I’m gonna take you on a 50-year journey this morning which is appropriate as I
this morning which is appropriate as I
this morning which is appropriate as I sit somewhere in my 50s honey insisting
sit somewhere in my 50s honey insisting
sit somewhere in my 50s honey insisting in my early 50s and in that sense that
in my early 50s and in that sense that
in my early 50s and in that sense that 50 year journey around this particular
50 year journey around this particular
50 year journey around this particular topic I want to consider takes us back
topic I want to consider takes us back
topic I want to consider takes us back to 1966 I’m going to route 66 I’m going
to 1966 I’m going to route 66 I’m going
to 1966 I’m going to route 66 I’m going to 1966 and in 66 I’m going to the great
to 1966 and in 66 I’m going to the great
to 1966 and in 66 I’m going to the great Robbins report on higher education and
Robbins report on higher education and
Robbins report on higher education and in 66 Robbins was asked to look at what
in 66 Robbins was asked to look at what
in 66 Robbins was asked to look at what is higher education before and I’m going
is higher education before and I’m going
is higher education before and I’m going to ask you that question in terms of
to ask you that question in terms of
to ask you that question in terms of what is a university for or how do you
what is a university for or how do you
what is a university for or how do you create the university or what is the
create the university or what is the
create the university or what is the university about and how does innovating
university about and how does innovating
university about and how does innovating and integrating and educating link to
and integrating and educating link to
and integrating and educating link to what a university is for and challenge
what a university is for and challenge
what a university is for and challenge you in terms of your concepts of
you in terms of your concepts of
you in terms of your concepts of university and what it is we’re trying
university and what it is we’re trying
university and what it is we’re trying to achieve here in Bolton in this great
to achieve here in Bolton in this great
to achieve here in Bolton in this great University so let’s go back to 66 let’s
University so let’s go back to 66 let’s
University so let’s go back to 66 let’s take ourselves just 50 years 51 in fact
take ourselves just 50 years 51 in fact
take ourselves just 50 years 51 in fact years back to when Lord Robbins was
years back to when Lord Robbins was
years back to when Lord Robbins was asked to define the essence of a
asked to define the essence of a
asked to define the essence of a university in the United Kingdom and
university in the United Kingdom and
university in the United Kingdom and Robbins said that universities were
Robbins said that universities were
Robbins said that universities were about they were about the creation and
about they were about the creation and
about they were about the creation and the preservation and the dissemination
the preservation and the dissemination
the preservation and the dissemination of something what was that something
of something what was that something
of something what was that something well of course that something was
well of course that something was
well of course that something was knowledge so it was about creating it
knowledge so it was about creating it
knowledge so it was about creating it was about preserving and it was about
was about preserving and it was about
was about preserving and it was about disseminating knowledge and a university
disseminating knowledge and a university
disseminating knowledge and a university therefore and the new great white tile
therefore and the new great white tile
therefore and the new great white tile universities the white heat technology
universities the white heat technology
universities the white heat technology universities of the 60s were developed
universities of the 60s were developed
universities of the 60s were developed the the the Bradford’s and the York’s
the the the Bradford’s and the York’s
the the the Bradford’s and the York’s and the keels and the Warwick’s were all
and the keels and the Warwick’s were all
and the keels and the Warwick’s were all created to create preserve and
created to create preserve and
created to create preserve and disseminate knowledge creating research
disseminate knowledge creating research
disseminate knowledge creating research creating knowledge of course was around
creating knowledge of course was around
creating knowledge of course was around the actual fundamental blue skies
the actual fundamental blue skies
the actual fundamental blue skies thinking of research what is what is new
thinking of research what is what is new
thinking of research what is what is new creative initiative what let’s think the
creative initiative what let’s think the
creative initiative what let’s think the unthinkable let’s do what I’m going to
unthinkable let’s do what I’m going to
unthinkable let’s do what I’m going to ask you to do today and think the
ask you to do today and think the
ask you to do today and think the unthinkable and indeed challenge Robbins
unthinkable and indeed challenge Robbins
unthinkable and indeed challenge Robbins from 66 to something new today
from 66 to something new today
from 66 to something new today indeed the motive for going forward for
indeed the motive for going forward for
indeed the motive for going forward for universities today may well be
universities today may well be
universities today may well be innovate integrate and educate as
innovate integrate and educate as
innovate integrate and educate as opposed to create preserve and
opposed to create preserve and
opposed to create preserve and disseminate knowledge so let’s have a
disseminate knowledge so let’s have a
disseminate knowledge so let’s have a look at what Robbins was saying what he
look at what Robbins was saying what he
look at what Robbins was saying what he was saying was that in creation of
was saying was that in creation of
was saying was that in creation of knowledge what he was saying was that
