Towards Citizens Enablement (Draft GF)

Towards Citizens Enablement (Draft GF)

After Covid-19, Academics should Enable/Empower

Citizens to achieve their aspirations

The Essence of

our Proposal

Academics have the capabilities to enable citizens’ self-learning in order to empower them to achieve more for themselves. Those in current need must own their problems and issues, and by practical means, learn to embrace them & enact solutions. The innovative capabilities of both academics and citizens can be combined to solve almost any issue facing a community. Our studies of best practice show what can be achieved across a broad range of problems. For significant changes to occur, the values and behaviour of all collaborative partners – who have often in the past come from competing sub-cultures – must be combined, using a questioning framework, so they share ideas that lead to sensible working practices, and then enact feasible outcomes.

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          The Enablement of Citizen Playbook

A developing conversation between James Powell and Peter Palme –

a step by step-by-step & non-threatening magical path to the better world of Citizen Enablement.

or how to create a deep, meaningful and lasting empowerment in citizens and communities,                                                           to enable their own self-development in order that they might achieve their desired ends

0.Introduction

This paper has come out of a deep and meaningful discussion between the two present authors, both Leonardo Ambassadors, where Peter Palme indicated his wish for James Powell to create a blog, showing what Peter called the magic points for Citizen Enablement. For many years, James had been attempting to develop an approach which truly enables University Academics, with the right interest, to develop a better way of empowering disenfranchised and often poor citizens, so they could control their lives in a more fulfilling way, for their benefit and those of others in their communities. This paper developed as a result and tries, what both began to call, the development of a magic playbook for Citizens Enablement. While far from being magical, the approach in the paper does try to lay down a few ‘home truths’, to those who wish to develop a more appropriate way of supporting citizens in an important new journey which should also enable their own personal wealth to increase as well as their well-being and contentment.

1.Executive Summary and the Logistic of the Paper

Hopefully, to ease understanding by the reader, we quickly, but briefly, summarise and reveal the structure of the paper now.

1. Firstly, the aspirations for the approach being used is clarified to let the reader understand ‘why’ the work is the way it is and it’s particular intentions. In short we are inviting readers to participate in a big “paradigm-shift” away from the current ways of thinking, being and working, particularly in universities by supporting academics involve citizens in their learning of how to become masters of their own destinies.
2. The sociological perspective, ‘the cultural why’, upon which the authors base their arguments are spelled out which leads onto the drive for Citizen Enablement by listening Academics; and we clearly include in the word citizens, all presently the disenfranchised, including Black, Asian, Minority and Ethnic groups, women and the young, but for simplicity of presentation we will only use the term citizen for all such communities in the remainder of the paper. However, it goes without saying, the paper recognises that not only do Black Lives Matter, but also Women’s Lives Matter, or All Lives Matter or even “ALL LIFE MATTERS.” 
3. James is more than aware that we have built our educational and economic system on the basis of “competitive individuals.”  But the paper wishes to “enable” and support all of us in “meaningful”, and perhaps “meaning rich ways.” We both also believe that in our proposed developments we will have to move from money to meaning, and from profit to purpose, in this new era, although wealth will still be necessary to make any developments work in the real world. It is also clear from the successful cases shown in Part II that the most effective progress is to tackle small and handleable projects within the grasp of all collaborators, while being aware of global consequences.
4. Even tackling small issues, no one should underestimate the cultural change that must take place to ensure successful collaborative working between all these citizens and academics, so in the next section of the paper much consideration is given to this difficult process engendered by our suggested approach; hence the papers reflection on the word destiny which James uses in a forward looking sense to define the passionate way he believes is necessary for all of us if we are to ensure success in complex and difficult ventures.
5. Implicit in the paper is another recognition – a deeper ‘why’ for all now in society – the need for developments which are truly sustainable, because it is clear to us that there is only a TEN YEAR Window of profound rethinking, exploring the very foundation of our human civilization, otherwise we will be drowned in our irresponsibly created CO². As we all already know, according to the MCC Carbon Clock (see below), we have only eight years to make a major change in direction for human history if we want to stay at 1.5° C or less, and about twenty-six years to stay within 2.0° C. In all our cases reported it was clear that the citizens being empowered were well aware of this and wanted their developments to show the necessary sustainability as well as satisfying their other needs and wants. Our challenge, and that of the citizens we are trying is to help is HUGE, because the momentum, especially of the last seventy years, is so intense.     

These are large issues that Academics are often fond of, and good at, considering, but they will normally be beyond the scope of a Citizen Enabling project. They are important to bear in mind, because they will set some underlying parameters of what should, and will work, on any project for both the citizens themselves and the planet as a whole.

• A step-by-step approach, which the authors propose, showing ‘what’ and ‘how’ to achieve necessary change, is now laid down in a straight-forward way, for Enablers and Citizens to plan the way forward with concrete actions; in short it shows how you too can become an Enabler of Citizens, and hopefully Empower them also.
• Collaborative  working starts with a reflective period where the relevant citizens are invited to join, with others of like-mind, and their (academic) enablers – who themselves must identify citizens needs and wants, their capabilities and the change development teams require; such teams are not the competitive ones of sport, but more ‘reflective communities’ [or RefComs as Charles Savage (2020) would call them]. The passions and visions of each team member, in such a joint enterprise is a vital first step, as it sets the scope and boundaries of any potential venture;

1. Members of such a joint venture have to understand their aspirations first, then those of their colleagues and finally how to get the best from team working. They have to learn ‘how to learn’ to undertake the skills missing from their team or find someone who can complete their change needs, and also recognise they may well have to be politically and socially astute if they are to enable change to be possible at all and then become empowered to fully enact it;

1. Evaluating a development teams own situation regularly is necessary and can be achieved, using easily available and cost effective tools, to understand a developing processes, first hand; academic and citizens might well need such evaluations, related analyses and any other feedback to be in their own readily accessible language;

1. Active listening and understanding is vital and the key to successful Citizen Enablement. Deep and maturing conversation between all members of any collaborative development will ensure overall understandings are shared. It is also important that such developments are undertaken by the whole team, so that all understand precisely what has been achieved and what needs to be done to satisfy citizens needs and wants.  Also, any collaboration should try to find whether the present solution sought has been achieved before, so all can learn from those who have done it already, in a constructive way, and to repeat best practices, learning from similar successes elsewhere; this is known by others as ‘positive deviance’.

1. Success must be for the citizens themselves to decide, and in their own terms, however such citizens should never cease to strive for continuous improvement. However, successful projects normally start small and build over time – taking on too much may doom a project to failure,
   1. Sensitive and  citizen focused leadership is key to creating a new enterprise culture that works effectively by satisfying everyone’s needs and wants. For three major reasons:
      1. enterprise change collaboration requires the bringing together of more than one differing cultural aspiration; balancing those cultures is a key element for a leader to cope with – leadership for cultural change;
      1. the focusing of sometimes competing team members values and behaviours, so they become reflective communities, on complex projects or programmes often feels impossible to understand to begin with, let alone deliver, but it must be done.
      1. Academic Enablers must show leadership that focuses on some key processes in order to drive Citizens to: firstly to become Enabled for themselves to work out a solution to their problem or issue, and then become Empowered to ensure their development is enacted in the real world.

• Before they embark on their collaborative venture academics and citizens firstly need to understand the ‘why’ of what they want to do, and then agree the how discussed above.
• The Human futures after Covid-19 will be very different, and universities, for instance, will need to become a “reflective centres” for all ages (not just “Executive Education), so we can tap the wisdom of the past and envision a wiser future.  So the paper suggests a shift from SMART to WISE.
• Perhaps, and even more severe than the corona pandemic itself (demeaning prejudices, discrimination, petty nationalism, plus locust, inequality, displacement, recessions and so much more) is our present ignorance pandemic (the propensity for hindsight). Are we not failing to see, sense and understand what we must all have been aware of for years?

At the end of the paper, in Part II, are presented 17 cases of best practice, with evidence to show what can be achieved by those willing to take part in Citizens Enablement. While not a trivial task we have shown it is entirely possible for us to adopt a different an d highly successful approach at living after Covid-19

Let us deal with each of those overall characteristics of a successful project development in a little more depth relating key elements to the highest values revealed by the different case studies.

2.Central Aspiration of the Authors or ‘Why’ we are doing this.

After Covid 19, many Citizens may feel it is worth trying to develop a recipe for a ‘new normal way of working’, where one size does not fit all, but they become Enabled to change their local world, for personal benefit and that of their fellow citizens. The present authors believe we are at a time and stage where to try new ways of working are entirely now possible and by way of example look at the current take up of video conferencing/zoom during Covid 19, when the technology has been available for over 25 years. The journey of self-development and enablement, as with anyone, starts with oneself and locally, at any time you are ready. There is no need to wait for the fairy tale, good fairy, to come to the rescue. Ideally it will also lead citizen to become empowered to enact desired change.

In terms of a participation in decision making, we believe that the better educated, representing about 35% in a  country like Germany, are more likely to participate in local constituency democratic decision making processes; this is according to an article on social practice in “Der Spiegel” (2016); whereas the research on participatory democracy by Parry (1972) suggests that the uneducated seem to depend more on stealth and direct democracy, rather than democracy through active participation. However, we need to improve such a situation for the disenfranchised.

Citizens Enablement might well be a Utopian dream, but now might be a good time to help create a different future for citizens and communities and accept the recent studies undertaken by the Royal Society Arts which begin to show how this could be achieved. This is no matter how difficult such a cultural change might be, as it will involve social, as well as personal, interactions and therefore changes in social relationships. It is clear that different cultures will require a different type of societal contract, for the world does not any more create a linear perspective for the development of anyone. But now is at least the time to try to enrol and engage citizens in a better way.

The PUMR approach on which this paper is based was honed into good working practice by the PASCAL International Observatory (Generic Process B, page 31). It was designed, bearing in mind normal cultural biases, and has been shown to create Citizen Enablement of the highest order. So, for instance, both Peoples Voice Media and Community Reporters projects (Case Studies 4 and 8, pages 50 & 59) show how citizens can, and do, give full voice to their own needs and wants.

3.The Sociological Perspective that drive James’s desire for important cultural change for the ‘Good’ of all Citizens – their ‘Whys’

From James’ perspective, early in his career he became aware of the work of social anthropologist, Mary Douglas (1966), and one of her disciples, Michael Thompson. Their work indicated that different cultures have different ways of seeing the world, and thus acting in it. Their research comprehensively showed that there were four constructive alternative ways of doing this. So, when others didn’t believe in the way James saw the world, he could begin to understand why. Such cultural constructed world views explains, at least to us, that whatever skills we possess in developing human futures, we should try to truly reflect what others want for themselves, and not just what we want for ourselves alone. It is because of this that James continues to be concerned with, and passionate about, enabling others achieve that which is meaningful to them and the empowering to enact it, while ensuring this allows harmony with the rest of us. Let’s not control, destroy others or harm them.

As an important aside, reflecting this in a different way, Sir Antony Gormley, the creative British sculptor, said recently on Grayson Perry’s TV lock-down Art Club, ‘we are all makers of art! There is no pinnacle to our creativity, for me, or for anyone. Everyone can reveal their creativity in their own way’. This, to James, is the same for all Citizens, in whatever they strive to achieve, or want to strive to achieve. So those who can and want to help Citizens Enablement, particularly those from higher or further education, should, in our view, try to do just that, so we need to understand if anything constrains this. We also need to recognise that higher education empowers some – by creating an elite – so simultaneously disadvantaging others. And this is what Michael Young meant when he criticised ‘The rise of the meritocracy’ (1958).

However, and to put this in perspective, the problem of developing change is not simple, rather the future is complex and requires those of us, who want to help, to think more systemically, about how we drive a change where the enablement needs to be personally contextualised. This is at a time when education often seems increasingly about the narrowing of what is on offer, to the lowest common  denominator, for reasons of economy. In particular, we have to use our improving teaching and learning skills, resulting from meaningful research, to lead citizens to learn to learn for themselves. This has never been more possible, and perhaps even necessary, at a time when our societal context is so open, and where the future situation is almost experimental and where everything can be at stake, it is now just worth a try at the new. But, we all need to keep optimistic and keep trying in the face of adversity. What we also need is ‘excellence in diversity’ for all our educational and learning support. And, we repeat, it won’t be easy, especially as we watch social and political life crashing about us, now. This is where facilities like the Salford Innovation Forum (Case Study 9, page 62) come into play, as they provide a context, people and facility which enables innovation to start, grow and flourish for local citizens.

James has particularly found it possible to use whatever skills he has simply to help other citizens and communities learn to do better for themselves; at least the ones he works with seem to think that to be the case. He sincerely hopes others in Leonardo will do like-wise, as he sees them  beginning to think this way in all their recent Leonardo discussions. Both the present authors would welcome the opportunity of developing a maturing conversation with like-minded people, who are well grounded  in what Gramsci (Forgacs,1999) would call ‘good sense’ or the quality someone has when they are able to make sensible decisions about what to do . While it is important that we should all be richly engaged in discussions reflecting powerful world-wide views, if we cannot also be well anchored locally, as if we were stable in one place, we believe all our efforts will be in vain. The Action Learning which is used in Case Study 6 (page 54), in a project known a ‘Bouncing Higher’, shows how citizens can truly be supported in their cross fertilisation of best practice working to enable small business to develop better innovation and wealth creation.

4.First Steps towards Citizen Enablement: from ‘Why’ to ‘How”

The most important first step in any project seeking to engender Citizen Enablement, for both academics and citizens alike, is the need to understand the ‘why’ of what they want to do, before they agree the ‘what’ or the ‘how’. Increasingly, for many academics their ‘why’ question may well start from wanting to help disenfranchised citizens take control of their lives, enabling them to develop a more contented existence. For Citizens it may be their only chance of ensuring they can develop a future relevant to themselves, or people like themselves. Marcus Rashford, the number 10 for Manchester United recognised this when, with a passion yet humility, took on the British Government to convince them to provide free meal vouchers for the poor people of the UK; before he was rich and famous he had been from a poor single parent family suffering the same plight of many today. So he took on their cause, as originally a citizen like them with the knowledge of their situations, and convinced those in power to change their rules to ‘what everyone else knew to be right’. So he knew his ‘why’ of what nobody else had picked up on.

So, as Socrates so rightly said, for citizens and their Enablers, the key is always to be clear about their purpose; this lies at the heart what they might do together and the kind of leadership needed to make it happen. You first must know ‘Why’ – why you are doing what you do, how it fits with your values and enables you to create a deeper and more enduring sense of purpose. And for the leaders of collaborations for change they have to do things ‘on purpose’. It requires a sheer force of will, and a determination & persistence without which visions are mere dreams. So develop better ‘Whys’ for yourself, and the new Citizen Enablement challenges; see below for a diagrammatic presentation of the importance of ‘Why’.

Knowing ‘why’ will define your own goal and give you the motivation to create the best life can offer you. Without having confidence in your ‘why’ behind you, your chance of realising your goals and dreams  will be minimised and will leave you in a position where it will  be easy to quit. So Citizens need to know their ‘Whys’ as do their academic supporters. Once everyone is clear of ‘why’ they are undertaking a collaboration they can begin the process of any development. Why future problems and issues have to be undertaken by collaborations is that today’s and tomorrow’s solution will require an understanding of complexity and perhaps even chaos.

So lets now begin to consider the ‘how’ and ‘what’ we might do to begin any successful Citizens Enablement.

• Reflection:

Peter’s first question to James when they started their discussion on what he called a ‘magic question’, because it opened up something unexpected to him, was ‘Are you in control of your own destiny with respect to Citizen Enablement? Rate it from 1 to 10. 10 means you are in total control and 1 of course you have no control. Peter’s remark to James was: he had searched the internet for a survey – the only found one so far: Locus of Control Example https://www.surveyshare.com/template/352/Locus-of-Control

James hopes he can rate the control of his own life, and his future, at around 9 on Peter’s scale. But he further believes it should be important for most of us, including himself, not only to be in control of their our own destinies, but, more importantly that others should not control us. And as Der Speigel said, the 35% who are well educated, are in a position of easier personal control because of their skills and capabilities; they may not need our support, but they might also be in a position to help others. James feels he is one of the lucky ones in this respect. However, it may be that everyone may not have the ability/skills to be able to be in control or to communicate this to others. But many more citizens James works with seem able to be in greater control of their own destiny after initial support; for instance he worked with young persons’ with disability issues so they could develop their own social networking system for themselves that was truly mind blowing (Powell, 1997). Furthermore, Contraception: the Board Game (Case Study 3, page 46) shows how, even the young can take control of their own, sexual lives, and learn to share best practices from fellow young people using the best principles of ‘positive deviance’; positive deviance (PD) is an approach to behavioural and social change based on the observation that in any community there are people whose uncommon but successful behaviours or strategies enable them to find better solutions to a problem than their peers, despite facing similar challenges and having no extra resources. Barbara Hastings-Asatorian used UPBEAT evaluations and observations from the young learning about contraception to continuously improve the effectiveness and marketability of her developments until she became an acknowledged world leader in her chosen development area; this is a good example of positive deviance in operation of this case study.

However, many poor citizens are in communities that feel they may well be disenfranchised from controlling their lives, almost like those in concentration camps where their guards control their every action. Rather, these people stand back from any decision making which might enable real change for themselves – as Mary Douglas in Purity and Danger (1966) would say ‘to them life is like a lottery’ – only a lucky chance could ever make any real difference to their lives. When we start with such citizens, at the early stage of any project, few of them actually feel they have any real control, but by hard work of an Enabler – a person  who makes things possible – this changes positively, for nearly all citizens (see Victor Frankl’s “man’s search for meaning?”, (1999). So unaligned citizens may well become true stakeholders in their own futures sharing a real vision with fellow citizens  and knowing precisely what’s at ‘stake’. So, for instance, the Community Banking and Community Land Trusts projects (Case Studies 1 and 7, pages 34 & 66) show, with a little initial external support, citizens can truly develop professionally managed facilities, normally only open to those from a very different culture.

Peter then further asked James:

• What does it feel like to be above 6, related to the question of controlling your own destiny?
• And when you feel in control of your own destiny, how can you start to help others be in control of theirs?

According to James, life is about a continuous process of striving to be in control. So for him, he is continuously trying to become a person who endeavours to help others and use whatever skills he has, at the local level, to help other citizens achieve their own enablement, then becoming empowered to enact change and thus enhance their personal desires.

So then Peter asked further: How would you define destiny? To Peter, who is passionate about continuous learning & development, that is his main driver and enabler for wellbeing, sustainability and peace. And, since his university studies, his research and participation in European Projects, he has been involved in continuous learning & development. Peter supports this by technology, so the learning provisions he offers can be easily scaled and accessed globally. Now he works as internal development consultant in the Migros IT department, with the focus on enabling HR Transformation supported by SAP Success Factors Cloud Technology in the core administration processes of HR (see Peter Palme’s CV in Part III). Like Peter, James, has a love of adult learning, as a life-long Academic with a real interest in adult and continuous education. His early years were stymied by academic failure, but he was lucky enough to change all that and to go to university in Harold Wilson’s ‘White Hot Technology’ of the sixties, when anything seemed possible. He studied at UMIST (University of Manchester Institute of Science and Technology), which it’s Principal Lord Bowden considered to be Britain’s MIT, he found the joy of higher learning for himself and was guided by academics who helped him pass that love onto others. So, to him, destiny is not what’s life meant to be initially, or what’s written in the stars or an inescapable fate. Perhaps a better way of looking at the destiny issues is to ask the questions “who are you trying to please in what you do or what do I really want to do for me?”  Peter says some ‘people might believe they have as set destinies at birth, more like a fate, or for others, who are diagnosed with a fatal disease that will likely will cause their death in a certain time frame’, and may believe that is destiny for them. Yet Peter goes onto say divine fate may well exist but, even in this situation, ‘they still have control over the journey towards it and in some instances might even prolong or possibly change the outcome circumventing their projected death.

This is not the destiny James believes in, as he doesn’t feel it is something that happens to you by divine decree, or fortune, but rather because of your living conditions and personal situation. For him, his newly found destiny started when he considered a new direction to live his life. The ICCARUS project (Case Study 13, page 71) shows how normal citizens, including normal but bright fire officers often with poor academic learning, can become the managers of major fire incidents; and the leaders, and developers, of suitable educational aids can learn to use advanced IT systems to make this occur cost-effectively.

The two different views of Peter and James reflect a humanitarian/religious split but there are similarities in both in relation to the ‘control’ one can exert in either journey. So, what are the choices we all make and how are they derived? James is clearly aware of the awkwardness of using the word destiny in his context, but to be able to fulfil the difficult tasks of changing a culture when driving for Citizens Enablement and then Empowerment, changing living conditions, requires vision, persistence and passion which become a sort of forward looking destiny; necessary if such a leadership is to work. Such characteristics are required as the catalyst needed to tackle and solve the undoubted obstacles to change whether that be luck, political power or, indeed the support of a social enabler/mentor. For James however, once you have found your own values in life, maybe even through serendipity in his case, destiny, in this forward looking sense, starts to be your confirmed way of being and doing, no matter in what circumstances you find yourself. It requires you taking speedy action and responding quickly to the result and then repeating success regularly. This sort of destiny may not begin as the pre-ordained path of your life. However, if you are to survive in a world that may wish you not to change it must become your destiny. Then, with patience, persistence, effort and vision, you will find a way to suit you; it can become your way. As Gormley says, which was reported earlier, you too can become a maker – a creative in your own right or someone who can learn to make the future they desire in any sense of that word. It could be as simple as giving and sharing your love with everyone you meet. Or when you are living out your purpose in life, you start living your personal meaning of destiny. When you are aligned with your destiny, your life is joyful, delightful, exciting, and fulfilling. So, this is what James means by his destiny and he sincerely believes everyone should try to find theirs and a way of life that is right for them. Only fear and negative imagination may stop us, but we have to work around that. His way, because of his interest in life-long learning, is to help others find theirs, or at least show them how to begin to realise there is a destiny of this kind for them. With hindsight he may have chosen a better word to describe this underlying characteristic he believes is so essential. So for instance he might have chosen the word ‘calling’ which the renowned British individualistic photographer, Michael Parr, used about his acquired drive to achieve. Or he could have used the notion of (self) efficacy – how well one can execute a course of action  to deal with prospective situations Albert Bandura(1982). Taken together these views mean much the same to James, who sees them as relevant antonyms, alongside will, volition, choice, deliberation and the like, to describes the power of how he now feels. The Smart City Futures project (Case Study 11, page 68) showed how local citizens could similarly gained control over their own destinies through a conferring process that enable them to share ideas with each other in their own terms.

4.2  Understand or define your position first, listen closely to those citizens you wish to enable and CHANGE your own position first, to meet their needs

Typically, little normally changes to the environment you perceive, or in your own behaviour – anyway that which gives you a real sense of progress. However, you must strive to take control of what you can control and drive to improve your lot. But James believes you should, avoid changing others first, until you’ve first changed yourself.

Peter then asked James:

• “How does it feel right to you when you sense an increase in self-development and control over your destiny or the journey to your destiny?
• ‘How does it feel wrong: If you feel blocked, upset, or frustrated because you are waiting for others to act. Especially if is a larger issue that first seems too big for you to feel any control or influence over – e.g. global warming, etc?

James believes you begin to feel different, by starting to work out your own position and values and then find like-minded people to work with, who feel as you do. This is exemplified Steven Covey, who revealed the important characteristic of the 7 habits of highly effective people (1989). There might even be Citizens who already have the skills to help achieve their own ends, and then you need to work out a way of helping them. But, even when citizens don’t already have the confidence to try the new, again listen to their needs and work with them and you will find a way. This requires a great deal of listening to their needs, desires and wants and working with them to develop a way to enable them to achieve their desires, eventually by themselves. It may take time, but it’s worth the effort; this is supported by the work of John Forester in the planning arena on what he termed as the ‘deliberative practitioner (1999). Along similar lines the SEEE Oxford paper Wim Veen recently introduced to the Leonardo team, and an except  shown in Annex1, gives some clues of how this might work after Covid 19 for the area sustainability. And nearly all the cases studies in Part II show how citizens can be empowered and then enabled to develop changes for themselves of value to their communities putting personal ideas into ventures that work in practice.

