https://www.theguardian.com/science/2025/jul/10/steven-rose-obituary

Joyce McMillan, ‘Why the extraordinary Scot who created Open University can help us respond to Trump’s victory’. The Scotsman  7th Nov 2024

The values, principles and policies of the late Labour MP Jennie Lee, born in Lochgelly in 1904, should inform left-of-centre thinking about how to defeat politicians like Donald Trump

Saturday evening in Lochgelly, and the streets are quiet, here in what was once the heart of the Fife coalfield. Inside the Lochgelly Centre, though, there is a buzz and a sense of occasion, as an audience gathers to see a new play about the life of Lochgelly’s most famous daughter, the Labour politician Jennie Lee. Born in the town 120 years ago this week, in 1904, Jennie Lee grew up in neighbouring Cowdenbeath, as a coalminers’s daughter, and a passionate socialist.
She was a brilliant girl, sent to Edinburgh University on a raft of local bursaries; and in 1929, aged only 24, she became the youngest woman ever to sit in parliament, when she was elected the Independent Labour Party MP for North Lanarkshire. Jennie married her Westminster comrade Nye Bevan, from the Welsh valleys; and became his mainstay through the Second World War, until the moment in 1948 when, as health minister, Nye Bevan became the founding father of the UK’s National Health Service.
Then after Nye’s death in 1960, Jennie Lee was appointed to Harold Wilson’s 1964 Labour government as Britain’s first-ever arts minister; a role in which she tripled cultural spending, campaigned passionately for wider access to the arts, and presided over the founding of the Open University, perhaps her proudest single achievement.

Trump’s stunning victory
The story of Jennie Lee and Nye Bevan, in other words, is an extraordinary tale of successful progressive politics pursued against all the headwinds of 20th century history, including a global war against fascism, and a brutally hostile UK media. 
So when the news broke, on Wednesday, of Donald Trump’s stunning victory in the US presidential election, one of my first thoughts was to try to imagine how Jennie Lee would have reacted to such a crushing defeat for all the values, principles and policies she held dear, including her passionate belief in the equal rights and dignity of women. And it struck me that despite a century of profound change, there were at least three aspects of their politics that might still help us to respond effectively to the rise of the far-right.

Vital reality-check
The first is to remember how strongly their politics was grounded in grassroots, working-class political organisation, and in the labour movement. Today, of course, trade unions are less powerful than they once were. Yet the focus of trade unions and other grassroots organisations on the real material circumstances of people’s lives – on rates of pay, conditions of work, on what we need to live decently and safely, and on the human solidarity and exchange of ideas that enables people to band together in the fight for improvements – remains a vital reality-check in a world of lies and disinformation, and an indispensable source of strength in building political resistance to the lies and hate-mongering of the far-right.
The second thought is that alongside their constant, well-grounded focus on making actual improvements to the lives of working people, Jennie Lee’s generation of Labour politicians succeeded in evolving a legible plan for improvement which people could understand and support; so that in 1945, the Labour party was swept to power on a postwar tide of enthusiasm for the implementation of the wartime Beveridge Plan for a cradle to grave welfare state. In the neoliberal years since 1980, centre-left parties have gradually abandoned such clear-cut plans, preferring to compromise with the growing power of international capital, and relying on mood-music, marginal adjustments, and vague promises of “change”, to hint at their good intentions in terms of social justice.

Far-right’s false solutions
Kamala Harris’s well-intentioned but failed presidential campaign, though, perhaps marks the bitter end of that road. It seems that in future, parties of the centre-left will need legible plans that directly addresses the economic concerns of voters, on pay, employment, prices, and housing – even where these involve a direct challenge to entrenched corporate interests – or they will risk driving voters in their millions towards the populist parties of the far-right, with their high awareness of voters’ angry concerns, and their false solutions to them.
Then finally, those who believe in progressive politics will have to learn – as Jennie Lee and Nye Bevan did – to build imperfect but effective alliances with anyone prepared to get on side for a defence of democratic institutions, and a broad commitment to freedom and justice.
During the war, for example, Jennie Lee accepted an invitation from Churchill’s munitions minister Lord Beaverbrook to work in the Aircraft Production Ministry, although she cordially detested the politics of both men; and in 1945, she abandoned her old dyed-in-the-wool loyalty to the Independent Labour Party to become a Labour MP. The title of Matthew Knights’ s new play about her is Jennie Lee – Tomorrow Is A New Day; and it captures both the hopeful nature of her politics, and her willingness to shrug off the loyalties and grudges of the past in the interests of getting things done, and moving on in a positive direction.