knowledge what he was saying was that
knowledge what he was saying was that blue skies research innovative new
blue skies research innovative new
blue skies research innovative new thinking of the essence in some ways of
thinking of the essence in some ways of
thinking of the essence in some ways of the PhD the contribution of new things
the PhD the contribution of new things
the PhD the contribution of new things new ideas new information new
new ideas new information new
new ideas new information new interpretations new ways of applying
interpretations new ways of applying
interpretations new ways of applying things and then we move on a course to
things and then we move on a course to
things and then we move on a course to once you’ve created it you have to
once you’ve created it you have to
once you’ve created it you have to preserve it and you can preserve it in a
preserve it and you can preserve it in a
preserve it and you can preserve it in a number of ways but the obvious
number of ways but the obvious
number of ways but the obvious preservation of it is committing it to
preservation of it is committing it to
preservation of it is committing it to writing to committing it to learner to
writing to committing it to learner to
writing to committing it to learner to scholar journals and books and and
scholar journals and books and and
scholar journals and books and and ultimately that will come to the
ultimately that will come to the
ultimately that will come to the preservation moment but in terms of the
preservation moment but in terms of the
preservation moment but in terms of the the sorry I’m on preservation on tech
the sorry I’m on preservation on tech
the sorry I’m on preservation on tech patrick the the preservation of
patrick the the preservation of
patrick the the preservation of knowledge is providing a repository of
knowledge is providing a repository of
knowledge is providing a repository of that knowledge whether it be written or
that knowledge whether it be written or
that knowledge whether it be written or archiving archiving that knowledge or
archiving archiving that knowledge or
archiving archiving that knowledge or internetting that knowledge today and
internetting that knowledge today and
internetting that knowledge today and then of course the dissemination of
then of course the dissemination of
then of course the dissemination of knowledge comes to the end of the
knowledge comes to the end of the
knowledge comes to the end of the spectrum that we sit out today that
spectrum that we sit out today that
spectrum that we sit out today that often universities are judged on which
often universities are judged on which
often universities are judged on which is around around teaching and
is around around teaching and
is around around teaching and disseminating that knowledge publishing
disseminating that knowledge publishing
disseminating that knowledge publishing and getting it out there having
and getting it out there having
and getting it out there having committed it to record in terms of
committed it to record in terms of
committed it to record in terms of preserving it publishing and getting it
preserving it publishing and getting it
preserving it publishing and getting it out there but also teaching students and
out there but also teaching students and
out there but also teaching students and making sure that students are well aware
making sure that students are well aware
making sure that students are well aware of that knowledge that’s been created
of that knowledge that’s been created
of that knowledge that’s been created now is that enough
now is that enough
now is that enough you know Robin’s was the seminal work on
you know Robin’s was the seminal work on
you know Robin’s was the seminal work on universities but is it enough today then
universities but is it enough today then
universities but is it enough today then you then have to move across to ask
you then have to move across to ask
you then have to move across to ask about how those new universities did in
about how those new universities did in
about how those new universities did in society
society
society and how they developed and you have to
and how they developed and you have to
and how they developed and you have to look at someone called Burton Clarke at
look at someone called Burton Clarke at
look at someone called Burton Clarke at UCLA Los Angeles who started to look in
UCLA Los Angeles who started to look in
UCLA Los Angeles who started to look in the 80s at the work of those
the 80s at the work of those
the 80s at the work of those universities that developed in the 60s
universities that developed in the 60s
universities that developed in the 60s and started to look at the most
and started to look at the most
and started to look at the most successful universities in in Europe in
successful universities in in Europe in
successful universities in in Europe in fact in his particular study and ask
fact in his particular study and ask
fact in his particular study and ask what was it about those universities
what was it about those universities
what was it about those universities that have made them successful and how
that have made them successful and how
that have made them successful and how were they measured as being successful
were they measured as being successful
were they measured as being successful and of course we then into that great
and of course we then into that great
and of course we then into that great debate of the University League table
debate of the University League table
debate of the University League table valid or not relevant or not measuring
valid or not relevant or not measuring
valid or not relevant or not measuring the right things or not what is a
the right things or not what is a
the right things or not what is a university for we’re on that league
university for we’re on that league
university for we’re on that league table does the creation of knowledge
table does the creation of knowledge
table does the creation of knowledge come well perhaps it comes in the
come well perhaps it comes in the
come well perhaps it comes in the research element where does the