4.3 Analysis

It is important for those wishing to help others, firstly collect as many facts as you can about those you want to work with – including understanding what it is in their circumstances that prevents them from achieving their aspirations and the social, economic and political constraints on their actions and skills that can be used to help them; whether they be citizens, small businesses and communities; you really need to get to know their needs desires and wants. You have to see what each citizen in any community is already, or could be, capable of achieving by themselves, what they never will be able to do and how your skills can be used to help them learn how to do things for themselves. It is particularly important to ask open questions of understanding to guide your ways of helping their SELF-ENABLEMENT. This is far from being a trivial task as the skills, capabilities and authority of those professionals presently in control provides them with a structural power that is difficult to overcome or rebalance, particularly in the UK. Whatever the problem, in order to understand the progress you are making in any development, as citizens try to rebalance things in their favour, it is necessary to evaluate what has been achieved, give feedback to the developers of change and what needs to be done to ensure proper Citizens Enablement. In this context, all the cases presented later all do this using the same general principles that were developed in the UPBEAT project (Generic Process A, page 26); in  particular, this is normally undertaken using its matrix to visualise team and project development in a fairly gentle, but clear way; this uses and evaluator process with a linked questioning framework to guide Enablers and Citizens with a sensible way of approaching any problem or issue. The value of this evaluation and it’s associated analyses were validated on over 250 successful projects undertaken across Europe and built into the generic approach adopted by the PASCAL International Observatory known as PUMR, and seen in more detail in Generic Process B (page 31) and on web-site http://pumr.pascalobservatory.org.

4.4  The Key to Enabling Others – an important reprise

We repeat, the most important way to help Citizens Enablement is by listening closely to those Citizens and adapting your own ways of interacting with them so you can help them deliver what they want, rather than what they can realistically obtain. This clearly raises an important issue of how to raise both Enablers and Citizens aspirations to want the desired changes, and to enact them, without extending their expectations of what is a critically achievable in practice. There are certain Sustainable Development Goals we might all strive to achieve, such as Guenter Koch’s ‘Economies for a Common Good’, but we all must make sure what we strive to do to help Citizens achieve is what they actually want, and not what you might think they might want. This is not a trivial task to cope with but it is a critical issue bearing in mind while working with those you are seeking to empower; failure to match aspirations with realisable expectations easily leads to disillusion and this is where the capable Enabler/facilitator has a real role to play.

The base line for the sort of Citizens Empowerment, that James eventually strives for, must begin with Enablement, since he has a selfless desire to help others, to truly help them define what they want for themselves and then achieve it. He realises it will be difficult to achieve the full, more radical and politically questioning form of Citizen Empowerment, since it will require a redistribution of power from those who have it already. Enablement, on the other hand, can at least can mainly be achieved without radically upsetting the status quo, although any change impacts the status quo to a greater or lesser extent; . However, you only need to listen to the needs and wants of citizens to realise those in power rarely ceed their authority, to others, including citizens and communities, however, as we show in Case Study it may need the Enablers to become politically aware to deliver some change, some of the time. Enablers having professional, or other skills of those in power, need to use their understanding of those in power to enable them to help citizens achieve their own ends. Such active listening avoids the desire for those professionals, who know what should be done, to ‘fix’ things the way we would normally do. The HART project (Case Study 11, page 66) shows how a fun game could empower, lay volunteer controllers of Housing Associations, to properly ensure their duty of care was honoured in the control of a third of Britain’s housing is well managed and Unlimited Potential (Case Study 5, page 52) shows how normal citizens and even those with disabilities can take control of their own destinies.

• When is it successful?

The recognition of success is when the citizens show they have actually achieved their own ends and, ideally, start passing this enablement process to others – themselves becoming leaders of their own Citizens Enablement. However, even when successful in the short term collaborations should always strive for continuous improvement especially, if developers are designing citizen suitable products for the open market. All the projects shown in the Case Study portfolio are extremely successful in their own terms, especially to the citizens who have been a major controlling part of them and who own these developed products and facilities.

5.Leadership for Cultural Change

James picked up, quite far into his developing conversation with Peter, that no mention had been made about the importance of leadership in ensuring necessary cultural change for the better. For leadership is firstly required to enable citizens to develop a solution to their problems and issues that could work in their real world and then ensure whatever is developed stands any chance of actually working for all communities which might demand having the power to enact a solution that is allowed to exist or make wealth for a community. So for instance, as the Community Banking Case (Case Study 1, page  34) showed without Government allowing such banks to be built and able to act as ‘banks’ – which had never happened before in the UK – there would never have been Salford Moneyline etc. Similarly, the Action Learning development of the ‘Bouncing Higher’ learning development, in Case Study 6 (page  54),  actually empowered small business managers to become more innovative, develop saleable products and actually become wealth creating in their own right; the North West Development Agency saw this as a fine way for bringing small businesses up to the leading edge of the market place and gave the project the go ahead to go further by enhancing the project. Such appropriate leadership is especially important for the academics, or others, wishing to support the citizens change for improvement, but then such leadership aspirations need to be passed onto the citizens themselves so they can continue the learning empowerment of others. This also respects that there may well be much resistance to any such change. Unfortunately all of us are in a cultural position which is deeply set and normally extremely stable. It is generated through many years of living in our own context, with those of like mind, sharing their views and behaviours. However, this is now challenged by what has happened to us all during Covid 19. So now may be the time for cultural change, catalysed by all sorts of emergencies including wars, famine, Covid 19 etc, but, to repeat even, now such change will not be simple.

If we are to achieve positive change in our  cultural context, we will undoubtedly need to confront the stability of each cultures’ stance, and its value sets. For academics the existing culture, accepted at nearly every university, is deeply set and extremely resistant to change. Much as we might applaud the previously mentioned model of ‘excellence in diversity’ for education, in the long term there is little real evidence of such diversity actually occurring . So, the leaders of those trying to achieve change and their senior managers/councillors, they must recognise and allow for this. James was lucky, in his last senior role as PVC at Salford University, he had the full support of his bosses on what he was trying to achieve. But creating such a situation is not easy to achieve and can soon be lost without continued leadership to an agreed position. The ICCARUS project James led was heralded by a DTI study, who evaluated it, as one of the top three managed and led projects in the UK. This was because it was based on a powerful active listening approach which developed working systems of real value to ordinary citizens.

We will also need to create a world that gives voice to the kind of cultural specificity relating to academics supporting citizens – a federalism of collaborative interests that permit a necessary subsidiarity of its participants. In universities, as clearly revealed in Professor Nigel Lockett’s view of James changes at Salford University (2011), “there has always been a heroic ‘resistance movement’ to change of the kind envisaged he tried to enact in Salford University – many of his colleagues, tried to retain their existing academic status quo, with ‘partisan change enterprise groups in support of citizens’, battling with an ‘entrenched academic ‘culture’. So, embedding change for Citizens Enablement at Salford was not  easy”, and will not be in most universities; rather it is a confrontation in the form of a ‘real world versus ivory tower’ discourse, or as one member of staff put it ‘we are academics, we sit in our ivory tower, do stuff and, as such you don’t understand what it’s like in the real world’. And within academe the cultural battle derives from opposing needs of scarce resources. And, while Salford’s appraisal and reward system  ostensibly covered research, teaching, innovation and administration, it is still the research that is considered vital to ensure promotion.

As Prof. John Dewar, Vice-Chancellor and President, La Trobe University, a university trying to make the sort of changes suggested here said recently (2020), “universities serve many diverse functions and communities but first and foremost they are concerned with optimising their self-interest…. which leads to his case for a new approach University 4.0 – the ‘university for others’ – one outward looking, deeply connected to industry and the communities around it, and also committed to serving the needs of its students. In simple terms the reasons why we need to rethink the role of the university is firstly that the world of work, for which we are preparing students, is changing very quickly. We know that automation will make many current occupations obsolete; we also know that pathways into and through a working life are changing dramatically, with many of the traditional ladders into the workforce disappearing; and we know that the shelf life of skills and qualifications acquired through formal education at school and university is reducing very quickly. In short, the rapid change we see with digital technologies is rendering obsolete traditional approaches to qualifications and pedagogy. 

The second reason for rethinking the role of a university lies in expectations concerning universities and economic development and growth. Research in universities has been an important source of innovation ever since they began but simply assuming that university research will somehow find its way into useful hands is no longer enough. More generally, a university’s social license to operate is increasingly dependent on its ability to demonstrate that it gives back to the community around it more directly than through the production of graduates. The result will be a much more active pursuit of applied university research, through deep industry partnerships, accelerator programs, incubators, and the like. This is reinforced by the fact that technological innovation now happens much faster and at a smaller scale that in the past the old methods of translating university research into commercial outcomes just take too long. This creates a need, and a space, for the rapid stimulation of ideas and their translation to commercial outcomes.

Universities are uniquely well placed to play this role their combination of smart people, sophisticated research infrastructure and, often, extensive real estate, position them well to act as the centre of precincts or innovation hubs involving physical co-location of the industry as well as fostering start-up businesses. The final reason is digital technology itself, which is actually a significant driver in the developments I have already stated. It also increases expectations about the availability and flexibility of the learning experience, while creating opportunities to respond to these challenges in new ways, and opens up other opportunities previously undreamt of”. And Universities must be seen more than as places of teaching where students re prepared for particular end goes in business or in civic life. After Covid-19 many Universities will strive simply to get more students to balance their books and to fill their halls of residence and try to develop new ways of teaching that are more cost effective to cut down costs. However, Universities are organisations of Higher Education, not Higher Teaching, and the word Education has its route in Latin, meaning ‘to draw out or lead out’ from within. We take this to mean, like in our proposal that Academics and others wishing to help citizens should try to draw out from them the undoubted skills each one has. So rather than just teach things more efficiently, they should seek ways to enable improved personal and self-learning for all – the essence of the proposal mentioned here

So Universities need to look at changing academic expectations to truly reflect the type of activities involved in enabling citizens; and fortunately for James, at least for his time in office he felt able to do that at Salford and hence the powerful cases showing success revealed in Part II. Unfortunately, the problem of trying to bring about change in a hierarchical organisation like a university or a local authority is,  that those at the top can always take back any change they have allowed, especially if that leadership itself changes. This is why such change is so problematic and as champions of it come and go. New leaders are often unwilling to continue initiative started by their predecessors, as Nigel Lockett predicted in what happened at Salford.

Similarly, those from the community, citizens and small businesses, also feel themselves to be constrained by their existing culture, by their existing social, economic and political circumstances, by their world view and actions, or by their ways of seeing and acting in the world as learned responses to the complex nature of their lives, and by their existing expectations. In the face of an educated academic, even one wishing to help them, most citizens typically feel powerless and believe they are unable to compete creatively, innovatively or even to get the just desserts they think the deserve; they might say of what James is trying to achieve, ‘it’s not for the likes of us’. This was revealed in the Charleston and Lower Kersal project (Case Study 12, page  68) led by Tim Field, a citizen sensitive senior professional officer who was ready, willing and able to balance the creative, but often opposing views of the team of people managing it. In this case Tim’s leadership made all the difference and the local residents started to gain the confidence to try to develop better ways of working and better solutions to cope with what they knew to be their local problems and issues; this led to many things including a transformation of the environment in which they all lived for the good.

To some extent these two cultures of citizen and academe are also creating a pressure point between each other, seemingly blocking each other’s wants and ways of being. What we need to do is a sort of ‘cross infection’ of each other views and values so they each start respecting each other. This starts with caring and active listening by all parties in any collaboration

Peter believes the above are most useful passages in the paper showing typical constraints for both (academic) enablers and citizens. It portrays how cultures create blockers to change for improvement, which for parallel reasons become locked-into their existing ways by those wishing to remain part of their existing, but quite different, cultures. This is explained in the work of Mary Douglas, see earlier comments about her studies on page 1, at least to James, and shows how it also provides an excuse for inaction because of the fear of change

So creating learning change on both sides of this equation requires huge and sustained effort and a real desire for change. James was able to use his strong leadership, backed by his VC and Chair of Council, who he convinced that his proposed way, ‘was the only act in town’ for their university, especially with its particular staff’s capabilities. However, for James, and any other leaders trying to Enable Citizen to grow and develop, an approach is needed for academics to learn better how to motivate and reward staff to believe in a more meaningful way to do this; they also need to provide a structure and appropriate evaluatory mechanism which motivates and rewards those willing to try. It is also important to produce motivators and rewards to encourage citizens/communities to become stakeholders in their own future developments; during Covid 19 many have begun to recognise what may well be ‘at stake’ for them in a very different kind of future which they must learn must be more under their control – itself a wonderful motivator. To Peter, these are yet other key learning points: firstly to be vulnerable, and listening, as a leader and secondly build meaningful ways of providing rewards that truly encourage academics to actually try and thirdly to begin to be supportive of each other’s ways of trying.                                           

Leadership for Enabling Citizens requires the leader’s own views, values and aspirations of need, and the developing learning processes, to be clear, consistent and repeated, especially in the way they are expressed so they respect the real constraints citizens have when they define their own problems they are willing to share in any development process. Such leaders need to provide a clear philosophical position statement for the change, which engenders a real commitment to an alternative kind of engagement. They must develop ways their colleagues can appropriately reflect on necessary new kinds of engagement, feeding back their reflections into their own developing processes. This becomes a virtuous circle, cycle or upward spiral for all academic staff. Again this demands active listening, and a caring response, to the citizens they are trying to support. And, to repeat, because it is so important, this in turn should drive the leaders to create structures which helps motivate and reward those staff who agree to follow the improved way – otherwise the existing culture will soon turn the process back to the old ways. So, we must establish the desire to apply Socratic principles of a genuine desire to understand the others’ position, articulate it to their satisfaction and take part in ‘co-operative argumentative dialogue’ between all the individuals in the development team so they recognise what precisely is at stake for all and what each individual is expected to engage in.

Similarly, we need to create an upward spiral of encouragement for citizens so they believe in themselves, and try the new and innovative for their own personal gain, as well as other colleague citizens or their local communities – circles of influence and circles of concern They need to believe they can move from a situation where they feel ‘there is one way for the ruling elite, and quite another for themselves’, to a culture of Enablement, where they are capable of securing the future they actually want. This is where sensitive and caring academic partners come into play, as they give confidence of what can be  truly possible and work hard to avoid being limited by their own focused perspective; this may firstly be with their support and finally by achieving improved ways of citizen working by, and for, themselves. Such citizens need to learn how to believe in themselves, then to listen to other citizens in order to work out their needs as well, and try to lead a new change process themselves. This is not a trivial process without development teams being able to change the social, economic and political circumstances surrounding how they define the problem they are tackling, how they are seeking to address it and their ambitions/aspirations of all their efforts. Their reward will hopefully be the success they can achieve when they actually deliver improvements for themselves and other citizens. In effect, such citizens learn to become social entrepreneurs, citizen  entrepreneurs or citizen innovators, adopting a new culture or cultural context where the challenge is to identify a truly objective ‘truth’. 

For as Kevin McCloud – the architect, designer and tv pundit – recently pointed out, “we all like the same”, by which he meant the same things as those who inhabit our own culture or ‘sub-culture’ – some would say there is only one culture in society, but a series of differentiated sub-cultures which embody and embed quite different world views and social practices – in each sub-culture we want the same things, the same cars, the same houses etc reflecting our own same values. To McCloud, and us as authors, members of the same sub-culture typically want ‘the same’ as others in our own sub-culture; we are sustained by this while by the culture and this also guides our values and behaviour. These, in turn, affect what members of each sub-culture values and one of the difficulties is that (academic) enablers do recognise that they might not share the same values as their citizen partners or even approve of those they are working with. Indeed their own values may be in conflict with those they are trying to work with. We have found that a great deal when we act as facilitators/enablers ourselves, and it is difficult to work through. But we have to cope with this situation if as Enablers we are to help Citizens achieve in their own terms. And we do this by building up our understandings of each other’s culture, begin to determine shared desires, but they are as powerful and strong as any that are self-generated. Sometimes you may have to negotiate a temporarily agreed position even when people don’t have shared desires, interest and values; hopefully a temporary strategic alliance will eventually lead to a more specific change.

These lessons of trying to change a sub-culture, or more precisely trying to enable the sub-culture to truly adopt new ways of working, in order to achieve what their ‘culture’ tells them that they want, are the ones most difficult to develop, enact and embed. In the present context, they normally start from small, and fairly focused approaches, using the powerful language of the citizens themselves portraying a self-evident need that the rest of us clearly recognise; that is why Marcus Rashford’s call for the government to change its policy of providing food vouchers for poor children, has been so effective at creating change. It is also why we need to use the experiences, knowledge and skills of the Leonardo Ambassadors, and others in the know, to create similar successful ways of sustainable change.

James in fact developed an approach in his university, when a PVC, which he ‘defined as developing academic opportunities beyond means currently employed to the highest values’; this had a clear focus on Citizen Enablement and clearly worked for many of his staff, as can be seen in the next section. As one of his staff once said regarding the embedding of change he sought, ”the PVC is a fantastic advocate for the new enterprising way, but the problem is there is only one of him and he can’t be everywhere at the same time. The university’s next challenge is to ensure an adequate embedding at the grass-roots’. And this is the same challenge for all striving to develop cultural change within a university, a community or elsewhere. Another member of academic staff said, ‘my feeling is that because he (the PVC) is very enthusiastic, that drive is coming from there and that the Schools and Faculties, in which we all work, aren’t following with the same enthusiasm. The university needs to create a drive from the grass-root, as well as the top’, by understanding the WIFM (What’s in it for Me’ components of living). The review of James Powell’s Academic Developments by Professor Nigel Lockett  and best portrayed by Case Studies – Generic Process A and B and other Case Studies, namely 6, 9,10,11,13 and 14 (pages,              respectively) showed the effectiveness and appropriateness of his leadership with respect of Citizens Enablement.

Finally, Case Study 1 (page 34) on Community Banking, not only presents a study of the development but a fuller analysis in the use of the step-by-step approach Bob Paterson used to help citizens design, build and manage such Banks. So change of the kind suggested here in undoubtedly possible, but it requires a new kind of leadership which will try for such a  change and be prepared to undertake the ‘heavy lifting’ that will be necessary to enact relevant change and to empower citizens.

The questioning framework shown below and the end of Generic Process A (page 26), is taken from the UPBEAT introductory manual, and shows a fairly complete representation of the fine sequencing of the approach we are proposing for those who truly wish to become Citizen Enablers and Empowerers; for we have found that asking the right questions, in the right sequence is the easiest way to achieve success. You start by asking the questions posed at the lower levels of the diagram and then work up step-by-step until you reach the highest honour of becoming a Global Steward. However, it must be stressed that you begin at the bottom in any new collaboration by tackling issues open to early consideration:

Information from The UPBEAT Use Manual

The star ‘My Leadership’ figure seen over shows, in summary and diagrammatic form, the essence of what we believe you need to develop to become a better leader in such circumstances. Much of this is about better leadership practice, which is shown in more detail in the Multimedia Learning Pack developed as part of the UPBEAT and PUMR work mentioned later in Generic  Process Studies A and B (pages 26 & 31). This figure has been extended from Hall’s work on leadership (2012) with the numerals at the start of each characteristic representing roughly the sequence of leadership working in order. Such an order may be like ‘horses for courses’ and depend on the project and it’s developers.

 

In item 9 in the above figure, on good advice from Charles Savage, we have consciously tried to eliminate “competitive terminology”, so where I would once have used the term “teams” for those working together in collaborations, I am now calling them “Reflective Communities” (RefComs), because this encourages them to share their learnings also among and between all in the RefComs. 

6.Focus of the leadership facilitation for Citizen Enablement to ensure success

Our studies on hundreds of best practice cases, written up as part of the UPBEAT project (Generic Process A, page 26) and in subsequent documents by the 10 Universities who took part in the UPBEAT exercise, have shown Academic Enablers must not only show leadership, but those leaders must focus on some key processes taken in turn that drive the Citizens to: firstly to become Enabled for themselves to work out a solution to their problem or issue, and then become Empowered to ensure their development is enacted to becomes a meaningfully, sustainably and cost-effectively delivered in the real world. Such necessary and critical behaviours can be learned, but start with Enablers being totally supportive of the citizens, or their small business equivalents, in learning how to make necessary change, and then actually make the decisions for themselves and undertake actions that will lead to their chosen goals. In short, the Enablers need to be: hands ready to help, not hands on or seeming to be continuously worrying; active listeners and quick responders; particularly support positive steps undertaken by the citizens; enable them to self-evaluate their own progress; build collectively to their own conclusions and working solutions.

In order to help Enablers processes of supporting necessary change James developed a self-evaluation tools, known as UPBEAT (see Generic Process A, page 26), which is shown in more detail in a many of case seen in Part II, and was developed into an approach, by the PASCAL International Observatory on Life Long Learning. The overall approach known by them as PUMR (PASCAL Universities for a Modern Renaissance) is shown in another case – Generic Process B, page 31). It also uses the UPBEAT evaluator matrix to help Citizen Enablers properly develop the necessary collaborative skills in their citizen partners; this is shown most poignantly in two other case studies – Contraception the Board Game – and the PUMR approach in the UCLL Belgium case study (Generic Processes A & B and Case Studies  2 & 3, pages 26 & 31respectively). These Case Studies presently exist in Part II of this presentation, however the intention is to make them accessible from the text directly when it is presented in digital form.

These evaluation tools and general approach are extremely similar in nature to the work of parallel successful developments in support of citizens enablement known as ‘positive deviance’, where facilitators supported the cross-fertilisation local positive behaviours to other citizens with much, and lasting, effect. A good example of this is shown in ‘The Positive Deviance Approach’ (2013) where Christopher Eldridge shows,, through a behaviour-influence analysis how in a Vietmanese  community there were those who had uncommon, but successful, behaviours or strategies (the positive deviance) which enabled them enable them to find better solutions more common problems affecting their peers, at no extra cost.  In the following we have summarised what we believe the general focus of the approach we are suggesting, linking our original approach with key elements of the positive deviance model since they add useful information to amplify certain points and issues valuable in all contexts; for simplicity, clarity and to remove the need for continuous quoting references to a minimum, any statements we draw from the Eldridge summary work are shown in italics.

1. The first action in any development should be for the enabler to invite relevant citizens to work on the proposed joint development. Recognition and initiation are a key first step to ensure that: it is a project Citizens want to undertake for themselves; or after, active listening to the citizen’s needs by the Enablers, something the citizens would really like to learn to consider to change. So, all enquiries into such collaborative ventures should begin with an invitation from a community, or small businesses in another context (we assume from here on that when we talk about community henceforth we mean small  businesses as well), that addresses an important problem they face, and not ones the Enabler just wants to work on themselves. This is an extremely important first step for ownership by citizens in the community of a process they must lead.

• Define the Problem, and key Citizens to work on it, CLEARLY: It is the citizens themselves that must be at the centre of defining the problem for themselves, then lead the change development or at least learn to lead its development. This will often lead to a problem definition that differs from the outside “expert” opinion of the situation or those in control through their status in the existing power/authority structure who hold the resources required for an alternative enactment in any proposed alternative solution with which they don’t agree. A quantitative baseline can be established by the community in this way and this baseline provides an opportunity for the community to reflect on their problem, given the evidence at hand, and also gives them a measure of their progress toward their own goals. Ideally, they will find a solution, or near solution to their problem locally, of at least with like-minded citizens nearby from which they can copy good practices; and learn from those with whom they will more easily communicate. This is also the beginning of their overall development process so they also identify other stakeholders and decision-makers regarding the issue at hand. Additional stakeholders and decision-makers will be pulled in throughout the process as they are identified. It is also a time when citizen/community talent is recognised and the performances needed to enable a suitable and sustainable solution to be found prior to development; the citizens should also decide what skills they need help with from the Enablers and other academics, and what skills they need to learn to ensure eventual success with their project; interestingly thjis is the basis of how citizens juries or assembles operate with effect. The problem remains of what to do in these situations of the asymmetric  distribution of the power and it’s where collective collaborative working the socio-political situation come to the fore; ways, means and people have to be found to unblock such a situation to enable power to be ceeded to the citizens and communities so they become proper stakeholder in their own futures; this is shown poignantly in Case Study 14. In the Cases shown in Part II almost 50% of the projects had to explore and solve difficult and sensitive socio-political issues. In particular Case Studies 1, 2, 3, 6, 7, 9, 11,12 and 14 (on pages 34, 40, 46, 54, 57, 62, 66, 68 & 73 respectively) have strong political issues to confront which are discussed briefly in the cases themselves. However, one thing to stress is that finding the right people to help such empowerment changes to occur is vital in this respect if a project is to fully succeed.

