Speech at the launch of the British Academy’s Working with Africa Report

Following Professor Graham Furniss’s opening remarks, I was invited to speak in my role as Chair of the Commonwealth Scholarship Commission in the UK at the launch of the British Academy’s new report entitled “Working with Africa: Human and Social Science Research in Action” on 3rd March 2011.  My  short speech outlined the importance of the British Academy’s funding programmes, the difficulties facing African universities and academics, and the ways through which the Commonwealth Scholarship Commission (CSC) is seeking to support them in partnership with like-minded organisations.

I began by thanking  Graham Furniss, not only for his work at the British Academy in driving forward many of their African initiatives, but also for joining the CSC as a new Commissioner.  I then emphasised the quality of the research featured in Working with Africa and thoroughly recommended it to the audience as a good read.  I highlighted in particular the value of the British Academy’s past small grants programme, noting that small amounts of funding can go a long way in supporting outstanding and innovative research in the humanities and social sciences.  This is particularly true for UK researchers near the beginnings of their careers, but it is also very important for establishing networks and partnerships as exemplified by the Academy’s support for research in Africa.

Despite such funding, I emphasised the many challenges faced by African researchers, and the very difficult financial, infrastructural and capacity issues that African universities had to overcome.  I argued  that years of global emphasis on primary education in Africa had left the higher education sector in a very diminished state.  I also made the point that whilst much international emphasis is placed on support for scientific research designed to reduce poverty, research in the social sciences and humanities is at least as, if not more, important.  Such research helps develop understandings of critical issues concerned with governance, social equality, the law, cultural diversity and economic change.

Finally, I highlighted the critical role of the Commonwealth Scholarship Commission in supporting research and professional development in Africa.  The last decade has seen a transformation in the Commission’s activities, so that far from being a traditional awarder of basic scholarships, it now provides seven different kinds of award, including distance-based studentships as well as professional and academic fellowships.  Moreover, evidence from the CSC’s monitoring and evaluation programme clearly indicates the value that these have in terms of development impact.  The Commission is delighted that it continues to have the strong support of the UK government, and that DFID will be providing some £20 million a year towards its programme of awards in developing countries in the 2011-15 period.  To be effective, though, it is important that we work together in partnership.  I concluded by reiterating my thanks to the British Academy and also emphasising the need for the Commission and the Academy to work closely together in the future to achieve our shared objectives of enhancing scholarship in African universities.

Last day in Nerja – riding above Frigiliana

The second day of independent student projects once again saw staff serving as taxi drivers.  However, it did also provide a brief moment for a participatory experience of  local tourist provision as two of us explored Frigiliana on horseback.  Much, much later the partying began.

Thanks to Don Thompson for organising another inspiring field course – and to all the students who made it so worth while.

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Day 5 – taxi service and the Río de la Miel rally

On the last two days of the field course, students work in groups on their own research projects exploring aspects of the geography of the Nerja region – ranging from studies of Quaternary deposits to the architectural identity of villages transformed by tourism.  So, for much of the day I became a taxi driver, dropping off students measuring river morphology in the Chillar valley and others interviewing tourists and farmers in the picturesque village of Frigiliana.  The day ended, though, with experiencing the unique rally environment of the upper Río de la Miel valley (see video),  and then clambering up into the clouds to see the remains of the old fortress of Los Castillejos.  That was before the night began!

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Andalucia Day 4 – tourism and argiculture in Frigiliana and Maro

The fourth day of our undergraduate field course based around Nerja saw us exploring the tensions between agriculture and tourist expansion in the villages of Maro and Frigiliana.  It was interesting to see how much change has taken place over the last few years, with considerable expansion in the amount of holiday accommodation, accompanied by some evidence of agricultural decline.  Yet, in part, the success of tourism is based very much on the landscapes created by a vibrant agricultural sector.