research element where does the
research element where does the preservation of knowledge come well
preservation of knowledge come well
preservation of knowledge come well perhaps
perhaps
perhaps in the academic infrastructure and where
in the academic infrastructure and where
in the academic infrastructure and where does the dissemination ala jump become
does the dissemination ala jump become
does the dissemination ala jump become well perhaps that comes in the the
well perhaps that comes in the the
well perhaps that comes in the the teaching the view of the student quality
teaching the view of the student quality
teaching the view of the student quality of teaching so perhaps those tables do
of teaching so perhaps those tables do
of teaching so perhaps those tables do in that sense start to span the the
in that sense start to span the the
in that sense start to span the the knowledge of robbins but of course along
knowledge of robbins but of course along
knowledge of robbins but of course along came higher education limited warwick
came higher education limited warwick
came higher education limited warwick limited was the classic example of it
limited was the classic example of it
limited was the classic example of it challenged by the academics in the late
challenged by the academics in the late
challenged by the academics in the late 70s and early 80’s has been too
70s and early 80’s has been too
70s and early 80’s has been too commercial too highly focused on making
commercial too highly focused on making
commercial too highly focused on making a university for-profit a university for
a university for-profit a university for
a university for-profit a university for business a university for industry
business a university for industry
business a university for industry because there was no mention in that
because there was no mention in that
because there was no mention in that early description of business or
early description of business or
early description of business or industry and then you had these
industry and then you had these
industry and then you had these universities reaching out to companies
universities reaching out to companies
universities reaching out to companies saying we can do applied research we
saying we can do applied research we
saying we can do applied research we could do in company research we can do
could do in company research we can do
could do in company research we can do income generation we can even ultimately
income generation we can even ultimately
income generation we can even ultimately whizz forward a few years and start to
whizz forward a few years and start to
whizz forward a few years and start to charge fees for the things that we sell
charge fees for the things that we sell
charge fees for the things that we sell has to say our courses and those are
has to say our courses and those are
has to say our courses and those are therefore a remarkable corruption wasn’t
therefore a remarkable corruption wasn’t
therefore a remarkable corruption wasn’t there in this process of this purist
there in this process of this purist
there in this process of this purist idea of an organization for the purposes
idea of an organization for the purposes
idea of an organization for the purposes of creating and preserving disseminating
of creating and preserving disseminating
of creating and preserving disseminating knowledge and today’s position or a
knowledge and today’s position or a
knowledge and today’s position or a position that moves a few years on into
position that moves a few years on into
position that moves a few years on into the 1890s when people like Warwick and
the 1890s when people like Warwick and
the 1890s when people like Warwick and York was starting to say albeit a
York was starting to say albeit a
York was starting to say albeit a slightly divergent way in those two
slightly divergent way in those two
slightly divergent way in those two universities they were starting to say
universities they were starting to say
universities they were starting to say well actually this is about connecting
well actually this is about connecting
well actually this is about connecting to business and industry applying it
to business and industry applying it
to business and industry applying it it’s about employability no mention in
it’s about employability no mention in
it’s about employability no mention in Robbins’s notion of employability or
Robbins’s notion of employability or
Robbins’s notion of employability or usefulness you know no reference to the
usefulness you know no reference to the
usefulness you know no reference to the idea that a university might actually be
idea that a university might actually be
idea that a university might actually be some use to the student who might go to
some use to the student who might go to
some use to the student who might go to it who might then ultimately succeed in
it who might then ultimately succeed in
it who might then ultimately succeed in employment and add to national wealth
employment and add to national wealth
employment and add to national wealth and add to wealth creation but know what
and add to wealth creation but know what
and add to wealth creation but know what you had is a situation where you’ve got
you had is a situation where you’ve got
you had is a situation where you’ve got this purist idea and I’ll come back to
this purist idea and I’ll come back to
this purist idea and I’ll come back to why knowledge perhaps isn’t the right
why knowledge perhaps isn’t the right
why knowledge perhaps isn’t the right thing to be focusing on in what is a
thing to be focusing on in what is a
thing to be focusing on in what is a university for what is higher education
university for what is higher education
university for what is higher education for in a minute notice that knowledge
for in a minute notice that knowledge
for in a minute notice that knowledge might not be the thing that we want to
might not be the thing that we want to
might not be the thing that we want to focus on for a university I’ll give you
focus on for a university I’ll give you
focus on for a university I’ll give you some thought for the day I want to in