• Determine any individual citizens, or groups in the community, that are already practicing a working solution, and thereby showing positive deviance: ideally the community will establish that there is positive deviance in their midst, and potential problems they can learn from and copy. Alternatively, citizens with their own new situation might learn from other contexts, by like-minded citizens or thinkers, of imaginative ideas that they can reposition in their own context for solving their own identified problem. This is partly why so many Case Studies were presented in Part II to show there are a plethora of solutions that can be copied, or repositioned, with effect, and there are indeed many other examples of similar successes by those using the principles of ‘positive deviance’. In this context, that when borrowing a best practice from elsewhere, it is important to recognise that what works in one place may not in another because of different conditions, circumstances and contexts; this is where the  value of academics can come in to play  as they can help translate ideas more easily as it’s part of their make-up. However, this sort of approach can then become a sensible citizen’s foresight to enable them to understand their own problem better and thus undertake the work necessary to form their own successful and sustainable solutions. The citizens have to understand this for themselves, and in their own language and ways, that what they will attempt to do is entirely possible. They also need to build capability in their own development team with the skills and structure to ensure a workable enterprise. Showing those in power that real, meaningful, sustainable and cost-effective example have been made to work elsewhere is a good way of convincing them to ceed their authority to an alternative solution which they can then learn to own as their constructive alternative. However, getting such cultural change is far from being easy, as this present approach continues to stress.

• Discover uncommon practices or behaviours: This is what occurs in all Positive Deviance Inquiries. If the community finds other best practices and identifies positive deviants, it can set out to use the relevant other behaviours (and attitudes or beliefs) to allow their use of this in their approach, thereby giving it a chance to succeed. The focus in all developments should be on successful strategies, not on making a hero of the person using the strategy. One important aspect is that where possible, positive deviants should be part of the delivery to the community needing change. This self-discovery of people/groups ‘just like me/us’ who have found successful solutions constitutes “social proof” that this problem can be overcome now, without the need for outside resources; where it’s not a matter of resources, it may still be necessary to consider what are legitimate acts within the prevailing political legal system. So the citizens might need to explore best practices and behaviours from complementary areas, applied research or citizen centred studies; all the time they need to develop solutions that do not alienate at least one of those who might be affected by any solution, and they can often do this by designing a constructive workable series of alternatives. Then they need to find ways and means of convincing those likely to be negative to any of their proposals that what they are suggesting can actually work for them. But again, this is often the most difficult part of any development. However, good data and appropriate observations using a language common to normal people, reflecting their normal ways of living and working, can make all the difference.

• Project design: Once the community has identified successful strategies, they must decide which ones they would like to adopt, and then design activities to help others access and practice these uncommon, positive, behaviours. Project design is not focused on professional spreading “best practices” but helping community members “act their way into a new way of thinking” through hands-on activities with their own best practices. They will also learn, with the help of the Enabler/Facilitator, how to develop relevant capabilities to achieve efficient and effective enterprise operations and how to continuously improve these working practices and solutions development by getting adequate feedback on their successes and positive developments.

• Monitoring and evaluation is key to success: The UPBEAT tools (Generic Process Study A, page 26) will enable the monitoring and evaluation of their project through a participatory process and support decision making in planning, designing and overseeing their progress in project developments; these have been incorporated into an overarching schema detailed in Generic Process B (page 31). These tools and their associated approach provides a clear and systematic guide for both Enablers and Citizens working together  to properly understand their progress; it is similar in nature to the suite of techniques required  for evidence-based decision-making  which is now an established part of local democracy in the UK. Evaluatory feedback also helps development teams understand how to share, review and finalise their relationship with other stakeholders involved in their project. These include those in local regional and national authorities, especially key politicians and the tools give guidance on how to begin to deal with socio-political, as well as geo-environmental issues. Where possible this monitoring will be decided on and performed by the community and the further tools they create will be appropriate to their particular setting; see Cases Studies 1, 2, 3, 4,12,13 and 14 (on pages 34, 40, 46, 50, 68, 71 & 73 respectively). This can allow even illiterate community members to participate through pictorial monitoring forms or other appropriate tools; they may well be academically unqualified people but many of them are still extremely bright. Such evaluations allow the community to see the progress they are making towards their goals and reinforces the changes they are making in behaviours, attitudes, and beliefs. Acquiring the new skills necessary for the whole process of development, but particularly evaluation, requires time and effort from all parties in a collaboration. Not only to learn the skills but also to apply them. Such actions are particularly time-hungry and this must be borne in mind for citizens who may be time-poor as well as lacking other resources, including social capital.

• Cascading Improvement: As each citizen focused project develops, the citizens should strive to gain mastery over the role each of them plays in the team, gaining confidence, ease and elegance in the handling of complexity and the unexpected that will always come with any project development. They should then seek to use their own developing and creative leadership skills to inspire others, driving excellence for ‘real improvement’. At its highest level they should seek to become stewards of good practice acting with integrity and mutual respect, always striving for continuous improvement.

• Scaling up: The scaling up of our Citizen focused project may happen through many mechanisms: the “ripple effect” of other communities observing the success and engaging in this project itself, through the coordination of NGOs, or organizational development consultants. Whatever the way in which the project is scaled up, the process of community discovery of positive deviants in their midst remains vital to the acceptance of new behaviours, attitudes, and knowledge.

Using such a focus to the leadership, spelled out in more detail in the PUMR web site http://pumr.pascalobservatory.org should ensure Enablers can help Citizen design and develop high quality solutions to existing problems which become workable and sustainable solutions.

7.Conclusion to the step-by-step approach to Enabling   Citizens

The cases cited in Part II all readily show how Citizen Enablement, and even Citizen Empowerment, is entirely possible for both academics (and other learning providers) and their citizen partners; all who can learn to work together in powerful and co-creative ways. Such processes can also be mutually beneficial and for some universities answer many academics desire for ‘excellence in diversity’. James believes it is important that outstanding, and dedicated, academic leaders are prepared to change their ways of education for Citizen Enablement; they, and their senior managers, need to return their Universities into systemic and systematic places of learning, places where citizens feel comfortable to explore their own futures in a  constructive way. Our Case Studies also show that to be successful, Academic Leader Enablers, in such collaborations, must:

• be intensely professional, but have absolute personal humility
  • learn how to harness their own ability to influence others (requisite power), being motivator and  team builder, while be able to actively listen and respond to their needs
  • ask challenging & penetrating questions of the status quo
  • learn to live with risk because the organisation/project needs this as opportunities develop
  • learn to lead yourself and then spread that leadership to other team members, so they too can help the team shine:   
  • deliver your practice, into everyone’s practice, which become the practice; and create contexts where the positive successes of any development can be seen by others providing separate motivation
  • facilitate others and network building
  • recognise leadership is place dependant and context responding

Normal citizens, who were once scared to try the new, can find a voice for their needs and wants, and many have become social entrepreneurs in their own right, with the right support. Some we have seen in the case studies have even begun to lead new projects for themselves, with others; they become, in effect, their own Citizen Enablers. The harmony of a great collaboration is shown in the car

                                             The citizens friendly environments, Academic Enablers must try to develop

What we may well be suggesting overall is a new model of active welfare, in which, as Charley Leadbetter from DEMOS suggested in 1997, ‘citizens are encouraged to take more responsibility for their lives.’ In such new ways of working, ‘schemes of development will no longer be seen in terms of a sum of money or package of entitlements. Rather, they will embrace a philosophy where welfare and wellbeing become inseparable from self-control and self-confidence. It could become the new creative individualism, which is at odds with most citizen’s normal passive, recipient culture, provided in the Western world by most welfare states and ‘mass consumption capital’ appears to have the same stultifying effect in terms of dependency ‘culture’.

8.Summary of our Human Futures after Covid 19

The figure below, adapted from Ralph Stacey (2011) by Charles Savage  shows how we must remain creative in the complexity of the world after Covid 19. As Charles so rightly says the ‘Industrial Era university approach has been to “teach about,” so the students know    

the best-practices in the various fields.  BUT in this new post Covid-19 era, the university’s role is profoundly different’. As we say above the university, will need to become a “reflective centre” for all ages (not just “Executive Education), so we can tap the wisdom of the past and envision a wiser future.  Here we are shifting from SMART to WISE. And so much more. Certainty is a thing of the past and the agreements we now need to arrange to remain sane are complicated, and must respond to chaos wisely, if they are to be sustainable.

Perhaps even more severe than the corona pandemic (demeaning prejudices, discrimination, petty nationalism, plus locust, inequality, displacement, recessions and so much more) is our present ignorance pandemic (the propensity for hindsight). Are we not failing to see, sense and understand the subtle and irreversible consequences of our ignorance of those things we must have been aware of for years.

We both live in ‘HOPE’ and learn to be ‘WISE in the way we live more in TIME not the linear clock time, but human consciousness) rather than as OBJECTS in SPACE (Savage, 2020)’. We need to use this ‘HOPE’ to overcome the existing ‘WIFM’ (what’s in it for me) behaviour of both enablers and citizens and those in power in local authorities and universities so they accept a different kind of ‘why’ for their lives and particularly their actions. The Case Studies in Part II show we know the ‘how’ and ‘what’ for Citizens Enablement, we just have collectively to agree the ‘why’.

In the next numbered section, Part II we show in case study form just what is possible by an effective Enabler of Citizens across a range of examples of best practice.

PART II

The Case Studies –

Looking at role models and existing GOOD experiences and showing what has already been achieved with some success –

Examples of What can be achieved!

Shown below are a myriad of successful applications of what James calls ‘Academic Enterprise’; an academic activity where James,, and others, have used their skills for Citizen Enablement/Empowerment for communities and small businesses so they achieve meaningful success for themselves, and thus achieve their desired ends and wants. They have been  chosen to show the range possible with best practices that give the essence of what has already been achieved. James believes the case studies are great examples of the approach he has advocated, since he recognised the need to become more deeply involved in Citizen Enablement which occurred when he came to Salford University over 20 years ago. As well as developing this focus of attention his approach is best also summed up as developing mechanisms for deeper interaction. The processes in the majority of the case studies show the Citizen Enabler raising awareness for all involved, developing dialogue, identifying joint aspirations and embarking on joint projects which in many cases led to joint success. This process can be seen as much about building bridges between all parties, as enablement of citizens.

Such a broad range of example of best practices were chosen because collectively they showed the following Characteristics important to any project trying to engender Citizen Enablement:

• citizen focused issues and problems undoubtedly demand strong citizen involvement in the development of workable, sustainable and cost effective solutions to meet community needs;
• invention and innovation for successful solution development in all our cases comes just as much from the citizens as it does from those with professional expertise and the cases portrayed all show that creative projects are about problems, paradoxes, controversies and ambiguities that are truly persistent;
• almost any citizen focused problem or issue can be tackled by the right collaboration between (academic) enablers and citizens/communities, with the latter particularly deciding the way the solution is to be developed, whether there is a need for supplementary skills support in the development, or whether they can simply enhance their own skills;
• persistence, patience and being systematic and caring are key attributes to ensure the success of any collaborative venture, with the developing team being led towards being systemic in the way they tackle any problem, by using an appropriate step-by-step approach to drive for continuous improvement of their enterprise. They must also seek feedback to reinforce positive developments and be prepared to go through many test-redesign-test cycles to maximise the impact of any developed solution;
• recognising that a solution to any issue may already exist elsewhere, or at least be can be borrowed from a solution to a like-minded issue, it is important to explore these possibilities particularly with citizens who have explored such areas already – the internet provides much opportunity to make such successful explorations;
• start by enabling citizens to undertake a workable development and then proceed to empower them to get their solution into the real world;
• most successful solutions to human centred problems and issues occurring to citizens are human centred in nature, rather than being technological or legalistic etc. This makes them even more open to solution by citizens, rather than, so called ‘experts’;
• sensitive and caring leadership of a developing enterprise team is vital to ensure a continuous rebalancing and upgrading of the team to ensure the solution developed is truly workable and citizen focused;
• citizen can learn, and must learn, to become the eventual leaders and managers of any developing enterprise. A language and way of enablers communicating with citizens must recognise the latter are normally bright, but typically unqualified. The confidence that comes from a better understanding of their real issues, in their own terms, enables them to undertake even more complex and difficult problems and issues themselves than ever before;
• academics can learn new research and development skills that are equally as interesting, taxing, complex and difficult, as the hardest of their traditional academic studies;
• universities that recognise the importance of these different ways of academic working, truly embrace ‘excellence in diversity’, and thus prepare us all for a better life, after Covid 19
• finally, citizens must increasingly recognise the have to become involved, and can properly cope for themselves with their own problems and issues; they have to become stake holders in the development of better futures for themselves, but have to prepared to learn from, and work in collaboration with, partners having professional expertise; this requires all partners to understand what is at stake in any development.

To conclude this introduction to the Case Studies, James Powell is now retired and a Professor Emeritus of Salford University; his last full-time role was as Senior Pro Vice Chancellor (Academic Enterprise); he is also Honorary Professor at the University of Glasgow School of Education. He is now working on a range of research, development, innovation and academic enterprise projects which emanate from his successful time in leading Academic Enterprise at Salford University and especially research into the ‘leadership, governance and management’ of a  new ways of enterprise engagement where universities would work in the community to drive improved ‘Citizens Enablement’. Several of the projects he either led, or was deeply involved with, which exemplify the above proposed approach, are written up in some detail in the next section; after each case report the main Citizen Enabler is highlighted in italics – such learning enablers rarely work alone and are often supported by those of like mind who also wish to empower citizens, communities and small businesses to learn how to improve their role in a meaningful way and to deliver the ends so many clearly desire.

We hope, as you read the cases in brief next you will get a flavour of the above in all the projects mentioned. This should also give academics (and other enablers) and citizens/communities the confidence to try the new for themselves and to undertake their own personal challenges for necessary change. Shown at the end of Case Study 1, page 34) concerning the Community Banking development, in blue type, the magic playbook approach mentioned in the main paper is reworked to show how Robert Paterson achieved success in his Enabling Citizens project.

Just before you explore the Case Studies for yourself we have prepared a table showing what ‘Motivated the (Academic) Enablers’ to want to Enable/Empower Citizens (shown in column 3) and similarly ‘Why’ the Citizens, or their equivalent, themselves were Motivated to learn new ways and means to become enabled and ideally empowered; we’ve done this because motivating involvement in our kind of proposal is critical. Finally, after you have seen all the Case Studies, there is another table for the same studies showing, for each, what we believe has been their major achievement to date.

So, shown over is a table reporting for each of the 17 Case Studies – the Generic A & B and the fifteen other studies of actual Citizens Enablement/Empowerment. We try to show the reason the reasons why each partner in the collaboration wanted to become involved and their overall motivation for doing so.  This is important, if you’ve read the ‘why’ part of the earlier paper, because the biggest problem we envisage will be getting people to want to be part of a ‘Citizens Enablement’.