For Ukraine, for Gaza, for democracy
And what is clear is that there will be no “new day”, after the present dark moment in global politics, until the various shades of the left and centre re-learn the discipline that was so hard won in the 1930s, the discipline to turn their fire on the far-right enemy in plain sight, and to work together to defeat those forces.
History shows us that – like the building of strong, realistic grassroots movements closely linked to the political process, and the development of clear, progressive political plans that will attract hard-pressed voters – this can be done. And now, we had better set about the task of proving that we can do it again; for Ukraine, for the people of Gaza and the Middle East, for democracy, for freedom, and for all of our futures, on this good Earth.

Jennie Lee: Tomorrow Is A New Day will be at the Carnegie Hall, Dunfermline, 12-13 November.
https://www.scotsman.com/news/opinion/columnists/extraordinary-scot-who-created-open-university-jennie-lee-can-help-us-respond-donald-trump-us-election-victory-4856694

Sir Evelyn Robert Adrian de Rothschild FKC (1931 –2022) was a British financier. In 1967, de Rothschild created the Eranda Foundation to support social welfare, promote the arts and to encourage research into medicine and education. The Eranda Rothschild Foundation gave 2010 17K and 2012 50K to the OU. Sir Evelyn also paid for a plaque to be placed in the Legacy Garden in memory of an ancestor who fought in the First World War.

After his death there were reports about an investigation into sexual misconduct in 2003. An internal memo (circulated in response to a Guardian article accusing him of sexual assault and harassment against women working in the bank in the 1990s) was published by the Daily Telegraph. It said that “no evidence’ had been found to support those allegations. Source: https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.bbc.co.uk%2Fnews%2Farticles%2Fc78wlx1lvqqo&data=05%7C02%7Cdaniel.weinbren%40open.ac.uk%7C253cc6d6215a4e6ca9e208dd48541199%7C0e2ed45596af4100bed3a8e5fd981685%7C0%7C0%7C638746248081066035%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=y4u3uz8RJAKZaqERVWVzW8Iuofd9P9%2BJFpfO0hyAjLo%3D&reserved=0

The Guardian https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.theguardian.com%2Fbusiness%2F2025%2Ffeb%2F05%2Fevelyn-de-rothschild-left-bank-in-2004-after-sexual-misconduct-complaint&data=05%7C02%7Cdaniel.weinbren%40open.ac.uk%7C253cc6d6215a4e6ca9e208dd48541199%7C0e2ed45596af4100bed3a8e5fd981685%7C0%7C0%7C638746248081087784%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=ewhah9sQqgSZR7cBTLbpizmZdHzSz1%2BvLKwhaGf3cWs%3D&reserved=0 reported that at least eight sources had alleged that Sir Evelyn used his position at the bank to abuse women who worked with him.

The below is part of a posting written on an OU blog by Linda Anderson in 2018.

I fetched up at the OU in 2002, already a designer and deliverer of a successful distance learning writing course. Here’s what I knew. Distance learning widens participation in a dramatic way. It is a truly intimate form of shared learning. It empowers shyer people to have their say. Students benefit from a permanent record of feedback and discussions that they can return to as necessary. I also knew about the risk of quarrels that can blaze suddenly, leaving relationships in tatters. I knew on a deeply personal level about tutor burnout. I had been warned about it on the OU training course but had naively failed during the first couple of years to set limits to word counts or frequency of submissions to tutors. In the production of A215, I hope I kept in mind the tutors’ right to have a life.

I still remember how thrilled and challenged I felt by the job. At its core was a highly demanding form of teaching that had to be lucid and accessible as well as replete with lively, planned activities to both practise and test skills. But there was a cluster of other exciting elements: team management, peer review, editing, programme-making, interviewing famous writers, liaising with publishers internal and external, and ultimately, tutor training and supervision.