some thought for the day I want to in
some thought for the day I want to in terms of perhaps it isn’t about
terms of perhaps it isn’t about
terms of perhaps it isn’t about knowledge at all maybe it’s about the
knowledge at all maybe it’s about the
knowledge at all maybe it’s about the application of that knowledge maybe it’s
application of that knowledge maybe it’s
application of that knowledge maybe it’s about actually wisdom is about judgment
about actually wisdom is about judgment
about actually wisdom is about judgment it’s about interpretation it’s about
it’s about interpretation it’s about
it’s about interpretation it’s about understanding it’s about application
understanding it’s about application
understanding it’s about application knowledge itself certainly information
knowledge itself certainly information
knowledge itself certainly information itself is out there and awful
itself is out there and awful
itself is out there and awful now in the Internet it’s available all
now in the Internet it’s available all
now in the Internet it’s available all times remember when Robbins was writing
times remember when Robbins was writing
times remember when Robbins was writing information was not freely available
information was not freely available
information was not freely available knowledge was not actually as freely
knowledge was not actually as freely
knowledge was not actually as freely available as it is today this is being
available as it is today this is being
available as it is today this is being live-streamed no doubt all over the
live-streamed no doubt all over the
live-streamed no doubt all over the world and contributing to an
world and contributing to an
world and contributing to an understanding of issues perhaps but it
understanding of issues perhaps but it
understanding of issues perhaps but it wasn’t freely available in the Robbins
wasn’t freely available in the Robbins
wasn’t freely available in the Robbins era in the 66 in the inner 60s and so
era in the 66 in the inner 60s and so
era in the 66 in the inner 60s and so you have this situation where the
you have this situation where the
you have this situation where the question arises now is is a university
question arises now is is a university
question arises now is is a university for something else today rather than
for something else today rather than
for something else today rather than what it was when it started because
what it was when it started because
what it was when it started because knowledge is available anywhere the
knowledge is available anywhere the
knowledge is available anywhere the Internet is the university that Robbins
Internet is the university that Robbins
Internet is the university that Robbins was considering where new knowledge was
was considering where new knowledge was
was considering where new knowledge was created and it’s and it’s preserved and
created and it’s and it’s preserved and
created and it’s and it’s preserved and it’s disseminated so the internet became
it’s disseminated so the internet became
it’s disseminated so the internet became the world’s university in that sense so
the world’s university in that sense so
the world’s university in that sense so what does the universities become well
what does the universities become well
what does the universities become well they become areas perhaps where people
they become areas perhaps where people
they become areas perhaps where people do things that we’re talking about today
do things that we’re talking about today
do things that we’re talking about today they they innovate and they integrate
they they innovate and they integrate
they they innovate and they integrate and the educate because they’re a place
and the educate because they’re a place
and the educate because they’re a place they’re a space and the place and in
they’re a space and the place and in
they’re a space and the place and in that sense the university isn’t what
that sense the university isn’t what
that sense the university isn’t what Robbins described at all but it’s
Robbins described at all but it’s
Robbins described at all but it’s actually a place and a space for
actually a place and a space for
actually a place and a space for innovation and for creativity and for
innovation and for creativity and for
innovation and for creativity and for the development of challenge of new
the development of challenge of new
the development of challenge of new ideas so actually TEDx is dead center we
ideas so actually TEDx is dead center we
ideas so actually TEDx is dead center we are actually right on the red spot in
are actually right on the red spot in
are actually right on the red spot in terms of being at the right place for
terms of being at the right place for
terms of being at the right place for universities now the students involved
universities now the students involved
universities now the students involved in the development of this provision
in the development of this provision
in the development of this provision about what universities might well be
about what universities might well be
about what universities might well be seen to be for for the next 50 years and
seen to be for for the next 50 years and
seen to be for for the next 50 years and of course they then apply that knowledge
of course they then apply that knowledge
of course they then apply that knowledge and apply that research and apply that
and apply that research and apply that
and apply that research and apply that understanding innovation creativity to a
understanding innovation creativity to a
understanding innovation creativity to a context which is about wealth creation
context which is about wealth creation
context which is about wealth creation and that wealth creation then spreads
and that wealth creation then spreads
and that wealth creation then spreads across you’ll not be surprised as an
across you’ll not be surprised as an
across you’ll not be surprised as an economist argue that wealth creation is
economist argue that wealth creation is
economist argue that wealth creation is critical to the development of society
critical to the development of society
