Creative Clusters Summer School Emma Hunt Dean: School of Art, Design and Architecture Dean: University Campus Barnsley Chair: Council Higher Education Art and Design Student : DBA - HEM

Entrepreneurship, Workspace and the Local Creative Economy Welcome The School of Art, Design and Architecture What are Universities for? What are we doing now? How do Universities fit in the development of the local creative economy

What are universities for? Medieval origins: - ancestors of modern universities. Attachment to the church Branches of study – Theology, Medicine, law and the Arts ( latter seen as inferior) – all professional, all vocational Function of history in providing a variety of notions/opinions of what universities are for – trade on age as a brand, classical Greece, function of education in pursuit of knowledge – Muslim world kept alive the classical traditions of knowledge 1209 – there were 3000 students at Oxford 18thCentury – scientific revolution and the enlightenment – new knowledge developed outside of the university – state rather than religion 19 th Century – Von Hombolt – Berlin University – dedicated to scientific knowledge and academic pursuit – research main function students free to study what they want and staff free to research what they want Cardinal John Newman – believed Universities should induct into students a coherent body of knowledge to produce good citizens

What are Universities for – is this an impossible question to answer? Public sphere – matters that affect society – social engineering – public value in exchange for public money Universities often see themselves as contributing to society but also refer to academic freedoms What are they for? – inconclusive as a modern condition Classical model ( Newman et al ) under stress Role of the state – funding and regulation, pressure to discharge social functions, target driven and more explicit to declare social good ( employability skills, vocational, research having direct benefits, widening participation and social mobility) Massification

Vision, determination and realisation –the supplying at a cheap rate, the different classes of the community, with the advantage of instruction in the various branches of science and the useful arts". 1825

Huddersfield in 1826

University of Huddersfield History The University is the direct descendant of the Young Men's Mental Improvement Society, which started in This Society became the Huddersfield Mechanics' Institution in 1843 and remained so until 1884 together with the Female Educational Institute ( ), became the Technical School and Mechanics' Institute. This became the Technical College in 1896 and was succeeded by the College of Technology in In 1970 the College and the Oastler College amalgamated to become Huddersfield Polytechnic. The Polytechnic of Huddersfield became the University of Huddersfield in 1992.

Technical School and Mechanics’ Institution

Huddersfield Technical School

Textile Building, Queen St South

Art and Design Education Possibly the oldest form of publicly funded education in the UK Design education to meet the needs of industry Emphasis on practice – still very important Only in the last 25 years had degree status Unlike other practice based degrees ( medicine, architecture) PG not seen as mandatory to practice PG/Research relatively new

A higher education linked to economic prosperity Reputation and prosperity built around the textile industry. Huddersfield was ahead of the Select Committee for Arts and Manufacture of 1835 who introduced purpose built design schools. Long history of the close connection between the school and employers. We still provide specialist programmes related to the needs of industry - architecture and textiles, and new areas still linked to the professional bodies. Continuous process of learning, training and research Knowledge transfer

Impact on economy Creative careers – where did they all start? 1835 – Government select committee on Arts and Manufacture Committee raised key questions on the nations art, its value to the individual, its usefulness to the manufacturing industry, and art education’s contribution the countries economic success……

Queen Street South

‘Global reset’ - Florida Growth of cultural consumption in a recession Bring creativity in to education, skills, debate, exchange views, link to society Design as competitive advantage Value of the creative industries articulated at all levels Creative, imagination, innovation = new forms of relationships New forms of participation serve social fabric development Cross sectoral competencies – shifts new boundaries Leads to new forms of entrepreneurship, local economy can provide and facilitate a creative economy

Design Day – interdisciplinary activity as creative process

Innovation and risk in relation to creativity Creative Practioner as a leader Individuality, creativity, skill, talent Diverse and rewarding careers Overarching aim to make better lives for people through solutions to problems Responsible and socially aware outcomes Recognise and respond to emerging and defining trends and issues Ideas driven – linked to commercial contexts Cross disciplinary knowledge Dynamic and interactive environments and exchange of ideas links Flexibility of teaching and learning styles Designing the Future School Characteristics

Creative Graduates Creative Futures Creative Graduates – Creative Futures is the largest-ever study of the career patterns of graduates from UK courses in art, design, craft and media. During the research we will be contacting almost 28,000 graduates from universities and higher education colleges across the UK. We will explore their experiences of higher education, their activities since graduating, the work they are currently engaged in, and their plans for the future. The study follows in the footsteps of the highly successful and influential Destinations and Reflections research which tracked the careers of graduates from 1993, 1994, 1995 and Destinations and Reflections This new study is ambitious and exciting. Provides detailed regional information for influencing economic decisions Findings launched nationally January 2010

Thank you Questions