One of our innovation projects over several years was to develop a Playful Engagement Strategy for ISG and to test some playful approaches. We know our Information Services Group (ISG) staff are innovative and creative, and they have developed a variety of fun, creative, and engaging ways to provide and deliver our technologies and services.
We want to ensure that this continues and that ISG fosters an environment, and culture, where innovation, playful learning, and creative engagement are embedded in our practices. This is in line with the University’s aim to offer an educational experience that is inspiring, challenging, and transformational.
To this end, we have established playful engagement themes, strategy and goals.
Our goals are to:
Facilitate the development of playful innovators, researchers, and creators
Promote creative, playful, and innovative use of technologies and tools in ISG services
Utilise our world-class libraries and collections in innovative and engaging ways to enrich our services
Support a healthy work life balance, and a positive, engaging and inclusive work environment
I am very pleased that Charlie has been able to spend the time to really think about what playful engagement could mean for a large IT and libraries service. Her work draws upon a whole raft of team, game, maker, challenge and enjoyment activities which all combine to make working here much more fun than it might otherwise be.
She and I will be presenting about this at the UCISA leadership conference in Edinburgh.
We are taking the opportunity of International Women’s Day to rename our Boardroom in Argyle House after Brenda Moon, the first woman to head up a research university library when she was Librarian here at the University of Edinburgh in the 1980s and 90s.
Brenda played a major role in bringing the University into the digital age, as Edinburgh became the first major university library in the UK to tackle and deliver a computer-based service.
Also on the day we will be hosting an ‘Edit-a-thon’ for staff, students and friends of the University to create Wikipedia entries for notable women currently missing from the encyclopaedia site, and a ‘Sketch-a-thon’ using images from the Centre for Research Collections’ Special Collections. All artistic abilities welcome!
Learn about the lives of some of the incredible women in the archives of the Centre for Research Collections at the University of Edinburgh, while putting your creative side to use in a relaxed learning environment!
Advice from HR was not to call this job ‘Witchfinder General’. So we didn’t. But we wanted to.
University of Edinburgh has a database of Scottish Witches. It has been published as open data and we are looking for a Data and Visualisation Intern to work with our Wikimedian in Residence to help us develop a linked open-data set by:
Re-using pre-existing data and creating new data which allows geographical mapping of parts of the data set.
Developing other visualisations of the data which allow new, previously unknown, patterns in the data to be extracted and new stories and hypotheses about the data to be developed.
Some interesting equality and diversity activities going on in our libraries and collections:
Equality and Diversity Images Internships
The Edinburgh Centre for Research Collections (CRC) has a student internship curating images from our collections that show gender, race and diversity with a view to having these images be used for promotion of the University courses, and as part of courses where they are relevant. The successful outcomes of this have been digitisation of materials, engaging blog posts which have narratives from the collections that raise the profile of resources and narratives in the collections to support work in the area.
Following on from this £10,000 was awarded from the Innovation Fund to engage student interns to look at images and narratives of equality, diversity and community to support Students Association campaigns and encourage student engagement. This will be undertaken in the first 6 months of 2019 and is supported by the Students Association executive.
Project: Revealing and Expanding Diversity in our Library Collections
In 2017-18 Library and University Collections teams worked with Students Association to organise two collection displays in the Main Library. A display in October 2017 celebrated Black History Month and in February 2018 a display celebrated LGBT+ History Month. A small number of additional books were purchased to contribute to the LGBT+ display and to increase the range of Library resources; the LGBT+ display also linked to a display in the Library’s CRC which highlighted first editions of books, signed letters, essays and other manuscripts related to W. H. Auden and Christopher Isherwood.
