autonomy and Independence; Education, Training and Information; Co-operation among Co-operatives; and Concern for Community.

As you can see, education is one of the key principles for the international co-operative movement, but I want to draw your attention to the other principles of open membership, democratic control, autonomy, co-operation among co-operatives, and concern for community.

The choice of these values and principles has been discussed, debated and refined over the 170 year history of the international co-operative movement and last agreed in 1995. This combination of values and principles does not take a single institutional form (as you know, co-ops are multivarious in the forms they take) but like Student as Producer, I think they offer a framework for re-engineering the governance of higher education and the production of knowledge in our so-called ‘knowledge economy’, enabling teachers, students, administrators, cleaners, caterers… to democratically control our institutions.

Newcastle College should be commended for recognising the need to involve students in the governance of your institution. In your own HE Partnership Strategy you state that “meaningful partnership working is reliant upon the equal distribution of democratic power.” You argue rightly that this isn’t just achieved by listening to the so-called ‘student voice’ but by “empowering students to drive and implement change.” And “this will involve redistributing power across our HE communities up to and including HE Academic Board through engaging students in all stages of the decision making process.” My question to you is how do you intend to constitute this form of democracy. You say that you will embed it “throughout all aspects of the HE learning experience” but what constitutional form will that take and how will you hold each other to account? These are not questions unique to your own stated objectives, but are being asked all the time by people who desire democracy in their work as they do in their politics.

The question I am interested in then, is what steps might we take to reconstitute and transform our institutions into member-run, democratically controlled co-operatives? Institutions that enable us to reflect deeply on the conditions of present day knowledge production and truly put Student as Producer into practice?

Since 2011, academics and individuals within the co-operative movement have been discussing this question, partly inspired by the way 800 schools in the UK have recently become co-operatives. We are writing about co-operative higher education for journals and books, talking about it at conferences like this one, and thinking of ways that colleges and universities can become actual co-operatives or at least more like co-operatives. The suggestions range from converting the whole institution into a co-operative, constitutionally and legally, to running parts of the institution co-operatively, such as courses, research groups, committees and the various services that operate with and within colleges and universities. Staff and students could also be encouraged and supported to create their own co-operatives both inside and outside the university, setting up housing co-ops, food co-ops, technology co-ops, and even community-run education co-ops, joining a growing federation of student co-ops in the UK.

In the course of this process of transformation, as we learn how to practice democracy, autonomy, openness and solidarity, I expect that the ‘recursive’ effect will begin to take effect and we’ll want to assert these principles in other areas of our lives, too, demanding a similar transformation in the social world we are part of. That’s what Student as Producer is all about.

Angelus Novus — THIS STORM IS WHAT WE CALL PROGRESS

Labour, property and pedagogy: Theory and practice for co-operative higher education

Earlier this week, I gave a paper at the EU-funded UNIKE conference: Universities in the knowledge economy: Perspectives from the Asia-Pacific and Europe. The theme of the conference is outlined as follows:

“What is the place of universities in the emerging ‘ecology’ of higher education systems that straddle industry, government and the public sphere? How are universities negotiating the demands placed upon them to compete in the global knowledge economy? What new subjects and spaces are emerging under the new conditions of existence for universities? How do academics, students, managers and policy makers make sense of these changes? Are there alternative ways of organising the university and its relations with society and if so, where are these being developed?”

I was on a panel focused on ‘Alternative Ways of Thinking the University’. The title of my paper was, ‘Labour, property and pedagogy: Theory and practice for co-operative higher education.’ The panel (split over two sessions), also included Sarah Amsler (Lincoln), Catherine Butcher (Roehampton), Fern Thompsett (Queensland), Aniko Horvath (Kings College), and discussants, Rebecca Boden (Roehampton), Sue Wright (Aarhus), and Chris Newfield (UC Santa Barbara). It was a real privilege to be able to participate on the panel with them and I have found my discussions with them about alternative, free, co-operative, and other models of higher education really insightful and useful.

My paper distilled and summarised three papers I’ve previously written. In the script below, I draw from two previous conference papers (here and here) as well as a journal article which will be published next month. My thinking on co-operative higher education feels pretty solid right now, what with over four years of helping run the Social Science Centre and a number of talks and papers written over the last year or so. The next stage in my/our praxis is to develop a detailed model for co-operative higher education, based on what we have learned and theorised so far, and drawing widely from expertise within the co-operative movement and from colleagues in higher education studies. Mike Neary and I have submitted a small grant proposal that, if successful, will enable us to pursue this next stage of work.

