Category Archives: Higher education

The artist, the college, the bursar and his cook

The September 2017 edition of Artists & Illustrators magazine featured the winners of prestigious painting competitions. Benjamin Sullivan had top billing. His winning BP Portrait Award 2017 portrait, Breech!, of his wife Virginia breastfeeding their daughter, is not only skilfully executed but incredibly touching. As feature writer Natalie Milner observes, ‘there’s no doubt that the time and love behind this painting will outlive a casual selfie.’

Whilst I love this painting, it is a 2008 commission of his that I’m particularly drawn to. The All Souls Triptych is a portrait of the domestic and non-academic staff at All Souls College, Oxford. To execute this work, Sullivan lived and worked at the college for 18 months, observing the staff unobtrusively, taking account of ‘idiosyncrasies and nuances of character’. As Milner informs us, Sullivan wanted to give an account of people’s day-to-day activities: to celebrate them as individuals and elevate their work.

The All Souls Triptych by Benjamin Sullivan

Through my research and writing on Cambridge college servants from 1900 to the present day, I’m attempting to achieve a similar result – insightful and engaging descriptions of the different roles that may be broadly described as ‘servants’, illuminated by memories and stories shared by retired and current college staff. Portraits that reflect on how the roles have changed over the past 120 years or so.

As with my illustrated social history of Heffers of Cambridge, the research also involves exploring archival records. Of late, I’ve been spending time in the excellent King’s College Archive Centre, reading material from the first half of the twentieth century. Guided by the Archivist Patricia McGuire, I’ve scrutinised files on, ‘College Servants (General) Private 1920-34’; ‘Correspondence concerning the appointment of a Lady Superintendent’; ’Bedmakers Bus Service, Dec 1937-May 1940’; and ’Dadie’s War Correspondence’.

I’ve been poring over index cards on bedmakers (1930-1960), typed letters, hand-written notes, annotations, and reports. Some voices from the past are coming through strongly, and I don’t just mean the more obvious, such as Dadie Rylands, already a well-known Cambridge persona who, as it happens, served as Domus Bursar at the college, thereby overseeing servants.

Take chef Arthur G. Allen, who completed an apprenticeship at Trinity College and went on to hotel work in Norwich and Lowestoft before joining the staff at King’s in October 1922. In March that year Allen writes to King’s Bursar, H. G. Durnford, enquiring about possible employment. In his enquiry Allen demonstrates a certain boldness by setting out his terms; £5 a week plus food. Perhaps the fact that he was already in a job gave him self-assurance. His maturity (he was 42 at the time) and his prior experience of college work must have helped too. Furthermore, his family were no strangers to this environment – on further investigation I discovered that his father had worked as a college shoeblack.

And no doubt Allen was in touch with the Cambridge network of college cooks. Wroth, who wrote about college servants at St John’s, Cambridge 1850-1900, acknowledges the network whereby cooks exchanged intimate knowledge of each establishment. One wonders if, in early 1922, Allen had inside information about King’s employment of a temporary chef during that Easter Term at a salary of £6 a week. Word must have been out that King’s were in need of a chef, as in March, Durnford receives another enquiry from an F. W. Wallace, who, whilst having some college experience, clearly considers his time in the ‘Merchant Service’ cooking for as many as 700 passengers, more noteworthy,

‘I have recently seen one of your every day menus & may I say that it is child’s play to what I have had to do when at sea.’

It wasn’t unusual for a qualified cook to work at establishments outside academia after serving his college apprenticeship, and then return to a college in a more senior position. Another chef, or ‘head cook’, who had served his apprenticeship at Trinity was Edwin Cash, whose career was typical of many. After qualifying he gained further experience in London and Cheltenham and then returned to Cambridge to work for St John’s where he gave over 30 years of service.

At St John’s before the twentieth century, and indeed at many Cambridge colleges, the head cook did not receive a college stipend but instead ran the kitchen as his own personal enterprise. Or maybe we should say ‘kingdom’. Wroth says,

‘There was no doubt that those who scrubbed the vegetables, carried sacks of potatoes, and kept fires in the kitchen were college servants. The head cooks, however, did not consider themselves as servants; most of them ran successful enterprises based in the college kitchens supplying both town customers and members of college. The Cambridge community did not consider them as servants either.’

However, this was different at King’s where the cooks were college employees. At the same time Cash was at St John’s, King’s employed a Mr Ernest Ing as cook on a six month trial from Midsummer 1891 at a salary of £180 a year. Ing went on to serve King’s for ten years and during his period of office acted as secretary to the Cambridge College Servants’ Boat, Cricket and Football Clubs. A busy man in the servant fraternity.

So did Allen’s approach to King’s College work out?

In March 1922 it was unsuccessful, as explained by an exchange of letters, after he and Durnford had spoken by telephone. On 15 March Durnford writes,

‘I have thought a good deal about the conditions on which you might be willing to come to this College as Chef. I am afraid I must state at once that a wage of £5 weekly plus food is more than I feel justified in offering for that particular post. I find that 90/- per week is more nearly the wage paid to College Chefs who are not entrusted with any special responsibilities of management besides their own department: and unless the cost of living increases, I [would not] not be prepared to go beyond that figure.’

Allen replies that it would not be of any advantage for him to change his present position. But that’s not the end of the story. On 23 August, Allen turns down another offer from Durnford, saying that under present conditions he is unable to, ‘do justice to the college or myself’. And then, on 31st we find that not only have they spoken once again by telephone but that Allen accepts the post of ‘Cook Manager’ of King’s kitchen, with an agreed starting date of 5 October 1922.

The position of ‘Kitchen Manager’ at King’s had been salaried at £225 in 1919 and a chef was paid £234 (£4.10s per week and food – only ten shillings less than Allen’s original terms of £5 for a chef role). Allen took over from W. Whitecross as Cook Manager at a salary of £250 per annum.

On 19 September 1922, Allen writes to Durnford, recommending a Mr Ellwood from the University Arms Hotel, for employment in his team at King’s, and assures him that,

‘the staff will soon fall in with my systems of working, and that business will go smoothly.’

The male kitchen staff at King’s had been listed at November 1921 as comprising two chefs, three cooks, a store man, a boiler man, seven porters, an apprentice, one kitchen manager, a head clerk and two assistant clerks. One hopes that Allen was able to build good relations with all concerned – unlike at another Cambridge college, where a former apprentice recalls the head chef and kitchen manager, albeit it in the 1960s, as constantly being at loggerheads.

Clearly, kitchens were, and can still be, stressful environments.

Things must have gone well, at least for a few years, because in 1930 Allen is still at the College and his salary is £325. As I continue to read King’s archives over the coming weeks, I hope to discover more of his college story (in the 1939 Register he is listed as ‘Chef Manager’ and I know that he died in 1959). Perhaps his family might read this and can tell me more?

If you work, or have worked as a ‘college servant’, or if you have a family member or ancestor who has done so, I’d be delighted to hear your story.