In the making of A215, what I wanted to import from the Lancaster model was the student-centred approach, to mix tutor-led online conferencing with occasional face-to-face day schools. I wanted students to try their hand at the three main genres of fiction, poetry, and life writing, finally being free to specialise in their chosen form or forms. The production team was a superb one, and despite our fair share of arguments and injured feelings, our work was relatively frictionless. The main authors were myself; Mary Hammond, an expert on publishing; Sara Haslam, a prime mover in the establishment of the ‘Start Writing’ series; W.N. Herbert, award-winning poet based at Newcastle University; and Derek Neale, who was steeped in the UEA writing culture both as an MA and PhD graduate and tutor for many years. Bob Owens, despite his workload as head of department and staff tutor in London, edited the Readings section of the Workbook. He and Shirley Coulson (course manager) contributed their extensive knowledge of how to navigate OU systems, a vital role in a team with so many new staff. Clare Spencer gave us an AL perspective.

I was surprised at how much teamwork kept us to a tight schedule while not curbing our creativity. Different colleagues often pushed the boundaries to create ambitious or unexpected elements, such as Sara Haslam’s recorded panel discussion by eminent biographers – Michael Holroyd, Blake Morrison, and Jackie Kay, chaired by Robert Fraser – a beautifully realised debate. Derek Neale included a range of innovative styles of biographical writing in the Workbook, showing how to mix fact and fiction. Within a couple of years we had an array of audio CDs, a study guide, and a 600 plus page book, Creative Writing: A Workbook with Readings, co-published with Routledge.

The course launched in 2006 with approximately 2500 students and gained the highest retention level in the University as well as high scores of student satisfaction. The Workbook was acclaimed and is still in wide use in other universities. Over a hundred ALs, most of them new to the OU, were trained and supported in online teaching. These successes remained consistent over eight years, so that 22,000 students had taken the course by the time I left in 2013. It was Maggie Butt, our first external examiner, who made what felt to me like the best tribute to the course: ‘You have managed the industrial scale without losing the personal touch.’

Creative Writing has gone from strength to strength. Derek Neale chaired A363: Advanced Creative Writing, which launched in 2008. Although I had some hand in the production, the course materials were largely written or produced by Derek Neale and Bill Greenwell. Derek designed a distinctive approach of experimenting with form. He aimed to deepen students’ engagement with fiction, poetry, and life writing while also introducing scriptwriting for various media. The core text A Creative Writing Handbook: Developing Dramatic Technique, Individual Style and Voice was co-published with A & C Black. When both courses were up and running, we were organising teaching and assessment of more than 3000 students annually with a very small course team.

Research developments

The PhD programme began in 2008. Of the four researchers I co-supervised with Derek Neale, two won internal scholarships against Faculty-wide competition and all gained their doctorates either shortly before or shortly after I retired. Three of their four novels have now been published and widely reviewed: The Longest Fight by Emily Bullock was named as ‘a fine addition to the canon of boxing literature’ in ‘The Independent’; Owl Song at Dawn by Emma Sweeney was shortlisted for the Amazon Rising Star Award in 2016; Heather Richardson’s Doubting Thomas was recently listed by ‘The Independent’ as one of the nine best Scottish fictions of 2017.

In the spring of 2012 I founded The Contemporary Cultures of Writing research group with my creative writing colleagues. I organised and chaired our first series of seminars at the Institute of English Studies, University of London on the theme of ‘The Rise of Creative Writing’ to coincide with just over forty years of Creative Writing in higher education in the UK. We explored the question of whether writing courses had a traceable and positive impact on literary culture. I found that eminent authors and academics like Maureen Freely, Andrew Cowan, and Alison MacLeod, were prepared to travel to London and speak for expenses only. (It’s a generosity that my colleagues have subsequently also been able to rely on.) The audiences were gratifyingly large, with about 25 people showing up to two events and a dozen for one on poetry. These series are still going strong and have given colleagues experience in event organisation and panel chairing as well as raising the public profile of the OU.

