Making sense of things: A PhD by Published Work

At this time of year we have our annual appraisals, which involves looking back on what personal and professional objectives I set myself for last year. One of those ambitions was to work towards submitting a ‘PhD by Published Work’ in 2014. In that respect, I think I’ve failed to really complete anything substantial. In the last 12 months, I have spent most of my time running JISC-funded projects ((Since January 2011, I am/have been PI on DIVERSE, Orbital, ON Course, Bebop and Linkey.)) and, related to that, trying to develop the LNCD group here at Lincoln. It is good work, and I enjoy it, but unlike most academics who receive funding for research and/or development, I am not that interested in writing papers about the work I do day-to-day. Technology related projects, such as those funded by JISC, produce lots of academic, peer-reviewed papers, but it has never occurred to me to write about this side of my work in a systematic way. Perhaps this was because I joined the university having been an Archivist and Project Manager elsewhere, and outside academia, the accomplishment of the project is itself the objective and writing up papers doesn’t really factor into the work. Also, the projects I run day-to-day, while I enjoy them and think they are of value, don’t provide me with any sense of meaning or purpose in the world, which is the reason why I entered higher education as an undergraduate and post-graduate student. It has never occurred to me that my vocation and my efforts in higher learning, should or would ever coincide until a year or so ago when I was offered a permanent academic contract at Lincoln, rather than the fixed-term, non-academic contracts I had been on. Being ‘an academic’ is quite unique in that it does combine a lifetime of higher learning with a vocation, something I have been slow to put into practice over the last year.

I need to get out of this habitual way of thinking and start to make direct connections with my day-to-day work and my intellectual aspirations, eventually completing a PhD. It is not easy and I would appreciate any advice you might have. Looking over my blog this morning, of the 209 posts I’ve written since April 2008, I have categorised 58 of them being related to what I want to pursue for my PhD. Doing this has allowed me to try to find some sense of coherence to my work, which I will outline here for my own benefit and perhaps even for your interest.

The first period of those posts covers the time I spent thinking and writing about ‘resilient education‘ with Richard Hall. It began with a failed bid to JISC around business continuity within HEIs in the face of an energy crisis. One question that framed our work at this time was, “What will Higher Education look like in a 2050 -80% +2c 450ppm world?” Over a number of blogs posts, face-to-face conversations, workshops, a conference paper and, eventually a journal paper, we both felt that the imperative of economic growth and therefore the social relations of capitalism are the root cause of the crises we face in society and therefore in higher education, too. It was through conversations with my colleague Prof. Mike Neary, that I began to shift from viewing this problem as technological, economic and cultural, to one that is fundamentally historical and political. At first, I was drawn to ideas that have circulated for some time among environmentalists and ‘ecological economists’, such as that of a non-growth-based ‘Steady State’ economy and the work of the Transition movement. However, I remained unsatisfied with these liberal solutions to liberal capitalism. ((The idea of a ‘steady state’ can be found in one of the classical texts of Liberalism, John Stuart Mills’ Principles of Political Economy.)) Of course, such approaches have some practical merit, but I soon found them intellectually impoverished compared to the approach of critical political economy.

The most challenging, stimulating and useful scholarship I have read over the last couple of years has been by writers in the Marxist tradition of critical political economy: Writers such as Simon Clarke, Moishe Postone, Mark Neocleus, Harry Cleaver, and Mike Neary have provided me with a radically different way of understanding the world and the challenges society and therefore higher education faces. So far, I have attempted to use the methodological tools provided by this critical, scholarly tradition in one book chapter, which I remain dissatisfied with but nevertheless see it has a building block to something more mature. That piece of writing was, if you like, my research output from the ChemistryFM OER project that I ran. As well as my article with Richard Hall, I also co-authored an article with Mike Neary, both of which could be seen as a critique of my work on that OER project.

In terms of scholarly progress, I see now that the article I wrote with Richard Hall was the culmination of a period trying to address the first ‘research question’ of ‘What will Higher Education look like in a 2050 -80% +2c 450ppm world?‘ By the time the article was written (and certainly by the time it was published), we had both moved on and in my book chapter and article with Mike Neary, I was trying to critique the approach that Richard and I had taken in the earlier article, which makes a case for open education as an approach to developing a ‘resilient education’. Today, I do not think that openness as it is commonly understood and practised, will re-produce a more resilient, sustainable higher education as we commonly understand and practise it. There is much more to be said about this and in doing so, I shifted my emphasis to thinking about what openness means and how it is practised inside and outside higher education. One of the earliest and most influential expressions of openness can be found in hacker culture.