The Main Library Black History Month display in October 2018 included 41 new items purchased through the project budget, and the project budget also enabled the purchase of additional display units for the Main Library and the purchase of new display units for New College Library and ECA Library. Further displays in 2018-19 are planned to support the Students Association’s four Liberation Campaigns (Black and Minority Ethnic – BME, Disabled Students, LGBT+ and Women). Students Association representatives and colleagues from across the University are involved in organising the displays, selecting resources for purchase and communicating the project to students. The displays have been popular with students, with display items being borrowed and students providing positive feedback to staff.
Women’s Collections Cataloguing
The Edinburgh Centre for Research Collections have had an intern for 8 weeks cataloguing the collection of a misrepresented female composer from the 19th century to raise her profile and make the collection available for dissertations and study. The Centre hopes to do more of this type of project – the archive projects team have prioritised how women are described in collections and are reviewing best practice for future cataloguing
The Libraries and University Collections (L&UC) have also been working with the Student Association’s LiberatEd project to highlight the functionality available to students to suggest new readings for their course resource lists.
Feminist Art Collecting Strategy
In the past few years the Libraries and University Collections (L&UC) has adopted an equality strategy to balance the women artists represented in the University collections. They are actively working with the Principal to diversify the art seen in Old College. For example, of the works that have been collected since 2012, 54% are by female artists. This has included noteworthy work by significant female artists as well as works that deal with gender representation and diversity concerns.
The Contemporary Art Research Collection
The Contemporary Art Research Collection, established in 2016, is the newest art collection at the University and is the most significant area of activity in the diversification of the collection. The Collection is linked to the research of colleagues in History of Art. Their research and teaching area concerns feminism within the structures of Globalisation. This collection actively redresses the gender imbalance as well as the prevailing geographic focus on Western Europe and therefore enable us to broach new territories in terms of space, media and practice. The works acquired thus far highlight the major concerns of our times and the issues that affect women in particular – for example sex workers rights, care work and housing.
This gender and diversity bias in the Collection is perhaps highlighted most evidently within the Portrait Collection. The majority of portraits in the collection do not date from the contemporary period and therefore there is an overwhelming imbalance of representation – a recent estimate suggested that approximately 5% of artworks were by female artist or female sitter. This is no more obvious than in the display of works in historical parts of the University like Old College. On the request of the principal, over the last few months work has been carried out internally on how best to rehang Old College to better reflect both the history and diversity of the University community in our displays. This will be an ongoing, long term project.
A pop up exhibition opened in the Main University Library in November 2018, telling the story of how some of the University’s first female graduates pushed the agenda forward for equal enfranchisement in the UK. The exhibition focuses on when Chrystal Macmillan, Frances Simson and Frances Nairn took the fight to the House of Lords in November 1908. Chrystal Macmillan and Frances Simson became the first women to speak in the House of Lords. The exhibition was opened by Diva , Students Association Vice President for Education, who spoke about how inspiring the women were for students today, showing that students had fought for their rights and for equality.
As a result of this project L&UC are helping RAG week reps with hosting Helen Pankhurst to come and speak in March 2019.
New Internship for Equality, Diversity and Gender in Archive Catalogues
This project will look at the University of Edinburgh’s archive catalogues to explore the description, language and surfacing of women, cultures, communities and diverse groups in these catalogues. Many of the catalogues have been inherited over centuries of collecting, meaning that women and minority groups are often misrepresented or simply missing altogether from the catalogues. This project will require the business school students to analyse our data and explore the issues and problems, coming up with ideas to make them more diverse and inclusive using qualitative and quantities methodologies.
I am honoured to have been invited to join the Centenary Commission on Adult Education. The membership of the Commission is as follows:
Dame Helen Ghosh DCB (Chair)- Master of Balliol College, Oxford. Previously Chief Executive, The National Trust; Permanent Secretary, Home Office; Permanent Secretary, Department for Environment, Food & Rural Affairs.
Sir Alan Tuckett OBE (Vice Chair) -Professor, University of Wolverhampton. Previously Chief Executive, National Institute of Adult Continuing Education; President, International Council for Adult Education.