Case	Enabler’s Motivation	Citizen’s Motivation
Generic Process  A – UPBEAT Page 26	This Enabler, as a PVC responsible for leading Enterprise and Regional Affairs in his University, urgently needed to develop an evaluatory tool to help his academics staff, and the staff of 10 other British and European Universities, develop Citizen Enabling projects that worked well. He was therefore highly motivated to develop something that was user friendly to his academic enablers and the citizens they were trying to help. His immediate staff also recognized the need, and helped him develop, try, test and improve a tool that could help others with much effect. On a project funded to involve ten other British and European Universities, their academics were also keen to enhance the tool so it became useful to them as well from different cultures.	The European Academics, from the ten Universities involved in the UPBEAT programme, became highly motivated to help in this important evaluatory development. These Enabling Academic quickly saw how the questioning framework, this tool provided, could be used on some 150 projects they had agreed to deliver with each striving to deliver different aspects of Citizen Enablement. So they were actually demanding a tool to help them engage, enable & empower the citizens involved in these projects in order to achieve successful outcomes. These second-order Enablers found the tool also useful in working with the  citizens for whom they were collaboratively designing solutions. As a result they, and their citizen partners, were indeed highly motivated to become involved in using the evaluatory tool.
Generic Process B – PUMR Page 31	This Enabler came from a working class family who had fought their way into the middle class. An academic failure in his youth, with strong educational support, he managed to go to a university in the front-line of the industrial era, where he gained a thirst for learning. In his resulting forty years as an academic he realized that Universities could be very different and PUMR was developed to provide him, and others, with an approach which would truly enable life-long-adult-learning. His motivation was to reach as many people as he could to enable and empower them, as he had himself been empowered before. The present proposal is simply an extension of that ambition.	Those using PUMR found it helpful in enabling them to reach and sensitively lead citizens in their region to undertake new ways of living, work & business. When citizens & small businesses saw what the PUMR approach had to offer, written in their language, they had no problem in being motivated to become involved. They also liked an approach which led to self-learning and ways of development, with the education handled in an enjoyable & rewarding way. Similarly, the learning Enablers, whether at a University, a University College, or independent provider wanted to use an approach that facilitated their working relationships. In Belgium, the approach was so successful, it was stage managed towards other regional colleges also with much effect.
Case Study 1 – Community Banks Page 34	This Enabler, a financially acute, former Director of a major British Housing Association, was also a magistrate before he retired to undertake this project. In this latter role, he was aware that many of the people appearing before him for sentencing could not pay their fines, because they had no access to traditional banks and were being ripped off by loan sharks; there are 3 million such people in the UK. He decided to sort this out himself by becoming a Senior Fellow at Salford University to undertake the Community Banking project reported here. He had given up a great deal to do this which shows his motivation and desire to help citizens less fortunate than himself. He realized that if such ‘banks’ were to be of value to ordinary citizens they had to be developed and run by them so their banking business could be understood by their own kind.	Across the UK early studies had shown the real need for what was envisaged in this project, but not one had had the capability to work with citizens to help them, to help themselves, to become their own bankers. Further research showed that most of the poor were perfectly capable of handling the necessary banking affairs to make such facilities possible. As the Enabler began working with these citizens he was able to help them craft their own ‘community banks’ that would deliver, and then worked with the relevant government agencies and their officers to allow them to be ab le to do this. He found there was no problem in getting a team of citizens, in each environment he had explored, to undertake an appropriate development programme. Over the time of the development nearly thirty banks were developed by local citizens, all highly motivated and able to develop and run a community bank.
Case Study 2 –  University College Leuven Limburg; Page 40	The first of these two Enablers had work closely with the PASCAL International Observatory for life-long-learning and found them extremely useful. He, and his local boss in a University College, who were joining with another college, at a time when there was much local regional industrial depression. PASCAL introduced both Enablers to PUMR and learning sessions were developed to take their fellow senior academics on a better process of solving their local problems by producing Citizen Focused Learning support for their region. The Enablers quickly understood what they needed to do this, & their staff, to help local people become Enabled/Empowered. The Enablers became so highly motivated in their developing process that they then stage managed it elsewhere. Indeed, one of them now act for the Country wide organization helping small businesses become more innovative for wealth creation.	The citizens of Leuven and Limburg, the catchment area surrounding the new combined college known as UCLL, are now extremely motivated to work with academics who speak their language and help them regenerate with ways and means that seem quite normal to them. With this in mind, for instance, a new regionally looking faculty has become the perfect place  for local citizens to come and learn how to get the best from their college academics. So new joint ventures are now regularly being developed of mutual benefit to the college and the regions citizens. UCCL has also explored other projects in the community itself, such as the development of ‘pop-up’ shops and the ZUMA centre where expectant mothers can learn about giving birth in a relaxed way. The whole emphasis on this Citizen Enablement development is the citizens and small businesses themselves and that is precisely why they are motivated to work with the college.
Case Study 3 – Contra-ception: The Board Game Page 46	This Enabler was a senior academic who started to devise the Contraceptive Education Board Game in the late nineties because she recognised the need for more effective methods of teaching young people about sexual health. She had become aware that her junior nurse educators and the parents of the young were unwilling or unable to do such teaching easily and capably, and a raft of government legislation had begun to suggest better methods of engagement on this controversial topic. So she became highly motivated to take on the challenge, and has spent most of her life developing valuable and well-timed educational tools to sort the situation for good. She has not only done this, but in the process has become internationally renowned for her innovations and now run a profitable business doing this.	Those in most need of her help, the young, and sometimes uneducated, have particular needs and requirements with respect to learning about sexual health. The Enabler undertook extensive research into developing a game that would be both enjoyable to the young, while helping them learn what was necessary. By testing a developing game with friends, and later student and colleagues, she improved the learning tool towards perfection. It is now used regularly across the UK, and increasingly through the world, because she has translated it into two other languages. She has also worked with people in South Africa to develop something more suitable for their culture. In short, she has produced a portfolio of developments that are so ‘fit-for-purpose’ that they are readily used by many young people who want to learn properly about contraception – motivating them to use the game is clearly no problem in  this context.
Case Study 4 – Peoples Voice Media Page 50	In his early career, this Enabler ran a video/audio visual department, in the International Community Development/Education Department of the Jewish Agency; he worked with community leaders across the world to develop local education and leadership programmes using audio visual media where he got his love for helping citizens give ‘voice’ to their needs. He also produced education films, ran training sessions, taught youth leadership skills & developed informal adult education programmes. As Regional Development Officer for the Citizens Advice Bureaux he helped it merge into districts which included restructures, redundancies and developing new leadership teams; he also taught staff development programmes and became regional lead on social policy and undertook a variety of evidence based work related to housing policy. It was in these roles that he gained the thirst to lead his own organisation, to become known as Peoples Voice Media, and highly motivated to develop Citizen Enablement using social media.	The citizens of Manchester willingly became involved in what Peoples Voice Media (PVM) had to offer because so many of them already wanted to learn how to master the use of social media for themselves. They particularly wanted to work with other like-minded local citizens to explore topics near to their hearts, like the natural history of the area or the intricacies of working on their  allotments to get better fruit and vegetables. Many also wanted to learn how to cope better with their own real issues and problems, to confront local city councillors and official, and to use their new ‘voices’ to put over their thoughts about how to solve particular local problems and issues. The citizens taking part in PVM had no real problem in becoming articulate in the use of social media and were soon wanting to go to a higher level of becoming their own reporters of local event; hence the follow up project mentioned later and known as the Community Reporters programme; with the BBC moving its Northern outpost to Salford’s Media City these citizen could see the opportunity of developing their growing skills into future job prospects.
Case Study 5 Unlimited Potential Page 52	This Enablers motivation came from several sources. His parents & grandparents came from working class backgrounds, & some experienced severe poverty & he was raised with clear values, and went on to study social anthropology (studying how people live in different social and cultural settings). He became socially and politically aware in the 1980s, a time of division and conflict. It was clear to him that the dominant system sustained and reinforced inequalities in people’s life chances. He felt a need to take action to address issues of power and privilege, by working alongside people and communities, and drawing on their strengths and expertise, in order to tackle key issues and to enable change. For all these things, this social entrepreneur has dedicated his life to helping citizens achieve their own aspirations & is highly motivated to do so.	Local people who have engaged with projects run by Unlimited Potential have had a variety of reasons for doing so. For a small number, there is a burning passion to actively create social and political change. For some, it can be a personal interest in a particular issue or neighbourhood. Others are seeking meaningful, enjoyable activities in their lives or social engagement. Some people have started by involvement in a project, moving on to volunteering, and in some cases employment with UP.  People’s engagement in Unlimited Potential reflects its clear mission and values, and a culture of valuing what people have to offer and taking a relationship-centred approach, rather than a deficit-based needs-led one. Ideally, they want people to get to a point where they say that they do not need us anymore and take greater control of their own lives. But, once again, getting citizens involved in helping themselves at UP is easy.
Case Study 6 Bouncing Higher Page 54	These Enablers recognised the undoubted need, within the UK’s North West,to develop self-learning capabilities for the region’s Small Enterprises (SMEs); these are citizens who wanted to be brought up to the leading edge of their capabilities to win work in a fast developing world and thus create their own wealth. These Enablers had also used Action Learning with much effect to help the self-learning of a range of people, including ordinary citizens and managers of SMEs. They were therefore highly motivated to develop such small group learning themselves, alongside developing supportive open learning materials. The Educational lead person at the NWDA also recognised this potential and made almost £1 million available for them to develop, test, improve and run out to market a suitable product.	The 150 small business citizens, who took part in this development programme, were very keen to do so because they had recognised how far behind their competitors they had become. As they started to use the developing materials they soon became aware of how easy it was to use this form of self-learning with the supportive materials written in the business language of their everyday use. The process of Action Learning also lent itself to the positive  sharing of ideas with like-minded SMEs from non-competitive industries. Furthermore, much of the learning materials were in digital form easy to use at home or in work. So the small business managers quickly signed up for the whole programme which they both enjoyed and learn much from. They renamed the development ‘Bouncing Higher’ because they said it enabled their own learning to bounce to the highest level that HE had to offer.
Case Study 7 Community Land Trusts Page 57	This main Enabler also led the Community Banking Project in Case Study 1. His time as Director of a major Housing Association showed him of the real need to produce affordable housing for the disenfranchised poor of the UK. Once he had developed the earlier ‘Banks’ towards sustainability, he turned his attention to this new, yet related, cause, with a verve. He was similarly motivated to help citizens as before, this time to achieve the requisite ownership of their own dwellings, while leaving the land common to all – in perpetuity. He explored the opportunity of such a new form of tenure with the other Enabler who undertook the background research for them. The main Enabler had the skill, patience and persistence to work with Government, and it’s agencies to turn an opportunity into a reality, and at the same time, empowering local citizen groups across the UK to design, develop, enact and then use their own affordable home; a development welcomed by successive Governments which then became part of the everyday British housing offer.	The CLT development team demonstrated how a myriad of citizens across the UK could bring land and property into community ownership so as to: provide affordable homes and keep them affordable for people living or working locally; secure land for workspace, food growing and conservation; make local land available for community benefit; encourage private resident involvement; returned the value of public investment; enable people to take action to create social cohesion and a sustainable diverse community, and; offer a secure way for people to invest in community asset ownership. The completed development shows the motivation of citizens to take part in developing CLTs and tremendous achievements of the communities themselves. Citizens across the UK have, often against huge odds, set up CLTs and built homes and other community assets for the benefit of local people, while being guaranteed to remain affordable in perpetuity. They have delivered over 200 homes and, whilst this is a small dent in overall housing need, the CLTs have made a significant contribution to the communities they serve.
Case Study 8 Community Reporters Page 59	This Enablers early work with People’s Voice Media prepared him to use his expertise to develop citizens who wanted to go further than simply understanding how to use the basics of social media to become ‘Community Reporters’ in their own right, with the potential to become engaged by others, perhaps securing them longer term employment. He was sufficiently motivated to create key partnerships across the UK and then in Europe, that have enabled PVM to expand its current services and offers. In the process he had demonstrated extensive experience of obtaining financial resources to achieve objectives through tendering, joint bidding, developing projects and products which have furthered the objectives of the developing organisation to train Community Reporters having the necessary skills and aptitudes.  So, local small teams of citizens throughout Europe learned how to find out about issues of interest in great detail, write stories of real interest to all, then produce audio/visual reports that are sufficiently compelling that some have been commissioned to produce copy by external agencies. His latest development is to launch the Institute of Community Reporters (ICR) bringing together citizens across Europe to raise the quality of reporting; it has become a powerful force to be considered.	This project was almost demanded, firstly by local citizens in Salford and Greater Manchester, then by others in the rest of the UK and finally from many countries across Europe. Citizens could clearly see the potential of becoming professional in the way they reported community affairs. With the growth in interest of media, many more citizens are aware of the scope of such a new reporting environment.  Local small teams of citizens throughout Europe learned how to find out about issues of interest in great detail, write stories of real interest to all, then produce audio/visual reports that were sufficiently compelling that they were commissioned to produce copy. The reporters also banded together to produce an Institute of Community Reporters to ensure the voice of these reporters were heard and they became a powerful force to be considered. In forming the Institute, itself a Europe wide increasingly professionally based body, they also realised the need to set up a network representing 4 different types of Citizen Reporter: basic Community Reporters: those who have accessed ICR approved Community Reporting training and have been badged accordingly; Trainers and Digital Curators: those who ICR has approved to deliver Community Reporting training and story curation activities; Social Licensees: those having a license agree to conduct Community Reporting activities; Partners: those delivering collaborative projects, sharing knowledge and developing new practices, methodologies and training materials.
Case Study 9 The Salford Innov-ation Forum Page 62	The Enabler’s motivation came from his early days in Salford where he recognised both the creative and innovative potential of Salfordians, but the lack of any support to enable them to deliver this easily. Part of this lack was because there were no physical facilities to support innovative design and development. As the leader of the University’s reach-out to the community he set about to change this by setting up the Salford Innovation Park where different organisations were encouraged to come to the area, sitting side-by-side with the University, to provide an overall environment of creative development and a building, to be known as the Salford Innovation Forum, where new developments could be initiated and developed into wealth creating success. He was highly motivated to use his entrepreneurial & leadership skills to work with other locals to deliver both the Park and the Forum; both of which became highly successful.	Local people, especially those in the Salford’s New Deal for Communities, the City’s Councillors and Offices and local businesses were all highly motivated to develop both the Park and Salford Innovation Forum, because they also recognised the potential both developments had to offer. They were therefore keen to become fully engaged in the committee set up the explore, develop, design and deliver these facilities even though they knew it would take a great deal of effort. In the end this development even became a burning passion for some local citizens who worked with a University Design Director to creatively explore different opportunities for their own innovative futures and for the design of the Innovation Forum itself. Many from the neighbourhood also became the first users of the Forum and some undertook early management tasks for the running of the SIF. The SIF soon became full of small companies, often initiated by Salfordians, who wanted to develop themselves in Salford and indeed led to the take over of its management by Manchester Science Parks.
Case Study 10 HART Page 64	The Enabler in this context had himself been a volunteer member of a large Housing Association and with other, like minded voluntary citizens, recognised the weakness in his ‘duty of care’ in controlling the management of the Housing Association. Having been to several training programmes put on by the National Association of Housing Associations, he realised they really were not ‘fit-for-purpose’ in helping him, or similar citizens across the UK, learn how to undertake their role effectively and efficiently. As someone passionate about learning himself, he determined to work out how to do a better job and secured funding to study the needs of citizens like himself and then produce educational tools to help deliver cost effective learning that would deliver suitable improvements in the volunteers skills. They were particularly pleased that a simple ‘whist’ type game was so empowering to these volunteers self-learning.	The case studies of voluntary citizen HA controllers, guided a a senior research fellow, in determining how such volunteer citizens cope with their decision making; what they perceived to be their role; how successful they were in using advice from their professional and technological ’experts’; how they evaluated their actual achievements; and how successful they had been in the use of public finance. This enable HART to identify the training/learning needs of both lay and professional groups who made major decisions for Housing Associations. As a result, they developed illustrative case studies, role playing exercises, a cartoon style guidebook, scenario based exercises & a game called ‘Teams” to effectively support these citizens’ learning. So effective were they and so motivating for the citizens to want to use these tools, that they became part of the national movements regular training.
Case Study 11 Smart City Futures Page 66	The Enabler in this context was also Chairman of the organisation linking together the four Greater Manchester Universities who collectively wanted to encourage more local residents of the city become involved with themselves in collaborative partnership. His understanding of citizen needs and aspirations made him realise that a very different kind of community focused event, where citizens could truly have their say and make their voices known, might engender a very different kind of development. He therefore involved a social media specialist who truly knew how to engage, involve and empower citizens in a conference type event could work. So his motivation for Smart City Futures came from his knowledge that such a development could make a real difference for Manchester, it’s residents, it’s universities and it’s local professionals.	The use of powerful social media, used in a Greater Manchester conference at the Lowry Centre both engaged and empowered local citizens and communities to become more involved in joint working with the four Manchester Universities. The powerful use of mobile phone technology helped citizen form unique partnerships, with academics, for mutual benefit and together they co-created over ten new projects which enabled all to flourish in the Knowledge Economy. So the event, called ‘’Smart City Future’s’ actually enabled Salford and Manchester to focus on the empowerment of professionals & policy leaders working closely with citizens and communities for the benefit of all. It did this by empowering local citizens to take part in a new and different form of collective conversation and they willingly did so.
Case Study 12 New Deal for Commun-ities Charleston & Lower Kersal Page 68	This Enabler is a person of humanity, socially aware, a good manager and a fine leader who, by his own admission, was at the right stage in his career to take on the senior role in the CLK NDC. He was also open,, & naturally suited, to meet the sensitive leadership needs of competing influences in the Scheme. Also he had already been involved in many regeneration programmes: urban programme, European regional development fund, city challenge, all with single regeneration budget. So he started his role highly motivated to enable the new deal for communities programme to work well and thus empower local citizens to learn to properly do it for themselves. For him, ‘it was also a big step to lead the team having previously (and subsequently) serving under others, and that responsibility was also a key motivator. He often reflects that it was the most demanding phase of his career but by far the most satisfying’. It also seemed an ideal opportunity for him to bring together all the good bits of his previous roles, and the skills he had developed, and despite the limitations of the job, he believes he did the job well.	It is perhaps more tricky to understand why local citizens would want to become involved in NDC. There were clearly many motivations. A key one was that a lot of the programmes activities directly affected people’s lives, especially better housing, but many other issues as well. It was also badged as the ‘community being in charge’, and ‘in charge’ of what appeared to be a huge pot of money (£53m). This issue probably & eventually led to frustration for some citizens when it was realised that being in charge also meant being accountable, along with the fact that whilst it was a large pot of money, it was a drop in the ocean in terms of overall public investment in the area. It could be argued that that frustration led some to become motivated to challenge the programme and seek change things in other ways. The citizens also had a fine community leader/enabler in her own right having played a community leader role at a local nursery and developed political awareness while volunteering for CREST, a community based employment and training project. And like all the other local residents the redevelopment proposals were very real, would impact on her life and that of the rest of the community whom she clearly loved.
Case Study 13 ICCARUS Page 71	At the start of this development, the Enabler led a socio-technical research team whose daily role was teaching architectural students; those not normally the most academic of individuals. His team had learned how to support their learning processes in the consideration of complex topics and, using these skills, had just completed a simulation showing ordinary people how to ‘exit buildings when they were on fire’. This came to the notice of the West Midland Fire Brigade who wanted to work with the team to develop a simulator for teaching fire officers how to ‘command and control major fire event’. The Enabler was keen to undertake a collaboration with them so he could keep his team together and show his architectural staff ,his team’s alternative design flair – a strong motivation.	Those primarily involved in this project were fire services officers, ordinary citizens mainly chosen because of their action based skills in the fighting of fires, often bright, but academically unqualified. As the officers proceed up the ranks they have to learn how to manage, command and therefore control increasingly larger fire events. Traditional this was done by rote learning, but the command and control guidance books are vast and difficult to properly understand. The command and control simulator developed by this academic team, with much fire officer support, helped them understand the necessary theory and management practice in a way to suite their existing needs and wants. ‘Mock-ups’ of the developing simulator, led to test-improvement cycles in use by normal fire officers; it was then honed it until it showed real potential. It was so good fire officers wanting promotion readily used the developed simulator, often in  a self-learning mode, to bring their understanding up to the highest level – the simulator was itself self-motivating as an educational tool.
Case Study 14 The Old Abbey Taphouse Page 73	The Enablers were both musicians where putting on events was a struggle for years because of overprices venues and spaces that were prescriptive in terms of what they would allow them to do, e.g. live music they would say is downstairs in a room separated from the rest of a pub and the only people who could come and see it were specifically for that event. They were looking for their own space where they could provide something more immersive, where people come down for the experience, and to meet people, but not particularly to see a particular act or community group or activist organization. So they decided to develop and run their own in the ‘Taphouse’. In short they now provide Citizen Enablement through spaces and places, and love to help this happen through the pub. And, as a former academic, one Enabler got to disseminate his research and provide opportunities for learning, politics and entertainment that connects a large institution like Manchester University with the communities and businesses that surround it.	The Enablers think Citizens come to the ‘Taphouse’ because they are providing a space/spaces at no charge (if you are local you can do donations at the door); they are also open to experiment with all genres, lectures and ideas, as long as they are open they ensure everyone has something to enjoy. This is a difficult opportunity to find elsewhere, these days. In a sense ‘Taphouse’ is a reflection of the communities that surround it – although the Enablers started out as promoters and musicians, they have increasingly found that their role is to facilitate other people who are putting on events or providing services, or engaging in citizen science, or disseminating their research to a wider audience. This is what encourages citizens to want to participate in its events. And in the pandemics lock-down ‘Taphouse’ has also developed other facilities much needed, and wanted, by the local communities; its take-home service and ‘TVdinners’ has proved very welcome by the local people as they provide food which other services seem unwilling, or unable, to provide; this caring provision is yet another reason why local people are endeared to making use of the pub.
Case Study 15 Academic Enterprise Leader-ship Page 78	The Enablers in this case were simply writing up the theoretical basis for the work portrayed in the present text in a form suitable to convince fellow academics of the value and importance of the sort of Academic Enterprise for Citizens Enablement mentioned here.	The Leadership Foundation for Higher Education deliberately commissioned the Enablers to write up this theoretical basis of developing Academic Enterprise as a spur for others in Universities to take on an alternative Citizen Enablement role in the Enterprise Leadership and other educational support they offered.

Generic Process A (GPA)– UPBEAT

Summary

Development of a European-wide Evaluatory tool for a myriad of citizen-centric development projects.

The Case

UPBEAT is a structured evaluation, open learning and coaching framework to drive traditional academics to become more enterprising with citizens, or small businesses from the community. It was developed by James Powell, with academic colleagues from six British universities, and known as UPBEAT, or the University Partnership for Benchmarking Enterprise and Associated Technologies. It has proved successful in the evaluation of over 150 exemplary British and European Reach-out projects – see examples of two below with their UPBEAT analyses also shown as a table of success.

Two of the successful Projects from the UPBEAT portfolio

Case studies, making use of this approach, reveal good practices in those universities that have already creatively engaged, mainly with citizens, small businesses and the community, in their local city regions, thus enabling them to achieve more of their desired ends. The key processes behind this programme has been simplified and open educational material developed to help academics across the globe improve: their relationships, outcomes, outputs and impact with external partners to the university, working in collaboration on projects for mutual benefit.

Furthermore, studies of the leadership of exemplary academic entrepreneurs show their role to be critical. Creative leadership can harness the power of citizens by academics deeply collaborating with them and using smarter ways of working. Much success has been shown in areas of community art/design, multi-media design, small business development, community finance and affordable housing for all presently socially excluded communities.

All successful projects depend on deep and meaningful conversations between academics and their city-regional partners. UPBEAT’s success depended on its evaluatory tool shown over which enabled the citizens and their academic enablers to continuously develop projects leading to real and meaningful improvements for many communities. Furthermore, a comprehensive evaluation of UPBEAT was undertaken by Professor Nigel Lockett (2007), then at Lancaster University’s Innovation Lab, who now

      The matrix shown above underpins the successful evaluatory process used in           

UBEAT to drive improved engagement with citizens, small businesses and the community

heads the Hunter Centre for Entrepreneurship at Strathclyde University, and was published by EPSRC. While he was mainly interested in understanding Salford University’s development of outward looking enterprise by academics seeking to work with their local communities, it also showed the important cultural change that had been achieved with the Salford and the UPBEAT approach. Other Universities also benefited from UPBEAT, such as the University of Bradford who reached out to their local community, with the help of the local football team, to engage citizens for the overall benefits of their lives

A cartoon showing why the Bradford development was so successful

Nigel Lockett felt the cultural change was significant for most Universities using UPBEAT, but that it might be difficult for such changes to be sustained without strong leadership at the highest university level, in future. Nigel also felt much has been achieved in Academic Enterprise in this programme through strong leadership and the use of the UPBEAT model to embed appropriate evaluation mechanisms to help motivate and reward staff. However even though many interviewees In his study were positive regarding the progress made, they also acknowledged that much is still to be done and also how important being part of a supportive group is in achieving this goal.

Major Learning point for Citizen Enablement

Academic throughout Europe learned how to develop projects of real interest to citizen/community groups and how to empower them to develop enterprises that would effectively work for local and personal ’good’. The UPBEAT evaluatory tool enabled the citizens and their academic enablers to continuously improve the functionality and output of these enterprises using an easily usable feedback tool.

The Enabler

James Powell initiated UPBEAT, was the main Citizen Enabler behind it, supported by academics of like mind in five British and ten other European Universities. As a result universities across Europe learnt to support their citizens locally, in a such a way to enable them to gain the confidence to try new and innovative ventures for themselves.

Generic Process B (GPB) – PUMR

Summary

The development of a full approach for Universities that want to practice Citizen Enablement, hopefully leading to a full Empowerment, in an enterprise context. It was developed by the PASCAL International Observatory for Life-Long-Learning.

The Case

James developed the notion of ‘Universities for a Modern Renaissance’, with funding from the EU Socrates programme and the European Universities Association, alongside Board Members of the PASCAL International Observatory for place management, social capital and learning regions. Its aim wastofocus their developing strategy for university engagement with the citizens and communities across the world’s city-regions. It is now known as the PASCAL Universities for a Modern Renaissance programme or PUMR. The programme concerns the roles and responsibilities of universities to engage creatively and with maximum impact for their local city-regions. It also deals with the ‘knock-on’ issues raised in those university’s who try to ensure proper collaboration will occur on worthy problems where co-design and co-productions of sensitive and sustainable solutions are needed. It is James view that this will truly help revive city-regions, thus enabling them to flourish, particularly in these times of economic and societal crisis.

PASCAL’s PUMR program helps improve the effectiveness of regional partnerships by creating a learning network among college and university peers.   Regional engagement is still a new art within higher education.  Many of our own institutions still struggle to achieve widespread commitment to the goals.  We have much to learn from the experiences of our peers, and we have a responsibility to the profession to document our learning and disseminate it broadly.

PUMRs learning networks begin with  their clear knowledge about successful university engagement. By using this knowledge as a starting point, PUMR attempts to go beyond simply reaching out to society. It is it is a programme for constructive action, fueled by knowledge, skills and facilities offered by colleges and universities.  PUMR participants pledge to develop new models for regional transformation and modern renaissance, and new ways of working for the co-identification of problems felt worthy by society.  The current knowledge base includes the following key factors: 

• University partnerships need to be socially inclusive in order to achieve sustainable success.  This includes engaging all communities within their region, and all communities within their own colleges and universities to help transform their lives and enable citizens to flourish;
• Regional engagements build value through co-creation.  Value comes from working together with partners to co-identify problems, co-design solutions, and co-produce outcomes that address important problems; 
• At these particular times, this is particularly important as we try to help the drive for socially inclusive economic prosperity and wealth creation in the richest sense of the phrase wealth;
• Engagements co-create many different types of value.  Even though today’s economic climate may place greater emphasis on co-creating economic value, any truly modern regional renaissance co-produces many different types of value;
• The concept of “eco-versity” is one helpful way to provide a more “balanced scorecard” for our engagements.  Its “triple bottom line” of environmental, economic, and social sustainability is key to everything we do, but we need better metrics;
• Enterprising academics must reach out aggressively to add value because its partners often don’t know how to start sustainable relationships with higher education institutions;
• Co-creating real value with partners in regions also co-creates high quality research and learning opportunities for faculty and students because real solutions blend interdisciplinary points of view with the full complexity of social, cultural, and economic settings.

A Visual Summary showing the Reach-out range of PUMR

The PUMR approach shows that, with fairly straightforward changes in attitude and behaviour, university academics can develop real, lasting and sensible improvements in their support for citizens and small communities that will enable them to flourish for themselves. This requires more creative leadership and interdisciplinary team working. It is based on the previously mentioned, tried and tested, UPBEAT evaluatory process, itself using critical Action Learning – this can facilitate improvement processes in academics leading to real impact on Citizens Enablement. PUMRs eventual goal is to create a “virtuous learning circle” that will allow participants to expand this knowledge base on a continuous basis, disseminate it through meetings, workshops, professional exchanges, peer consulting opportunities, and formal publication outlets, by:

• Developing a physical and virtual social network to enable ‘virtuous knowledge sharing’ on community empowerment to enable citizens and professionals to flourish;
• Coaching improved projects and programme delivery in this areas for continuous improvement;
• Advising Senior Academic Leadership on appropriate strategy to ensure the engagement of academics to become more outwardly enterprising and empowering of communities;
• Validating Universities who want to be considered as ‘PASCAL Universities for a Modern Renaissance’;
• Developing Guidance of Enabling Instructions for relevant Academic Cultural Change.
• Enabling them to ceed the authority to enact their developing solution from those traditionally at a high level in the power structures.

Since the 1960’s there has been a call for ‘excellence in diversity’ in our universities. According to van Vught (2008) ‘diversity’ has been identified, in higher education literature, as a major factors associated with positive performance of universities”; this was reiterated by Peter Scott recently (2015) who believes the ‘most effective way of producing sensible university differentiation is for the state to take an active role in driving relevant necessary change’.  If this had occurred, we should have by now, not only world-class research universities, but also high quality regionally focused ones, teaching centred establishments, specialist institutions and even private providers of professional training without too many academic frills. Unfortunately, while strong on their rhetoric, most governments and indeed their universities across the globe, seem to ignore this call to diversity preferring to reify what they consider to be the most important academic culture in what they see as the best universities. This typically is based on a rather narrow and traditional way, mostly portraying ‘excellence by research’’ or as Hazelkorn (2012) put it ‘we all want to be like Harvard, don’t we?’ Rather than striving for a broader and more individualised excellence in universities’ distinctive offers, lack of funding has led governments to focus their scarce resources mainly to world-class research universities – modelled after the characteristics of the top 100 globally-ranked establishments. The EU Committee of the Regions (2011) recognized the implications of this when it identified a huge gap between academic research knowledge and real life practice where wealth creating R&D should be critical to all our futures.

Despite calls by Government for an increasing focus towards local requirements, small business needs and the community, those Universities who want to operate in such partnerships must create different and much improved processes, as well as engendering a better regional mood in support of this, but often they believe their funding arrangements drives them towards a more restricted and more traditional route. As a result, in 2015, the ‘Big Tent’ initiative issued a demand (DUKE, 2015) urging “universities around the world to respond to the important global phenomena associated with the emerging citizens’ movements.

PASCAL believed there is a way where networks and partnerships can be made to work between universities and enterprising regional players enabling all ‘to think more creatively’, encouraging novel configurations and new forms of joint venture. That is why it developed PUMR and it has been striving to provide coaching and support since then to enable ‘excellence in diversity’ for modern universities who want to make a difference. As the latest Big Tent communiqué rightly indicates, ‘to survive, universities must take to the heart of their identity our inherited local and global world. All must share a duty of care for the future of millions of young people who have no employment and maybe, despite the natural joys of youth and energy, no hope or sense of belonging to any constructive future’.

PUMR offers universities and colleges with a systemic and systematic framework for necessary change management – written up elsewhere by Powell (2010, 2015) and shown in detail on the PASCAL specific web site http://pumr.pascalobservatory.org. On this site self-management tools and a simple self-evaluatory matrix focuses communities and academics into becoming more creative together.  The framework provides an intuitive process which quickly shows academic enterprise developers how they are progressing and what they have to do to improve their leadership and delivery.

Those who use PUMR use it for a number of reasons; see Case Study 2 for a good example of how it was used by a Belgium University College. Most Universities know they need to develop adaptive leadership at all levels in their new regional enterprise developments and  learn  the operational capabilities PUMR offered to transform their own institutional management, thus reinforcing correct change management approaches .  They soon also recognised they would need to work on four domains to properly:

1. define an appropriate vision/mission to ensure that enterprise awareness and commitment throughout their organisation;
2. set up a system to realise their goals, with an adequate organisation  and necessary tools and methods in order to deliver;
3. work on the people aspect: inside and outside the organisation,  ensuring awareness, training and job descriptions, including lecturers, researchers and students to come up with interdisciplinary and trans-disciplinary approaches;
4. create an impact through the establishment of sound networks, an eco-system, and a quality culture.

