Beyond public and private: a framework for co-operative higher education

Universities in the UK are increasingly adopting corporate governance structures, a consumerist model of teaching and learning, and have the most expensive tuition fees in the world (McGettigan, 2013; OECD, 2015). This paper reports on a 12-month project funded by the Independent Social Research Foundation (ISRF) to develop an alternative model of knowledge production grounded in co-operative values and principles. The project has been run with the Social Science Centre (SSC), a small, experimental co-operative for higher education established in Lincoln in 2011 (Social Science Centre, 2013). In the paper we discuss the design of the research project, the widespread interest in the idea of co-operative higher education and our approach based on the collaborative production of knowledge by academics and students (Neary and Winn, 2009; Winn 2015). The main findings of the research so far are outlined relating to the key themes of our research: knowledge, democracy, bureaucracy, livelihood, and solidarity. We consider how these five 'catalytic principles' relate to three identified routes to co-operative higher education (conversion, dissolution, or creation) and argue that such work must be grounded in an adequate critique of labour and property i.e. the capital relation. We identify both the possible opportunities that the latest higher education reform in the UK affords the co-operative movement as well as the issues that arise from a more marketised and financialised approach to the production of knowledge (HEFCE, 2015). Finally, we suggest ways that the co-operative movement might respond with democratic alternatives that go beyond the distinction of public and private education

The co-operative university: Labour, property and pedagogy

I begin this article by discussing the recent work of academics and activists to identify the advantages and issues relating to co-operative forms of higher education, and then focus on the ‘worker co-operative’ organisational form and its applicability and suitability to the governance of and practices within higher educational institutions. Finally, I align the values and principles of worker co-ops with the critical pedagogic framework of ‘Student as Producer’. Throughout I employ the work of Karl Marx to theorise the role of labour and property in a ‘co-operative university’, drawing particularly on later Marxist writers who argue that Marx’s labour theory of value should be understood as a critique of labour under capitalism, rather than one developed from the standpoint of labour

Attachment-related anxiety and social anxiety: the mediating role of self-esteem

The dataset includes a unique reference number for each participant. It includes participants' responses to a 'consent to participate' question. It includes participant data, namely: gender, age group, relationship status, and ethnicity. Participants responded to a shortened version of the Anxiety Subscale of the Experiences in Close Relationships Revised Scale (ECR-R). Reponses to the items of this questionnaire are listed under AA_1 : AA_9. The nine items chosen were those that load most strongly on the Anxiety subscale (see Sibley, Fischer & Liu, 2005). Participants also responded to the Social Interaction Anxiety Scale. Responses to the items of this questionnaire are listed under SA_1 : SA_20. Participants also responded to the Rosenberg Self-Esteem Scale. Responses to the items of this questionnaire are listed under SEst_1 : SEst_10