Linda Anderson worked as Reader in Creative Writing at The Open University from 2002 – 2013. She is a contributor to the short story anthology The Glass Shore, ed. Sinead Gleeson, which won the 2016 Irish Book of the Year Award. She is co-editor with Dawn Sherratt-Bado of the acclaimed anthology Female Lines: New Writing by Women from Northern Ireland (New Island 2017), described by Arts Council Head Damian Smyth as ‘one of the most important books to be published about Northern Ireland in half a century.’ Her novel Cuckoo, first published in 1986 by The Bodley Head, will be reissued in 2018 as a modern Irish classic by Turnpike Books.

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Source: https://www.open.ac.uk/blogs/english/on-establishing-creative-writing-programmes/

​In June 2024 Peter Keogh, Professor of Health and Society in the Faculty of Wellbeing, Education and Language Studies attended the graduation in Mountjoy Women’s Prison in Dublin of OU’s first female in Students in Secure Environments (SiSE) to graduate in Ireland.

He said:

“I was incredibly fortunate that the first SiSE graduation I attended after transferring to the OU in Ireland was for the OU’s first female graduate in Ireland. This was a huge achievement for the graduate herself but also for The Open University and the prison education staff.
“Talking to the graduate, I was struck by how little she made of the obstacles she faced studying in a secure environment. She expressed admiration for learners on the outside who juggle their learning with childcare and jobs. But the barriers she faced were all too real and included not only having to overcome the difficulties she faced in her own life but also having to fight entrenched norms against women prisoners learning, and significant technical and IT barriers.
“It was great to have an opportunity to discuss these things with a group of female prisoners who have been inspired to follow in her footsteps and study for qualifications with the OU. The SiSE team in Ireland deserve huge credit for supporting and facilitating all these amazing journeys. ”

“To me, these graduation events go to the heart of the OU’s mission in promoting equality and social justice through education. Never has the term ‘the university of the second chance’ been so appropriate.”

The event was also attended by John D’Arcy, Director of Ireland. He added:

“It was a privilege to attend this degree ceremony at Mountjoy Prison. I was so impressed by our new graduate’s commitment to her studies and how much she was inspiring other prisoners to undertake study. The commitment of the Irish Prison Service Staff and tutors from City of Dublin Education and Training Board with our SISE manager Tony Peoples is a model of good practice.”

Joan Bellamy, nee Shaw, 1926-2023, was an Open University tutor, Staff Tutor and between 1984 and 1990, Dean of Arts. She contributed to a number of courses, modules, including for A101, with Colin Cunningham, Tomorrow and Tomorrow and Tomorrow; The Roots of Western Society; Studying the Arts (1977) and for A102 she co-edited Culture – Production, consumption. She provided ‘Milton and marvell’ for A203 (1981) and for A205, Culture and Belief in Europe, 1450-1600: Royal and Religious Authority. The British Isles. (1996). She also wrote for the OU-focused journal Teaching at a Distance, notably in 1978, an article on ‘Special Support for Students with Academic Difficulties: Experiences in Yorkshire’ and, with John Purkis, Milton Study Guide.

The daughter of Hilda and Tom Shaw (a coal miner and Labour councillor) she grew up in West Yorkshire, read English at Leeds and in the 1940s worked full time for the Communist Party of GB. After her husband, Ron Bellamy, a Marxist economist at Leeds University, accepted a Senior Lectureship at the University of Ghana the couple spent 1963-66 in Ghana where Joan worked in the press office of President Kwame Nkrumah. After a coup ousted Nkrumah the couple returned to Leeds, where Ron became Dean of the Faculty of Economic and Social Studies, 1970-72 while in 1970 Joan (as Communist Parliamentary candidate for Leeds East) received 513 votes. Following the demise of the CPGB she joined one of its successors, her political position unchanged. In 1988, in a collection of essays entitled In search of Victorian values she assessed gender relations while Ron contributed a Marxian economic analysis. Having written for the journal of the South African Communist Party, The African Communist and Communist pamphlets (eg Homes, Jobs, Immigration: the Facts, 1968 and Unite against racism: defeat the immigration bill, 1971 and a ‘Bibliography on Africa’ for the Marx Memorial Library Bulletin (1971), Joan turned to literature. She edited, with fellow OU academics Anne Laurence and Gill Perry, Women, Scholarship and Criticism C. 1790-1900: Gender and Knowledge (2000) and wrote More precious than rubies: Mary Taylor, Friend of Charlotte Bronte, Strong Minded Woman (2002).