Major Learning point for Citizen Enablement

A powerful approach has been developed, tried and tested in a regional context, which can be used by Universities and their Academics to effectively work with Citizens and Communities enable them to produce self-sustainable and wealth creating futures. The approach has been  developed using high standard digital processes to enable remote learning, however, it appears that Universities do not seem inclined to use its capabilities, preferring to remain undertaking their more traditional teaching, learning and research role; perhaps the Covid 19 pandemic might encourage them to think again

The Enabler

James Powell initiated the PUMR process, was the main Citizen Enabler and led the team for Salford University and the Pascal International Observatory. It processes have been incorporated into the basic offer of the Observatory and appears on its main web-site.

Case Study 1 (CS1) – Community Banking

Summary

Citizen developed and run Community Banks have been developed across the UK for the disenfranchised poor.

The Case

In this first project case, one of the main problems for people in deprived communities in the UK is the lack of credit, driving the poor into the hands of unscrupulous loan sharks who contrive, through absurdly high interest rates, to make them even poorer. It’s been a major concern to governments and community regeneration for years. Now, this economic suffering has been addressed in a unique and radical project initiated by Salford University. The solution sees those previously financially excluded learning how to run their own ‘community banks’; so far over £10 million worth of loans have been made to thousands of local people and small businesses. The project, Community Finance Solutions, was has won two Business in the Community Awards, was voted the Most Innovative project in the North West of England in 2003, and in 2005 won the prestigious Times Higher Award as the ‘Most Outstanding Community Enterprise’ project. It is seen as a global pioneer by both major political parties, Government departments, the Bank of England, the Housing Corporation and the major high street banks. Shown below is the CFS logo.

Community Finance Solutions was born after a team of researcher’s from School of Sociology in the University of Salford and an ex-Director of a major Housing Association collaborated to explore case studies in three deprived communities and developed a radical model for affordable credit, setting up Community Reinvestment Trusts as local banking organisations. The basic principles were tested in communities, evaluated and improved, leading to a portfolio of different solutions all tailored  to local circumstances, but based on strong local evidence of need, demand and social context. The ‘banks’ also produced business advice of relevance to the communities which, in turn, is leading to sustainable economic regeneration. Bob Paterson, as a Senior Fellow, worked under James Powell’s aegis at Salford University for several years, developing focused Citizens Enablement, to help enact small communities throughout England, and particularly in Wales, develop their own Community Banks controlled by local citizens.

This initiative, the first of its kind in the UK, provided a new model of community finance to combat financial exclusion. It also has been developed in a unique partnership with the local authority, housing associations and both Lloyds TSB and Barclays banks. The existing Bank’s role has been crucial in ensuring the success of the project. As well as providing rent-free premises and cash support, they seconded senior managers to help to establish a working process agreeable to the authorities. They worked on overcoming the myriad legal and regulatory hurdles and also designed the operating guidelines.

This Community Finance Initiatives (CFIs) helped local people develop financial intermediaries between conventional sources of finance, such as banks and building societies, and those people and organisations who need affordable credit. They provide business start-up loans, loans for the repair and improvement of private-sector homes and the provision of consumer credit to meet items of household expenditure. They are now promoted nationally by central government and locally by community groups and local authorities with the aim of revitalising communities through a combination of social purpose and business enterprise. Typically, they combine private sector capital from mainstream institutions with money coming from socially concerned individuals and organisations, to provide reasonably priced credit for individuals and businesses.

 The above figure shows the publicity used in one of the early Community Finance Initiatives – often known as Money Lines

There are now over twenty plus trusted ‘community banks’, not just in Salford, but spread across the UK in both urban and rural areas, and especially in Wales. After an initial £6 million in loans, another £20 million is now available for on-lending, with innovative new financial products and services constantly in development. The project has been seen to be of real value by the Bank of England, the Treasury’s Financial Exclusion strategy and the Department of Wages and Pensions, while assessment by EFQM reveals it as at European standard of over 700/1000. There are also now over forty successful ‘banks’ operating right across many communities in Wales.

The Community Banking projects also had highly politicised issues and without careful dealings with the Government and it’s agencies, and with the banks support they would never have existed; this includes strong support from Barclays and Lloyds, plus the Bank of England, which helped get Gordon Brown on side. This became a sensitive matter and careful communications with Patricia Hewitt, when she was a Minister, was needed to sign off the developments enabling it to go to the next level, then things started to happen.

Bob Paterson was the main Citizen Enabler of all CFS programmes, supported by many others of like mind , especially at Salford University, to begin with. Nearly a hundred Community Banks have been developed and led by local citizens giving them the opportunity to gain access to reasonable funding.

The Step-by-Step Approach with Community Banking as a Magical Playbook example of how to achieve successful Citizen Enablement

Below we show how the magic playbook would suggest issues in project like the development of Community Banking, should be approached in the round and then enhanced in the step-by-step approach mentioned earlier by real citizens:

Problem: One of the main problems for people in deprived communities in the UK is the lack of credit, driving the poor into the hands of unscrupulous loan sharks who contrive, through absurdly high interest rates, to make them even poorer.

Solution:  The solution sees those previously financially excluded learning how to run their own ‘community banks’; so far over £6 million worth of loans have been made to thousands of local people and small businesses.

1. Reflection:  Before detailed work was undertaken to build Community Banks which could actually be initiated and run by citizens, those wishing to undertake such a development must address five critical questions in order to achieve a successful solution
2. Will the banks serve deprived markets?
3. Could communities of citizens develop and run their own schemes?
4. Could Enablers and Citizens work together to create sustainable solutions?
5. If not, why not? If yes what did research show was the best way
6. Are Community Banks worth developing and supporting, no matter what the barrier to their development?
7. How should the politics of developing community banks be dealt with?
8. What should the nature of their future support be?
9. Such as the strong overlap in the work here between the
   1. Coaching GROW model (Goals, Reactivity, Opportunities, Way forward)
   1. And the 4Ps Model (Position, Pain/Problem Experienced, Possibilities, Proposals)

• Understand or define your position first: The Citizen Enablers undertook comprehensive studies of the existing financial situations of the disenfranchised  poor, listened closely to those needs and wants, and then proposed a solution which might adequately deal with the problem. This required them to understand their own position first, then how to help citizens and create the necessary change team to deliver real and lasting change. They had to particularly: 
• Understand the position by the government to what the Enablers might propose, so they would eventually be prepared to help, and especially fund such banks which would then be allowed to develop and be run by citizens. Although it had been a major concern of governments and communities to undertake such a regeneration for years; it had proved impossible for anyone to make such a development until this team came along . The Citizen Enablement team created  a sensible, caring and deliverable position for a working solution which actually involved citizen groups in a possible solution development.  The Community Finance Solutions team of researcher’s from School of Sociology in the University of Salford and an ex-Director of a major Housing Association came together and then worked closely with appropriate citizen groups in Salford and Portsmouth to begin with, and then Blackburn in East Lancs, to explore the range of possible citizen groups requiring support, in order to ensure successful collaborations. 
• The development team further enriched their unique partnership with local authorities, housing associations and both Lloyds TSB and Barclays high street bank’s senior managers to form a powerful support team, with committed individuals capable of enlisting government and other important support. These high street bankers were also prepared to produce initial financial underpinning for the development, as well as manpower, to ensure something would be produced which was workable. As a result of these interventions senior people from other bodies such as the  major political parties, Government departments, the Bank of England, the Housing Corporation, and other major high street banks, decided to support the development of Community Banking and ensure they were actually eventually delivered.

3.  Analysis

A complex analysis was performed by key members of the development  team and studies were undertaken by a capable researcher, to ensure a sensible working solution was developed; this started with the three initial deprived communities being observed and then with a wider group. The research mainly focused on three areas: 

• Financial inclusion: The team recognised expertise in financial exclusion and conducted research on the nature and extent of financial exclusion, its determinants and the effectiveness of financial inclusion interventions. They also provided advice on developing financial inclusion policies and interventions. 
• Financial education: The team conducted several evaluations of existing financial education programmes aimed at a variety of groups, including older people, BME groups and women in the criminal justice system, develop their own working schemes. 
• Community and microfinance: The team had between them over 20 years of experience in applied research in micro and community finance for households and businesses. They developed and now sit on the steering group of the European Code of Good Conduct for Microcredit Provision.

In particular, their actual methods of observation, in outline form, was to:

• Case study six Community Finance Initiatives, among them:
  • 3 Credit Reinvestment Trusts – all from urban deprived communities
  • 1 Community Development Finance Institutions – established enterprise lending only
  • 1 Savings and Loan Schemes – partnership between a housing association and a building society
  • 1 Credit union – Live and Work common bond in deprived inner city.
  • The research they employed included:
    • Client profiling through using CFI records
    • Financial comparison of CRTs
    • Time Sheet analysis of how staff spend their day
    • Semi-structured interviews with key actors.
• Show how their developing Community Banks would easily serve at least 129 business clients from 3 CFIs and 251 personal customers of 5 CFIs were reviewed.
• To enlist a total £1,741,773 Investment Capital which was loaned to 101 of them as Business Customer clients. Supplementing this was £217,801 in personal investment by clients, though 85 loans were issued to clients without capital and they found that:
  • 68% of the citizen applicants were set up as new starts, predominantly seeking less than £5000 to purchase. equipment/vehicles. 64% of new start applicants secured a loan
  • 19% of applicants were women. At one CRT 25% had either County Court Judgement and/or were using a moneylender.
  • Only 25% of those wanting to use Community Banks were manufacturers, of the remainder 57% were in general services, 10% the media, and 8% in retail.
  • The purpose of most of the loans made were:44% were for equipment/machinery or vehicles, 50% was for cash flow/capital injection and only 6% for property related expenditure.
  • Due to CFI loans £855,000 was levered into the developments. In addition to each applicant, 111 other jobs were created, and 352 jobs were preserved. This equates to £3762 in loans for either saving or creating a job. This indicates that the CDFIs’ loans can deliver a cost effective public benefit in terms of job creation and sustainability.
  • Personal citizen customers: Client profiling (figures for CRTs in brackets); 51% claimed housing benefit (50%);71% received some state benefit (65%); 19% owned a car/motorbike (26%); 39% borrowed less than £250 (30%);41% of loans were for decorating/furniture (38%) 19% of loans were for clearing debts (25%); 43% did not have a bank account (62%); 16% had CCJs (26%); 22% used a moneylender (35%); 66% were women (58%); 36% were single (34%); 55% had children (57%); 33% were single parent households (42%); 46% were unemployed (44%); The average weekly income was of all the citizens on the studies was £153 (£150),  49% were in debt (65%) and 87% had no evidence of savings (90%) .

In order to understand the above, the Citizen Enablement team had to be extremely active listeners to disenfranchised peoples’ needs and wants, especially to the range of citizen groups encountered; they had to recognise the importance of any developments being place relevant and reflecting its social context. To put it in every day terms, the Citizen Enablers had to develop banks which would:

• Keep it Simple – Citizens in financial need get confused with too many advice and delivery agencies. Either Community Finance Institutions need to offer a full range of services, including savings, or provide joint single access points.
• Remember all business is personal – Micro-entrepreneurs rarely separate their individual and business accounts. Services and processes should reflect this reality.
• Know their market – The Credit Reinvestment Trusts were all reaching the most deprived communities but evidence of market research was scant. Community Finance Institutions needed to ask whether their processes are designed for them or their customer.
• Location, Location, Location was key to success – Those with physical locations in places where the clients congregated grew faster. Remote providers rarely got repeat business.

                        4. The Key to Enabling Others

The basic principles of the proposed banks had to be tested in a range of communities, then evaluated and improved, and this led to a portfolio of different solutions, all tailored to local circumstances, but based on strong local evidence of citizen and community need, demand and the relevant social context. Careful and caring Community Engagement would be the key to the success of any future working banks, and especially the citizens running it. Some existing Community Finance Institutions lacked genuine community accountability. Only the Credit Unions and the Credit Reinvestment Trusts had training for community directors. A rolling recruitment and training programme would be required to fully enable the citizens agreeing to develop and run the banks. This community focus must also be sustained to ensure total success and use of the new capabilities.

5. When were the Community Banks seen to be successful? 

The proof of success is that now over sixty trusted ‘community banks’, not just in Salford, but spread across the UK in both urban and rural areas are now both successful and actually sustained to this present day. They also produced business advice of relevance to the communities where they were located which, in turn, lead to sustainable economic regeneration.   

6. Leadership for Cultural Change   

Bob Paterson, as the main Citizen Enabler of all CFS programmes, who was indeed supported by many others of like mind, was: selfless in his  attitude to citizens and their needs; knowledgeable about micro-finance and community banking in general; fully engaged in whatever he undertook; and was totally committed to helping the citizens deliver workable solutions to this new form of banking; banking they could develop and run by themselves. He knew ‘why’ he was attempting to develop such community banks; this led him to be able to share his vision and its resulting goals easily and appropriately, even when the developments became difficult to deliver. He had become deeply aware of the problem of the need for Community Banking, while acting as a magistrate trying to understand citizens answerable to him in court. He also knew how to excel at spotting unmet needs and mobilising under-utilised resources to meet these needs Other leadership traits Bob had in abundance included his:

• willingness to empathise with others less fortunate than himself and learn their real needs
• intense and passionate professionalism, but with an absolute personal humility
• clear and imaginative, yet pragmatic, vision
• ability to harness the ability of others (requisite power), while actively listening and responding to them; extremely focused himself , he knew how to focus others
• patience, but persistence, as he is determined/driven to deliver his mission
• ability to challenge & ask penetrating questions of the status quo
• willingness to learn to live with risk because the organisation/project need needed him to develop opportunities
• ability to lead himself better than ever before
• recognition of the need to cope with local, regional and national political issues  
• facilitation of others, capable of forming good social capital and network building to enable the fullest cooperation

Finally he recognised that leadership is place dependant and context responding if it is to be helpful to others.

7. Leadership focus for Citizen Enablement

Bob Paterson’s step-by-step Actions were to:

1. invite relevant citizens to work on the proposed joint developments for each new bank.
2. work with the citizens themselves to define the problem for themselves, then allowed them to lead the change development or in some cases helped them to learn how to lead its development.
3. determine any individual citizens, or groups in the community, capable of developing and practicing in a working community bank.
4. discover and explore best practices and behaviours from complementary areas, applied research or citizen centred studies.
5. help citizens in the community identify successful strategies, decide which ones to adopt, and design activities to help others access and practice any uncommon, but positive, behaviours. solutions development by getting adequate feedback on their successes and positive developments.
6. use tools to enable the monitoring and evaluation of their project through a participatory process and support decision making in planning, designing and overseeing their progress.
7. practice continuous improvement
8. scale up the outreach of these Citizen focused Community Banks across the nation.

Case Study 2 (CS2) – PUMR Project at UCLL – University College Leuven Limburg,                  formerly KHLim

Summary

This case study shows the leadership team preparing for a new University College (UCLL), from a smaller stand-alone one (KHLim) undertook a systemic development  including: policy (preparing, making and support) and tools and then gives a few practical examples of operational successes. The approach the development team used, shifted the mindset at the local level (institutional and personal) and as such created an extremely deep impact than. Ria Bollen and Michael Joris, the local Citizen Enablers, helped develop the conditions, institutional parameters (internal and within the whole eco system), and they also introduced a more systemic mindset using an operational model with its own support system and tool set. They went further by  translating their ideas into real, workable and lasting practice in the college and form the region. And importantly, this was done successfully in ALL subject areas of the college.

The Case

At University College Leuven Limburg, in Genk, Belgium, they do things differently from other universities. Their thinking is still based on applied research of the highest rigour, but they believe in challenging the status quo, in order to make a real difference in the real world.  While applied in nature, their research was professional and vocation based, rather than the norm in academe only to engage in something more pure. As a result they helped invent another set of parameters of what research is, can be, and meant to be for the various stakeholders the new college would eventually become involved.

They sought external support and gained a great deal of knowledge of what to do as active participants in the PASCAL-PURE project which explored the development of colleges like theirs and ones in the region. In particular they took part in fact finding visits in Flanders, developed a research project there coordinated by VLHORA, wrote a conclusions book and organised a conference summarising their findings. They also took part in other PASCAL-PURE events in Kent and Essex.

These experiences led them to challenge the status quo and show the importance of working with the community and local businesses as strategic partners to choose a problem all believe is worthy to consider. They then work together to co-design and co-produce new products and processes that are not only ‘fit-for-purpose’, in a fast changing world, but enable their partners, and themselves, to flourish as a result.

   The Blended Learning Approach adopted by UCLL

Through UCLL’s deep and meaningful collaborations with their partners, they developed leading edge solutions of high impact, which, as a result, lead to sustainable outcomes. They also continuously questioned what they had done together in the past in order to be even smarter and more far-reaching for the future. This is a sort of ‘presencing’ for their approach and it went hand-in-hand with definitions of the current and mid/long term trends they identified for their region; this was important because it enabled participation in the development and refurbishing plans of their province. And it also happened to enable them to engender conversations of how to get the best from each other as well as their province. In this way their innovations became wealth creating for all.

They used PUMR’s guiding themes to develop programmes of work that truly enabled wealth creating growth for local citizens and a blended learning approach shown diagrammatically above. Michael Joris and Ria Bollen, key members of staff at the college who led their Citizen Enablement, also wrote a testimonial praising the approach, and we quote, ‘it helped UCLL to redefine and benchmark its organisation and operational issues; a fuller version of the testimonial is available on request. Especially in the field of participation with citizens and regional partners UCLL were masters.  Not only did they supply their staff with a framework and focus, they provided efficient and effective coaching to help them and also a methodology, with a toolset, to achieve their overarching objectives.

With all the changes and challenges a College facing a new partnership has, with another college, to form the larger UCLL, its leaders realised they needed to communicate the new vision and support staff tasked with delivering its goals. As a result things changed for the benefit of those in the college and they are still on course as we speak now. The participation in PURE-PUMR and what they learned and developed then has clearly been taken into the DNA of the new college. In fact they created a systemic and system theoretical approach, but at the same time many colleagues were involved in this new mindset that is still present today.

In the flat structure of such a new university college, this required “leadership with a light hand”, rather than a controlling approach. So, their leadership development enabled academic leaders with a common understanding of what they need to do, to get everyone delivering to the best of their abilities. The PUMR approach also advised that Action Learning – a group process that enabled participants to tackle an issue they are facing that has no obvious solution – could become a technique which might help deliver solutions creating real impact. Action learning is a process which enables enterprises between academic to learn with, and from the group of business-community members through providing support and challenge.  As a result it provide collective and improved understanding of the issues and shared commitment to deliver effective solutions.

                                C-Mine – the new outward looking Faculty

A significant part of UCLL’s development was a new Faculty closely linked to the Community and the region, which focuses on developing creative partnerships for mutual benefit for the college and the community. Built on an abandoned coal mine site of WInterslag, C-Mine, as it is known and shown above, is a renovation project in, and with, the city of Genk, UCLL, private partners and public organisations. It is an example of public funding and private investment. The public funds are made available by: City of Genk, LISOM, EFRD, Monuments and Landscapes, Tourism Flanders and the Provincial Authorities of the Province of Limburg. UCLL has built a new building to accommodate the Media and Design Academy. There is a cinema, theatre, artists workshops, restaurants, a design centre, etc. See: http://www.c- mine.be/nl/index.php, which will bring new life to the old mining quarter and which will become a major asset for the city of Genk; the college was also involved in the development of a second site, another brownfield area with a closed coal mine called THOR Park.

UCLL also had a strong identity and working capability for driving excellence, differentiating itself from other university colleges. PUMR also helped them develop even more powerful new learning programmes fit-for-purpose’ for their local city-regions.The UCLLteam have developed significantly themselves, and even writing a strong testimonial to PASCAL indicating what they see as the success of their comprehensive programme of enterprise support provided by PUMR.

The UCLL team started this development with PUMR with what they had and then explored policy making and developing action platforms through a number of international projects. This enabled them to develop new toolkits for change, with associated internal training to properly embed them, to facilitate better applications. They also made new combinations of partners with the VIA agency and other external partners within the specific eco system of their province and a bit beyond. UPBEAT and PUMR made them recognise the importance of all socio-technical and geo-political dimensions, or not,  as the situation demanded. The questioning framework as developed would do this implicitly because each necessary step depends on the situation. For UCLL, the questioning was extended specifically to help them using the chart below:

Factors	Questions	Influences
Political	Government ambition to tackle childhood obesity	An exercise machine for children might assist such a political drive; a new range of fast foods might not
Environmental
Social
Technological
Legal
Economic

So, in the UCLL case, there was a strong political dimension, with the large Ford company closing it large plant in the region, and the Enablers worked closely in the region to get them on board with their developments. In particular their regional influence mainly came from their successful operations which could be transported elsewhere; this was  because there was a strong scientific and systemic background to them. This was extremely important as it helped ‘sell the idea’; it was never based on pure gut instinct and, trial and error. As a  result the systemic development and tools were seen as important by all and this was recognised by other institutions who picked them up consequently.

By 2015, the UCLL enterprise team had developed a large portfolio of successful projects, business partnerships and community/social enterprises. The whole development was paying for itself and the individual projects all made a great deal of wealth as well as being important to the local communities they served; this was also noted across the board. The following three are by way of example to just some of their success:

• The C-Mine Enterprise Development Faculty

One of the first things the UCLL team recognised was the importance of ‘place management’ and its relations with its region. It enhanced its Media, Art and Design (MAD) campus, with an outward focusing development having a specific and significant context where meaningful and unique collaborations could take place with regional partners; this enabled advanced leading edge solutions of high impact to develop through co-identification of worthy problems, co-creation of sensible solutions and co-production of sustainable outcomes for communities recently hit by large industrial problems. Now over 20 plus small companies are developing outreach there in a series of joint ventures in the new centre of art and creative industries, ranging from high-end products made in local workshops to international software companies. The photograph below is an image from one of its successful projects to date.

                                              Enterprise at C-Mine

• Zuma – Developing Social and Community Capital

                                                                                                              A UCLL Delivery Hub – The Community House in Hasselt

UCLL developed life-long-learning facility in the community, targeted at the needs of the people. It housed a drop-in centre where once a week – on Friday, market day – researchers and others caregivers from the Healthcare and Midwifery Department were present to answer any questions mothers may have had. The project, Known as Zuma, had:

• a Mum‟s Café, where information is given on how to eat properly and where dietary consultancy is given.
  • Medical screening – such as blood pressure measurement – is possible.
  • a cosy room for mothers who want to breastfeed their babies, and where specific information can be found on breastfeeding.
  • a room for workshops and fitness exercises.

There is also cooperation with the care organisation – “Huis van het Kind” (House of the Child) giving total support for the development of infants, up to three years of age.

• Pop-up Outlets

A previous financial crisis created a number of side effects. One of the most apparent was that a lot of shops locally had disappeared, leaving empty shop windows in the streets. Of course there were also large shopping malls, but streets right in the centre of existing towns began to look really empty, if not derelict. In this context the UCLL team

                                          A local ‘Pop-Up’ Outlet developed by the UCLL team in Kinepolis, Hasselt

recognised, both the need to help and the relevance and importance of life-long-learning in the community targeted to the needs of citizens. So they helped local people develop Pop-Up Outlets and Markets to help regenerate the area and to provide more gainful employment. Seven Shops were started by UCLL staff, working with local people, to re-invigorate the city quarters for a time This showed citizens what they could do themselves and what a renovated shopping street would could be like, attracting visitors and also, addressing potential entrepreneurs; this has become part of the standard teaching/learning tool inventory see UCLL’s web page https://www.ucll.be/samenwerken/innovatieve-projecteen/popups

The cooperation between the UCLL and the PUMR teams were both enjoyable and extremely strong.  Both gained much insight and knowledge about leadership from each other and the added value of the university of applied sciences in the region.  As well as the examples listed in the text above, several more interesting cases followed.  Not only the number of cases was important.  The collaboration gave me the UCLL leadership enablers much joy as their work had a significant impact on the well-being and prosperity of local society.