When I was first invited to the UNIKE conference, I proposed a paper which was more theoretical and reflective on the political economy of alternative higher education. However, the panel organiser asked whether I might offer something more reflective on the Social Science Centre and co-operative higher education in general, hence why I have drawn on earlier work. It was a reminder that, as is very often the case, people are really eager to learn more about the SSC as a concrete example of alternative and co-operative higher education that continues to exist, despite all the difficulties and energy it takes from lots of people involved. It is wonderful to be here in New Zealand and be told by people from Australia, Denmark, the US, and the UK, that the SSC provides inspiration to their own projects to develop alternative forms of higher education.

Abstract

In this paper, I will reflect on four years of being a founding member of the Social Science Centre, Lincoln (SSC), a small co-operative for free, higher education in England. In doing so, I will argue that, through praxis, we are creating an alternative model to the discipline of wage labour and the pedagogy of debt; one that is grounded in a coherent theory of labour, property and pedagogy. I will conclude by outlining how that model might be expanded into a transnational ‘co-operative university’.

Script

This paper discusses work I’ve been doing with others since 2010 to practice and theorise co-operative models of higher education. I’ll be drawing from a recent journal article in which I try to develop a coherent theory of academic labour, property and pedagogy for a co-operative university.

The conference theme this week questions the changes taking place within higher education around the world and seeks to understand its various and changing social roles and forms.

I want to begin by looking back to an earlier conference to ‘Reimagine the University‘, organised this time by students at the University of Leeds in November 2010.

The conference organisers stated that

“It is clear that the university system is bankrupt and in need of profound change, but no-one can see an alternative, a solution, a way out. We need to resist the threatened cuts and the ongoing onslaught on education – but we also need a transformation.”

That conference was both an act of resistance to the recent Browne report that indicated the rise in tuition fees, and also an act of solidary, as students and their teachers walked out of their classes and occupied a central lecture theatre.

Across the country, students were occupying their universities, and by doing so were making a direct claim on the property of the institution, rather than walking away from it. They stated:

“We don’t want to defend the university, we want to transform it!”

I was there to talk about a new model of free, co-operative higher education called the Social Science Centre.

Now, over four years later, I’d like to use my time in front of you to talk about the Social Science Centre, and more generally about the idea of co-operative higher education. In doing so, I hope to offer some ideas that speak to the theme of this panel, which is: ‘Alternative Ways of Thinking the University’.

In November 2010, the Social Science Centre (SSC) was little more than an idea that we had written up and were beginning to share with friends and colleagues. It was appropriate that the SSC had its first public outing at the Leeds conference because of the work that Paul Chatterton and Stuart Hodkinson at Leeds had done on autonomous social centres.

Their ESRC-funded research project had revealed to us a network of inspiring autonomous social centres across the UK and Europe, which acted as hubs of resistance to the privatisation of public spaces, such as universities. We saw how these co-operatively run Centres collectively broaden and strengthen the efforts of existing social movements by providing space and resource for the practice of different forms of social relations, not based on wage work and private property but instead on mutual aid and the construction of a social commons. Modeled on the social centres, we wanted the Social Science Centre to provide a space for higher education and for developing our work in ways that were impossible within a mainstream university.

And what exactly, I am often asked, is the Social Science Centre?

In a recent collectively authored article, we stated that:

“The Social Science Centre (SSC) organises free higher education in Lincoln and is run by its members. The SSC is a co-operative and was formally constituted in May 2011 with help from the local Co-operative Development Agency. There is no fee for learning or teaching, but most members voluntarily contribute to the Centre either financially or with their time. No one at the Centre receives a salary and all contributions are used to run the SSC. When students leave the SSC they will receive an award at higher education level. This award will be recognized and validated by the scholars who make up the SSC, as well as by our associate external members – academics around the world who act as our expert reviewers. The SSC has no formal connection with any higher education institution, but attempts to work closely with like-minded organizations in the city.”

The Social Science Centre is a laboratory for experiments in higher education. It is a model that we think could be replicated by other people. It is not and never has been an alternative to everything that the modern entrepreneurial university seems compelled to do. How could it possibly be compared to the University of Auckland, Roehampton or Lincoln? Yet what we can say is that it does provide an alternative to individuals who desire a higher education at the equivalent level to that found inside a university if they wish, with a progressive model of teaching and learning which is reflected in our constitution that insists all members, or ‘scholars’ as we call ourselves, have an equal say in the running of the co-operative. Rather than make the distinction between academics and students, we recognise that we all have much to learn from each other.