critical to the development of society to development of humanity to
to development of humanity to
to development of humanity to development of resource acquisition and
development of resource acquisition and
development of resource acquisition and exploitation for the whole of the the
exploitation for the whole of the the
exploitation for the whole of the the the benefit of the population of the
the benefit of the population of the
the benefit of the population of the world so what a university is for then
world so what a university is for then
world so what a university is for then well maybe they’re for more than
well maybe they’re for more than
well maybe they’re for more than knowledge may be there for more than
knowledge may be there for more than
knowledge may be there for more than wisdom maybe they’re about really
wisdom maybe they’re about really
wisdom maybe they’re about really pushing the boundaries of interpretive
pushing the boundaries of interpretive
pushing the boundaries of interpretive understanding maybe they’re about
understanding maybe they’re about
understanding maybe they’re about challenge
challenge
challenge they must be surely about about
they must be surely about about
they must be surely about about challenge and they must be or are they
challenge and they must be or are they
challenge and they must be or are they institutions are they places are these
institutions are they places are these
institutions are they places are these spaces or are the institutions we had a
spaces or are the institutions we had a
spaces or are the institutions we had a situation where Burton Clarke was saying
situation where Burton Clarke was saying
situation where Burton Clarke was saying but the way that universities the great
but the way that universities the great
but the way that universities the great universities
universities
universities developed in this country of in the last
developed in this country of in the last
developed in this country of in the last 50 years Warrick is 50 years old it’s
50 years Warrick is 50 years old it’s
50 years Warrick is 50 years old it’s one of the most successful universities
one of the most successful universities
one of the most successful universities by most people’s measure from start up
by most people’s measure from start up
by most people’s measure from start up in the 60s to 50 years old last years
in the 60s to 50 years old last years
in the 60s to 50 years old last years it’s so perfect fifty year journey and
it’s so perfect fifty year journey and
it’s so perfect fifty year journey and of course wilful institution building
of course wilful institution building
of course wilful institution building took place there to create an
took place there to create an
took place there to create an institution and here in Bolton were
institution and here in Bolton were
institution and here in Bolton were engaging in willful institution building
engaging in willful institution building
engaging in willful institution building it’s neither accidental nor incidental
it’s neither accidental nor incidental
it’s neither accidental nor incidental but about creating a strong institution
but about creating a strong institution
but about creating a strong institution to enable those people participating
to enable those people participating
to enable those people participating that institution to grow to develop to
that institution to grow to develop to
that institution to grow to develop to innovate to integrate and by our process
innovate to integrate and by our process
innovate to integrate and by our process to educate in terms of that
to educate in terms of that
to educate in terms of that interpretation of knowledge and
interpretation of knowledge and
interpretation of knowledge and understanding but willful institutions
understanding but willful institutions
understanding but willful institutions in places require the development of
in places require the development of
in places require the development of place so what I’m saying here about the
place so what I’m saying here about the
place so what I’m saying here about the university that we’re in is that we’re
university that we’re in is that we’re
university that we’re in is that we’re trying to develop an institution that
trying to develop an institution that
trying to develop an institution that does the things that I’ve described in
does the things that I’ve described in
does the things that I’ve described in terms of innovation and creativity and
terms of innovation and creativity and
terms of innovation and creativity and education but also does it in a way that
education but also does it in a way that
education but also does it in a way that creates a sense of place a sense of town
creates a sense of place a sense of town
creates a sense of place a sense of town a tense of a sense of gown the
a tense of a sense of gown the
a tense of a sense of gown the connectivity between where we are we are
connectivity between where we are we are
connectivity between where we are we are not in a vacuum we are not dropped in
not in a vacuum we are not dropped in
not in a vacuum we are not dropped in the middle of field like Warrick was
the middle of field like Warrick was
the middle of field like Warrick was we’re actually right in the center of a
we’re actually right in the center of a
we’re actually right in the center of a community of community who don’t
community of community who don’t
community of community who don’t understand what a university is they
understand what a university is they
understand what a university is they haven’t had one before fifteen years ago
haven’t had one before fifteen years ago
haven’t had one before fifteen years ago this town didn’t have a university this
this town didn’t have a university this
this town didn’t have a university this town had an institute of higher
town had an institute of higher
town had an institute of higher education that was bursting to become a
education that was bursting to become a
education that was bursting to become a university but wasn’t one and therefore
university but wasn’t one and therefore
university but wasn’t one and therefore you have to work on this process is my