My email address is julie@gottahavebooks.co.uk

Looking for the tradesman’s entrance

Whilst giving talks on the history of Heffers of Cambridge, I’m reminded that many have memories of the firm. I enjoy sharing stories from the book and hearing anecdotes from members of the audience who were customers, authors, or employees.

Earlier this year, I received a communication from Sandor P. Vaci RIBA, who worked for the architects Austin Smith: Lord, at the time they were transforming Heffers’ Trinity Street premises into the radical new ‘University and General’ bookshop, opened by Lord Butler in 1970.

Sandor is kindly sharing his memories and images from the project, and I’m looking forward to meeting him later this year to hear more. A Hungarian born British architect who has lived in London since the 1956 Revolution, Sandor has many interests including cultural connections and sharing the public space.

He has put together a gallery of Budapest ‘portas’ (doors and doorways), from the city’s historic centre. As he says, the individually designed portas show astonishing variety, exuberance, originality and craftsmanship rarely found in other cities. It’s a lovely collection.

1930s modernist design. The coloured porthole grid and the Bauhaus composition makes this entrance unique.

It’s interesting to note Sandor’s observation that the doorways into residential blocks were single entries: all the residents, servants, tradesmen, deliveries and rubbish removals passed through (no back door or tradesman’s entrance for them).

As I start to work on my next social history project, on college service in the twentieth century, I’m prompted to wonder if the college servants used the same entrances as everyone else.

My aim is to explore the notion of ‘service’, in the context of college, university and town communities in Cambridge. As Alex Saunders from the Cambridge Antiquarian Society said to me recently, it’s a huge topic. My husband, Trevor, says it sounds like another doctoral research proposal (my first – and only PhD, was on the topic of community inside higher education).

When opening the door to a new project, I like to begin by contemplating the broader questions and possibilities. For this topic, some of the questions are informed by my own direct experience of working in higher education and of researching the field. Here are a few:

What do we mean by ‘service’, by ‘being in’ service and by ‘being of’ service?
The condition of being a servant; the fact of serving a master?
The condition, station, or occupation of being a servant?
A particular employ; the serving of a certain master or household?
Performance of the duties of a servant; attendance of servants; work done in obedience to and for the benefit of a master?
To do, bear (one) service, to serve, attend on (a master)?
An act of serving; a duty or piece of work done for a master or superior?
An act of helping or benefiting; an instance of beneficial or friendly action; a useful office?
Waiting at table, supply of food; hence, supply of commodities, etc?
Provision (of labour, material appliances, etc.) for the carrying out of some work for which there is a constant public demand?

(with thanks to the OED)

What roles in this context would be classified as ‘college servants’?
Bedder; porter; gyp; butler; waiter; clerk; librarian?

Who is ‘serving’ whom?
Individuals serving individuals?
Individuals serving institutions?
Institutions serving society?
Society serving institutions?
Institutions serving individuals?
Individuals serving individuals?

What is the impact of the changing undergraduate population during the twentieth century?
The demographic and size of the population changed dramatically between 1900 and 2000.

What is the impact of changes in the role of colleges and universities in society during the twentieth century?
A complex and weathered terrain, the sector saw sweeping changes during this period.

A family in service

Like many who were raised in Cambridge, members of my family were ‘in college service’.

My Nanna, Ethel Lily Driver (1914-2006), lived in Christchurch Street and was a ‘bedder’ at Jesus College. Her mother, Lily Ethel Parsons (1895-1952) who lived in Ross Street, is listed on the 1939 Register as a ‘college help’.

My great-grandmother, Henrietta Saunders (1877-1971) who lived in the old dairy in Gold Street, was a ‘bedder’ at Queens College. Her husband, George Saunders (1873-1965) was a ‘general labourer’ who, as the story goes, once stood back to admire his own work on the roof of the Senate House.

Thankfully, he survived the fall.

Two small dogs, an exotic caged bird and wandering hands

The radio silence over recent months is mainly due to time spent on project managing the 2017 Cambridge History Festival on behalf of the Museum of Cambridge. Considering the vital role that the Museum played in my plea for Heffers stories, it seemed most fitting to work with the trustees, staff and volunteers on this event.

And it was a pleasure. I particularly love the fact that the festival is a community-led initiative. Caroline Biggs, the Creative Director, like so many of us, is passionate about local history. She’s currently researching the story of Daisy Hopkins, arrested in 1891 for ‘walking with a member of the University’. Caroline writes her own blog on Real Cambridge.

Immediately after the festival, I delivered a talk at University College London on the topic of university and campus bookshops. I also started work on editing the next Gottahavebooks publication, ‘The Singer’s Tale’ by jazz singer, Carol Grimes; an autobiography that is refreshingly free from affectation, infused with raw honesty and emotion. Out later this year, it will appeal to many, no doubt.

Now I’m easing back into my own research and writing, catching up with local history conversations. As I do so, here is lesson number three from doing an illustrated social history of Heffers of Cambridge. It is a brief reflection on the practicalities and pitfalls of collecting and recording stories, with extracts from ‘This book is about Heffers’.

The first lesson, ‘Possession is a delicate issue’ tackled the tricky issue of having a personal connection with the topic of the research, and what to do if you find yourself being told what to write!

The second, ‘Connecting up and creating a conversation’, set out the various networks and places that enabled me to reach many people who were willing to share their memories of the firm. I also refer to some of the sources for printed and digital materials. Links to all the networks and sources are provided.

Lesson 3: two small dogs, an exotic caged bird and wandering hands

Visits & gatherings                                                                                                                                         It’s surprising how trusting people can be when it comes to arranging interviews, especially in their own homes. Though perhaps I’m also trusting, as I usually (but not always) go alone. If you’re planning to audio record or film the encounter, do let your host know beforehand. I always declare that the recording saves me having to take notes, and confirm that I will not share it with any third-party. I also have a release form which I ask people to sign. At the end of the Heffers research I had over fifty hours of audio recordings!

Make sure you have enough battery charge in your audio recorder. If you run out and don’t have spare batteries, remember the recording facility on your mobile phone, which can be a great back-up. This happened when I visited author, Pippa Goodhart, who had worked at Heffers from 1974 to 1986. On reading the completed book in November 2016, Pippa kindly told me,

‘You’ve achieved a wonderful balance between a thorough factual account and a very human, often heart-warming and amusing account, and I think you’ve absolutely nailed the character of the Heffers firm… how it was/is made-up of so many characters.’

This is exactly what I had hoped to do by blending stories from living memory and the desk research. I’m thrilled with Pippa’s feedback.

Also, when setting out on a visit, make sure you get all the letters and numbers in the right order when entering them into the SatNav. On one excursion I found myself heading towards Norfolk instead of Suffolk. Not a disaster maybe for one who once lived in North Norfolk and still craves the seaside, but embarrassing nevertheless. The detour meant I was late for my appointment.

The setting of the encounter can drastically affect the quality of the recording. The more challenging, from a recording perspective, included a gathering of several ladies in someone’s lounge, a one-to-one in the corridor of a bustling academic building, and a three-way encounter in someone’s home interspersed with contributions from two small dogs, and an exotic caged bird.