Melissa Benn- Author, novelist, journalist, broadcaster. Chair, Comprehensive Future; Council member, New Visions for Education Group; founder member, Local Schools Network; Advisory Board member, Oxford Women in the Humanities.
Lord (Karan) Bilimoria CBE – Co-founder & Chairman, Cobra Beer; Chancellor, University of Birmingham.
Dr Sharon Clancy-Chair, Raymond Williams Foundation. Previously Head of Community Partnerships, University of Nottingham; Chief Executive, Mansfield Council for Voluntary Service.
Uzo Iwobi OBE -Chief Executive Officer, Race Council Cymru. Previously Principal Equality Officer, South Wales Police; member of the Commission for Racial Equality.
Melissa Highton -Assistant Principal, Online Learning and Director of Learning, Teaching & Web Services, University of Edinburgh.
Roger McKenzie-Assistant General Secretary, Unison. Previously Vice Chair, West Midlands Assembly; Midlands Regional Secretary, TUC; Race Equality Officer, TUC.
Sir Ken Olisa OBE -Chairman, Shaw Trust; Lord-Lieutenant of Greater London; founder & Chairman, Restoration Partners; Deputy Master, Worshipful Company of Information Technologists.
Sue Pember OBE- Director, Holex (professional body for Adult Community Education and Learning). Previously lead Director for FE, Dept for Business Innovation & Skills (BIS) and Dept for Education & Skills (DfES); Principal, Canterbury College of F&HE.
Paul Roberts -Chief Executive Officer, Aspire, Oxford.
Dr Cilla Ross- Vice Principal, Co-operative College, Manchester.
Sir Peter Scott -Emeritus Professor of Higher Education, UCL Institute of Education. Previously Vice Chancellor, Kingston University, Pro-Vice Chancellor and Professor of Education, University of Leeds; Editor, The Times Higher Education Supplement.
Ruth Spellman OBE -General Secretary, Workers’ Educational Association. Previously Chief Executive of Chartered Management Institute, Institution of Mechanical Engineers, and Investors in People UK.
The whole thing is being facilitated by Jonathan Michie, President of Kellogg College.
We hope to provide authoritative, evidence-based, recommendations on how ‘lifewide’ adult education – i.e., for all aspects and stages of people’s lives, and not just for work – should develop over the decades ahead. Our remit is the same as proposed for the 1919 committee: “To consider the provision for, and possibilities of, Adult Education in Great Britain, and to make recommendations.”
The Commission’s report will, attempt to cover the following:
The need for lifewide adult education. Globalisation, technology and the changing world of work; threats to democracy and social cohesion; new social movements; demographic changes.
The state of British adult education today. Who provides; who takes part; who does not provide; who does not take part. What types of provision are made (subjects, approaches, locations, media, etc.), and what are not. The relative importance of different types of provision for different social groups.
The British contribution to adult education. A brief discussion of approaches developed historically in Britain, and of new practices developing today, and their contribution to democracy, civil society and personal growth.
What we can learn from international experience. From UNESCO to the OECD; key reports; the impact of the current ‘output and measurement’ craze; international research.
The structures, institutions and systems we need. Types of provision. Priorities for government: legislation, regulation, fees, public spending. What non-governmental agencies might do: local government, voluntary organisations, FE and HE, schools, private companies, etc. Meeting the needs of communities and social groups. Strengthening democracy in teaching and curriculum development.
Implementing the changes. How can the changes be brought about: overcoming the forces in government, media and society that have inhibited the development of lifewide adult education over recent decades.
Keen to make the most of being local, I encouraged all the LTW teams to submit proposals to showcase our work. We have successful projects in a number of areas where I think we are leading the sector. Our projects do not always succeed and they often end up quite different from how they began, so reflecting on this and sharing our learning with our wider IT management community is valuable. We have experiences from which others might learn, and save themselves some time and money.