During this period (the last year or so), I have been interested in hackers, hacking and how student hackers can re-produce the university. One of the reasons I made this shift was because in my work day-to-day, I was managing JISC-funded technology projects and, influenced by Mike Neary’s work on Student as Producer, I was employing students and recent graduates to work with me on these R&D projects. During the course of this work, I was also appealing to university management to support a more formal collaboration among different departments at the university, which focused on the role of students in re-producing the university through their work on technology projects. The result of those committee papers and discussions was LNCD.  Working closely with student hackers and more closely with the university developer community in general, I began to think about the history and practise of hacking. This work is on-going as I sketch out ideas on this blog. I began with a simple proposal that we should understand hacking as an academic practice, or rather as a development of the academic tradition. I developed this a little further in a short article for the Guardian, which reflected on hacking, Student as Producer and a student hacker conference that we organised at Lincoln with the DevCSI project, called DevXS.

The JISC projects, LNCD, the reflections on hacking and the DevXS conference were then written up in a case study commissioned by JISC on ‘institutional approaches to openness‘. The case study was called ‘Hacking the University’ and a similar version of it, along with an additional section by my colleague Dean Lockwood, will be published in a book next month.

As I continued in this vein, I began to think about hacking as both learning and as labour and tried to articulate this in a couple of blog posts about learning a craft and the university as a hackerspace. At that time, I thought that one intervention that I might make at Lincoln in trying to get students to challenge and re-produce ‘the university’ as an idea as well as a living institution, was to develop a course based on the model of hackerspaces and examine the work of hackers pedagogically in terms of a craft. I was also thinking about how funders like JISC could support this approach, too. This led me to look at popular models of funding, such as the ‘angel investment’ of Y-Combinator, which I am beginning to tie back into the history of hacking and the origins of venture capital in US universities. My two most recent posts in this area (here and here) have been sketches for an article I intend to write on the role of universities in the development of hacker culture. It’s only once I have examined and critiqued this aspect of hacker culture history that I feel I can move on to more substantive and specific questions relating to hacking, openness and freedom, and the relationship between students, universities and venture capital in producing a new form of vocationalism within higher education.

This is likely to form the major part of my PhD by publication but despite writing long reflections on this blog, it does not amount to anything that I can readily submit for the PhD. I have also neglected to apply any methodological critique to my recent writing about hackers and hacking and need to return to the central categories of Marx: e.g. value, fetishism, class struggle, alienation, each of which I see as central to the re-production of the work of hackers and hacking and therefore the role of the university.

I also feel that I am currently a long way from reconciling the projects that I do day-to-day and the critique of political economy that I have started. Last week, for example, I had a conference paper proposal accepted on an evaluation of CKAN for research data management. On the face of it, this paper would normally be a fairly straightforward critical appraisal of a piece of software and for the conference that is what I intend to write. But I know that I should take the opportunity to develop the paper into something more intellectually substantive and incorporate it into a negative critique of openness, open data and university research culture. Whatever I end up writing, I am going to ensure that from hereon, my time is spent bringing my writing together into a coherent PhD submission in two or three years time.

Finally, if you are interested, here is the section of university guidance that deals with ‘PhD by Published Work’ (PDF). There are a number of things I have to do between now and my submission, not least keep writing, but also seek clarification around the meaning of ‘a substantial contribution to the academic endeavour of the University’. Co-authored outputs are permissible, but I need to be much clearer on what the Faculty Research Degrees Board expect to be included. At the moment, I am assuming that only my book chapter on OER is submissible as part of the PhD. Not only that, but it is the only piece of writing that approaches the standard of intellectual work that I think I would want to submit. Of course, I could be persuaded otherwise… Nevertheless, I think I need to have four more pieces published in order to submit the PhD, as well as writing a a 5-10,000 word commentary. Expect updates on this blog as I work towards this and thanks for any advice you can offer.

Elsewhere…

Looking at the number of people subscribed to this blog, I thought it is worth highlighting that I actually spend more of my time clipping, note-taking and commenting on another site of mine, Things That Stick. If you’re interested, as some people have said they are, in the links I aggregate and share, then they can all be found on Elsewhere, where you can sign up to the RSS feed or a daily email digest.

I’m still blogging here, as always, but when it’s quiet, you now know why.

Working on the web

Each month, David, Paul and I offer workshops for ‘Working on the web’, aimed at introducing staff to different aspects of Web 2.0 which might be useful in their research and teaching. Our original outline for these sessions can be seen over on the Learning Lab wiki.

A couple of things have reminded me recently that it might be useful to describe how I work on the web.

First of all, I use an up-to-date browser (Firefox or Chrome) with a few extensions. I block all advertising, using AdBlock, all trackers, using Ghostery and a password management extension, so I never use the same password on any two websites. Chrome allows me to synchronise all my preferences, bookmarks, passwords and other bits and pieces across different computers, so my experience on my desktop, laptop or home computer is the same. When using Firefox, I have the Sync extension installed, for the same reason.