The PUMR/UPBEAT process, mentioned in some detail before and adopted by the UCLL team, was so valued by the local college team that it formed part of the identity it developed as part of the new merged institution and is now one of the five pillars of the new collective institution. It became part of the collective/institutional mindset. UCLL, as a result was seen as one of the forerunners in Flanders of advanced ways of higher learning and their ways were taken on by other institutions as a result. It therefore became part of regional embedding and overall cooperation. Because of the closure of the Ford plant a new regeneration plan was written, based on a very detailed needs analysis. In UCLL’s analysis of their situation they explored the eco-system of the province of Limburg and it was found that as a higher education institutions it must play a more important role in the future.

Thanks to the PUMR experience UCLL had, and continued to be ready, to co-define problems and opportunities, they were also ready for co-establishing cooperation platforms and to co-create a framework to build a new future for our region and province, and participate in realising concrete projects and developments.

Major Learning point for Citizen Enablement

This overall development shows how a team of citizen and learning aware academic leaders can use the best principles of ‘positive deviance’ to change the way a whole college so it can positively learn to help it’s regions citizens. The myriad of successful enterprises  developed by local citizens stands testimony to the idea of Citizen Enablement.

The Citizen Enablers

Michael Joris and Ria Bollen were the main Citizen Enablers at UCLL who ensured the relevant learning processes were in place helping to empower local citizen and small businesses of their city region for their own personal development. Michael went on to help a University in Pretoria, South Africa, before he formally retired, Ria is now applying the knowledge and insights she learned at UCLL in her job at the Flemish Council of Universities of Applied Sciences.  They have been commissioned by the Flemish government to develop and implement a policy on transfer offices in the thirteen Flemish universities of applied sciences and developed a vision and a strategy together to optimise our operations and to be able to collaborate effectively:

• to become a proactive, responsive and self-evident partner that stimulates innovation in the field of SMEs and social profit organisations;
• from this partnership to create an even stronger, more authentic learning environment for students to shape them into innovative and entrepreneurial professionals.

Truly these Citizen Enablers learned a great deal from their experiences and are passing on that knowledge to others.

Case Study 3 (CS3) – Contraception: The Board Game

Summary

The development of a fun Board Game to help the young learn for themselves about contraception developed with the help of young citizens.

The Case

Contraception – The Board Game was developed by Maternity Nurse Lecturer – Barbara Hastings-Asatorian. She set up a social enterprise which developed a new learning to

                                                              A Visual showing the Contraception Board Game

help young citizens learn for themselves about the need for, and better use of, contraception. Barbara’s nurses didn’t like talking about sex, and contraception, with young people, but the game Barbara developed does this for them. It is so successful at doing this that it has now been translated into three languages and is now sold all over the world, helping the young learn the facts of life, in a fun way.

Barbara has also been assessed as being one of the most innovative women in Europe. So, CONTRACEPTION® helps young nurse trainees cope better with explaining to other young people, how they could avoid unwanted pregnancies. Her way of developing this was to let the young demonstrate best principle of the safe use contraception, to themselves, through a simple board game – similar in nature to the game ‘Monopoly’ which is also played throughout the world.  Where parents had failed to appraise the young in all the implications of unprotected sex, Barbara developed a game to embed important new attitudes and behaviours with respect to aspects of contraception, in an enjoyable but highly informative way, to previously vulnerable young citizens. Turning to the game itself, as the young players move around the board, they come into contact with statements and questions which stimulate discussion and reinforce principles laid down by their teachers.

Playing CONTRACEPTION® highlights areas where understanding may be lacking:

• The game looks at the mechanics of contraception through questions and true / false statements;
• Through these statements clear distinction is made between safe and risky sexual behaviour;
• Advancing around the board brings players into contact with various advice centres and resources where contraceptive and sexual health services can be accessed: e.g. Young Person’s Sexual Health Services, pharmacy, condom machines, GP’s, Family Planning Clinics and Accident and Emergency Units.

Players of Barbara’s Game are also directed at various intervals during the game to make an assertive statement which strengthens their ability to express their own needs and decline unwanted pressure.

Peer education is a key feature of the game. At certain stages, a question card will present two options, for example (1) Using the condom demonstrator (included in the game) shows the group how to put on a condom. OR (2) Answer a contraception question on their effectiveness to prevent pregnacy. The game therefore offers the group peer education opportunities in a safe environment, practicing use of language relating to safe sex, whilst building confidence.

This development, originally adopted across all Salford Schools, resulted in a significant reduction of local teenage pregnancies in the age group it was aimed at. The game has now been used, not only throughout the UK, but in many other English speaking countries.  Originally a game for use of a few individuals, it has also now been made into a computer game to engage whole classes.  It has also now been translated into French and Spanish and is being used world-wide.  Furthermore, Barbara and her team have recently developed a further board game, based on socio-cultural research in Africa. This new game has been developed with particular emphasis on the prevention of ‘Aids in South Africa’ and works well in a totally different cultural context. This game is called – ‘safer sex’.

Contraception the Board Game is written up as a case study in the UPBEAT series associated with this web site. Please go to the UPBEAT logo top left on the PUMR cover page to access this case study.This game developed in line with DfES Sex and Relationship Guidance (DfES 2000), and in consultation with young people. For those who want to know more about the Game Goggle Contraception – The Board Game, but the following will tell you why young people think the game works for them. For, Barbara’s evaluations show that young people discuss more about safe sex, sexual health and contraception in the relaxed, enjoyable, constructive peer-group setting, around the board. Just some of what the young people say about Contraception: the Board Game® :

• “Risk Cards create good discussion and debate”
• “The game is informal and fun” 
• “Nothing could be improved – all trainees opted to play the game again” ” 
• “You get to see the contraceptives”  
• “The cards told me what was good and bad” 
• “I liked the way the board was set out and how you got cards each time” 
• “It was a fun way and set out different questions and options” 
• “There are a lot of things to do and it’s very informative” “Interesting questions” 
• “Putting a condom on” 
• “It teaches a lot about safe sex”  
• “It was a good laugh and you learn without realising it”. 
• “It’s exciting as you want to know what you’ll get” 
• “It allowed me to learn all the safety points and the risky points on having sex” 
• “It will help us when we’re older”. 
• “It was revision for me but I liked the way we were allowed to demonstrate with condoms” 
• “Fun to play and very informative” 
• “It gave a lot of information and involved everybody” 
• “Interesting because it was full of information and had a lot of things to do” 

The young citizen reports shown above, portray a real feel of the   power of Barbara’s developing game at truly enabling them to take control of their own contraception destiny. Nevertheless, in all her citizen enabling endeavours, Barbara was looking to improve her offer to the young, spread the information that the game offered world-wide and make sufficient profit from its sales to enable it to become a sustainable product. She used the evaluator mechanism of the UPBEAT approachto continuously learn herself how to improve the offer she was making, its uptake and influence. The completed matrix shown above portrays how she gradually improved her offer, step by step, until she achieve world-wide status for the game and her work. This made her recognise the importance of getting the government agencies responsible for Sex Education to sign off her Contraception Board Game so that local authorities would allow it and buy it. This they did with a guidance note which mentioned the use of her game to help then young. She realised the market for her work world-wide and produced the game in several languages and this led her to receive international accolades for her entrepreneurial skills in developing the game and went on to earn sufficient funds from it sale to release her from university duties to develop other innovative ideas to enable citizens.

Shown on the next page is an UPBEAT matrix which Barbara used to steer her way towards the continuous improvement of her game, her company and her other innovative work.

6	Two of the Directors become leaders in their field and are asked to present at major international conferences.	BHA’s skills transcend the norms of leadership. She conducts reach-out at international level and gains recognition for her work in Africa and Asia.	BHA becomes a World Class Entrepreneurial Strategist. Her company expands to meet global demand and she internationalises her web-site &begins marketing abroad. A new form of game, with a different focus, is developed to cover South African needs.   Global strategic alliances are formed and BHA uses her international links to support projects in different countries & she sets up two new networks.	GLOBAL STEWARDSHIP–  acting with the highest integrity and mutual   respect – cited world authority
5	Evaluation shows the board game is good for small groups, but BHA recognises a need to engage larger groups. She become a master of real world applications research especially on sexual health issues in South America, the USA & South Africa.   Evaluation of Surestart Plus, a teenage pregnancy initiative, on behalf of the British government. BHA organizes the Protect & Respect quarterly conference & secures expert speakers. The event becomes a huge success.	BHA practices continuous enhancement of game & learns top access the skills of others, when developing her own is not possible. She negotiates royalty agreements – a new skill developed whilst working on the project.     BHA becomes an agent of Serial Change. Her performance is endorsed world-wide an d the game is ward winning at the national level. BHA asked to speak at international events.	BHA becomes an effective team-work, harnessing a team’s collective disciplinary expertise. She establishes good relationships with other companies which help with product development. The core team expands to incorporate another director, who brings new skills.   BHA leads Co-Creation & Creative Team Working and helps others in local and national networks. She wins excellence awards and mentors others through the Prince’s Trust to pass on best practices and experiences.      BHA develops new products and areas, e.g. a computer for large groups. Gets national recognition for her work. Contraception  Education wins further awards for Creative Business Excellence.	BHA masters opportunity management. She employs recent business & marketing training to benefit her project. She repays half the loan originally required, but secures more funding. Translates products for international markets.   CREATIVE LEADERSHIP – Inspiring and driving excellence for ‘real improvement’ – nationally recognised
4	BHA strives for real empathy with her consumers/ context. This leads her to develop the board game after evaluation & further testing. She writes her first journal article. She introduces the development to the relevant Government Ministry who issue a guidance note using her game as an educational tool,	Beyond the efficient workable project			MASTERY – Confidence, ease and elegance in handling complexity and the unexpected – typically regionally recognised
CAPABILITY BUILDING – Developing necessary      skills & structures to       ensure a workable      enterprise     3	BHA develops practice-based R&D skills for real-world problem solving and uses it to conduct important research into the board game & competent manufacturers. She tests ideas using an early model with students & researches policies/practices of contraception education.	BHA co-ordinates her mutually supportive core team with complementary skills. She recruits another director and begins to oversee relationships with external companies who provide specialized services.	BHA becomes an effective networker, collaborator & at knowledge sharing. She accesses new networks (including BNI, CAMPUS, NWDA & W:ISE) enabling her to get free advice, contacts & to promote her work. The new director come on  board.	BHA learns about product life cycles, developing new products, acquiring new knowledge & skills to repackage  her game & market special offers. She becomes an efficient business manager which helps her develop a viable enterprise & safeguard project assets.	FOCUSED PROFESSIONAL COMPETENCE –   Relevant capabilities      achieved for efficient & effective enterprise      operation
2	BHA rigorously identifies the challenging real world NEEDS of young people and develops and innovative solution to satisfy it. Her research shows the UK teen pregnancy rate is the highest in Europe & assertiveness is an issue in sexual health.	BHA find a team of self-motivated individuals with the relevant skills to help develop her game & run a competent enterprise. She uses coaching & skills courses to build leadership capacity. In 2000 she gains a coaching certificate.	BHA develops necessary team roles and social & cultural networking skills and originally as a nurse teacher recognised the importance of both networking and business. She accesses other networks through her mentor & builds databases of schools & manufacturers.	BHA develops  more appropriate functional enterprise skills herself and puts in the initial funding for the venture – she also looks for other sources  of finding The she focuses on capacity building under guidance from her BEST mentor. She learns better about finance, business planning & marketing.
Solution Enabling Foresight  The skill of repositioning imaginative research concepts into a successful working reality; this requires taking research and translating it into foresight that enables a team to undertake the work necessary to form a successful &sustainable solution       1	Talent &Performance Developing        Self-development with a view to becoming ‘best in practice’-awareness of capability, honing it to success, being coached to reveal your best and then coaching others to success	BHA finds individuals, with the right talent, who similarly aspire to make a difference for the young in this context. She recognises she lacks certain skills & strives to correct this by undertaking different forms of training e.g. finance for non-financial managers.	BHA finds other stakeholders willing to accept a (felt) need for collaborative working. She is reluctant to join the chamber of commerce to seek a business mentor. However, her local advisers convinces her and it becomes a real, lasting & rewarding success.	BHA recognises the market for her idea, which becomes potentially DEMAND Driven because of new legislation; published government report highest the need for an improved sexual health & teen pregnancy strategies. And there was clearly a shortage of information and resources to help.   New Academic Business ACUMEN –               Academics having sufficient understanding of business (enterprise) language- including social entrepreneurship –  to ensure success when working with external partners       RECOGNITION & INITITATION – Awareness of the basic requirements for University Reach-Out to Business and the Community and where necessary dealing with socio-technical and geo-politica issues
			Intelligent Social & Political Networking Intelligence Teams utilising joint strengths to energise enhanced change with systemic outreach and continuing improvement. For some project this Meant coping with political issues		Qualities &   Levels of      Engagement   Fourfold of Engagements

An UPBEAT Matrix revealing the fullest success of Contraception Education Ltd developers of the Board Game

                      Key to Matrix: BHA is Barbara Hastings-Asatorian

Major Learning point for Citizen Enablement

A powerful, and users friendly, game has been developed which enables the young to understand their better use of contraception along with their colleague young people and to explore related issues, normally not open to general discussion because of embarrassment of their teachers and parents. Again, the sharing of best practices in a fun way by young people, with like issues, satisfies the best principles of ‘positive deviance’.

The Citizen Enabler

Barbara Hastings-Asatorian is the Citizen Enabler who created the game and empowered young citizens to take control of their own destiny is now a recognised international and award winning innovator. Her game, and others developed from her work, is now used world-wide by literally thousands of young citizens to much effect.

Case Study 4 (CS4) – Peoples Voice Media

Summary

An improved Voice for the Community was developed in Greater Manchester through the use of social media enabling improved overall communication with fellow citizens and with those others who could help them flourish.

The Case

This development is led byCEO Gary Copitch,a Leonardo Laureate, who worked with citizens in Salford and Manchester, to develop a web site to be called “Peoples Voice Media” or PVM for short. This site encourages all in the local community to use the most simple social-media to share ideas and seek their own ends with people of like minds. It is unique as it is a not for profit organisation working with many different types of communities, starting in Salford, but now throughout the UK and across Europe.

PVM is dedicated to using social media to get communities talking to each other, and empowering  citizens to ensure their voices are heard. By social media we mean everything from text to images, audio, and video and interactive online sites. Typically it uses technologies such as blogs, podcasts, wikis, YouTube and social networking  sites; all allow users to interact and exchange information. It also provides individual citizens and small organisations with the necessary skills to get their messages and stories across, and distribute them through websites and social networking sites. The web site (http://www.peoplesvoice media.co.uk) tells more but, for instance at its simplest level, a group of allotment owners got together to work out by themselves how they could improve their crops organically.

The support for citizens to learn how to use relevant social media initially took place in small local environments across Greater Manchester that were freely open for educational use and general community projects; it was also in initially supported by a person with the skills of developing learning for citizens of all ages and understanding. It now occurs mainly in the purpose developed Innovation Forum (see later case) developed for the specific purpose of providing an appropriate backdrop for training support of social media. If you go to any of the learning environments when used for this purpose you will become aware of the buzz from the citizens present as they learn their new skills. It doesn ‘t take long before those from the community, trained in the use of the social media, become able to pass on their knowledge to other citizens using their languages and understandings; this is a perfect example of ‘positive deviance’ at work to ensure maximum take up of a new citizen capability.

PVM now also provides technical support to the third sector and through Learn Net provides access to education, training and mentoring. LearnNet supports learners into further education and employment through a network of 30 community resource centres.

Four further short examples of successful developments undertaken by PVM should give a flavour of the range open to local citizens:

• Explanation of a human trait. One citizen who was covered head to foot in ornate tattoos produced a blog to show the meanings behind each tattoo, in turn. One, for instance, showed the skills of his mother in a visual way. This blog helped the person convince other citizens that what he had done wasn’t at all frightening.
• A group of elderly and retired citizens formed themselves into a local natural history programme to learn by, and for, themselves how to enrich their lives with a better understanding of their own historical backgrounds.
• A collaboration between People’s Voice Media, University of Huddersfield and Creative Minds found new ways of evaluating creative activities that support wellbeing.
• Working with Ideas Alliance, Dudley Council, Black Country Foodbank and the Citizens Advice Bureau, Citizens of PVM gathered stories about people’s lived experiences of poverty to inform local services.

Major Learning point for Citizen Enablement

The citizens willingly and quickly learned how to master the use of social media for themselves and happily used it to cope with their own real issues and use their new ‘voices’ to confront those who could help them solve particular problems.

The Enabler

Gary Copitch is the main Citizen Enabler of Peoples Voice Media. His work has ensured that hundreds of  citizens of Greater Manchester are now enabled to use social media to communicate easily and meaningfully with each other, often for mutual benefit.

Case Study 5 (CS5) – Unlimited Potential (UP)

Summary

Developing new skills and sharing best practices by local Salford citizens and communities through confidence building to reveal unlimited potential in all.

The Case

Developed by Salford Local, Chris Dabbs, Unlimited Potential is a social enterprise in Salford which enriches peoples’ lives in the community. One of the early issues, reported by local people within the neighbourhood, was the lack of health care provision. In addition to having limited access to GP surgeries, death rates in this specific part of Salford was two and a half times the national average. As such, six local residents, who wanted to address the area’s health issues, came together to form a community group, which was later supported by a community development worker. This small community business was incorporated in 2002, and was dependent on grant funding for its first four years. The original aim of the community business was to create a healthy living centre, which would be run by the local community. Examining the group’s strengths, Dabbs could see that they were good at community engagement, but did not have the necessary skillset to run a health centre. As such, Dabbs, seen below on the left in their offices in the Innovation Forum, changed the focus of the business to deliver smaller health and wellbeing projects, working with people from the community that larger, more established health and wellbeing agencies were unable to reach.

In 2009, this community business achieved its legal status as a community benefit society. At the same time, UP became the first social enterprise in the North of England to receive the Social Enterprise Mark. The aim of UP was to develop innovative solutions to health and wellbeing problems for a variety of different clients including the NHS, local authority, charitable foundations and trusts. For example, UP has developed the ‘Breath Stars’ project which aimed to test whether singing improves the breathing of children with asthma. This project is funded by The Big Lottery, Salford Clinical Commissioning Group, and Salford CVS and is solely focused on children in Salford.

Many of the beneficiaries of UPs programmes are disadvantaged local people in the community, including people with dementia, teenagers, the long-term unemployed, and homeless people. UP is now recognised as a leader in employing disabled people and has been awarded Disability Confident Leader status by the Department of Work and Pensions. The Disability Confident scheme supports employers to make the most of the talents that disabled people can bring to the workplace. “With a focus on social innovation, Unlimited Potential benefits massively from having the talents and insights of disabled people at all levels of its organisation”, said Chris Dabbs, “We want to encourage and help other employers on their journey to being Disability Confident.”

Chris had the most interesting and inventive ideas for social development. He was, however, a powerful person in his own right, used to getting his own way. Unlimited Potential benefited from this former attribute as a Citizen Enabler, but was often held back by the latter. Ways and means had to be found by the organising committee to ensure he truly became a Citizen Enabler.

Major Learning point for Citizen Enablement

All citizens, including the disabled, became able to release their undoubted potential to do wonderful projects for themselves of real value to the community.

The Enabler

Chris Dabbs was the main Citizen Enabler of Unlimited Potential. As UP develops and grows, what was a small start has become a national beacon for change enabling the Government to achieve Citizen developments it would otherwise be unable to.

Case Study 6 (CS6) – Bouncing Higher

Summary

A regionally inspired approach, using Action Learning, to enable small businesses to improve their innovation for wealth creation

The Case

James led the £2 million North West Development Agency project, known originally as NetworkingNorthWest and then by the small business participants as the programme became, more and more successful, as ‘Bouncing Higher’.

Some of our SMEs promoting a Let’s Bounce Event

These citizen professionals, shown above at the completion of the project, were in fact the managing directors of small construction firms who had a felt need for change. They became voluntarily engaged with other SME professionals with complementary aspirations, but not in competition with each other. It was led by academics having a real desire for citizen enablement, who provided high quality and ‘non directive’ facilitation. They advised that Action Learning, where a group process is arranged which enables participants to tackle an issue they are each facing, but which have no obvious solution. This technique has been shown to help those new to learning to deliver solutions creating real impact. Action learning is a process which enables academic facilitators to learn with small groups of business-community members by providing support and challenge.  As a result there is collective improved understanding of the issues many have and provide a shared commitment to deliver effective solutions.

In the Bouncing Higher project construction citizen learners worked in SETs, consisting of those managers of firms within complementary small companies, who help each other learn how to self-question their common (but often bad) sense, existing views and behaviours on the basis exploring their own problems & issues openly with others. Action Learning Sets are structured to enable such small groups address complicated issues by meeting regularly and working collectively. This tool is especially geared to learning and personal development. It is normally run by someone with strong Facilitation Skills, particularly in its early stages. A mature group may successfully self-facilitate, by rotating the role. It is essential that one individual takes responsibility for this function. They learned how to put themselves ‘authentically present’ in the problems and issues of others – to give to all – and thus become involved in collective learning. This experiential learning support:

• engaged 50 Construction SME professionals
  • got them working together openly with others in a true learning partnership, on live & worthy projects of mutual interest
  • enjoying the self-development for:
    • innovative  and wealth creating ideas and concepts
    • new methods and processes
    • product breakthroughs
    • Individual and team performance
  • made learning appropriate to their needs, provided in many different ways, see below for some of the materials, to encourage innovation and wealth creation
  • provided learning and support, NOT just teaching, to meet their needs
  • exploited the informal ways of talking that businesses use and to formalise it
  • got these professional citizens working together and using the samelanguage perform amazingly
  • Developing communities of practice

                  Some of the learning materials developed to support this programme

By way of a detailed example of success, Linda Rogers of Diva Designs a small firm manager, said of her own learning on her Action Learning programme – “my Action Learning SET ‘helped me, as a sole trader, invent a virtual tough talking credit controller to sign letters requesting outstanding payments which were threatening to damage my relationships with clients. The SET was also really helpful in encouraging me to do the business side of things, We may be from different sectors in our SET but there are lots of issues which are common to small businesses whatever they do.”

Major Learning point for Citizen Enablement

The small business managers, citizens in their own right in the community, quickly gained the confidence to become more innovative for wealth creation. They learned a great deal from each other using the best principles of ‘positive deviance’

The Enablers

Jane Houghton and James Powell were the main Citizen Enabler of ‘Bouncing Higher’. The learning support development cost only approximately £3,000 per individual manager to deliver. As well as giving them more confidence to be innovative and try the new, it led to an overall improvement of approximately 2.4 % gross value added for over a hundred citizens average income.

Case Study 7 (CS7) – Community Land Trusts

Summary

Community Land Trusts develop affordable homes for citizens/communities by their own hands.

The Case

The same team, who worked on the Community Finance Initiative (Case Study 1), with Bob Paterson as the main Citizen Enabler, were involved in developing a nation-wide programme of Community Land Trusts (CLTs). In this work those unable to buy a home, who were thus disenfranchised, became able develop and own housing for themselves; they were backed up by an enabling team. In particular the housing being developed was both affordable and sustainable and based upon collaborative research within the Salford University’s Construction Research and Innovation Initiative.

There is clear and published evidence that Britain has an affordable housing crisis, particularly in rural areas and for young people, many of whom cannot afford to rent or buy near where they work or have family links. Interest in CLTs has been growing over the last few years and recent research reports have investigated the role that CLTs could play in the delivery of affordable homes. The number of new housing completions nationally has fallen to an all-time low, as both public subsidy and cross subsidy from the private sector have fallen. This has taken place in the midst of several economic crises that has also caused a lack of available mortgage credit for first time buyers. CLTs are an innovative approach that can supplement, and compliment, established social housing providers, and private sector developers in addressing the issue of providing affordable homes in England. Local communities, particularly in rural areas, as evidenced by all the case studies on this topic, show citizens are keen to embrace the idea of doing it for themselves as a way of providing additional homes and/or to create a more diverse tenure pattern to suit local housing needs. Interest in CLTs and co-operatives, both within the policy community and in government, has been reignited as a way for communities to acquire and hold land and property in trust. This is in essence a reaffirmation of the roots of this approach found in the co-operative, alms house and garden city movements of the late nineteenth century.