We came up with potential showcases on:
‘Implementing successful Equality and Diversity Programmes in University IT’,
‘Supporting digital transformation through digital skills development’,
‘Lecture Recording Communications for academic engagement’
‘Success and impact of a Wikimedian in Residence’,
‘Developing a Playful Engagement Strategy’,
‘Developing an inclusive and enabling strategy for web and digital channels’, and
The two which were accepted by UCISA were:
‘Success and impact of a Wikimedian in Residence’
‘Developing a Playful Engagement Strategy.’
The other showcases are still available if there are other conferences who would like to hear more about them…..
And one for OER 19, 10-11 April 2019, National University of Ireland, Galway https://oer19.oerconf.org/#gref on ‘Positioning the values and practices of open education at the core of University business’
This year has been quite a one for my work with the PlayFair Steps. The PlayFair Steps is the name I have given to the programme of activities in University of Edinburgh Information Services Group which are designed to deliver an improved experience for all our staff by tackling equality and diversity issues in our workplace. I began this initiative in 2015 and it is part of a wider change programme across the whole of the organisation.
After 3 years we are seeing impact and progress towards our goals. We have also been successful in winning a number of awards.
When looking at equality and diversity drivers for change in organisations, there is some literature which suggests that external accountability , the impression the public have about your organisation, is a consideration that may influence senior management. So if you can show that your activities have gained external recognition, won awards or been celebrated by your peers, more investment by senior management may follow. It’s not an exact science but as employers we are all very aware that the tech industry has a bad reputation for diversity and inclusion.
Students of organisational development will be well aware of the importance of context, culture and ‘climate’ in enabling the success of workplace diversity programmes. With this in mind I worked with my teams to write applications for various employer awards last year in the hope that we would be nominated and shortlisted.
Winning this award in the HE sector boosted my confidence to try for 2 more awards in the wider tech sector. Alongside rapid growth a new and urgent interest in diversity can be seen by the appearance of industry awards and celebrations. Targeted trade sector and community events such as awards provide the opportunity for HR practitioners in organisations to gain external acknowledgement and assessment of their organisational efforts and commitment to diversity .But its a hotly contested area. Organisations which promote diversity may benefit by being more attractive to women and ethnic minorities and those employers may be able to recruit from a larger talent pool, so the big recruiters are keen not to miss out and are pulling out all the stops.
In October and December we were finalists in the ‘Employer of the Year’ category in the Scotland Women in Technology Awards in Glasgow and for ‘Diversity Project of The Year’ in the Women in IT Excellence Awards in London. At both events I was very pleased to be able to host a table at the awards dinner and to invite colleagues and friends to join our celebrations. In Glasgow each of the 4 female University of Edinburgh Directors of IT invited as our guests women in our organisations who we identify as rising stars for the future. In London we were joined by friends from ALT, WikimediaUK, Open University, EDINA, Ordnance Survey and Wellcome Library. A lovely, sparkly time was had by all and it was exciting to be part of such celebratory events. In both cases however, we were pipped at the post by big recruiters such as JPMorgan and Empiric, both of whom have huge recruitment and marketing efforts targeted at women in IT.
The awards create a climate in which organisations compete to showcase themselves as diversity-aware recruiters and attractive employers for a range of groups. While such awards may also be dismissed as window dressing or worse, validation of insidious work practices, the investment being made by some large tech industry employers is undeniable. The rise of business awards which bring external recognition and validation to organisations’ visible efforts towards diversity is framed in the language of inclusive growth, improved competitive performance and better targeted services. It may be time for university IT departments to up our game if we are going to be able to attract the best talent to improve our services.
Perhaps we should work together as a sector to do this. One way we could do this would be to return again to the knotty problem of what IT careers look like in HE, and indeed what learning technologists look like. We should ask ourselves: ‘If you as an employer, had to take a bunch of recruitment materials to a recruitment fair what would you say to attract the best, brightest and most diverse talent to join our professional teams?’.