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Andalucia Field Course Day 3 – Valle Tropical

The third day of our undergraduate field course in Andalucia took us to the villages of Otivar and Jete in the Valle Tropical to the north of Almunécar.  It provided a vivid reminder that geography is about all of the senses:

  • sights: the mountains, valleys, diversity of crops (from chirimoyas and bananas to vines and beans), tourist apartments, hang gliders…
  • sounds: birds, goats, dogs, children at school, cars driving along the motorway cutting across the valley…
  • tastes: the local wine, solomillo de cerdo (in the great Buena Vista restaurant in Otivar), asparagus in vegetable broth with bits of ham
  • smells: wild lavender and fennel; burning rubbish…
  • touch: steering wheels, the roughness of the schist and avocado skins

Thanks Mike and Alex

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Experiencing Nerja – Day 1

The Geography Department at Royal Holloway, University of London, has been taking first year students to the Andalucian town of Nerja and its surroundings since the late 1990s.  Below are just a few photos from the first day exemplifying

  • that geography is about understanding the human interactions with the physical environment that shape places, and
  • field trips should be about working hard and playing hard!

Video of panorama from Balcon de Europa

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‘Student’ protests and political process in the UK

Being at the rally in Trafalgar Square today, supposedly against the proposed cuts in higher education, made me reflect on several aspects of the contemporary political process in the UK:

  • First, it is great to see so many UK students for once standing up for something that they see as being a cause worth fighting.  For far too long, many students here, unlike some of their peers elsewhere, seem to have been apathetic and lazy, unwilling to engage in any form of radical political protest, with the majority preferring instead to enjoy the good life associated with undertaking a minimal amount of academic work and a maximum amount of partying.  There is an irony here, though, as a young person on the train sitting next to me on the way home said “They are only looking after their own interests, in’t they. They can afford to!”
  • To gain groundswell political support, it is essential to have a simple message that people can sign up to – even if their own various interpretations of that message are different.  It is easy to unite people around a simple theme of complaining against ‘cuts’ that will affect them, but this hides the complexities surrounding the restructuring of UK universities and higher education.
  • At the heart of today’s protests were people intent on challenging the police – seeking to provoke them into violent retaliation.  At least whilst I was there, it was remarkable how calm the police remained against what many of them must have seen as being unprovoked and unfair abuse.  What struck me most about this was that many of those hurling the abuse chose to hide their identities through masks and hooded clothing, whilst individual police officers were fully identifiable by their ‘numbers’.  I do not want to be seen as an apologist for the police, and of course there have been cases where individual police officers have over-stepped the mark, but there is a real irony here in that protestors in the UK are indeed able to protest – peacefully – because, in general, the police have tried to be even handed in maintaining order and permitting people of all political persuasions to express an opinion.
  • I was amazed at how little anyone in the crowd seemed really to care about what, to me, matters most, the destruction of university based research excellence in the UK!  I have written at length elsewhere about this, but the protests convinced me even more of the importance of differentiating between ‘universities’ and higher education.  We need fundamentally to restructure UK higher education, and this should involve a very dramatic reduction in the number of students going to ‘universities’.  Instead, we should provide high quality and appropriate training and ‘education’, to fit all young people for the sorts of employment that they will subsequently enter.  Let’s create outstanding opportunities for young people to gain the skills and education that they need – but let’s not pretend that the institutions in which this takes place are universities.
  • And yes, of course, universities should be free for those able to benefit from the research-led opportunities that they provide, and for students who are committed to exploring the boundaries of knowledge diligently, rigorously and with enthusiasm!
  • Finally, I find it amazing that according to the Guardian, Vince Cable, “the cabinet minister in charge of tuition fees, said today he was prepared to abstain in a key vote on the government’s policy if that was what fellow Liberal Democrat MPs decided to do as a group. The business secretary said he was prepared to take the unprecedented step of not backing his own proposals for the sake of party unity”. How can the Secretary of State responsible for the introduction of increased tuition fees not vote in favour of them?  He should surely resign forthwith if that really is his view.