The research underpinning this present demonstration programme, intended to correct this situation, was led by Professor Karl Dayson of Salford University and produced with the support from the Department of Communities and Local Government as part of its programme of grants via their Empowerment Fund. It has been undertaken in partnership with Carnegie UK Trust who supported the emerging Community Land Trust movement for the three years. Further support has also been received from the Housing Corporation, the Higher Education Funding Council for England and Ashoka UK. Other support either directly or indirectly to the pilot Community Land Trust projects has been received from many public, charitable, voluntary & private sources, but it is the one recent initiative has been instrumental in delivering affordable sustainable homes for the UK. A Community Land Trust Fund, formed in 2009, provides three funds to support emerging CLTs. The first contributors to the fund were the Esme Fairbairn Foundation and the Tudor Trust both of whom have also supported many of the CLTs evidenced in the case studies.

This research, and its related case studies, actually showed how CLTs worked by enabling occupiers to pay for the use of buildings and services at prices they can afford whilst the value of the land, housing subsidies, planning gain and any equity benefits are locked in to the benefit of the local community being provided for. In this way the CLT ensures:

• access to housing for those on low and moderate incomes.
  • owner occupancy that is affordable through recognised part purchase models.
  • long term sustainability and viability through housing to rent.
  • local scale vehicle for charitable giving and financial investing.
  • local community control and participation.
  • flexibility to respond to both local opportunities and national initiatives e.g. the Big Society.

CLTs are normally small and local, serve city neighbourhoods, villages, towns and both rural and urban communities. They work in partnership with a variety of organisations; for example, a CLT can work with an existing housing association to benefit from their development and management expertise, as well as charities, local authorities and local enterprises needing workspace. They can also partner with landowners and developers who are prepared to forgo a proportion of developer’s profit as an investment into community benefit.

So what precisely is a CLT? To put it briefly, it:

• is a charity or a not for private profit distributing company that owns land and property for the benefit of a community and people living or working there.
• its purpose is to create community asset ownership in the form of affordable homes, workspace, food growing and conservation etc for the benefit of present and future generations. This ownership of community assets is a resource for people to steward, rather than for speculation on the market.
• provides a model for community asset ownership as an alternative to statutory and private terms of ownership.

                                              Opening of the Bishops Castle & District Community                                                                                       

                                                    Land Trust ‘Kings Head’ development

The research and development undertaken by the development team demonstrated how people can bring land and property into community ownership so as to:

• provide affordable homes and keep them affordable for people living or working locally.
  • secure land for workspace, food growing and conservation.
  • control local land use for community benefit.
  • encourage private resident involvement.
  • return the value of public investment.
  • enable people to take action to create social cohesion and a sustainable diverse community.
  • offer a secure way for people to invest in community asset ownership for local benefit.

Developing Community Land Trusts was also a highly politicised issue and the enabler led careful discussions with the Government and its agencies, with a view to them accepting this new type of housing offer. After much effort the idea was adopted by Ministers and made into Government policy; it should not be underestimated how difficult a task it was to help citizens get the right politicians on board.

The completed development is also a testimony to the tremendous achievements of the communities themselves. Citizens across the UK have, often against huge odds, set up CLTs and built homes and other community assets for the benefit of local people, guaranteed to remain affordable in perpetuity. They have delivered over 200 homes and, whilst this is a small dent in overall housing need, the CLTs have made a significant contribution to the communities they serve and, in many cases, helped the area or village stay alive. These CLTs are also the pioneers, with many communities now following suit and learning the lessons from the early adopters.

The early phase of the CLT development led to National Community Land Trust Demonstration and Empowerment Programmes and a ‘proof of concept’ phase ensured that the development of CLT’s has become national policy. It actually developed essential tools and conditions to ensure the success of all future CLTs, to ensure:

·  a strong commitment from the community to drive the project from the start, all the way to the completion of the homes or assets and beyond;

·  a ready supply of specialist technical advice and support throughout the process to convert an ambition into homes on the ground;

·  and several local authorities that were prepared to think imaginatively about land or asset disposal or the use of the New Homes Bonus and the Community Infrastructure Levy, valuing the wider social and economic benefits that community-led housing can bring. This is critical if CLTs were to take off in our cities.

Major Learning point for Citizen Enablement

The citizens learned how to translate complex legal type jargon for themselves into a form acceptable to those who could agree the development of a formal Community Land Trust and then have the confidence to work with the necessary professionals to enact affordable housing to meet their needs.

The Enabler

Bob Paterson was again the main Citizen Enabler of the CLT programme supported by many others of like mind and especially Karl Dayson who led the research aspect of the work. The programme has become a national offer bringing otherwise disenfranchised poorer citizens into potential home ownership.

Case Study 8 (CS8) – Community Reporters

Summary

Reuters in the European Community for the benefit of all Citizens.

The Case

In a further Citizens Enablement, for all Europe, the Board of ‘Peoples’ Voice Media also developed a complementary ‘Community Reporters’ programme, often known as ‘Reuters in the Community’. Communities and citizens specialise in gathering, curating and mobilising stories of lived experiences using @commreporter

Community Reporting is a method that enables people to share their personal stories and lived experiences through video recordings. The Community Reporters model supports people with learning to tell their own stories, collect stories from others, edit content and upload it to the Community Reporters website.

 An early meeting of Trainee Community Reporters

The first week in the development of any Community Reporters Training programme, a group of local participants citizens are normally tasked with taking creative photographs based on the topic of general interest and their personal experiences of life. Such a conversation leads on from discussing the inspiration behind any photographic compositions and, in this case discussed further below, allows the group to cover issues that were important in their personal health experiences. This included how vital friendship and support networks are during health management, how interaction and social settings enable people to feel like progress was being made and how accessing the wealth of information available can help to feel an improvement. Shown abve is the progress of an early meeting of such Reporter training.

As learning develops, already trained Community Reporters come together to support the new reporters, focusing their joint meeting on firstly learning how to produce a report using audio. They discuss what new reporters liked and didn’t like about them, and what techniques they could take from them when making an audio recording themselves. Their assignment for the next meeting is normally to develop a script for an audio community report on health data.

                                                                The Cover of the Community Reporters Information

An impressive number of people normally attended such Community Reporter training. In Salford, as a poor city, there is always a lot of talk about health. Typically reporters want to understand more about local health, before reporting on it by using activity trackers to make early record. Ten of the participants in a recent programme wanted to test out their own health tracker for a week or two. Some were most interested in counting their steps, hoping it would motivate them to walk about more and achieve more ambitious targets. Others decided to monitor their sleep to find out how much of the night they are in deep sleep. All of them returned the following week to film reports on what they think of the trackers, and to share their views on and how the health data might help them to stay healthy and well. In this way, slowly, but surely, new reporter citizens learn, through first hand practical experience, supported by someone like themselves who has received similar learning support, how to become ‘top-notch’ reporters in their own right.

Let’s give you an example of just one community reporter development in Salford. A group wanted to use their knowledge and experience of older people to make life better for them and firstly listened closely to them, and valued their views. In this project, concerning the health of older Salfordians, the Reporters specifically tried to:

• capture older people’s views and experiences of collecting and using health data.
• strive to understand if and how people collect data to look after their own health. For example measuring blood pressure, blood sugar or keeping a food diary.
• build a community network of people and organisations

                 Some of the Older People mentioned above–

                    who are themselves just other Salford Citizens

In this context, eighteen community reporters and twelve exercise class participants from Salford and Wythenshawe developed material with the older people. A compilations of the best community reports of these older people’s views on health data, as recorded on the trackers they were given, is shown briefly below, as direct quotes – this should give a flavour of their engagement:

·          “The tracker motivated me to walk that extra bit.

·          “I think activity trackers are a good idea, but I couldn’t afford to buy one.

·          “I found out that I have a lot of deep sleep.”

·          “I have mobility problems, so I didn’t make my targets.”

·          “I didn’t use the app because I’m not very technically minded and I don’t have wifi at home.”

·          “The Healthy Eating app helped me think twice when reaching for that extra biscuit.

·          “If we would have started taking my mum’s blood sugar at home sooner, she might not have been on insulin now.

·          “When I measure my blood pressure at home, it’s much lower than at the GPs.”

 

In this context, as in all other such training, the Community Reporter trainees begin by shooting raw material for their video on health data. Then, during training sessions, they learn how to edit that material. These citizens soon become very capable reporters. As one trainee reporter said about the scheme. It has been the first public engagement project I’ve been involved in. I am now roughly half way through, and I am happy to report it is all going very well. ‘Health data’ can seem like an abstract concept, even to a clinician. However, all the volunteers quickly picked up on our theme, and shared some really insightful personal stories. The volunteers were then sent out into the community centre to record video interviews with members of the public, using the topic of health data. The results of the older citizens brought us all out in uncontrollable giggles! But there was also some amazingly high quality video content to view. Their second session was a bit of a crash course in video editing. Our trainer patiently guided everyone through the software and demonstrated how to create a polished final film. The training was soon completed, and the newly qualified Community Reporters then interviewed local members of the senior exercise class as their next assignment.

The above, we hope, should give you a real flavour of the Citizen Enablement in the case of community reporter development and shows the caring and careful way such personalised learning is engendered to fully empower citizens and their communities.

Major Learning point for Citizen Enablement

Local small teams of citizens throughout Europe learned how to find out about issues of interest in great detail, write stories of real interest to all, then produce audio/visual reports that were sufficiently compelling that some were commissioned to produce copy by external agencies. The reporters also banded together to produce an Institute of Community Reporters to ensure the voice of these reporters were heard and they became a powerful force to be considered.

The Enabler

Gary Copitch is the main Citizen Enabler of these Community Reporters. These Reporters, from across Europe are now empowered to give voice to their needs and wants in a way that is beginning to ensure real change for them.

Case Study 9 (CS9) – The Salford INNOVATION FORUM

Summary

Development of a Citizen and local Small Business context fit for the development of Innovative Projects

The Case

When he first came to Salford University, over thirty years ago in a City which Ewan Maccoll called ‘Dirty Old Town’, James recognised there was no place for Local people to go to talk about how they could themselves become more innovative to prepare them for a better future, for the young to gain confidence to work their way out of poverty or for the local community to develop their own art and design etc. So he worked with local citizens, their politicians, interested city officers, local small business people and others to plan a way forward. The result became the Salford Innovation Forum (SIF), to be based in the middle of the City in an area to be known as Salford Innovation Park, close to the University to give it some extra sustenance, but aimed particularly at local citizens, their communities and small businesses.

James used certain of his skills, supported by others locally, to gain significant European and Regional funding (amounting to almost £10 million) to develop, and stage managed SIF into a successful existence as a new partnership between the University and other partners in Salford including: the City itself, the New Deal for Communities, the Community, local businesses, local schools, the local college and all Salford citizens. He worked closely with key local politicians and senior officers to get  the North West Development Agency to see the SIF as part of its overall plan and to earmark funds to enable the building to be designed and built.

It was important for the proposed building to meet the real needs of local people, so having secured the funds, he worked with the architect, who already had a high reputation for developing citizen-centric buildings and a range of citizens, to ascertain their needs and wants. These discussions were enhanced through a series of workshops held in Salford, using placemaking and collaborative planning processes, to come up with a building fit for purpose. The architect was open to the idea that local people were their own ‘experts’ with respect to their needs and responded with the design you see below.

Furthermore, a University Art and Design lecturer worked with two local groups who had shown interest in his area of study:

• To develop the Salford’s colour pallet, which was mainly ‘red’, since the local community revealed almost thirty shades of it being used throughout the City (see below for the colours revealed). He used this knowledge and the skills of local artists for the colours to be chosen for the SIF, both outside, and in. You will see the result in the photograph below
• He also worked with Salford’s young people so they began to think about new products they would like themselves and how to plan a way of marketing them into the real world, to give them a wealth creating future. They in fact developed a range of red nail varnishes  and some exciting coloured and luminescent shoe laces, both which went neutral under inside light; this was because the local schools refused to have colour used in this way by the young while they were in lessons.

                                       The Salford Reds

The above gives just two examples of how the developing project got local people to have the confidence to become more innovative and the Innovation Forum provides somewhere they could can go locally to put their ideas into working practice. In short the Forum gives the potential for all in the community to develop their own new projects, gain confidence to try the new and innovative and then provide early stage and reasonably priced accommodation to enable successful development of a successful working enterprise.

A number of the above mentioned citizen focused projects, for instance the previous three, permanently reside within the Salford Innovation Forum (Peoples Voice Media and Unlimited Potential) –

    The Salford Innovation Forum now a firm part of Salford life

The Innovation Forum, shown above, is now owned by the Council but managed by Manchester Science Partnerships who operate a series of science parks. Part of James’s approach was to ensure that those Citizens Enabled through help control their own destiny’s completely so the Innovation Forum is now an independent entity.

Major Learning point for Citizen Enablement

Local Salfordian’s now had a place in which to explore joint interests and using the principles of ‘positive deviance’ learned from each other how to develop their own wealth creating ideas into working enterprises. The SIF became the hub for much future collaboration between different community group and with supportive academics from the university, bringing new, unique and innovative ideas into the market place.

The Enabler

James Powell was the initiator of and main Citizen Enabler behind the Salford Innovation Forum. SIF is now full of young and small businesses of local citizens who have learned to develop a new way of working to enable their future to flourish.

Case Study 10 (CS10) – HART

Summary

Educational Tools, and especially an enjoyable Game, to support lay volunteers learn to make better decisions in the face of complexity and do more effective team work.

The Case

With a small grant from the joint Science and Engineering and Social Science Research Councils, the Housing Association Research Team (HART), under James co-ordination, undertook in depth studies trying to understand the socio-technical decision making of lay volunteers who are responsible for the running of Britain’s Housing Associations (HA). HAs are typical of a number of organisations run by citizens from local communities who have to make complex decisions involving social ad technical developments in the building of houses for sale and rent. In particular, these volunteers are responsible for developing and managing an increasing proportion of Britain’s housing stock; last year this represented over £800 million or approximately one third of public housing.

A small group with complementary skills (HART) worked closely together for several years to help these voluntary citizens learn key aspects of their necessary skills. The study of these voluntary citizen HA controllers combined the expertise of a number of researchers giving interdisciplinary guidance to a senior research fellow who made a comparative case study of the decision making processes of several housing associations. These studies also determined how the volunteer citizens coped with their decision making  responsibilities; what they perceived to; be their role; how successful they were in using advice from their professional and technological ’experts’; how they evaluated their actual achievements; and how successful they had been  in the use of public (housing) finance.

The rigour and quality of the case studies enabled HART to identify the training/learning needs of both lay and professional groups, both of whom made major decisions for Housing Associations. As a result, a series of  citizen friendly educational aids were developed which appeared to improve decision-making in such organisations.          

                            The cover of the TEAMs Guide book

Illustrative case studies, role playing, a cartoon style guidebook, scenario based exercises and general simulations were the primary aids developed by HART. One learning tool they developed, a game known as HASSLE, was used successfully by the National Federation of Housing  Associations  on its training courses to improve systemic understanding of the Housing Association system and was widely sold to over thirty HAs. Another aid, known as ‘Teams’, has been shown to help voluntary members of HA committees learn how to form better teams to promote more effective, efficient and meaningful decision making by themselves, how to undertake their role more effectively, efficiently and meaningfully. The cover to the ‘TEAMS’ manual is shown above.

Teams is similar in nature to Whist, see below, and engenders necessary new skills in these voluntary citizens. It is best played by citizen volunteers who know each other and, ideally, have seen each other in action within teams:

• It uses a pack of simple, but purpose made, playing cards with the faces colour coded and with short phrases representing the different team roles.
• It is played like whist with every player first being given 3/5 cards randomly and asked to make up a ‘hand’ that best represents their behaviour in team-working.
• Once each player has seen his first hand, he  can pick up either the ‘face up card’ or one from the top of the pack.
• They then reject one of the cards that least represents their team-working.
• Players comment if they see a card rejected or taken if they feel this doesn’t represent the way that player is.
• When all players have a hand they suits them they expose the hand to each other and explain their decisions.

In an extension of the role playing teams can easily be balanced using the colour coding shown on the figure below. Steven Platt, the social scientist originally taken on to undertake the sensitive evaluation of lay volunteer needs in housing associations, led the team to develop the Team games as a formally and successfully product published by Gower which thus reached across to many more people.

              A hand of cards from the published TEAMs Game

Both the cartoon book and the TEAMS game try to encourage better ways of working using fun tools which the volunteers actually enjoy using and therefore naturally learn from quite naturally and easily. These learning tools were also introduced to volunteers in helpful gaming sessions in order to prepare them to learn how better to deliver their ‘duty of care’ which is so important to the future of Britain’s affordable housing development. They were both extremely successful in this respect.

Major Learning point for Citizen Enablement

Lay volunteers, who control much of the development of Britain’s housing stock, learned by themselves and with their fellow citizens, through the use of fun educational aids, how to undertake their statutory ‘duty of care’ in a more effective and efficient way and to form teams with different skills to support the professional leaders of their Housing Associations.

The Enabler

James Powell initiated the process, was the main Citizen Enabler who led HART from its inception. Its developments enabled hundreds of citizen controllers of Britain’s myriad housing associations to have a proper ‘duty of care’ on their HA’s organising committees.

Case Study 11 (CS11) – Smart City Futures

Summary

The development and running of a highly interactive and citizen friendly conference to engage and enable the Greater Manchester community.

The Case

James developed a pioneering conference called ‘Smart City Futures’, held in the Lowry Centre 2009, which uniquely involved the local communities and small businesses in a highly interactive mode empowering citizens to undertake key developments in conjunction with the Greater Manchester Universities. (www.smartcityfutures.co.uk).

In particular, and to aid the Enablement of the local Citizens attending in huge numbers, the conference used an open innovation platform that unlocks the problem solving potential of ordinary people. Using everyone’s own mobiles, big screen technology and massive data handling software, it enables a sort of digital transformation of  collective ideas – a decentralised continuous improvement engine that removed obstacle to good citizen experiences and empowered everyone attending the conference workshops to a unique and innovative conference experience. Invented by Katz Keily, of BEEP – the Bahavioural Empowerment Platform, it provided a social context for the conference that democratised the design thinking of citizens, working with colleague support academic and, in Katz terms ‘industrialises people powered micro innovation. To ensure this socially inclusive part of the conference worked properly it was enabled by Katz herself. As result it encouraged all citizens attending to participate fully in all  discussions, empowered them to give voice to their needs and wants, and led ten teams of citizens and academics and citizens towards new developments which were pump primed by Salford University,

This unique innovative drive for a better way of Enabling Citizens, identified issues, shared knowledge, and produced solutions which truly showed how to keep the citizens of this thriving city-region at the forefront of policy, strategy development and decision making in the UK, throughout Europe and the rest of the world.

The Smart City Futures approach properly enabled:

• policy leaders develop more successful & sustainable strategies & infrastructure
• professionals in all forms of practice to design more humanely responsive solutions
• citizens to become empowered to work in socially responsive ways and thus enabled to get their desired ends and means.

All academic in Greater Manchester Universities reached–out to local citizens and communities; this is in the richest sense of the word ‘community’. They also engaged with them in powerful partnerships for mutual benefit and ideally co-creation to enable all to flourish in the Knowledge Economy. The main themes of much cooperation were:

1. strategic policy engagement: knowledge for urban policy and action
   1. improved professional support for sustainable features
   1. citizen empowerment and inclusive visioning

Smart City Future’s enabled Salford and Manchester to focus on the empowerment of professionals & policy leaders working closely with citizens and communities for the benefit of all. It did this by empowering local citizens to take part in a new and different form of collective conversation.

Major Learning point for Citizen Enablement

It is entirely possible for a conference style activity to be developed that will properly engage citizens in a way to enable them to share best practices with each other, using the best principles of ‘positive deviance’. This in turn can help Cities and Region to engage with their citizens, to share ideas with them and to help local growth.

The Enablers

James Powell initiated the process, was the main Citizen Enabler and led the team running SCF. SCF became a beacon of Citizen Enablement for Greater Manchester and helped its four universities learn a new and better way of helping what would otherwise be disenfranchised communities. Katz Keily enabled the fullest engagement of citizens at the conference event itself.

Case Study 12 (CS12) – Charlestown and Lower Kersal (CLK) New Deal for Communities (NDC)– enabling citizens control to become more professional

Summary

CLK NDC was one of number of Government funded, community led regeneration initiatives which operated across England in the 2000’s. Selected urban neighbourhoods were identified for a 10 year multi-themed improvement programme tackling both physical, economic and social issues. The Government funding (circa £50 million) was to pump-prime investment and bring other resources into the area. Many areas struggled to established a workable approach in the timescale open to an NDC, with tensions between local communities, councils and the Government. After a slow start, CLK NDC did achieve a good level of functionality and this case study looks at the role of an experienced regeneration professional, Tim Field, as the social Enabler.’

The Case

Salford is a city where innovation, leadership and partnership are beginning to contribute significantly to the increased economic vitality, growth and competitiveness of Greater Manchester, and, indeed the region as a whole. Part of the Northern Powerhouse, it is an integral player in Greater Manchester’s ambitious growth and devolution agenda. At the time of designation as a New Deal for Communities area, Charlestown and Lower Kersal (CLK) suffered from significant levels of deprivation and urban decay, but was not the most deprived area in the city. It was selected as an NDC area as it was at most risk of deteriorating and also had potential to stabilise and eventually contribute to Salford’s forward movement as a city. So anything that could be done by way of New Deal would be a real bonus to this part of the city by bringing it back to good working order. What would be interesting to explore now is whether Salford is continuing to move forward as a city and to assess the relative status of various areas within the city, including CLK; that would be for a later exploration.  

Salford’s own growth strategy is transforming its city by investing in iconic buildings, new infrastructure and public realm, houses, education, health facilities, businesses and shops, with the BBC’s base in the North being in it’s Media City. From major developments to city parks, revitalised waterways and green spaces, Salford is being rebuilt and now more people than ever people are choosing it as a place to live, work, invest in and visit. It is also investing itself in its own transport infrastructure, both to improve connectivity and to support the sustainable growth of the city. Salford is connecting the city and its residents to the growing opportunities in and around the area and helping to secure jobs; with  an investment and regeneration focus towards those areas in greatest need. It is growing, by capitalising on its unique identity, assets and entrepreneurial skills, to provide real benefits for its [now] growing population. To increase the prospects for all parts of Salford to benefit from this strategy, the city was awarded New Deal for Communities status by the Government, providing £53 million in grant over the period 2000 – 2001. An area was selected on the basis of both its need and vulnerability to decline. As a result, the Charlestown and Lower Kersal’s New Deal for Communities (NDC) partnership was set up to work alongside the City Council, other partner agencies and the local community, to bring about the comprehensive regeneration of the area.

In particular, in part of the city, between 2001 and 2011, the Charlestown and Lower Kersal New Deal for Communities (NDC) partnership was developed to work alongside the City Council, other partner agencies and the local community, to bring about the comprehensive regeneration of the area. It was led, and therefore controlled by, resident citizens in the area, supported by officers taken on by the City Council to deliver a number of landmark projects which would be of huge benefit to the local community, if successfully delivered. James Powell became a member of the NDC organising committee – an early attempt by him at Citizen Enablement – and convinced the committee to engage a higher level and more professional senior officer than they already had; one who would work more closely with the them to seek a better understanding of their real needs and wants, thus enabling government to deliver a New Deal in the North which would actually work for their community.The community was at first reluctant to spend more of its scarce development funding to take on a person who would actually be a real enabler for them. However, it agreed to do so, and Tim Field was engaged as a result. He was just the person they needed – one who wanted, and could, help the community deliver the high quality outputs and on projects of real value to themselves.

During Tim’s period, he developed, and led, a team to work with local people and the Council to deliver real and lasting changes many in the community were looking for. Field’s leadership in New Deal, with its central organising committee was paramount, because he firstly recognised the competing influences on all developments of politicians, the community and the original offices enlisted to undertake key developments for the City. He then became more of facilitator of a controversial process, providing an understanding, and a channel of dialogue, between three key elements. Key persons involved were: senior politicians, including the leader of Salford City Council (John Merry), with other local counsellors, who normally got their way as elected representative of the people (or so they kept saying); members of the community itself (especially Anne Marie-Pickup acting as Chair) and the officers charged with delivering NDC outputs; who between them had very different views about what should be done and what should take priority, with a powerful community leader who acted as Chair of the organising committee and fairly junior officers neither of whom had the deep skills or leadership to try the innovative new.