*Dominique and I will be showcasing our award-winning programme next in London on 28th February. The event is hosted by UHR and is an opportunity to hear from other HE organisations about how their teams have improved practice, contributed to business efficiency, and enhanced organisational effectiveness and staff engagement. Book your place now.
We’ve had some questions about the legal bits of our University of Edinburgh lecture recording policy. I’m not a lawyer, but I know some good ones.
Here, thanks to our excellent Policy Officer Neil, is our explanation:
The policy task group considered the intellectual property and data protection implications extensively during development and we’re confident that the new lecture recording policy is legally compliant. We took detailed advice from the University’s lawyers and Data Protection Officer, from the School of Law’s academic IP expert and from the ISG Copyright Service, in addition to the evolving versions of the very helpful JISC guidance.
In terms of Data Protection:
Uses: The policy clearly defines and limits the purposes that a lecture recording may be used for, including an “essential purpose” of allowing the students on a Course to review their lectures.
Lawful basis: We’re using legitimate interests of the University in providing the service to its staff and students as the lawful basis for processing personal data within the Media Hopper Replay service. The Data protection Officer and lawyers were very clear that this is the appropriate basis (and that the consent lawful basis would actually not be appropriate for a number of reasons, including ensuring consent is freely given, given the power imbalance between the University and either a member of staff or a student, and some of the implications for implementing any withdrawal of consent once a recording has been made.
Sensitive data: There is a clear requirement in the policy to obtain written consent from a data subject before recording sensitive personal data.
Retention: There is a clear retention period and disposal policy for the recordings.
We have undertaken a Data Protection Impact Assessment and there will be an updated privacy statement for the service that will both be published in due course.
In terms of Intellectual Property:
Rights in recording: The policy recognises that the University, the lecturer and any students who make a contribution to the lecture will each hold some intellectual property rights in the recording. (The University is the producer and at least in part the director of a recording, and the lecturer holds performer’s rights in the recording.) In a collaborative approach, these rights will be retained by the respective rights holders who will licence the University and/or the lecturer to use the recording for the defined purposes.
Further uses: It spells out that the University, the lecturer, a student or anyone else may not use the recording for any other use without further agreement from all the rights holders.
Lecturer opt-out: If a lecturer does not wish the University to use a recording containing their performer’s rights, they will be entitled to arrange not to make the recording in the first place. The lecturer has complete control of whether or not to record a lecture, whether to pause recording, and whether and when to release the lecture to the students.
Student opt-out: It provides for students not to be recorded or – if necessary – to request their contribution deleted, and for students to know in advance which of their lectures will or will not be recorded. We understand there are practical limitations on keeping students out of shot in some smaller venues but haven’t seen specific problems in practice.
Third party copyright: The policy reiterates the standards required in terms of permission, licence and citation when using third party copyright materials in a lecture, whether or not it’s recorded. The ISG Copyright Service will produce specific guidance on use of films, broadcasts or musical excerpts within recorded lectures and on openly licencing recordings if preferred.
University of Edinburgh actually has a long history of widening participation initiatives, but our institutional memory does seem to get lost along the way. Luckily we have splendid university archives.
‘The WOW programme was aimed at women planning to return to work –most often after pregnancy and years of domestic ‘employment’–, and sought to provide training opportunities as well as guidance over how to approach the job market, what type of opportunities might be available, and what obstacles may be encountered.’
Joanna first attended this programme, after having been stuck at home with us lot for many years, and then she became the course leader. I used to visit her in her office in a basement in Buccleuch Place. She’s very pleased to know that in my role in ISG I’ve been able to find places for ‘women returners‘ in our organisation.
After ‘WOW ‘and ‘Second Chance to Learn’, and ‘Return to Work or Study’, she then led for many years the University of Edinburgh Access Programme for part-time adult learners who wished to return to education to study humanities, social sciences or art and design.
Nice to see these things coming around again.
*just a note to say lest you be concerned, that although I found my father in the archives after his death, my mother is still very much alive.