Many meetings involved tea, coffee, sausage rolls, cake and chocolate biscuits, as well as great stories. Much to my delight. It is no wonder that I have walk five miles a day.

The ladies mentioned above had worked as invoice girls in the top office at the Petty Cury bookshop in the 1950s and ’60s.

The invoice girls in the top office at the Petty Cury Bookshop

Some of their memories relate to the 1960 publication of Lady Chatterley’s Lover by DH Lawrence. I like this one:

‘The girls had been told they were not to concern themselves with the content of the book. This may have been irresistible for some but they recall that they were more intrigued by books on forensic medicine with their graphic illustrations – occasionally giving themselves nightmares.’

Whilst I usually prepare some notes in advance of what topics I’d like to cover, I prefer the exchange to be more of an open conversation than a structured interview. See what comes up. What then emerges is arguably, more authentic. Sometimes a really significant memory may be shared after you’ve switched off the recorder and when you’re about to leave. If that happens, write it down the moment you get in the car. You can always go back to the person another time to check out the detail.

A particularly memorable visit, kindly arranged by retired bookseller, Clive Cornell, was to the home of his former colleague, Frank Collieson who at the time was fast approaching his ninetieth birthday. At the end of a most captivating afternoon with the two gentlemen, I went to shake Frank’s hand, and he gave me a big hug. As I walked back to my car I found myself in tears. I was most saddened to hear of Franks passing a few weeks later but pleased to learn that he did make that special birthday. I do treasure the meetings, however brief, and fondly recall Frank reminiscing about Heffers as he alternated between glasses of Bushmills whiskey and cups of tea. Much of Frank’s voice is in the book, not only from that afternoon but from a 1985 BBC Radio interview, his writings, and the extraordinary publicity materials he produced for the firm over many years. (The only time I ever broke my rule about sharing a recorded conversation with a third party was when I sent the recording of that afternoon to Frank’s daughters, after he had passed away. Jenny had been present at Frank’s house anyway, and had joined in the conversation.) Earlier this month I received a wonderful letter from a reader in Ireland who had known Frank, thanking me for putting his contribution into print.

Memory cafe
I describe the memory cafe at the Museum of Cambridge in a previous post. The event was a pivotal moment, providing a tangible sense of place for the project.

Photographs
As we all know, photographs can be a great tool for triggering memories.

Audrey (rear left) sorting through fire-damaged books.

This image, from a news report on the 1946 fire at Petty Cury, took Audrey and Peter Coleman back to the day they first met. Audrey was working in accounts for Miss King at the time and Peter, who worked for the Electricity Board, attended to the repairs. Audrey says,

“We didn’t know anything ’til we got to work and there’d been this awful fire. Miss King said we’d better first go back for a little while because the Police and everyone were there. We went to her mother’s house in Clarendon Street and then we came back and had to help clear up. All of us put turbans on our heads. There was all the smoke and an awful lot of damage. We had tarpaulins up and we had our national cash machines transferred to the basement. All the books were charred. It was horrible.”

Not all the damaged books were successfully removed, however. Over a decade later, Clive Cornell observed charred books on the shelves when he started work at Petty Cury as a shop assistant in 1958, and Frank Collieson saw the scorch marks still there in 1962.

Telephone calls
If you’re collecting someone’s memories via a telephone call, do tell them if you want to record the conversation. I used the loud speaker facility on my mobile phone and recorded the conversation on my digital recorder. Not ideal but adequate.

Books, written accounts and emails
Robert Webb tracked down Sue Bradley’s fascinating 2008 oral history of the book trade via the British Library and I bought the last copy in stock. The book included accounts by Nicholas Heffer and bookseller Frank Stoakley, who served over sixty years with the firm and worked with my great-grandfather. Online you can find summaries of the transcripts. I didn’t have the time or resources to visit the Library and listen to the recordings, but the topics listed in the summaries were nevertheless very useful.

I had written accounts from several former Heffers staff, and from customers. For example, Shelley Lockwood, a Cambridge alumnus and oral historian who now works for the David Parr House project in Gwydir Street, kindly wrote about her experience of Heffers as a student, setting up an account and using her Heffer diary. And Mark Jones, a former Heffers employee who now lives in Scotland, wrote his own memories of working for Heffers Sound. Here is one of his stories from the book,

‘One year, on the last Saturday before Christmas, whilst putting a refund through for a Russian student, Mark accidentally swiped her debit card before first entering the amount to be refunded. Automatically, the till instantly refunded the first four digits of her card number. On the busiest and most profitable day of the entire year, Mark had given away £4,567. His manager was very understanding and the money was returned after a week or so (the student had to ask her bank to refund the refund). The cash register was reprogrammed to prevent a similar error from ever happening again.’

Communicating by letter
Don’t forget that some people still prefer to communicate by letter. for whatever reason. I found former Heffers director, Norman Biggs, via Bunty Heffer who kindly gave me his address. I wrote to Mr Biggs and subsequently arranged our three visits by letter. He had been in charge of Heffers Stationery and the Sidney Street premises for many years, and his stories were most illuminating. He recalled, for example, some of the characters from Cambridge academia,

‘One of the Proctors used to come into the Sidney Street shop early morning, soon after nine o’clock. He hadn’t combed his hair, he clearly hadn’t shaved and his pyjamas were sticking out from the bottom of his corduroy trousers. Another time, an academic customer ended up running out of Sidney Street screaming because they could not find a particular type of stationery file that fitted his exact requirements from the hundreds of options available.’

Mr Biggs also kindly loaned me a very grand portfolio, presented to him by Heffers on his retirement.

Social media
Social media has an important role to play, not just in reaching people but in gathering memories, no matter how fleeting. Remember, it’s a continuous feed on both Facebook and Twitter. People will react to an image or quotation. You will get more responses to something specific than to a general plea for stories. Publish your posts at different times of the day and always engage with the responses. It helps if you have a personal connection with the topic and if you share your own memories. Through the dialogue you will no doubt find people who are willing to talk further.

Diplomacy at all times
When collecting stories from living memory, you are very likely to hear anecdotes about people who are still alive. If someone is indiscreet or insensitive, don’t react. Move on to another topic.

Be aware, when writing up, that different people will recall the same incident in differently. It’s a good idea to cross-reference stories and double-check with all sources. Often, just a slight tweak can help to avoid any potential embarrassment or consternation.

A challenging topic in this case was the tricky issue of ‘wandering hands’. As I state in the book,

‘like many organisations certainly at the time [the 1960s], some male colleagues had what was then termed ‘wandering hands’, giving the phrase ‘hands on’ a somewhat different and unpleasant meaning, particularly for the ladies. It would not be appropriate to deny that this occurred, as so many have mentioned it when interviewed for this book, but it would also be inappropriate to name the alleged culprits, who are now long gone. Needless to say, for some ladies, taking dictation could be a hazardous chore, when they were trapped between the wall and their manager. For others, there were certain amenities best avoided, so not to give a gentleman colleague an opportunity to get too close. John Welch [General Manager] was made aware of certain issues on his arrival in 1964 and his response, not untypical of the time, was, “we all have our little idiosyncrasies”.’