you have to work on this process is my
you have to work on this process is my approach of linking the town with the
approach of linking the town with the
approach of linking the town with the gown to create an environment a space
gown to create an environment a space
gown to create an environment a space and a place where people understand that
and a place where people understand that
and a place where people understand that we’re more than about creating knowledge
we’re more than about creating knowledge
we’re more than about creating knowledge we’re about connecting with communities
we’re about connecting with communities
we’re about connecting with communities were about integrating with a society
were about integrating with a society
were about integrating with a society that we’re in we’re about shaping and
that we’re in we’re about shaping and
that we’re in we’re about shaping and changing that society we are going to
changing that society we are going to
changing that society we are going to make Bolton and Greater Manchester
make Bolton and Greater Manchester
make Bolton and Greater Manchester different by what we do the things that
different by what we do the things that
different by what we do the things that you our students and our communities are
you our students and our communities are
you our students and our communities are engaging will massively change this
engaging will massively change this
engaging will massively change this community why should you believe that
community why should you believe that
community why should you believe that can you believe that well it took them
can you believe that well it took them
can you believe that well it took them eight hundred years but look at
eight hundred years but look at
eight hundred years but look at Cambridge the town or city of Cambridge
Cambridge the town or city of Cambridge
Cambridge the town or city of Cambridge wouldn’t be anything without its
wouldn’t be anything without its
wouldn’t be anything without its University imagine Cambridge or Oxford
University imagine Cambridge or Oxford
University imagine Cambridge or Oxford without their universities
without their universities
without their universities and I’m going to suggest you if you take
and I’m going to suggest you if you take
and I’m going to suggest you if you take this fifty years on from now imagine
this fifty years on from now imagine
this fifty years on from now imagine Bolton without it’s University as we
Bolton without it’s University as we
Bolton without it’s University as we move into them on Crescent no not
move into them on Crescent no not
move into them on Crescent no not surprising I take this as a really good
surprising I take this as a really good
surprising I take this as a really good advertising opportunity for the strategy
advertising opportunity for the strategy
advertising opportunity for the strategy of the university but not often that
of the university but not often that
of the university but not often that people listen to me around here so I
people listen to me around here so I
people listen to me around here so I take this is an advertising opportunity
take this is an advertising opportunity
take this is an advertising opportunity will have LeMond Crescent by the Town
will have LeMond Crescent by the Town
will have LeMond Crescent by the Town Hall we just acquired it the student
Hall we just acquired it the student
Hall we just acquired it the student village developing behind it the
village developing behind it the
village developing behind it the creation of spaces flexible spaces for
creation of spaces flexible spaces for
creation of spaces flexible spaces for the community and students to live
the community and students to live
the community and students to live together to create cafe culture to
together to create cafe culture to
together to create cafe culture to create that drop-in situation where an
create that drop-in situation where an
create that drop-in situation where an innovative small high-tech or innovative
innovative small high-tech or innovative
innovative small high-tech or innovative creative company can have a studio and
creative company can have a studio and
creative company can have a studio and then drop in downstairs to cafe culture
then drop in downstairs to cafe culture
then drop in downstairs to cafe culture and talk with students or own courses
and talk with students or own courses
and talk with students or own courses and then a campus that is resourced with
and then a campus that is resourced with
and then a campus that is resourced with high-tech facilities new buildings new
high-tech facilities new buildings new
high-tech facilities new buildings new facilities and equipment that enables
facilities and equipment that enables
facilities and equipment that enables students to access the best available
students to access the best available
students to access the best available the national new Motorsports sent to the
the national new Motorsports sent to the
the national new Motorsports sent to the stem center the the dental technologies
stem center the the dental technologies
stem center the the dental technologies facilities the facilities that we offer
facilities the facilities that we offer
facilities the facilities that we offer in terms of Bolton one and the Health
in terms of Bolton one and the Health
in terms of Bolton one and the Health provision and so on and so on to create
provision and so on and so on to create
provision and so on and so on to create niche based provision of the very
niche based provision of the very
niche based provision of the very highest quality because of course an
highest quality because of course an
highest quality because of course an institution can’t be everything to
institution can’t be everything to
institution can’t be everything to everybody and do everything well it has
everybody and do everything well it has
everybody and do everything well it has to specialize but in that specialization
to specialize but in that specialization
to specialize but in that specialization runs one common theme which is about
runs one common theme which is about