When thinking more broadly about co-operative higher education, it might help to recall an article on financialisation and higher education written by Andrew McGettigan in which he concludes:

“I am frequently asked, ‘what then should be done?’ My answer is that unless academics rouse themselves and contest the general democratic deficit from within their own institutions and unless we have more journalists taking up these themes locally and nationally, then very little can be done. We are on the cusp of something more profound than is indicated by debates around the headline fee level; institutions and the sector could make moves that will be difficult, if not impossible, to undo, whether it is negotiated independence for the elite or shedding charitable status the better to access private finance.”

The ‘democratic deficit’ that McGettigan highlights is undoubtedly a key issue that any alternative form of university must address. However, democracy itself is malleable both as a concept and in practice. What does it even mean to practice democracy here in New Zealand or in the UK, when supranational networks of capital are being formed to effectively control national and international economic processes?

In thinking of alternatives to the university, I’d like to suggest that in addition to democracy, a number of other values can be combined to create a sustained alternative to how we think about the organising principles of higher education.

“Co-operatives are based on the values of self-help, self-responsibility, democracy, equality, equity and solidarity. In the tradition of their founders, co-operative members believe in the ethical values of honesty, openness, social responsibility and caring for others.”

Co-operatives are based on the seven principles of:

Voluntary and Open Membership
Democratic Member Control
Member Economic Participation
Autonomy and Independence
Education, Training and Information
Co-operation among Co-operatives
Concern for Community

As with the Social Science Centre,

“a co-operative is an autonomous association of persons united voluntarily to meet their common economic, social, and cultural needs and aspirations through a jointly-owned and democratically-controlled enterprise.”

This combination of values and principles does not take a single institutional form but offers a framework for reconceiving our social relations, the meaning of work and the purpose of teaching and learning.

Taken as a whole, efforts around co-operative higher education over the last three years can be understood in terms of three routes: Conversion, dissolution, and creation.

By this I mean the wholesale conversion of existing universities to co-operatives; or the gradual and possibly subversive dissolution of university processes into co-operatively governed equivalents; or the creation of new institutional forms of co-operative higher education.

The success of each should not be measured against the apparent success of existing mainstream universities, but rather on the participants’ own terms and the type of higher education they need and desire.

The creation route intends to rethink not only the organisational and constitutional form of higher education but also its institutional, physical and spatial and pedagogic forms, too. It seeks to develop a co-operative higher education which recognises and builds on a long tradition of working class, self-managed, alternative, open and radical education. As a co-operative, it is neither public nor private higher education as we usually understand these terms, but instead open, autonomous, democratic, and held in common for the benefits of its members and society.

I want to make clear that if our aim is a broadly conceived co-operative higher education, I think we should be trying to pursue all three routes of conversion, dissolution and creation without prejudice of one over another. However, I also recognise that each of us will, for good reasons, prefer to focus our individual efforts on a particular route. For me, for the past four years, it’s been the creation route.

The categories I have started to use when trying to think of and indeed practice co-operative forms of higher education are that of ‘labour, property and pedagogy’. I think each of these are foundational categories with which we develop a new model for education.

I’ll briefly say that by ‘property’, I’m referring to the idea of an ‘academic commons’, combining the principles, practices and legal framework of the open education movement with the co-operative movement’s principles, practices and legal framework of ‘common ownership‘. It is not public nor private ownership, but rather a legally constituted form of social property.

By labour I don’t simply mean work, although that’s how we experience labour much of the time. No, by labour I refer to the capacity or potential of individuals to do something that is considered socially useful. Labour has a very concrete form that we can all recognise as well as an abstract, social, homogenous form that we are mostly unaware of but is uniquely characteristic of labour in a capitalist society, where the division of labour and the production of goods and services is undertaken through co-operation. From this perspective, teaching is a form of labour and so is learning. The academic undertakes labour and the student does, too. Each has the capacity to perform the labour of teaching and learning and at the level of higher education this division of labour can be a productive relationship where knowledge is not simply distributed, consumed or ‘banked‘ as Paulo Freire wrote critically about, but actively produced through a pedagogic relationship in which teacher and student learn from each other in their social context.