Reflections on Open Educational Quality Initiative discussions

The Open Educational Quality Initiative’s (OPAL) workshop at UNESCO in Paris on 8th and 9th November offered a valuable opportunity to explore a range of issues relating to how we can build on Open Educational Resources to encourage Open Educational Practices.

Below are the mind maps I constructed from our discussions on the following themes (click on the image to get higher resolution and larger versions!). Thanks to everyone who contributed to shaping my thoughts in these ways.

What are the main opportunities offered by Open Educational Resources?


What are the key challenges for preventing the implementation of the OPAL vision?



Reflections on the OPAL model – does it capture the different aspects of OER practices?


How can we best contribute?

Thanks to everyone who put this interesting gathering together – especially Ulf and Gráinne. Everything can be followed up on the OPAL site and its Cloudworks environment.

University students cheating – who is to blame?

Some weeks ago, soon after exams were over, a friend brought me a couple of pairs of expensive sports shoes that she had found in a skip on campus, and asked what I thought about them.  As these picture show, written all across them were formulae that had clearly been put there to ‘assist’ their owner, or to put it more simply to help them cheat.

I have seen numerous forms of cheating before, but this was a first for me – and I would have thought that it was highly risky for the perpetrator!  Invigilation in exams has become ever more rigorous, and we are regularly sent lists of things to watch out for.  I recall on one occasion even being told  as an invigilator to be aware in case students wearing short skirts had written answers to questions on their thighs.  How we were meant to investigate this, I was never told.

Why, then, is cheating so rife?  I guess, in large part it is because of the increasing credentialism and pressure that is put on students to learn and regurgitate, rather than actually thinking for themselves.  If questions in exams were primarily designed to explore how students thought, rather than on what they could remember (although the two are obviously closely related), then there would be much less benefit in trying to cheat.  I am also sure that cheating in part derives from the fact that many students have to spend much of their time earning an income to cover the costs of fees, accommodation and maintenance, and therefore are unable to acquire the level of knowledge that we expect from them when it comes to exams.  Some might even be lazy, and simply cheat because they prefer to do that, with all the associated excitement of being caught, than actually doing the exciting intellectual work required in the first place.

In all instances, though, this is such a waste!  Students should surely go to universities because they want to learn, to think for themselves, and to develop understandings that will help them influence the future for the better.  No amount of cheating, regurgitating accepted truths will ever help achieve this.

The scale of cheating across universities is immense: in 2006, the Daily Mail reported that 90% of students cheat when writing essays; in 2008, the Guardian reported some 9000 cases of plagiarism across 100 universities in the UK under the heading ‘cheating rife among university students’; and the Canadian publication Macleans recently commented that ‘With more than 50 per cent of students cheating, university degrees are losing their value’.

Plagiarism software has gone some way to prevent plagiarism in the writing of course assessed essays, but this does not avoid cases where a student pays someone else to create an entirely new essay for them – which happens far more frequently than one might expect! There are also numerous websites which claim to provide a service that will not be picked up by the most sophisticated plagiarism checking software.  It is ironic that one of the most important reasons why course-assessed work was introduced was that it was thought to be less stressful for students, and that they would therefore do better in it than in unseen terminal exams.  Perhaps, because of so many abuses, it would be fairer to all if we just went back to such unseen tests – although I guess this would put many companies producing the plagiarism checking software out of business!

This is all just so sad, and reflects once again the commodification of knowledge that I have railed about so much in the past.  Students should want to go to university to learn to think for themselves, and not just to repeat what they are expected to remember.  Cheating is a sign both that we have accepted the wrong people into university, but also that we have failed to inspire them to think afresh.  But then again, if universities have become just higher education institutions, teaching people to learn and regurgitate accepted facts, and if that is what society wants, then I suppose we just have to accept cheating as being central to modern life.

Just think, we could do some DNA testing on the shoes, sample all graduates, and identify who used them.  I wonder what degree they actually finished up with?