Next, in terms of my basic set up, I have four useful ‘bookmarklets’: One for j.mp, which allows me to create a short URL for the current site, another for Readability, that makes reading long articles somewhat easier, one for delicious, to bookmark or ‘favourite’ sites, and a Posterous bookmarklet that allows me to quickly take clippings from web pages and post them to my Posterous site.

My Posterous site ‘things that stick’, is one of a few ways that I organise information on the web. I use Posterous almost exclusively for posting selected text (‘clippings’) from websites or PDF articles that make an impression on me. I use delicious for straightforward social bookmarking of a website, usually copying a piece of text from the site that best describes what it’s about. I use Google Reader to ‘Share’ whatever crops up in my feed reader that interest me. Whether I clip, bookmark or share, none of these actions is any kind of endorsement of the content but simply means the information is, in some way, of interest to me and I might want to come back to.

I share what is of interest to me by creating a ‘bundle’ from the RSS feeds of these three services in Google Reader. That bundle has a public web page and atom feed. However, all the items are presented in full text and therefore a hassle to get a quick overview of what’s been recently shared. So, I also aggregate the three sources to my own blog, ‘Elsewhere‘, where anyone can get a quick summary of the information I gather each day (and you can grab an RSS feed, too). I do this using the lifestream plugin for WordPress. This also means that through this process, the links I’m collecting ultimately come back to a site that I own and I have some kind of control over the retention of that data.

Google Reader is central to how I work on the web. I subscribe to news feeds from anywhere between 200 and 400 sites at any one time. Currently, it’s at a comfortable 230 subscriptions, which I read on my walk to and from work and occasionally during the day. I scan a couple of hundred headlines a day and click on about 10% of those headlines to read the article. This is my main method of reading the web.

I also use Google Reader to subscribe to every service I use on the web, so it’s a way of aggregating my own footprint on the web and keeping track of services I have used. The other reason for doing this is that Google Reader is searchable, so I can search over any of my activity on the web if I want to go back to something I read, create, shared or wrote.

Next, I have this work blog, which I use as a notebook more than anything else. I regularly refer back to it and search through it to remind me of the work I’ve done, ideas I’ve had and events I’ve been involved in. Whenever I have to report on my work, I refer back to this blog.

I use an Amazon ‘wishlist’ to maintain a list of books that look interesting and I might buy in the future. It’s a shame that there’s no RSS feed from wishlists. If there was, I’d add it to my daily bookmarks and clippings on my Elsewhere blog.

I use Mendeley to organise research papers in PDF format. Currently, I have over 500 PDF files synchronised across my work desktop and laptop (about 1.3GB). I moved to Mendeley, not for its social features, but simply because it renames and organises the files nicely on my hard drive and synchronises across computers. Before using it, I was in a mess.

I visit Wikipedia more than any other single website. It’s not perfect but its imperfections merely reflect our own imperfections and it is more perfect than any other collected source of information on the web.

I use Google docs for most of my non-blog writing these days. Funding applications, conference papers and articles I’m working on, all start off on Google docs and only move to Open Office if formatting requires.

I use slideshare to publish any presentations I give. I used to use Scribd until they starting charging people to download content from their site. When slideshare start charging, as I suspect they will, I’ll delete my account there, too.

On the subject of deleting accounts, I stopped using Twitter at the weekend. I’ve been trying to wean myself away from Twitter for months, having moved to using it largely for sharing links and as a news aggregator, picking up links from other people. I’ve never really liked it for conversation, finding the 140 character limit, well, limiting, in a demeaning sort of way. More recently, I’d created a private list of 20 or so people out of the 400 or so that I followed, who regularly pick up on sources of information I value, and this had become the extent of my experience using Twitter as I intentionally tried to wind down my use of it. Last weekend, I felt particularly overwhelmed with work and the intrusion that it can become at home, and so I deleted my account altogether. I know from past experience that not using it, rather than deleting it, wasn’t an option for me. I’d have simply ‘done a Stephen Fry’ and returned to it before too long, sorry addict that I’d become.

I’ve been on Twitter for a couple of years and had over 1000 followers, a few of whom are now real friends, though about half looked like people simply looking for re-follows, another large percentage were people who subscribed on mass to lists of people (usually EdTech lists) and quite a few more were people I’ve never had any contact with whatsoever. I’ve also found that my ability to concentrate has severely diminished over the last couple of years, with the constant distraction of having email/SMS/Twitter present in the back of my mind. Even turning off all notifications on my phone and computers hasn’t helped. Now I just use Google Reader to follow the RSS feeds of about 10 people on Twitter. It’s a bloody relief, to be honest. Here’s to being able to concentrate a little better from now on.

As with Twitter, I stopped using Facebook at the end of last year. The web is my social network and the above tools, my personal working learning environment.