And In a previous post I wrote about the challenges of having a personal connection with the topic. I share my thoughts on this blog with the aim of hearing what others think about a range of different topics, and this has been difficult one.

As I said in the previous post, the memories of Heffers are uncomplicated but the family association with the firm did cause a moment of anxiety. That moment came when a member of my family (who had not worked for Heffers) demanded that they be included in the book. As I mentioned in the post, I was told in no uncertain terms that Heffers is “our” family firm. It was because of this they felt they had a right to be included.

This not only created a rather delicate situation, it was deeply upsetting. It was not a matter of disagreeing with their opinion but of balancing that opinion alongside those held by others. Particularly those who had had a more direct involvement with the firm – who were inside that world. This is why, in the book, I acknowledged the claim about it being “our” family firm, whilst at the same time declaring that no doubt Heffers had engendered a similar sense of loyalty in many Cambridge families. I didn’t want to upset other families whose members had given many years of service to the firm, as well as my own. The story of Heffers belongs to everyone and no one. It doesn’t belong to the Heffer family or to any one family, and certainly not to mine.

Everyone’s experience is different and there is a need for diplomacy and sensitivity when collecting and sharing living memories. There were many things that came up in the interviews that I chose not to write about, for the sake of people’s feelings, and I took great care with what I did write.

At the end of the day, it’s a collection of different viewpoints. That’s what history is.

A surprise move for Bryan

One of three fictional vignettes contained in my doctoral thesis,

‘The academy and community: seeking authentic voices inside higher education’,

The full thesis can be accessed via this link –

https://ueaeprints.uea.ac.uk/id/eprint/58557

Bryan needed the paper that he’d left in his office at Greystone. He took one more look through his briefcase, despite knowing full well that the paper was still on his desk. He could visualize exactly where he had left it, next to the bright yellow desk tidy his colleague, Wendy, had given him for Christmas. Downloading the paper online was pointless – what Bryan really needed were the crucial, yet elusive, notes he had scribbled on a hard copy the day before his departure. He had been away for almost a month now, and was preparing for his third consecutive international keynote. It was no good.  Barbara, his wife and veteran Greystone researcher, would just have to go in and retrieve it.

Following his call, Barbara made her way to the Social Science building. Standing in the corridor, she felt light headed and wheezy.   She couldn’t decide what was making her feel sick. Perhaps it was the fumes from the emulsion. The breezeblock walls, it seemed, had been liberated from their bleak façade; a façade keenly unobserved by Barbara day in and day out for almost four decades, until now. How white they looked. How bright and clean. Equally, it could be the glue from the newly fitted plush blue carpet showered in tiny gold crest motifs. Soft underfoot and very unlike the brown rush matting that always so neatly soaked up the drips from spent umbrellas on rainy days.

Barbara planned to be quickly in and out but there seemed to be problem with the lock. As she stood there trying not to think about being sick, she tried the key again and then fumbled around in her bag, feeling flustered. She couldn’t believe it wasn’t the right key yet felt compelled to look for another. ‘Damn’, she said to herself, out loud. ‘He really has given me the wrong one’. She put her bag down and phoned Bryan. She’d no idea what time of day it might be at his end.

‘You do have the right key, don’t you?’ asked Bryan.

‘Yes,’ snapped Barbara

‘The one with the blue tab from my spare set’

‘Yes. It doesn’t work,’ said Barbara

‘Have you tried wriggling it?’

‘Yes, of course I’ve tried wriggling it.’

‘You need to push harder. It sticks sometimes.’

‘Bryan, I know how to open a door. The key doesn’t fit.’

‘Well, that’s ridiculous. How are we going to get the bloody paper? I can hardly come back from Brazil.  Wait! Wendy will have a key.  She’s always got spares.’

Hanging up, Barbara shuffled down the corridor, heading for Wendy’s office.  She turned the corner and stopped.  Her progress was halted by a clear glass wall painted with three towering white letters which she read out loud, ‘HUB.’

Inside there was a sign hanging from the ceiling, which read: ‘Learning & Teaching Hub: the key to your success.’

Walking through a roped off section which reminded her of the post office but without the queue – there was no-one else around – she reached a pristine counter, behind which sat a smart young girl who welcomed Barbara with a big smile,

‘Hi, how can I help you?’

‘I need to access Bryans’ office and he’s given me the wrong key. There’s a master key. Could I borrow it?’

The girl looked puzzled.  ‘No office here.  You can see we’re open plan… whose office?’

Barbara glanced back out into the corridor. ‘Out there… second door on the right?’

The girl shook her head.

‘Where’s Wendy?  She’ll know what I’m talking about,’ said Barbara

‘Sorry, there’s no one called Wendy working here.’

‘But I really need to get into Bryan’s office.’

Perplexed, the girl called a colleague over and asked her if she knew the whereabouts of a Wendy and also, an office belonging to someone called Bryan.

‘Ah yes,’ said the second woman. ‘Do you mean that rather quaint elderly gentleman who used to pop in and chat with Wendy before she left?   He did have an office here but that was cleared out a couple of weeks ago.  It’s now the Hub storeroom.  There were some old papers but I think they were put in one of the PGR cupboards.’

Barbara, feeling even more flustered and not quite knowing how to react, just wanted to get the paper and leave.

‘Is the PGR room still there?’  She was beginning to wonder.

‘Yes, of course.’

Barbara made her way out of the Hub, beyond what had been Bryan’s office, and stood outside the PGR room.  To her frustration, she didn’t have the combination for the keypad.

Back at the Hub she was told that as she wasn’t a postgraduate researcher, she couldn’t have the number.  Being the partner of an internationally renowned professor who supervises postgraduate researchers didn’t cut any ice.

No status.  No access.  No office.  No paper.

Learning & Teaching Hub 

Were you ever subjected to a surprise move?

We are not just ranked in the top; we are in the top 20 ranking

‘We are not just ranked in the top; we are in the top 20 ranking’

In writing my PhD thesis on the topic of the idea and experience of academic community, I followed Andrew Sparkes’ less traditional approach and produced three fictional vignettes, aimed a revealing elements of academic life within a fictional setting. All three pieces illustrate the institutional culture of contemporary higher education, or as observed, it’s brutality and crassness.  They also illustrate the day-to-day lives of the research participants. Bryan (an emeritus professor) is subject to a surprise move as, in his absence, his office (and his status) is eradicated; Jonathon (an academic leader) introduces a new member of staff to a different way of meeting the team, and the Vice-Chancellor gives an address that is steeped in the language of excellence that pervades the institutional discourse, a language from which there is no escape.

The Vice-Chancellor’s address, given below, is made up from phrases selected from the official corporate narrative of the University of Greystone, the site of the research. The confidence of the institutional discourse is emblematic of the grand narrative that tends to be a strong feature of universities today.