runs one common theme which is about educate in this university educate being
educate in this university educate being
educate in this university educate being the teaching intensive agenda informed
the teaching intensive agenda informed
the teaching intensive agenda informed by Robbins’s traditional notion of
by Robbins’s traditional notion of
by Robbins’s traditional notion of research but not driven by Robbins’s
research but not driven by Robbins’s
research but not driven by Robbins’s original notion of research you see for
original notion of research you see for
original notion of research you see for Robins you couldn’t be a university
Robins you couldn’t be a university
Robins you couldn’t be a university unless you’re creating knowledge and
unless you’re creating knowledge and
unless you’re creating knowledge and then preserved it and disseminated it
then preserved it and disseminated it
then preserved it and disseminated it for us the argument today 50 years on
for us the argument today 50 years on
for us the argument today 50 years on will be maybe we can be a university by
will be maybe we can be a university by
will be maybe we can be a university by being teaching intensive by focusing on
being teaching intensive by focusing on
being teaching intensive by focusing on educating focusing on creativity
educating focusing on creativity
educating focusing on creativity focusing on innovation focusing on the
focusing on innovation focusing on the
focusing on innovation focusing on the topics of this particular conference and
topics of this particular conference and
topics of this particular conference and using that as the driving central thread
using that as the driving central thread
using that as the driving central thread or force that holds together the
or force that holds together the
or force that holds together the community that will change the society
community that will change the society
community that will change the society that we operate in here in Bolton
that we operate in here in Bolton
that we operate in here in Bolton because people can understand the
because people can understand the
because people can understand the tangible requirement of a university
tangible requirement of a university
tangible requirement of a university teaches students and we do it rather
teaches students and we do it rather
teaches students and we do it rather well the Complete University Guide
well the Complete University Guide
well the Complete University Guide yesterday said that we were 36 in the UK
yesterday said that we were 36 in the UK
yesterday said that we were 36 in the UK out of 100
out of 100
out of 100 twenty-nine universities for our student
twenty-nine universities for our student
twenty-nine universities for our student satisfaction particularly with teaching
satisfaction particularly with teaching
satisfaction particularly with teaching 36 we actually sat side by side because
36 we actually sat side by side because
36 we actually sat side by side because I think 35th on that with the same score
I think 35th on that with the same score
I think 35th on that with the same score oddly enough why they were 35th and we
oddly enough why they were 35th and we
oddly enough why they were 35th and we were 36 with the same score I don’t
were 36 with the same score I don’t
were 36 with the same score I don’t understand but and we had to be and they
understand but and we had to be and they
understand but and we had to be and they had a C that’s to say they were
had a C that’s to say they were
had a C that’s to say they were Cambridge and we were Bolton so there we
Cambridge and we were Bolton so there we
Cambridge and we were Bolton so there we sit side by side with an 800 year old
sit side by side with an 800 year old
sit side by side with an 800 year old University Bolton and Cambridge with the
University Bolton and Cambridge with the
University Bolton and Cambridge with the same score for satisfaction with the
same score for satisfaction with the
same score for satisfaction with the student experience in teaching and
student experience in teaching and
student experience in teaching and that’s taken they make hundred years
that’s taken they make hundred years
that’s taken they make hundred years what have they been doing and it’s taken
what have they been doing and it’s taken
what have they been doing and it’s taken us about ten or twelve in terms of our
us about ten or twelve in terms of our
us about ten or twelve in terms of our university to get to that position where
university to get to that position where
university to get to that position where our students are highly satisfied with
our students are highly satisfied with
our students are highly satisfied with what they receive but of course on the
what they receive but of course on the
what they receive but of course on the league table around research we’re well
league table around research we’re well
league table around research we’re well down because we’re not a Robin’s
down because we’re not a Robin’s
down because we’re not a Robin’s University we’re not a
University we’re not a
University we’re not a research-intensive we’re not about
research-intensive we’re not about
research-intensive we’re not about creating knowledge we’re about applying
creating knowledge we’re about applying
creating knowledge we’re about applying we’re about integrating that information
we’re about integrating that information
we’re about integrating that information innovating with that information and
innovating with that information and
innovating with that information and educating with that information the very
educating with that information the very
educating with that information the very theme of this particular conference so
theme of this particular conference so
theme of this particular conference so how do I want to bring this this set of
how do I want to bring this this set of
how do I want to bring this this set of thoughts together I want to suggest to
thoughts together I want to suggest to
thoughts together I want to suggest to you that you want to think about what is
you that you want to think about what is
you that you want to think about what is a university of today is a university
