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I’ve voted

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Edited by Christopher Douce, Monday, 19 Oct 2015, 12:25

I remember the 2002 and 2003 fire fighter strikes. I remember it not because I was involved in it, or knew anyone who was a fire fighter; I remember it because of the opinions I held about it. I thought they shouldn’t be striking: I felt that their call for a thirty nine percent increase in pay was ridiculous, and they shouldn’t be holding the country to ransom. I also remember being confused: how did it get that bad? Surely the employer and the unions should have been talking about things before they got to the point of strikes?

I’m writing this blog after having just voted in a union ballot about industrial action in response to university plans to close seven out of nine regional centres. I voted in favour of industrial action, and this blog is about why.

A bit of background

It took me a long time to make a decision about joining UCU, the university lecturers union. I would even say that I agonised over it. I think the reason why it took so long is that I have been historically grumpy about the ‘mischief’ that unions can cause. Being a Londoner, I’m occasionally grumpy about strikes held by the transport unions.

I really enjoy helping students. I love my job, and I love making a positive difference to those who, ultimately, I serve. I even (to a degree) enjoy the admin stuff that comes part and parcel of my role. It’s a real privilege and a pleasure to see students achieving. One of the best parts of my jobs is helping out at the London degree ceremonies. Another ‘best’ part of my job is working with such a great team of tutors who are all awesome people.

My thinking went along the lines of: ‘if I’ve chosen to work in higher education, and love it, then why on earth would I go on strike, when my actions would negatively impact those students who I ultimately want to serve?’

I joined UCU when the university decided, very quickly, to close down a regional centre; the very same regional centre where I was taught how to teach. That was an eye opener: if they could close down one regional centre pretty easily, then how about all the other regional centres?

Management decision

The university management state that the closures of regional centres will improve services to students since it will free up capital to employ more people to work in the remaining two centres. My view, which is informed by working ‘on the ground’ amongst people who make the university operate, is that the recommendations will negatively affect students.

This isn’t just speculation: this is a view that has been informed by witnessing the disruption and impact that the closure of one region has had on the university. The proposals that I’ve seen suggest that they’re going to close seven regions. This idea fills me with terror. The fundamental objection that I have about the plans is that they are incomplete. The plans only recommend closures; they do not contain any information about how the closures are to be achieved. 

A few weeks ago, I spoke up in a meeting and said, ‘I am an engineer, and this affects how I look at things; I like to understand how things work, and there is nothing in these plans that suggests how these changes are going be made’. I feel that I would be personally negligent, as an employee of the university if I didn’t raise concerns and add to the chorus of opposition that I am hearing from faculties.

Put another way, the university is putting public money at stake by forgetting a whole aspect of the picture: you don’t move your home to another country without first understanding whether it is possible to do so.  Plus, even if it is possible, you need to carefully figure out all your removal costs.

Here’s another view that builds on this ‘home moving’ metaphor: the plans that have been proposed puts the whole institution at risk by dismantling those important human connections, knowledge and links that have been built up over a considerable amount of time. Things work because of the connections that exist between people. New ways of working that have been set up will have to be dismantled and moved wholesale to a whole new place: either Milton Keynes, Manchester or Nottingham.

Moving to a new home is difficult, especially if you don’t have a support structure. The proposals imply that everyone is moving everywhere at the same time, and they’re not going to have a support structure, and they’re going to lose the very people who know how to make things work.

The response to this concern has been simple: we will have more money to hire more people. The fact is that things are never that simple: it takes time to acquire institutional expertise and knowledge: it takes time to acquire the skills and knowledge to support students. From a practical perspective: it takes time to learn how to use the university’s IT systems, and it takes even longer to learn about how to deal with all the interesting exceptions that we invariably have to deal with.