Greystone itself is included as a player in the research, with an articulated position in relation to idea of community. The institution is given a voice by the selection and presentation of corporate documents, including a number of corporate plans. Thirty-one letters from the Vice-Chancellor to all university staff were also analysed. Written in the first person, the letters reveal something about the character of the Vice-Chancellor as a person, through the way in which he chooses to convey his message, his observations and the language he uses. Through them he appears to be speaking directly to the staff and is creating an impression of sharing an almost intimate perspective on what is happening. The (not so) fictional address below, however, is less intimate and evokes what Readings described as the ‘University of Excellence’.

The Vice-Chancellor of Greystone gives an address.

‘Let me state at the outset that it is our leadership that is at the forefront of an outstanding reputation. The major contributions we shall make will undoubtedly be our greatest impact. Our particular strength is that we are well equipped for the pursuit of excellence. We are agenda setting internationally, avowedly ambitious and world-leading due to exceptional strengths that make us world-class. Being among the best with our high-quality, high-achieving and highest standards, which are undeniably of the highest quality and thereby market-leading at a high-level. This high-class and high-impact status must be the highest possible. Our highest ambitions, driven by the highest calibre leadership, enable the highest achievements and therefore the highest possible global influence. Inevitably this highest possible performance from our high performing team ensures a high academic engagement. From such a high base we can gain an edge. Our standards will be ratcheted up, supported by a long and proud history with its international distinction making us excellent in our excellence. This excellent achievement, regarded by all as an exemplar of good practice, is not just exemplary but is regarded as internationally excellent. Being internationally recognised, and being internationally aware, our international significance ensures us the strongest international position. Such international recognition of our extraordinary potential keeps us firmly in the top, in the top flight and on the top tier. And we are not just ranked in the top; we are in the top 20 ranking. Recognised as globally strong, the University excels and we can contribute equally with the best universities in the world. And this enviable reputation delivers an exceptional education, and with excellent research our excellent achievement is second to none. Building on the successes, which put us well within the world top 100, our intellectual power and influence obliges us to play a leading role. Our consistent top-20 ranking is an outstanding contribution, which is ranked in the top quartile. Being successful, inevitably there is public good flowing from what we do. This public good ensures a strong culture and our pioneering work in this area is a powerful combination, and a powerful platform. We are, simply, inspiring and innovative.’

What phrases would you suggest to make this excellent address more excellent?

 

Heffers & E.M. Forster, libraries, books & a Del Boy moment

Heffers & E.M. Forster, libraries, books & a Del Boy moment

As I eagerly anticipate a period of desk research at the Cambridgeshire Collection in the Central Library next week, I recall the times I’ve used libraries in various locations over the years, for a myriad of reasons.

My current project is a social history of the long established Cambridge Heffers Booksellers, Stationers and Printers, to be published this autumn. I’m particularly excited about this due to the family association with the firm, which began with my great-grandfather’s employment as a boy at the end of the nineteenth century.

‘One lad was anything but a bright specimen – practically uneducated and from a miserable home.’ William Heffer helped the lad, ‘by insisting that he should write in a copy book and work out simple sums each night, bringing the results to his employer the next morning. The boy profited by this strange tuition, so much so that he eventually became head assistant in the science department at Petty Cury – no mean achievement.’ (a 1952 biography of William Heffer 1843-1928, by Sidney Heffer, presented to Heffer’s staff, ‘With the Author’s Compliments’)

The ‘boy’ was my great-grandfather, seen here sitting at his desk.

Frederick Anstee sitting at his desk, Heffers
Frederick Anstee sitting at his desk, Heffers

I’m also thoroughly enjoying the research conversations with former employees, customers, authors and academics about their own memories of the firm. I must admit it’s a labour of love.

Do you have a Heffers story you’d be willing to share? If so, please do drop me a line via julie@gottahavebooks.co.uk or see the project background on the website –

http://gottahavebooks.co.uk/heffers/

One service Heffers provided was the valuation of libraries for probate. Heffers also bought libraries to sell through their second-hand and antiquarian department. A family friend, Eve Stafford, who worked for Heffers, recalled the time when the firm valued E.M. Forster’s library after his death in 1970. Not long after, Eve left Heffers to work for King’s, Forster’s college and home for many years.

EM Forster in his College sitting room (taken by Edward Leigh, 1968)
EM Forster in his College sitting room (taken by Edward Leigh, 1968)

In my 2014 blog post, ‘Choosing books, living life’, I wrote about the Saturday morning library routine and how I treasured the time with my children at the library.

http://jebounford.net/choosing-books-living-life/

Of course, libraries are not just about choosing books, as that post suggests. There are times when the nearest library is THE place to go for other reasons. Nowhere else will do.

Where did I find refuge during a harrowing six months, when separated from John (my first husband) but still having to live under the same roof?

The library.

Where did I find shelter from the charade of the campus corporate ritual when working as a middle manager in higher education?

The library.

Where did I go when on sick leave, to get out of the house and to aid my recovery from a minor operation,  a recovery that took much longer than I had anticipated?

The library.

Where did I seek curiosities and writings juxtaposed on shelves in ways that I would never have found through searching the electronic bibliographic databases?

The library.

(In my blog on ’15 lessons from doing doctoral research’ I emphasise the benefits of walking around the university library –

http://jebounford.net/15-lessons-from-doing-doctoral-research/)

Where did I hide from those higher education Alan Sugar wannabes, the chequered suited troopers of Enterprise who loudly proclaimed that profit is king?

The library.

Where did I find solace for a day as I regained my composure after an absurd contretemps with Trevor?

The library.

Neil Gaiman said libraries are about freedom, ‘Freedom to read, freedom of ideas, freedom of communication. They are about education (which is not a process that finishes the day we leave school or university), about entertainment, about making safe spaces, and about access to information.’

http://www.theguardian.com/books/2013/oct/15/neil-gaiman-future-libraries-reading-daydreaming

The quiet reading room, my favourite room at UEA's Library, has no books.
A reflective image of the quiet reading room in the library at UEA. My favourite room, which incidentally displays no books.

For me, the appeal of the library most definitely has an affective dimension; an emotional attachment that doesn’t exist for some of the other places I may have retreated to in troubled times such as cafés, hotel lobbies, sports centres, galleries and museums. I guess museums come the closest. Museum artefacts, like books, bring different worlds and perspectives to bear on the problem I’m grappling with. Like the books, I don’t have to examine them intently to seek the answers. I just know they’re there, giving the long view informed by lives that have been lived over tens, hundreds, thousands of years. They remind me that I’m not the first to face this problem (whatever it is), nor will I be the last.

Perhaps that’s why I’ve been an inveterate reader and keeper of biographies and memoires. I feel the presence of the lives I’ve observed through other people’s interpretations; people such as Iris Murdoch, D.H. Lawrence, Frida Kahlo, Tony Judt, Jennie Lee, Ada Lovelace, Lorna Sage, Zelda Fitzgerald, John Lennon, Augustus John, Vincent Van Gogh, Bernard Shaw, The Brontes, Elizabeth I, Thomas Hardy, Karl Marx, Elizabeth of York, Ottoline Morrell and Virginia Woolf. I sometimes look at the volumes and reflect on the years lived though it’s not always a conscious thing.  Similarly, living in our five hundred year old home, I feel reassured that many others have lived here, and have faced and overcome their own challenges, whatever they may have been.