Her interest in empowering people and understanding democracy as a process pervaded her work at the OU and her wider contributions. In 1975 she wrote in the CPGB weekly Comment that to rely on the 1976 Race Relations Act was to ‘ignore the potential of the democratic participation of those most bitterly affected by discrimination, the black people themselves’. In 1992, for Labour History Review she contributed a piece on ‘The use of trade union banners in education’. She reported on how she had asked students to analyse trade union banners, her aim being ‘to illuminate the lives, values and culture of sections of the organised working class of the past’. When, in 2018 she offered, via the Guardian, a critique of the proposed developments of OU Vice Chancellor Peter Horrocks, it was in terms of a defence of the OU’s social democratic reputation. She opposed that which could ‘be the final hammer blows to the drawn-out process of demolishing one of Labour’s greatest achievements’. Having travelled to Iraq, Syria, Mongolia, Ghana and Moscow, she returned to the county of her birth and long retained an engagement with the Brontes and with women and Victorian fiction.

The focus in this posting is on the final object of 50 in the series, the people at the heart of the OU, the learners.

← President Cath. No longer a duck, she fits the bill.

It was contributed by Cath Brown. She is well qualified to write about students. She been a student  (she has a BSc in Molecular Sciences (i.e. Chemistry) and a BSc Open (mainly physics, engineering and history) and she is currently studying Computing at the OU. In addition, she has been a STEM Faculty Representative on 2016-18 Central Executive Committee, has chaired an Students Association affiliated society (OU Alchemy) held various OUSA posts and moderated an online forum. Currently she is President of OUSA.

Philip Sully with then OU Chancellor Betty Boothroyd on the occasion of the naming of the building
(Source )

Visitors to the OU’s Milton Keynes campus will see buildings named after many illustrious figures – Perry and Horlock for the first and second Vice-Chancellors, Wilson and Jennie Lee for our political founders, and eminent scientists Alan Turing and Robert Hooke. But the Philip Sully building is the only one (to date) named after a student.

When the building was named in 2006, Philip had completed 61 modules, and his qualifications included two undergraduate degrees, a masters and a doctorate. I somehow doubt he has stopped studying since then – the signs of OU addiction are clear to see!

It’s good to be reminded, in this era in which education is too often seen as solely a means to an end, of the joy and the value of the pursuit of knowledge for its own sake. The Philip Sully building thus serves as a splendid symbol of lifelong learning.

Our 50th object – the building – is here standing for Philip, and by extension all OU students, without whom there would be no university. What have these students looked like over the years?

In the early days, there were a significant number of teachers who’d taken the accelerated post-war training, but were now in search of a degree.  These days, there’s still that teaching link – it’s a particularly popular career with OU graduates – but it’s often classroom assistants looking for the degree to embark on initial teacher training.

The OU was once christened the “university of the second chance”. Being told that university was “not for the likes of you” was all too common in days gone by; in 1950 only 3.4% of young people participated in higher education, and this was only up to 8.4% in 1970 and just 19.6% still in 1990.  So  the OU was the natural destination for many whose background had hitherto prevented them pursuing that degree.  Even if they had the formal qualifications for admission to a “brick” university, part-time or flexible courses at conventional institutions were unheard of, so for the employed aspiring graduate, the OU was almost the only game in town.

In the 21^st century, we are edging up to half of young people entering higher education (though who knows whether government proposals will knock that down again). So there are fewer of the “second chancers”. Today’s “typical” OU student (in so far as such a creature exists) is in their 20s, working, and aiming to improve or change their career. In a surprising move, a fifth of OU students are now studying at full time intensity.   Then we have the students with disabilities for whom the OU is a much more feasible and flexible option, and the students who are carers, who can only contemplate studying if they can fit it around the demands of their lives.  Many of these students are very time poor – fitting in study around family and work requires taking advantage of any free moment to keep up.  Back in the 70s and 80s, OU students rose early and stayed up late to catch their course TV programmes; the videos may be all online now, but just as many students are keeping those same hours to carve out some study time.

But the OU still has students from their teens to their nineties, and any broad assumptions about their motivations, their circumstances and their lives are pretty well destined to be wrong.