a university of today is a university
a university of today is a university today about knowledge or is it about
today about knowledge or is it about
today about knowledge or is it about place is it about people is it about
place is it about people is it about
place is it about people is it about applicability and if it is about those
applicability and if it is about those
applicability and if it is about those things where does knowledge sit in this
things where does knowledge sit in this
things where does knowledge sit in this is Robins outmoded and in terms of
is Robins outmoded and in terms of
is Robins outmoded and in terms of building and developing university is it
building and developing university is it
building and developing university is it wrong for those research intensive to
wrong for those research intensive to
wrong for those research intensive to remain research intensive are they
remain research intensive are they
remain research intensive are they barking up the long wrong long-term
barking up the long wrong long-term
barking up the long wrong long-term strategic tree have Cambridge and Oxford
strategic tree have Cambridge and Oxford
strategic tree have Cambridge and Oxford missed the very point they research
missed the very point they research
missed the very point they research intensive Russell groups who were
intensive Russell groups who were
intensive Russell groups who were hanging on to some historic notion of
hanging on to some historic notion of
hanging on to some historic notion of the past and is that why London School
the past and is that why London School
the past and is that why London School of Economics in King’s College London in
of Economics in King’s College London in
of Economics in King’s College London in the bottom ten in the country for
the bottom ten in the country for
the bottom ten in the country for student perception of their views of
student perception of their views of
student perception of their views of teaching because they’ve lost the plot
teaching because they’ve lost the plot
teaching because they’ve lost the plot in a modern world whereas institutions
in a modern world whereas institutions
in a modern world whereas institutions like ours are right on the money
like ours are right on the money
like ours are right on the money were on the message around what it is to
were on the message around what it is to
were on the message around what it is to be a modern forward-looking creative
be a modern forward-looking creative
be a modern forward-looking creative willfully built institution linking the
willfully built institution linking the
willfully built institution linking the town and the gown together in a way that
town and the gown together in a way that
town and the gown together in a way that creates space for students to do what
creates space for students to do what
creates space for students to do what students can do best
students can do best
students can do best to create to innovate and on our part to
to create to innovate and on our part to
to create to innovate and on our part to educate so I’ll leave you with that
educate so I’ll leave you with that
educate so I’ll leave you with that thought about what is a university for
thought about what is a university for
thought about what is a university for is it about that traditional notion or
is it about that traditional notion or
is it about that traditional notion or is it about something different are we
is it about something different are we
is it about something different are we doing the right thing in a tempting
doing the right thing in a tempting
doing the right thing in a tempting willful institution-building are we
willful institution-building are we
willful institution-building are we doing the right thing turning our face
doing the right thing turning our face
doing the right thing turning our face against those research-intensive you
against those research-intensive you
against those research-intensive you know in 25 years or 50 years will
know in 25 years or 50 years will
know in 25 years or 50 years will someone be standing here saying you know
someone be standing here saying you know
someone be standing here saying you know what universities are about is about
what universities are about is about
what universities are about is about teaching it’s about educating it’s about
teaching it’s about educating it’s about
teaching it’s about educating it’s about innovating it’s about using the
innovating it’s about using the
innovating it’s about using the knowledge that’s freely and widely
knowledge that’s freely and widely
knowledge that’s freely and widely available across the internet why cry
available across the internet why cry
available across the internet why cry and try and create more knowledge in a
and try and create more knowledge in a
and try and create more knowledge in a local pocket when there’s far more world
local pocket when there’s far more world
local pocket when there’s far more world knowledge and information available you
knowledge and information available you
knowledge and information available you can draw on and innovate and integrate
can draw on and innovate and integrate
can draw on and innovate and integrate rather than just simply create so I
rather than just simply create so I
rather than just simply create so I conclude with the thought that Robins
conclude with the thought that Robins
conclude with the thought that Robins perhaps of his time was right but times
perhaps of his time was right but times
perhaps of his time was right but times have changed times have moved on and
have changed times have moved on and
have changed times have moved on and that a modern creative university is
that a modern creative university is
that a modern creative university is something completely different to the
something completely different to the
something completely different to the notion of Oxford and Cambridge the
notion of Oxford and Cambridge the
notion of Oxford and Cambridge the dinosaurs that are waiting to die thank
dinosaurs that are waiting to die thank
dinosaurs that are waiting to die thank you for listening
”
Be First to Comment