In ‘The Comfort of Things’, Daniel Miller says relationships ‘flow constantly’ between persons and things. His extraordinarily moving portrait of thirty households in a street in modern London, focusing on our relationship with material things, reveals the centrality of stuff in our lives and what it means for our relationships with people (Miller, 2008). Like my Great Aunt Winifred Anstee (another family member who worked at Heffers) I’m very attached to my books. Hunter Davies said we are a people divided between those who accumulate and those who chuck out. Like Aunty Win, I’m in the former camp. As a child I loved to browse through her overflowing bookcase. I later learned that she had purchased the bookcase for 5 shillings from Heffers when they made the move from Petty Cury to Trinity Street in 1970, and I’m pleased to say that it is still in the family.

I did have a spell working in a library, though it wasn’t in the role I had dreamed of as a teenager. A history fanatic at fourteen, besides wanting to meet Mary Queen of Scots, I wanted to be an archivist. Instead, I worked as the Senior Housing Adviser at Norwich Advice Services in the ‘90s when it was located in the old Norwich subscription library on Guildhall Hill. I recall two memorable days; first, when I heard the news that Margaret Thatcher had resigned in November 1990, and second, when I became trapped in an interview room by a highly disturbed client for two uncomfortable and alarming hours. The building is now a restaurant.

The most significant event in the history of libraries in Norwich (and perhaps in the UK) was when the central library burned down on 1st August 1994. My (first marriage) wedding anniversary, as it happens. I recall watching the news with horror and fully understanding Councillor Brenda Ferris’ distress as she stood in front of the smouldering pile of bricks and pages – a very real Farenheit 451.

Farenheit 451
An installation in the library at the University of Staffordshire, 2015

I recently visited a friend who gave her address as, ‘The Old Library’. I was delighted to find a stunning and stylish home, still full of books and a most fitting abode for an inspirational, intelligent and incredibly well read woman, writing up her National Trust funded PhD on the history of adult education at Attingham Hall in Shropshire. My own library at home (not the genuine article like Sharon’s), expanded significantly in 2012 when Trevor and I joyfully conjoined our lives, along with our not insignificant book collections. Is there such a thing as a marriage of libraries? Our small publishing venture, Gottahavebooks is certainly an expression of our shared love of books and of social history. And now my pile of postdoc reading material is getting out of hand as I buy and borrow publications that I had wanted to read for years but dared not for fear of neglecting the doctoral thesis.

We can’t all afford to buy the books we read, and we may not want to anyway. Joining a library gives us access to books and so much more. Being a member of a library also entails certain responsibilities. If you don’t follow the rules there are sanctions. Trevor says it’s about having a sense of order and discipline. He says whilst you don’t have to be a member to use the facilities, one should, for example, be quiet. I do get that. However, my children enjoyed the ‘Dick and Dom in ad Bungalow show’ in the mid-2000s, which featured a game called ‘Bogies’. Celebrities took part and I recall Carol Vorderman shouting out ‘bogies!’ possibly in Cambridge University Library (though I may be wrong). It broke the rules and it was funny.

I’ve had my own entertaining library moments.  More embarrassing than funny at the time, my backpack was once so overloaded with library books that I fell backwards whilst making polite conversation with one of my college lecturers outside the library at Norwich City College. I went down gracefully, landing on my back, feeling grateful that the books cushioned my fall. The incident, which now makes me smile, reminds me of Del Boy’s famous fall.

Do you have any embarrassing library moments?

 

 

 

Confident, not corporate: the way to a ‘no corrections’ PhD

Confident, not corporate: the way to a ‘no corrections’ PhD

We’ve all had that recurring fantasy, the one where the examiners pronounce that we have passed the viva with ‘no corrections’. In my case, I was convinced that it would remain just that, pure fantasy. Then, on 27th November 2015, it became a reality. I had passed with ‘no corrections’.

I couldn’t believe it and my examiners said, ‘what did you expect?’  A few days later I received their formal report which stated,

‘The thesis was very impressive and was well-defended. Both theory and methodology were well-developed and clearly explained and justified’

It wasn’t a dream.  I thought my responses during the viva could have been more specific. Also, I was rather taken aback with the first question which was, ‘what motivated you to do the PhD?’ I had rehearsed the presentation of a summary of my thesis but not an account of why I did it. On reflection it seems an obvious question to ask, as I hadn’t gone the normal route. I started the PhD in my forties whilst working full-time and it was not funded. I had, however, lived with it for so long that I’m still, even now, adjusting to the idea of living without it.

In a previous blog post on, ’15 lessons from doing doctoral research’, I reflected on some aspects of the doctoral experience. The final stage of my doctoral journey involved preparing for the viva, and this is what I did.

I read, and re-read the thesis.

I marked up the typos (n14). (I had decided not to ask Trevor, my husband, to proof read before the submission because he was under a great deal of pressure at the time with two major commissions. I did make an enquiry with a professional proof reading service and received a response stating that ‘proof reading is not a ‘cheap’ exercise when undertaken properly, and it is important to ascertain that your budget is in line with likely costs.’ Whilst appreciating the point, I decided to go it alone).

I wrote forty pages of notes on the following:

  • The conclusions of my research and how my findings fit in with or contradict the rest of the literature in the field
  • A sketch of the thesis, a summary of the eight chapters and eight appendices.
  • What my work tells us that we did not know before, and implications for the future development of the field
  • How the topic was framed, my reasons for using reflexive sociology and my specific take on my chosen theoretical framework
  • The practical and ethical difficulties encountered in conducting the research
  • Concerns about representativeness and how the data may or may not appropriately relate to the theoretical concepts and measure what is actually going on
  • The additional techniques and data I would like to have used and why I didn’t use them

Making such extensive notes was like revising for a major examination. The fact that I was revising my own work, words I had so diligently crafted, didn’t stop the fear of having my mind go blank. How on earth am I going to remember it all in the final interrogation?   If I took all my notes and my annotated thesis into the viva, perhaps they would act as a reminder. (Yes, I did take them in. I laid them out neatly on the table in front of me. I pointed to the notes a few times and opened the thesis once).

I had two mock vivas, the first with a brave and kind colleague from Cambridge, and the second with both supervisors. I hadn’t prepared sufficiently for the first and it (inevitably) ended in tears; I was annoyed with myself more than anything. The second was fine and gave me some useful pointers that I hadn’t previously considered such as reconciling the difference between a constructivist and structural reading, the longitudinal dimension of the research encounter, and why it is not a case study but still makes sense in an institutional context.

I wrote and practiced a short presentation under the heading of, ‘Please provide a summary of your thesis, describe its rationale and what you consider to be its main aims, key findings and contributions to knowledge’. I tested this out on colleagues at a research meeting where I handed out copies of my research poster and an explanation of the ‘Infinity Model of Academic Community’. They responded with constructive questions and I felt encouraged.