So are there still students like Philip around – learning for pure pleasure? Most certainly; the rumours of the death of the “leisure learner” are greatly exaggerated (There is even a Facebook group called “OU Study Addicts” with hundreds of members).   In England at least, it’s expensive for a “hobby” now, but there are still students who aim to never leave the OU, some taking advantage of the second degree funding now available for STEM subjects to keep going, others prioritising their studies over more frivolous activities such as holidays!

Of course the OU student experience, like the student experience anywhere, is not just about studying. Many OU students say they’ve made friends for life.  In the early days, the tutorial, the summer school and the unofficial local study groups were where connections were made – a fantastic set up if you happened to click with someone local to you.  The advent of widespread internet access opened up new additional ways to “meet”; students of the 2000s will remember the FirstClass conferencing system with affection, but 2019 students are more likely to speak of Facebook and WhatsApp.

OU Students Association first President Millie Marsland – clearly a force to be reckoned with! She maintained her job as a Headteacher whilst leading the Association.

Like any other student body, OU students have had their own Students Association for most of the lifetime of the university. The Association (known for many years as OUSA) has (amongst other things) pushed for students to have a greater voice in the university (resulting on representation throughout the governance structure), developed its own support service Peer Support, started its own charity for students in financial need OUSET, and supports a raft of Clubs and Societies, including the strangely named  TADpoles. This society was formed by students of the course TAD292 Art and the Environment, chaired by Simon Nicholson, which had its last presentation in 1985…. But the society is still going strong in 2019!.

The Association’s video gives a fuller picture of OUSA history.

What will the OU student of the future be like? Whilst the financial pressures of the day and the demise of the “career for life” suggests that young(ish) career-changers and promotion-hunters may come to dominate our student body, let us make sure that our university always has room for lifelong learners like Philip, and continues to offer that enriching broad curriculum that has changed so many students’ lives.

The court, to be found around the back of the Gardiner Building, is named after Michael Drake, the first Dean of Social Sciences. He is also why Social Sciences courses are prefixed ‘D’. He recalled how in late 1968 or early 1969 the VC’s Committee of the OU (now the VCE) met.

An item on the agenda was to give a letter to each of the proposed Foundation courses and all courses thereafter.  Some letters were easy; ‘S’ for Science, ‘E’ for Education, ‘A’ for Arts etc.  But what about Social Sciences?  SS seemed inappropriate and anyway two letters would double inputting time.  I piped up – ‘Isn’t it obvious?  ‘O.K, D it is’ and Joe Clinch then Assistant Secretary, minuted it.

Now an Emeritus Professor in the Faculty of Arts & Social Sciences, Michael Drake contributed to numerous modules both in print and on the television and radio. He has encouraged communication between staff, been active in the local history society and his recollections have appeared in the local press. A longer recording has been made for the OU Archives. Much of his research and teaching focused on the population studies (he studied half-a-million baptism, marriage and burial records from Morley Wapentake, Yorkshire as part of an early project). He wanted to bring elements from the social sciences together with elments from the traditions associated with historians.

Building on his interest in the integration of a popular interest in family history with the disciplines of history and the social sciences Michael Drake and colleagues developed a series of OU modules. Historical Sources and the Social Scientist, D301, which was presented 1974-1988, enabled students to engage in ‘explorations of the past undertaken for the explicit purpose of advancing social scientific enquiry’. Students’ history dissertations, on topics of their choice, employed social scientific methods to complete history dissertations. Between 1994 and 2001 Family and Community History: 19^th and 20^th centuries, DA301 was presented. Framed by the wider OU commitment to recognizing and valuing the students’ knowledge and experience it too emphasised the need to employ the scientific methods of clearly identifying aims, hypothesizing and using theoretical models against which the findings of local research might be set. Using a problem-based learning approach, students were taught the skills required for small-scale research. On one occasion, with financial support from the Wellcome Trust, he helped over 30 students to explore the history of infant mortality in the years 1871-1910 with a focus on individuals. The studdents submitted their work for a BPhil, an MPhil or a DPhil. He sought to collapse the dichotomy of ‘inside-out and outside-in’, that is to merge the separate, parallel, streets leading either to universities from independent scholarship or vice versa. This was realised in his work for Object Number 25, FACHRS.