These days are full

I am conscious that it’s been almost a month since I last wrote here but that is largely due to my work on other projects, websites and blogs.  Here’s an overview of some of the work I’m currently involved in. If you’re working on similar projects or want to discuss or collaborate on any of this, do get in touch.

The Learning Lab

I recently wrote a brief summary of the work I’ve been doing under the ‘Learning Lab’ banner, since I started my work as Technology Officer in the Centre for Educational Research and Development. WordPressMU occupied a large chunk of my summer, though I feel I have a good understanding of it now and can relax a little while supporting staff and students who wish to use it. It will soon be moving to the new, permanent home of http://dev.lincoln.ac.uk

One of the unexpected outcomes of working on WordPressMU was the realisation that not only training but a different model of support is key to sustaining and improving the use of blogs and other Web 2.0 tools.  I’m keen to advocate and support the user-to-user support model that most open source and social web services develop rather than the traditional user-to-professional, ‘Help Desk’ model that exists for much of the software provided by the university. Models of user support are not something I’ve taken much of an interest in until recently, but the reality is that I alone am unable to support the growing adoption of WordPressMU at the university and I need to encourage staff and students to help themselves wherever possible.

Having said that, with colleagues in the Library and Research Office, I’m also planning to offer regular staff training sessions on the use of Web 2.0 tools in education and I’m visiting classes to give one hour introductions to WordPress, which is a good opportunity to work with and learn from both students and staff. In addition to this, I’m contributing towards the revision of policy documents which ensure that these new tools are used effectively and appropriately.

Lincoln Academic Commons

This is something I’m developing to promote and support the various initiatives at the university which provide Open Access to our research, teaching and learning. I started working for the university on a JISC-funded project to develop an institutional repository, having been working as an Archivist and Project Manager of a Digital Asset Management system in my previous job. Then, a few months ago, I heard about the difficulties people in the Lincoln Business School were having trying to establish a series of ‘Occasional Working Papers’ (OWPS) using existing portal software provided by the university. At the same time, I was looking at the Open Journal System for publishing Open Access journals, so I suggested that we set up the OWPS using OJS. Seeing what a great piece of software OJS is, I then suggested we use it for NEO, a planned journal of student research which we intend to launch in the Spring. Finally (and this is where it gets really interesting for me), Mike Neary, Dean of Teaching and Learning and Head of the Centre for Educational Research and Development, is advocating a more critical engagement with the debates about the marketisation of higher education through teaching practice. He’s calling this critical engagement, ‘Teaching in Public’, which encompasses the idea of an Academic Commons.

Professor Neary argues the uncertainty over the university’s mission requires the notion of ‘the public’ to be reconceptualized, so as to remake the university as an academic project that confronts the negative consequences of academic capitalism, and the commodification of everyday life. He will present Karl Marx’s concept of the ‘general intellect’ as an idea through which the university might be remade.

I contributed to a book chapter Mike has recently written which elaborates on this in more detail. You can read more about that on a previous blog post.

Access Grid

A project I’ve been leading for some months now is the installation of an Access Grid node at the university. We were fortunate in being approached by the Mental Health Research Network (MHRN) several months ago who offered to fund the installation of an AG node at the university to support their staff who work at the university and provide a facility that is otherwise missing in Lincolnshire. It’s been a really interesting and useful project for me as I learned about how the university undertakes a tendering exercise and I’ve been able to work with colleagues from across the university.  The node should be available to use sometime in January. The Access Grid project is yet another technology-based initiative at the university which further improves our research infrastructure and supports collaboration and the wider exchange of ideas among colleagues worldwide.

Anytime, Anywhere Computing

This is a new project that brings together three, originally separate proposals, that the ICT department and CERD were proposing to take forward. It covers:

  1. ubiquitous wireless networking
  2. so called ‘thin client’ technology as an alternative to desktop PCs and the management of software applications and resources
  3. access via user-owned devices, such as low-cost and increasingly popular ‘netbook’ hardware

We’re just starting to look at how we might offer the same user experience and services on our wireless network as we provide on our wired network. Currently the wireless network only offers Internet access. At the same time, we’re interested in evaluating new virtualisation technologies for the desktop. The ICT department are concluding a server consolidation project which is virtualising much of our server infrastructure. This brings many benefits and allows the ICT department to provide a more flexible service to users.  Our new study will look at whether similar virtualisation technology can bring benefits to desktop users, too. The third part of this project is based on a proposal I made a few months ago to evaluate the user experience and support issues that the new generation of ‘netbooks‘ introduces. Smaller screens, Linux operating systems, an emphasis on web-based applications and the rapid adoption of these low-cost devices often aimed at the education sector, require a better understanding of the impact of this technology and the influence it may have on driving students to use more and more web-based applications.

Are you working on similar initiatives? If so, please leave a comment and share your experiences.