I wrote a blog post on ‘defining original contribution to knowledge’, which helped me think through the ‘value added’ aspects of my own work.

I researched papers written by my examiners and looked for similarities in their arguments to mine.   Gewirtz had declared that collectively, as sociologists, we need to be more ethically reflexive (Gewirtz & Cribb 2006) and Stronach, on professionalism, had emphasised the need for a theory of tension; tension between ‘economies of performance’ and ‘ecologies of practice’ (Stronach et al 2002 – online 2010). Stronach et al had called for a ‘more fissiparous employment that will keep tensions in movement’; their metaphor for professionalism (‘pulse’ rather than ‘push’) chimed with something one of my supervisors had said about envisaging my Infinity Model of Academic Community as pulsating.

I looked up recent publications on my topic. (I used to eagerly trawl the SRHE Research Into Higher Education Abstracts as a way of catching up on the latest literature. However, as I prepared for my final submission, I found that I couldn’t open the June edition for fear of finding something that would somehow crush the whole argument of my thesis. When I did finally look, I found a particularly interesting paper on ‘sense of community’ in academic communities of practice. It seemed fortuitous more than anything).

I booked a short holiday in Suffolk with Trevor, who accompanied me to UEA on the day of the viva and spent a happy hour or so at the Sainsbury Centre’s Alphonse Mucha exhibition as I underwent the examination.

At the School, when I came out to await the final verdict, a kind colleague handed me a slice of cake, declaring it was just what I needed. Within two minutes I had been called back in and I had to leave the cake outside. After congratulations and hugs from the panel members, I rushed over to find Trevor, as I wanted him to be the first to hear the news. I then phoned my children and my parents. Afterwards Trevor and I drove to Suffolk and spent an enjoyable but tiring three days visiting more galleries and museums, (not so) gently floating back down to earth.

Finally, in wanting to appear (and feel) more confident than corporate, I chose to wear my red patent leather DMs with a gorgeous mini-skirt my daughter, Phoebe, found for me in Top Shop.

Blue hair, green jacket, multi-coloured skirt and red boots.

What did you, or what will you… wear to YOUR VIVA?

Confident, not corporate
Confident, not corporate

References:

Gewirtz, S, & Cribb, A 2006, ‘What to do about values in social research: The case for ethical reflexivity in the sociology of education’, British Journal Of Sociology Of Education, 27, 2, pp. 141-155

Ian Stronach , Brian Corbin , Olwen McNamara , Sheila Stark & Tony Warne (2002) Towards an uncertain politics of professionalism: teacher and nurse identities in flux, Journal of Education Policy, 17:1, 109-138

 

Defining original contribution to knowledge

Defining original contribution to knowledge

Having submitted my PhD thesis on 28th July, I planned to take a well-earned break.  Much as I love writing, the marathon effort involved in completing a 100,000-word thesis was exhausting and I needed to re-charge my batteries.  As it turned out, I didn’t actually get that break, for reasons explained below, and I’m now preparing for my viva, scheduled for 27th November.

A good way to begin that prep, I thought, was to read the thesis.  My first reaction on picking up this weighty tome was to wonder who had written it.  It looks far too good for someone who failed the 11plus back in ’72 and who always had to work doubly hard to make the grade.  But then, it’s surprising how good a script can look when printed and bound. It can still, of course, be crap.

No matter (I tell myself). My enthusiasm for the topic was quickly rekindled, boosted by a recent positive exchange with the Senior Commissioning Editor of Palgrave Macmillan about a possible book publication based on the thesis.  I had already decided that I wanted to make a statement with my research and a book seems the ideal way to do it.  All well and good but now I must press the pause button on the book plans and focus on the prep for November.

If I want to make a statement (in whatever format), I must demonstrate that I have something original to say.  It may be useful, therefore, to consider the notion of originality, as in ‘original contribution to knowledge’, the doctoral requisite that strikes fear into the hearts (and minds) of all postgraduate researchers as they lurch or limp towards the final hurdle.  It is of course sensible to check what is stipulated in the guidelines for examiners (don’t want to trip up by not understanding the question). The University of East Anglia requires,

‘the discovery of new knowledge, the connection of previously unrelated facts, the development of a new theory or the revision of older views.’ (Guidelines for Examiners)

Dunleavy, who imparts indispensible advice on doing doctoral research, stresses the importance of grounding your originality in your research.  He warns against, ‘value-added’ artificiality and observes that coining new concepts or terminology that are not really needed is not being genuinely original. (Dunleavy 2003 p110)

In my own case, I declare that my newly devised ‘Infinity Model’ of academic community provides a cohesive framework for critically appraising academic community, by balancing extrinsic (value) and intrinsic (values) elements, taking us beyond the notion in its most limited form (the form that is dominant today).

In order to avoid an accusation of artificiality, or to be ready with a convincing repost if I do stand accused, I must explain my approach to constructing the research object (the idea and experience of academic community) and to engaging with the literature and the data. Doing so in a way that clearly demonstrates how the act of construction was necessary (it was a problem that needed addressing) and how it has brought about new knowledge.  At the very least, I plan to demonstrate that I’ve made a connection between ‘previously unrelated facts’ about the topic.

Dunleavy believes that originality is a cumulative achievement, that new ideas,

‘most often reflect the patient accumulation of layers of small insights and intuitions that only taken together allow an alternative view of a problem to crystallise.’ (Dunleavy 2003 p40)

Whilst many of those layers are set out in a fine-grained analysis, no thesis can truly impart the extent and depth of the incremental cognitive activity that doctoral research entails; how, as a researcher (and a human being), you never totally switch off the cogitation, no matter what you’re doing or how long it takes (nearly seven years, part-time in my case). Perhaps the viva is an opportunity to communicate some of that as a way of demonstrating originality.   However, best not to bleat about the protraction.  And it wasn’t really that bad.  Tony Judt, in his exquisite memoir, ‘The Memory Chalet’, describes how he did much of his doctoral reading whilst working in the kitchens at the Blue Boar Hotel in Cambridge,

‘Once mastered, short-order cooking does more than allow for the life of the mind; it facilitates it.’ (Judt p133)

I can’t imagine the mundane travails of doing doctoral research would be of any interest to the examiners. It comes with the territory.

I mentioned that I didn’t take a break after submitting the thesis.  Instead, I went about setting up our new small publishing venture called ‘Gottahavebooks’, including pre-selling our first publication and assisting Trevor with preparing a 124,000 word manuscript for press.  The publication is a compilation of first-hand accounts of ‘60s Rolling Stones concerts, told in the words of those who were there, gathered by Richard Houghton.  It’s a great read.  The stories are original and the book contains previously unpublished images of the band.  By bringing the fans accounts together in this format, Richard has helped to shed a new light on the social history of the period, on the Rolling Stones and on the fans themselves.