The Perry Building (see illustration) is on the Milton Keynes campus and is named after Walter Laing Macdonald Perry KT OBE, Baron Perry of Walton, (1921 – 2003). One of the influential Scots at the OU he was born in Dundee in 1921. He died in 2003 and was the subject of obituarties in the Independent and Guardian.

The image here includes the art work outside the building.

As its founding Vice-Chancellor Walter Perry was central to the creation and establishment of The Open University. He was appointed in May 1968, felt that the OU could ‘change the face of education not only in Britain but in the world’ and set out to transform learning and teaching. There were 42,000 applications to start studying in 1971 of whom 25,000 were accepted. Other UK universities which opened in the 1960s started with a few hundred students. He established a successful system for transfer of academic credits and he encouraged prisoners to study at the OU. Despite opposition from those who felt the OU should only teach, he noted that ‘it was the intent of the new university to promote the research activities of its academic staff, an intent from which the Open University has never wavered’. Many knew him as a skilled negotiator, despite the fact that as he noted ‘at one Senate meeting in 1971 each member received 487 pages of typescript weighing 2lbs 15 oz’. He was also flexible. When the site was a sea of mud he sent out for slippers which were issued to staff. He initially demonstrated little interest in the regions and nations, claiming that he used an amended version of the further educational administrative boundaries because ‘we had no coherent plan for the regions when we started; they were simply allowed to evolve’. Nevertheless, the model of central planning was amended to encompass the specific needs and aspirations of nations. He insisted on high academic and pedagogic standards noting that

the standard of teaching in conventional universities was pretty deplorable. It suddenly struck me that if you could use the media and devise course materials that would work for students all by themselves, then inevitably you were bound to affect – for good – the standard of teaching in conventional universities. I believed that to be so important that it overrode almost everything else.

He also recognised how difficult it was to study with the OU. His history of the OU, Walter Perry, Open University: A personal account by the first Vice-Chancellor (Milton Keynes: Open University, 1976) was one of the blocks upon which Daniel Weinbren, The Open University, A history (Manchester: Manchester University Press, 2014) was built.

The Stuart Hall Building, on the Walton Hall campus, is this week’s object.

It was named after Professor Hall, 1932 —2014, a Jamaican-born British cultural theorist, sociologist, and political activist. Hall’s father was the first nonwhite person to hold a senior position within the Jamaican office of United Fruit. This was a powerful American farming and agricultural corporation. His mother was mixed-race. In 1951, Hall won a Rhodes Scholarship to study at Oxford and became engaged with radical politics. Following Kruschev’s ‘secret’ speech of 1956 and the Russian invasion of Hungary, many Communists left the Communist Party. The Reasoner, later The New Reasoner, was created to address some of their concerns. Another journal, less associated with former Communists, was also founded, Universities and Left Review. Stuart Hall was the first editor-in-chief when, in 1960, these journals merged into New Left Review. Hall joined Birmingham University’ Centre for Contemporary Cultural Studies in 1964, became acting director in 1968 and Director in 1972.

Hall was a popular public intellectual, frequently calling for social justice and against nuclear proliferation.

He left Birmingham University in 1979 to become a professor of sociology at the Open University. He noted that the OU was ‘filled with good social democrats. Everybody there believes in the redistribution of educational opportunities and seeks to remedy the exclusiveness of British education’. He later pointed out ‘it would have been funny to come to the OU and not to be committed to redistributing educational opportunities’. He remained at the OU until he retired in 1997 and became a Professor Emeritus. He played a full part in teaching and research. One of the modules with which he was involved included a popular teaching text: Paul Du Gay, Stuart Hall, Linda Janes and Hugh Mackay, Doing Cultural Studies: The story of the Sony Walkman (London: Sage, in association with The Open University, 1997).

His ideas about race, gender and culture informed much of the OU’s teaching. His focus was less on the conventional division between the culture of the masses and the validated culture of the dominant, the music and books that were supposed to teach people how to be civil and which would reveal them as well-mannered. Rather, for Hall, culture was ‘experience lived, experience interpreted, experience defined’. It was a site of ‘negotiation’ and popular culture was ‘where this struggle for and against a culture of the powerful is engaged: it is also the stake to be won or lost in that struggle’.