I appreciate that it goes against the grain to refer to students as workers and learning as a form of labour, especially now when students are driven by government policy and a pedagogy of debt to assume the role of consumers.

Nevertheless, I’m by no means the first person to frame the role of students as workers and argue that their labour is both reproductive and productive. If you accept that both teachers and students co-operate through a division of labour to produce knowledge (and remember it’s the production of new knowledge that distinguishes a higher education), then we have a situation where labour is understood as the basis for a social, pedagogic relationship.

My point then is that in rethinking pedagogy, where the student is also understood as a producer of knowledge, we have to rethink the division of labour, too, and the roles we slip comfortably into as ‘teacher’ and ‘student’, producer and consumer. I think that a new form of co-operative higher education should challenge these roles and recognise that we have much to learn from each other.

As it exists today, the university is a means of production employed by capital to reproduce labour in the form of students, and value in the commodity form of knowledge. A worker-owned and managed co-operative university would therefore control the means of knowledge production and potentially produce a new form of social knowledge. In pursuing alternatives, we need to consider existing models of co-operation and how they might be applied to a co-operative form of higher education; one which is not primarily aimed at teaching students skills for the social factory, but instead aimed at students discovering for themselves the processes of knowledge production, within which we find our own place and meaning.

I want to end my talk by outlining a way forwards for one model of co-operative higher education. This is not intended to be the only model. As I’ve indicated, I hope that co-operative higher education will grow in diversity and federate in co-operative solidarity rather than consolidate into a single monolithic form as we see in the existing universities.

First, we should start with a clear understanding of our intended pedagogic model and always be mindful that the institutional form and our chosen co-operative model are first and foremost derived from the pedagogical relationship that we’re aiming to create in our co-operative for higher education.

Second, having established our pedagogical framework, we then need to look at existing models of co-operation. We need to break down the features of worker, social and open co-operatives, identifying their categories of membership, their overall purpose and the ways in which they distinguish between the production of goods and the provision of services, between physical and intellectual property, and the forms of reciprocity between producers and consumers. Are the existing model rules adequate for higher education or do we need a new set of rules?

Third, we need to understand how national legislation affects our aspirations for co-operative higher education. To what extent do we wish to align co-operative higher education with the existing funding and regulatory system of universities? It’s a question about what is required by law and also about our relationship to the state and the important idea of ‘public education’.

Fourth, we need to work on business models and understand the legal and financial frameworks that might inhibit and support the financing of co-operative higher education. I think we should start small, not attempting to imitate existing universities and everything they try to do. We should consider what services, other than teaching and learning, members can provide in exchange for income but also in exchange for other services provided by co-operatives. We need to plan for forms of mutualism, seek support from the national and global co-operative movements and from trade unions; we need to talk to real co-operative banks, credit unions and philanthropic trusts; consider various membership funding schemes, and think of ways that both academics and students can be paid for their work, as is the case at some liberal arts colleges in the USA.

Fifth, social/solidarity or multi-stakeholder co-operatives rely on non-monetary forms of reciprocity, often in the form of volunteers. We need to think carefully about the role of volunteers and our dependence on the volunteering of time and energy by all members to ensure that various forms of reciprocity are recognised and valued and that members are not exploited.

Finally and importantly we need to concurrently plan for national and transnational federations of co-operatives for higher education. We need to work with a global body such as CICOPA, who already represent the interests of worker and social co-operatives worldwide, and develop mechanisms of global solidarity and support for co-operative higher education. This might be in the form of sharing resources and knowledge, the development of recognised and accredited programmes of study, perhaps in partnership with existing awarding bodies, that carry all the experience, recognition and endorsement of the co-operative movement. We need to work with housing co-ops and other co-operative enterprises that can meet the needs of academics and students, and with trade unions who have always recognised the value of education, but also understand that co-operative work can still benefit from the protections of being unionised work. We need to recognise that most social and worker co-operatives are intentionally small by comparison to existing universities so as to retain their democratic principles and that based on this fact, we are planning relatively small but networked and federated co-operatives that exist for the social, for the common. We need a model that can scale horizontally rather than vertically and in doing so, we need to employ the tools and techniques of open co-operatives to the governance of our co-operatives for higher education at the local and transnational levels.

As some of us conceive it, a ‘co-operative university’ is not simply a form of resistance against what the university has become; but, rather, it is a dialectical response which recognises that the conditions for a new social form of higher education already exist and the time has come to organize the co-operative alternative.