Considering the practicalities

I need to interview people, help people, and develop people. People have to have their degree certificates checked. Students will, invariably, forget their ID cards when they go into examination centres.  Examination centres will need to be checked for their accessibility, and that they conform to university regulations. People will need to check the accessibility of tutorial venues. People will also have to respond quickly to last minute changes if one tutorial centre is flooded or closed. It will be significantly more difficult to offer important one to one support with students who have disabilities, or have meetings to help and encourage students.

The locations analysis recommendations do not consider any of these issues.

I’ll put it another way: I do my job by working closely with regional colleagues. The proposals suggest that these important relationships are to be dismembered, and I will be forced to interface with a student support 'call-centre' that will be staffed by new employees who be still learning how to do their job at exactly the same time that students will be starting new courses.

Perhaps I’m not party to the discussions, but no one seems to be discussing how things are going to work.

If the regional centres are to close, the support that I offer tutors and students would be substantially and irrevocably impoverished. My current role would become difficult, if not impossible,

The academic voice

On Wednesday 14 October, the university senate met. Senate is the academic body of the university and has representatives from all faculties. Colleagues tabled a motion that begins: ‘[the senate] advises the Council to reject the current recommendation … of the Locations Review on the grounds that it is operationally and reputationally very high risk and fails adequately to support the academic mission of the university’.

A UCU news item summarises the response: ‘The Senate, which represents the academic oversight of the institution voted by 41 to 31 to advise that the plans be rejected, with nine members abstaining, and called on the university to explore other options.’

Following senate, a message was circulated that implied that even though the ‘academic voice’ was considered, nothing would change: the 'plans' would still go ahead. Here is a key sentence: ‘VCE has decided to take the [locations analysis] recommendation forward to Council for resolution’. This, in my view, is unacceptable: management are just not listening.

The faculties represent departments, which then, of course, teach the subjects that students study. In a university, which is all about teaching, learning and research, the academics should be the first group of people that the university should listen to. Their voice should matter. If it is ignored, then we cease to be a university.


When I was new to the university in 2006, a student asked me, ‘are you taking industrial action?’ My student was worried about his tuition; he was coming to the end of the module that I was tutoring, and subsequently, the end of his degree.

My response was simple. It was: ‘no, I’m not striking; I don’t believe that the services given to students should be affected’.

I’ve voted for strike action for exactly the same reason, that: ‘I don’t believe that the services given to students should be affected’.

So far, concerns from staff and faculties appear to have fallen on deaf ears. This is not right. One thing is certain: this is not the university that I joined almost ten years ago. I haven’t voted because I want to, but because I feel morally obliged to do so: for the good of the staff, the university, and our students.

A quick note

I should say that all posts on this blog represent my own opinions and are not that of either the Open University, or UCU. In case you're interested, I've written another post called don't close our regional centres about all the great work that Open University regional centres do to support students.

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Mental health awareness day: London regional centre

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Edited by Christopher Douce, Thursday, 28 Feb 2019, 12:08

Every year the London region equality and diversity group runs an event.  Over the last two years we’ve run an event about ‘place, location and travel’, and have held an event about creative aging.  This year, the group ran an event on 13 November 2014 about mental health and well-being.  The day was split into two parts.

Part 1 : Participative display

A couple of months before the event we erected two display boards in the university café area.  These boards were to form what we called a ‘participative display’.  Each board had a slightly different purpose.  One board was all about sharing stories, experiences and acknowledging the contributions that people who have mental health issues have made to society.  The second display board was all about ‘resilience’; things that we can all do to ensure that we maintain good mental health.  The rear of this first board was also used to share more factual information about mental health issues.  We put up papers and articles.  I remember there was one article from Science magazine about the prevalence of depression.

When the boards had been put up, the group sent an email around the office telling everyone what the boards were all about, and how everyone might contribute.  To get the whole display, a couple of group members ‘seeded’ the display by adding some broad headings, some thoughts and some initial ideas.

The email messages and the ‘seeding’ did the trick.  As the months passed, different contributions were made.  The contributions included information about writers, academics and performers.  Other contributions had a slightly more personal tone; these were stories of people who had been touched, in some way or another, by mental illness.  The board became a catalyst for sharing.