This in itself is new knowledge but it is different from the sort of knowledge created through doctoral research.  For example, Dunleavy tells us to focus on ‘added value’, to keep a critical eye on the extent to which you have transformed or enhanced or differentiated the starting materials of your analysis (Dunleavy 2003 p31).

Whilst the fans’ accounts may be viewed as starting (or primary) materials and whilst they’ve been through a transcription, editorial and publishing process, they’ve not been analysed or interpreted – not in an academic sense.  That wasn’t the intention.  As I understand it, Richard’s intention was to retain as much as possible the authenticity of the fans’ voices.  I too, in my research, wanted authenticity; the title of my thesis is, ‘The academy and community: seeking authentic voices inside higher education’.  But the similarity ends there.

The accounts that I had gathered through conversations and focus groups with academics were also transcribed but then subject to a detailed and extensive heuristic analysis.  The object of my research (the idea and experience of community) is interpreted and (re)constructed in a way that blends its disparate elements, as revealed through the research itself.  The approach to my analysis is briefly explained in my blog post published 28th February 2015 –

http://jebounford.net/the-heuristic-value-of-a-visit-to-the-optician/

Dunleavy says that doing genuinely new theory at PhD level is now very difficult in all of the humanities and social science disciplines,

‘The large empty spaces and opportunities for making major intellectual advances available earlier on have tended to be colonized.’ (Dunleavy 2003 p38) He says,

‘being original in the modern social sciences and humanities is rarely about coming up with an entirely new way of looking at things… it is mostly a more moderate activity… originality involves encountering an established idea or viewpoint or method in one part of your discipline (or in a neighbouring discipline) and then taking that idea for a walk and putting it down somewhere else, applying it in a different context or for a different purpose.’ (Dunleavy 2003 p40)

It is true that much has been written on the topic of academic community.  The tone of that literature implies a sense of something that may have been lost but is on the brink of being found, if only we knew where to look.  That’s where the contribution of my thesis comes into play, by setting out where to look and by developing a framework that helps us to do so; a framework that leads to a fresh insight and a new model.  Yes, I have utilised established constructs, such as the infinity symbol, for the purpose of describing and understanding the relations of the homology that is the idea and experience of academic community.  The model is an outcome of the research and it is to be taken forward.  It has significant potential as a conceptual framework for exploring, through research and through dialogue, the conditions that create, define, sustain or destroy community inside the academy.

This is the key message for my examiners.

Does it sound convincing?

 References:

Dunleavy, P (2003) Authoring a PhD: How to Plan, Draft, Write and Finish a Doctoral Thesis or Dissertation Palgrave Macmillan

Judt, T (2011) The Memory Chalet Vintage Books

Research posters can be fun!

Research posters can be fun!

I have precious little time for new writing this month as I put the final touches to my doctoral thesis, which goes to print in mid-July (hooray!).  One of the appendices is the poster that I presented at the Society for Research into Higher Education (SRHE) Annual Conference in 2012.  I recall it was enormous fun working with Trevor Bounford on the poster design. Trevor, a talented designer and illustrator, ably captured my ideas and ‘cut-out’ tea-party concept in his drawings.  The text in the poster is from the research data, not my words but those of the research participants.  It was also fun presenting the poster at the SRHE Conference, especially with the design being a little out of the ordinary.   As well as A4 handouts of the poster, I gave out postcards printed with a design on the front, based on the poster content, and an explanation of my methodology on the reverse.

You can see the postcard and download the full poster as a pdf via this website using the link below –

Communi-Tea party at the Academy

Hope you like them!

 

Marginal native

15 lessons from doing doctoral research

15 lessons from doing doctoral research

Work on my final chapter is progressing well and I should have the draft finished soon.  Meanwhile, my supervisor asked if I would jot down some lessons I had learned about research through doing the doctorate.  Whilst the list below is not exhaustive, it is hopefully useful to postgraduate research colleagues and possibly others.

  1. Reviewing the literature is a continuous process.  Keeping abreast of relevant abstracts, preferably via a learned society in your field is essential.  Maintaining an accurate electronic library of sources from the beginning makes checking and cross-referencing so much easier.
  1. Printing source material may be costly and is not environmentally friendly but doing so and having it constantly on-hand, significantly aids your review.  Spending time sifting through the literature and reflecting helps you to fully comprehend the conversation that you are joining.
  1. Searching electronic databases is essential but do not ignore the benefits of simply walking around the university library.  Useful publications can unexpectedly leap off the shelves.  Know the value of a book as opposed to a journal paper.  A book enables you to see how a sustained argument can be (well or badly) constructed.
  1. Getting into the habit of writing, right from the start, makes the task of drafting chapters easier and more enjoyable.  A regular writing routine pays huge dividends in productivity and can be very gratifying.
  1. Keeping a monthly blog during the research provides an arena for thinking out loud about emerging ideas and conclusions.  It is also helps to introduce discipline into your routine.
  1. Doing doctoral research part-time whilst occupying a professional role that entails different forms of writing makes it more important to distinguish between your academic and managerial forms of writing.  Do not be afraid to share what you have written and nurture your academic voice as well as your academic identity.
  1. Doing doctoral research is a form of continuous meditation. The cognitive process is never entirely switched-off.  Always be prepared to record emerging thoughts and ideas, whatever time of day or night.  Those light-bulb moments really do happen.
  1. Pilot data gathering is an effective way of refining the overarching research question.  Do not underestimate the value of testing out your initial ideas and be open to variations.  Your question is likely to change.
  1. Understanding the heuristic value of combining your existing practical knowledge of the field and the newly formed scholarly knowledge gained in doing the research helps you to manage boundaries and determine what is data.  Do not see every scenario as a data gathering opportunity.
  1. Transcribing is time-consuming and using a professional transcription service helps to save time.  Do your own transcribing wherever possible and if you do use a professional service, check their transcripts against the audio-recorded data before commencing any analysis.
  1. Taking the opportunity to assess the data analysis tools at your disposal means that your ultimate selection is well informed and can be justified, even if you decide not to use any.
  1. Listening to the opinions of others (especially your supervisors) about content and structure aids reflection.  Do not worry if those opinions are variable or if your supervisor’s opinion changes from draft to draft.  Take time to consider them all but remember that the ultimate argument you are making, and therefore justifying, is yours.
  1. Researching researchers who share your discipline can make it easier to communicate concepts through a common vocabulary. Do not be surprised, however, if your participants turn your questions back on you.  Utilise such exchanges to enhance your reflexivity.
  1. Explaining your research to others, both inside and outside the academy, helps to crystallise your argument.  Unlike you, others are not immersed in the topic and do not feel passionate about it in the way that you do.  Treat every encounter as an opportunity to question your own assumptions.
  1. Backing up your work may be a no-brainer but do not take it for granted.  Always take your memory stick away with you. If the house burns down you will at least not have lost the countless number of hours you have spent on this project.  A colleague once said to me, ‘it is only a PhD’ but losing the work would be catastrophic.

What you cannot account for is the stuff that happens along the way. Since starting the doctorate in October 2008, I have been divorced and remarried, I have changed jobs and I have moved house four times.

So what, you might well say…