Part 2 : Mental health and wellbeing

On the day of the event, we had asked a university colleague, Emma Greenstein, to come and speak to us.  Emma works for the university disability advisory service as the university mental health adviser.  Her job is to work with staff to help to offer support for students who have mental health difficulties.  I’ve had to chat to Emma a number of times and she has helped me out on a number of occasions.

Emma intended that her talk was to be interactive.  A part of her talk was to bust some myths, introduce us to some facts and terminology.  Emma introduced us to a model called ‘the mental health continuum’.  This was a simple model that had two axes: one axis that goes from 'diagnosis of mental illness' through to 'no diagnosed mental illness' (I should also mention that the model is about rating the severity of a mental illness).  The other axis goes from 'flourishing mental well being' through to 'poor mental well-being'.  (I have read that this model comes from a paper from Tudor entitled, ‘Mental Health Promotion’).  Here's a diagram that is pretty similar to the one that Emma used on the day:

Mental health model diagram

The model enables us to think beyond diagnostic labels, which can easily over simplify things.  A really interesting point that was raised was that we can all experience mental health difficulties.  The term ‘difficulties’ can mean feeling worries or anxiety, through to the experience of feelings of grief or loss.

Another interesting point that was made (and also emphasised) was the differences between people.  Emma said: ‘If you’ve supported one student with schizophrenia, you’ve supported one student with schizophrenia’.  It was a phrase that I’ve heard before, but in relation with students who experience different conditions.  Its use in this context emphasised the importance and need to treat and consider everyone as individuals.

During the session we were shown a short video:  I had a black dog, his name was depression (YouTube).  The video comes from a book that one of my favourite friends had once shown to me.  It’s a book that one of my colleagues had also brought along to the session.

We returned to the mental health continuum where we were asked two questions: ‘where are you now?’ and ‘where have you used to be?’  It didn’t take me too long to identify two points in two different places.  There was an important point here: that we can move between different points on the continuum.

On the subject of change, we were introduced a series of three short films that were made as a part of the recent Time to change campaign (campaign website).  The first film has the title speaking up (YouTube).  There are two other clips: you can recover (YouTube), and stronger, better, person (YouTube).  These videos are pretty short and pretty watchable too.

If we can place ourselves on a continuum, then a related question is: what can we do to promote our own resilience?  We were directed to a site called Mind Apples (mindapples.org) which I understand was created by a web developer.  The idea is really simple: there’s a lot of talk about the importance of eating five fruit and vegetables per day.  (I do struggle to do this, mostly due to the overabundance of cake that there seems to be at the OU office in London, but I’m not complaining!)  If we consider doing five good things for the body, why shouldn’t we consider doing five good things for our mind?  The idea is: what five things make you happy? Or what five things should you be doing that could make a positive difference to your mental well-being?  The website phrases it in a better way by asking: ‘what do you do regularly to take care of your mind?

A point I noted was that our actions and choices are important.

Final thoughts

At the end of Emma’s session, something really interesting happened: colleagues who had made contributions to our participative display were asked whether they wanted to say something about what they had added.  This gave way to a series of amazing impromptu talks about a range of different issues, worries, concerns and experiences.  Everyone took the time to listen. In that space and situation, what was said was both important and interesting. In an atmosphere of respect and mutual support, we began to talk about mental health, mental well-being and resilience.  Suddenly, these subjects didn’t seem so hard.

After the talks, we all broke off for some lunch. The equality and diversity group had made a special trip to the supermarket to buy some bread, cheese, salad, some juices and other goodies to accompany awesome home-cooked food that some of our colleagues had prepared. There seemed to be a consensus amongst those of us who helped to run the event: this had been the best, most challenging, and most useful event that we had run. Our participative display worked.

Acknowledgements: Many thanks to Emma Greenstein who commented on an earlier version of this post, and all my colleagues who worked on the event and made amazing contributions.

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