There were various views: of the local community, many of whom thought they had previously been ignored; those in power from the local authority, many of whom thought they had been listening; and a team of officers who had failed to deliver on the ground up until Tim came along; but how to reconcile these views. Tim listened carefully to all their ideas and was able to steer a balanced path between them, which ensured  new developments worked for the local citizens, were undertaken to workable solutions and had the backing of key individuals in the City.  Lay members of the Committee were able to support Tim in achieving cooperation and balance to the benefit of all. Tim’s role was to both develop this approach and culture with the team as well as working with willing members of the Board (James Eagle, a local business man and James Powell, representing the University) in order to broker the process politically. Tim was working as a bridge in this context building; when the going got really tough, the role was to engage the real leaders, John Merry and Ann-Marie Pickup in joint action.

Tim actually led the New Deal committee towards a number of landmark projects from which the area has hugely benefited. These include the building of Salford Sports Village, the Beacon Centre, the Salford Innovation Forum (mentioned earlier) and two Healthy Living Centres (Willow Tree and Energise).In addition to these important facilities, , improvements were carried out on two community centres – St Sebastian’s and Lower Kersal centres and around 2,200 terraced and council owned homes. Miller Homes and ID4Living also commenced the development of more than 200 new homes on the Unity Quarter site.Since 2011, the council has continued to work with partners such as Inspiring Communities Together (ICT) and Salix Homes to transform Charlestown and Lower Kersal. In 2014, the council completed substantial environmental improvements to more than 100 homes on the Whit Lane estate. This complemented the Decent Homes work carried out by Salix Homes the previous year. It is also important to recognised that Inspiring Communities Together (ICT) is a legacy organisation of the NDC resulting from the rollover of money and investment from the 10 year regeneration programme and is still in operation 10 years after the programme’s conclusion.

Shown above is an extra-care dementia friendly development of

            70 apartments on Arrow Street Salix Homes

In January 2015, the Council went on to select Keepmoat as its preferred developer partner for the Charlestown Riverside development site. Following a series of in depth community consultation events in May 2015. Keepmoat submitted a planning application for up to 450 new homes (20% of which will be affordable homes), a brand new park and an improved riverside walkway along the Irwell. This development not only created new 2-4 bedroom homes, it also provides local people with opportunities to access apprenticeship and employment opportunities in construction. Local businesses also benefited as Keepmoat sourced a significant amount of its supplies locally. Subject to planning approval, Keepmoat commenced work on site in spring 2016. The Charlestown Riverside being developed by Keepmoat is complete and will become a beacon of success in  its own right and stands testimony to the success of New Deal in the Community.

Going even further with their ambitions, and right next to their Charlestown Riverside site, the community worked with Low Wood hydro developers to develop a new hydro-electric scheme and fish pass at Charlestown Weir. At the centre of this hydro system are two Archimedes Screws that will generate enough electricity to power 200 homes. It will also save more than 600 tonnes of carbon annually.

Charlestown and Lower Kersal New Deal for Communities partnership has become and outstanding success ensuring many improvements for the area of real value to the local community.

Major Learning point for Citizen Enablement

A final, and another powerful, users friendly, development which again satisfies the best principles of ‘positive deviance’. This time it is for a large part of a local city where the need was the greatest. Citizens were empowered to develop schemes of real value to themselves, and their communities, largely through their own self efforts, backed up by supportive local politicians and an Enabler that not only understood their needs and wants, but also someone willing to work with them to satisfy their aspirations.

The Citizen Enabler

Tim Field was the Citizen Enabler who worked closely with New Deal for Community locals to deliver major changes of huge value to many residents in Salford and has become its own beacon of national NDC success.

Case Study 13 (CS13) – ICCARUS

Summary

The design, development, testing and marketing of an educational support to help fire officers, mainly action based citizens with limited academic capabilities to learn by themselves how to manage and control major fire incidents in the UK. It was then used actively by the British fire services to prepare their officers for major roles and was in fact used with effect in the Arndale bombing incident in Manchester to help save many lives.

Case

All fire services consist officers, who are ordinary citizens mainly chosen because of their action based skills in the fighting of fires, often bright but academically unqualified. These are important characteristics are clearly important, but as the officers proceed up the ranks they have to learn how to manage, command and therefore control increasingly larger fire situations – known in the brigades as ‘shouts’. This was traditional done by rote learning of the command and control guidance books, almost a book case full of written materials, showing a vast number of issues and considerations they have to consider in such a management. When they  understand the theory they then take part in mocked up events at their national training establishment. This is often difficult for people not used to academic learning and is also extremely expensive in terms of the facilities required to undertake the mocking up of the range of contexts they might meet in practice.

              The events the Simulator replicates Virtually

In recognition of this, a collaboration between the West Midlands Fire Brigade and several of its officers, including one who eventually became the chief fire officer for the UK, and Portsmouth School of Architecture’s scientific support team, decided to work jointly to create a simulator to give fire officers the knowledge, skills and capabilities of command and control of major fire events. A psychologist from the Portsmouth team undertook a caring study of many fire officers who would wanted to: move up the ranks and learn new necessary management skills; how they learned best; what sort of learning worked well for them and what didn’t; how they could be helped to learn by themselves, with a cost effective support tool. The collaboration of people who collectively had the right skills to tackle this problem, showed this could best be done using a purpose made simulator – itself based around the most advanced visually friendly computing then available; the project leaders major  task was therefore to carefully select the team and facilitate their development potential and talent in a mutually supportive way, consciously  supporting and shielding the team through its development’s whole life cycle.

In particular, the team used ‘mock-ups’ of the developing simulator and then tried and tested it, in use by normal fire officers and honed it until it showed real potential. As a result its improving capability firstly became recognised by the team, giving them great satisfaction, and this eventually led the team to the creative development of ICCARUS – Intelligent Command and Control: Aquisition and Review Using Simulation – a successful and cost effective learning aid.  The  visualisation of the simulator was by a university architect well versed in communication of complex topics to lay people (trainee architects), but unqualified in multimedia development or interface design, and a bright computing technician, who at that stage was totally unqualified, but who had shown much potential when exploring the development of the simulator with the team. Supported through regular prototype design and testing with fire officers, which led to redesign-testing cycles to upgrade its effectiveness, a simulator was produced that truly supported easy and efficient learning for those who otherwise might not have been able to develop the necessary skills. This small team with different skills, had high capability, but as we said earlier were not initially necessarily qualified to undertake such a project.

Again, the sharing of the best practices by existing successful major fire incident managers, was in this way passed onto their peers in the correct language and using their good ways of command and control, the same ‘positive deviance’ protocols shown to work elsewhere. In this way, a robust and fully evaluated interactive videodisc/CDI distance learning package, for use by fire brigade personnel, of station officers and above,  was developed to enable them to exercise the skills needed for the  management of large fires. As such the project has demonstrated:

• the importance of artificial simulation in training for disaster management
• the possibility of learning from the skills of successful fire managers through simulation
• that a team of dedicated academics can learn the skills necessary to support the very particular kind of learning for citizens who wish to take on additional managerial responsibilities.

The developed package has proved a powerful ‘shell’ for the design of future training simulations in the context of managing disaster situations. For its work on this project, this particular Citizen Enablement team were also awarded a number of honours, including the:

• ‘Best Artificial Intelligence in Learning’ by the National Enhanced Training Conference’ ;
• Most Innovative Project and a Silver Award for Education by the British Interactive Multimedia Association;
• Best Interactive Development by the European Multimedia Association.

The ICCARUS project was marketed by the Fire Services College who have earned over £250,000 from the sale of its systems software

Major Learning point for Citizen Enablement

The learning by fire officers, citizens in a particular societal role,  can be enhanced to a level that they become able to command and control major fire incidents with effect. ‘Positive deviance’ has again been shown as a powerful influence in efficient and lasting learning alongside the use of properly constructed intelligent simulation. The unqualified, but extremely bright computing technician who developed the powerful simulation software, now has a Master degree and is a senior university manager responsible for technical support. The team leader invited people with complementary skills and a ‘reciprocity of perspectives’ to work together, tackling a difficult challenge, and provided them with an environment for freedom of expression and encouraged this from each individual; he trusted individuals, made them feel significant, encouraged a sense of adventure in the development so they had a real desire to come up with the good. He spread his own ‘rage for learning’ to the rest of the development team which also included fire officers from the West Midlands.

The Enabler

James Powell initiated the process and was the main Citizen Enabler who led ICCARUS from its inception. The Portsmouth team who designed and developed the detail of the simulations – Chris Creed, Paul Newland and Stephen Hall were themselves enablers in the way they constructed an educational of real and lasting value to otherwise lay citizens. The development of ICCARUS has enabled hundreds of fire officers to learn how to control major fire incidents.

Case Study 14 (CS14) – The Old Abbey Taphouse (CIC) Manchester

Summary

The Old Abbey Taphouse, shown above,  is a community focused STEAM hub-in-a-pub; it is formally a community interest company (or CIC) – a special form of non-charitable limited company, which exists primarily to benefit a community or with a view to pursuing a social purpose, rather than to make a profit for shareholders. Its main function is to provide space that enable citizens to become more engaged through taking part in events and also placing them within networks that facilitate their learning, give them confidence and provide  access to resources that they wouldn’t otherwise have. For this work it has been awarded “Outstanding Community Engagement – Highly Esteemed 2018” by The University of Manchester and “Inspiring Innovation Judges Accolade” in the Manchester City Culture Awards. 

Case

This case study was recommended to the present authors by Tim Field, the Citizen Enabler in Case Study 12, because he felt it was an excellent, but very different, kind of project with respect to Citizen Enablement. This STEAM hub-in-a-pub development is led by Craig Thomas a key Citizen Enablers in this project, as its main company Director, alongside Rachele Evaroa who has been a director since the company began and was originally the Landlady of the pub in its earlier use; they’ve also recently taken on two more directors, who are very active now but weren’t there at the start. Craig would say the main things that all the Enablers do is: firstly to provide a rare space locally that enables citizens to become more engaged through taking part in events, and then secondly placing them within networks that facilitate their learning, give them confidence and provide  access to resources that they wouldn’t otherwise have. 

Most importantly, these Enablers managed to re-open one of the last pubs and last standing buildings in the area, connecting residents to larger institutions and providing access to services that have been cut due to austerity.  They are also working with the Trafford & Hulme branch of CAMRA (the Campaign for Real Ale) to try to secure its future by nominating the pub as an asset of community value; a nomination has been made to the City Council and awaits their feedback. At present they also provide an inclusive space and support everyone. The diverse and inclusive events, and initiatives, the regularly provide include:

• hosting events about the Hostile Environment for students attended by over 100 people
• supporting asylum seekers through our work with Gaskell Garden Project raising in excess of £5,000 to assist with legal costs, advocacy and support
• starting Housing Co-Ops to try and build 40 affordable homes
• remembering the history of the area with local historian Geoff Brown and Shirin Hirsh to uncover the racist history of the pub and how the community came together to fight it and helping local people to start up their own businesses
• promoting and organising arts, cultural, music and performance events across diverse styles and inclusive themes led by the community and nurturing new talent

In the short-term the Taphouse seeks to build the capacity of its staff support, grow new income generation streams and respond to challenges caused by ‘lockdown’, whilst meeting the needs of our community by scaling up its food delivery service. This service has already grown to £6 ,500 per month with minimal marketing and only using one order platform (UberEats), which they are now expanding upon, as well as developing a ‘Meals on Wheels’ service for vulnerable people. Medium-term, they plan to move into a phase of building our business growth plan, which is intended to maximise and grow a range of income generation streams at the pub. This will allow them to realise the financial potential of the multiple spaces within the pub, and to economically support the implementation of its social objectives. Long-term they intend to develop a wider group of STEAM (Science, Technology, Engineering, Arts and Maths) hubs and pubs; in this respect they are also looking at places nearer to MMU and Salford University where they hope to open similar spaces. All these developments will represent a key route to generating income in the future, as they take on new hub venues themselves and provide a range of development and consultancy services to a network of wider ‘More than a pub’ partners.  They have identified a need for these services in the business community, and have actively been approached by Housing Associations, local area planners in the public sector and by community spaces themselves requesting our support. 

Their team of directors combines grassroots activists, local entrepreneurs with a keen interest in social ethics and academic researchers, who include the University of Manchester’s Science Engagement Champion. Together they have over 15 year’s experience running independent venues/events. Collectively they have immense skills, professionalism and community networks to support the emerging More-than-a-Pub sector, which transforms and connects communities while bringing redundant and under-utilised venues into community-led ownership.

In order to properly found the Facility they sought independent research and market intelligence to inform their plans and to make sure local citizen’s needs and wants would be met. This included:

• a random survey with 15 responses from across our diverse audiences in spite of the current communication challenges
• a review of our event booking list of 204 bookings  between July 2019 and March 2020
• a review of our online profile, customer feedback and marketing channels
• a series of in-depth interviews with several customers
• analyses of 26 of our 100 Facebook Reviews
• an in-depth competitor analysis of a broad range of 24 competitors

This research was undertaken during March and April 2020 in spite of the challenges of COVID-19 and the ongoing lockdown. They have used analysis of the research to inform and strengthen their case, advise their planning, outline how they differ from our competitors and to help communicate the social, economic, environmental and community value that they want to create. Based on these findings a summary of unique selling points for The Old Abbey and Steam Hubs and Pubs are:

• relaxed, welcoming and friendly venue;
• engaging a very diverse group of people who often excluded or feel unsafe in other venues – they value the non-judgemental, friendly, creative and positive atmosphere as well as the affordability;
• free live music, open to all and promoting independent and highly creative artists and new talent;
• outdoor space to relax and socialise in;
• the community impact and ethos is a massive draw for all segments of their audience;
• affordable high quality food and drink including a wide range of vegan and vegetarian options;
• a safe and non-judgemental space where there have been no police or anti-social incidents, in spite of being located in an area of high crime and operating within a sector where these incidents can be prevalent for venues in Manchester City Centre;;
• an experienced team whose expertise spans event management, live music promotion and production, hospitality management, community development and regeneration, social and community enterprise development.

They are an incredibly resilient social enterprise, which has the skills and tenacity to withstand a wide range of challenges whilst creating hope, income and surpluses in spite of the current economic climate. In 2018 The Old Abbey was threatened with closure due to what’s called landlord (or more properly landowner) redevelopment.  Their support, tenacity, negotiations and methods secured the future for this community hub-in-a-pub, as they brought in a spectrum of community stakeholders, that included local residents, the MEP for Culture, and former residents and local businesses, who backed and endorsed our approach; this clearly showed how important handling political issues in these Citizens Enablement situations can become so important.

Currently, they remain open during the Coronavirus pandemic and have adapted their business model to scale up their delivery/takeaway service, create a community radio station (TOAT radio) and working in partnership with three community organisations, providing a ‘Meals on Wheels’ service backed by Manchester City Council and several Housing Associations.  Collectively this shows the Facility is fully sustainable. So, in order to survive and flourish one successful development is called tvdinners (see below). Through these ideas they show that a community venue can be run without depending on external funding, which is an increasingly unreliable economic model for many

By now readers will hopefully understand how the project Enables Citizens to learn new skills and ways of working and living, but it also Empowers them. A couple of examples will show how it does this: the first is the aforementioned TV dinners, which is staffed by local volunteers and focused on the neighbouring estates. This service runs in parallel to a much larger service run by the Council, who are keen that people who are in need, self-isolating or shielding use their service, and they also claim to be reaching all people in need. However, the Council’s system suffers from problems of scale and detail, as they definitely are not reaching everyone in need on our estates. The Taphouse Enablers know this because their Councillor has told them that there are many more people in need (e.g evident in the numbers at food banks) than the council has identified. They also know it because many of the people they are serving food to, have, for different reasons, been missed by the Council’s system. Because TVdinners is made by local people, for local people, it is a friendly service that provides food people want (e.g. pie and mash, or shepherd’s pie), and from what they have heard from the other service, they focus more on salads and vegan dishes, that many people in the area simply don’t want; a further example is Taphouses work with the Geography department in the University with students who write projects for companies in place of consultants, on topics suggested by Taphouse. One of these provides some case studies which are example of citizens taking power for themselves through activist-related projects. A key example is Gaskell Garden Project, who work from Taphouse kitchen. They work with asylum seekers, helping them with their legal fees and contesting the government where they seek to deport people at short notice. In both these ways Citizens have been able to ceed power from the normal authorities, using the facilities Taphouse provides.

Taphouse has found that during Covid-19 crises, the importance of the pub as a space for citizen enablement comes to the fore, for example they worked with local groups and families, who were losing loved ones, to stop deportations during Windrush, and more recently during the lockdown the pub’s community roles have become accentuated. So, in short Taphouse invites Citizens to become involved in all developments through their online advertising via Facebook events, they also use their website, posters in the pub and word-of-mouth. When people put on events (e.g. John Piprani a local archaeologist) they advertise through their own networks as well.

As mentioned earlier one of the main things Taphouse does is to make the facility work by providing a space to facilitate community engagement, learning and interactions. An important part of this is the overlap between groups, for example they might have a business presentation in the front room, a games night in the upstairs room, a Councillor’s meeting in the back room and all that is followed by a live music event. Or another example is a University event outside and a punk night inside. They find that creating these ‘clashes’ between groups enables people to come together and cross divides between different communities, and that new and exciting interactions and networks come from that.

Their business plan also gives a more complete and up-to-date review of where they are at and the detail of why they are such a successful community enterprise. A final point is that they’ve also sought to create a living lab, and to encourage citizens to do their own research with the help of academics. A good example of this is a blog by the aforementioned John Piprani – a key example of people learning about the history of the area that they live, which also shows three total demolition/rebuilding projects in the 20th century. There is an excellent video on the local history which explains why work like this is so vital where we are based https://www.youtube.com/watch?v=EK9UWW9ilhs  Pause the video at 9:07, you can see Taphouse as an end terrace, before the Greenheys estate was demolished as slum housing.  Shown below is a photo of the pub in the 1970’s before the science park was built; the area has had 2 demolitions but three phases of housing: terrace housing, the Crescents and now housing association plus the science park.

Major Learning point for Citizen Enablement

The major learning in this project was how to design, develop and run a community interest company, Steam Hubs & Pubs C.I.C, which has a true social mission of supporting communities spaces and using STEAM (Science, technology, Engineering, Arts and Maths) events and discussions to connect local communities, businesses and institutions, for example the two local Universities in Manchester and the NHS. Most of their efforts have to date been through their work at The Old Abbey Taphouse. ‘Positive deviance’ has again been shown as a powerful influence in efficient and lasting learning for local citizens.

The Enablers

Craig Thomas, a doctoral student in Manchester at the start of the project initiated the process and was the main Citizen Enabler who worked alongside Rachele Evaroa, the original hub landlady; they’ve also recently taken on two more directors, who are very active now and similarly acting as Enablers. You will be pleased to learn Craig is also now Dr Thomas. Criag has clearly moved  on from opening up the political space around ‘fracking’ in the North West to similar, but perhaps more intense spaces, he needs learn to cope with for the urban needs of struggling Manchester’s citizens, and beyond.

            Case Study 15 (CS15) – Academic Enterprise Leadership

Summary

A theoretical paper  in  support of the approach

The Case

To round the picture fully off, in 2012 James completed a commissioned paper for the Leadership Foundation in Higher Education entitled ‘Leadership for improved Academic Enterprise’ (Powell and Clark,2012) – a global study of the leadership, governance and management of senior academic entrepreneurs in their development of higher academic enterprise, or what others refer to as University Reach-out or the ‘third mission’; this was based on funded HEFCE and CIHE study of 16 exemplary British leaders and will explore successful other academic leaders from other cultures, including in Canada, USA, Australia, Hungary, Holland, Japan, Turkey and Norway.

   Cover of the published Leadership paper

Powell interviewed over 60 academic entrepreneurial leaders, similar in aspiration to himself, who wanted to enact Citizens Enablement and provide others, including the academics in their own University do so with the skills they have by focussing on helping Citizens and communities reach their desired changes. This Action Learning based approach tries to engage with citizens and communities to empower them.” see: “pumr.pascalobservatory.com”

As  a result of the findings of the above report, an interactive CDRom was produced showing how Academics could develop their own better ‘Leadership for Academic Enterprise. This is also a comprehensive step-by-step self-learning approach which could be used by any academic at home. Copies are available from the present author for the cost of reproducing the CD.

The authors of the above paper may well be Citizen Enablers, but this section was only produced to show how a philosophical underpinning for the rest of the ideas reported here have been developed.

Conclusion of the Cases Overall – General Characteristics

The cases all portray characteristic which are consistent with our UPBEAT/PUMR approach and the related work on ‘Positive Deviance (PD)’; both approaches are aimed at Citizen Enablement, leading to Citizen Empowerment. All our, and the PD, efforts (with the best example of the highlights shown in brackets and in italics):

• Believe Citizens can have, or can learn to have, the skills to do things for themselves (All the cases and especially the community Bank and Community Land Trust projects which were our early attempts at Citizen Enablement)
• Use Active Listening of Citizen needs and wants and enabling them to hone their good practices within their own communities (This is best shown in the UCLL, Contraception the Board Game and by the projects of Unlimited Potential)
• Understand there may be strong socio-technical and geo-political issues that have to be dealt with in any development (Case Studies 1, 2, 3, 6, 7, 9, 11 and 12 for instance have strong political issues to confront.)
• Action Learning are extremely useful in supportive Groups which continuously drive each citizen to their own better working practices (with the Bouncing Higher project having Action Learning as the Centre piece)
• Have Enabler Facilitators that give the communities the confidence to do more of the things that work for them. (All the Citizen Enablers in the cases shown)
• Use a simple feedback structure, UPBEAT, which enables them to evaluate progress for themselves and build onto higher, more sustainable and meaningful practices for themselves
• Continuously share best practices and build on the positive that works. (PUMR and UPBEAT)
• Put the ideas of what can be done, into ideas that work for themselves (nearly all the cases show this)
• Share ideas via a conferring process that engages citizens/community/ small  businesses in their own terms (Smart City Futures).

You’ve now had a chance to see all the Case Studies which show in some depth the kind of results we can expect from Citizen Enablement/Empowerment. Shown on the next, and last table over, is a summary of what we believe has been achieved for each case. Together they should give you a feel of what you can expect to achieve if you try Citizen Enablement yourself.

Case	What’s been Achieved
Generic Process A – UPBEAT Page 26	This structured evaluation, open learning and coaching framework was successfully developed to drive traditional academics to become more enterprising, especially in their reaching out to citizens, communities and small business enterprises; UPBEAT, or the University Partnership for Benchmarking Enterprise and Associated Technologies, proved successful in the evaluation of over 200 exemplary British and European Reach-out projects. As a result, the Enabler has honed, simplified and extended the process where necessary to produce open educational material to help even more academics,, across the globe, improve: their relationships, outcomes, outputs and impact with external partners to the university working in collaboration on projects for mutual benefit; the successful implementation of Knowledge Transfer Partnerships using a structured approach to collaborative project development, co-identification of worthy problems and the co-design of successful solutions through improved and creative team-working; and the understanding of the ’motivation’ of traditional academics to become involved in higher academic enterprise and improve their enterprising abilities. In a follow up development  a portfolio of specific evaluation and implementation techniques was also produced to support postgraduate and industry based ‘knowledge transfer programmes’ for the Government of the Czech Republic.
Generic Process B – PUMR Page 31	The PASCAL PUMR development has been open for use by Higher Education Institutions for several years and two colleges have so far explored the use of the approach which helped them engage more appropriately with citizens, communities, businesses, industry, civic society, voluntary services and public authorities. Those who have made use of PUMR see that it enables them to harness local, regional and global talents through deep collaborations to identify worthy problems and create innovative and cost effective solutions. With external partners from business, industry, civil and voluntary services and the community, they can now co-produce successful systemic deliverables enabling real improvement for lasting impact. The most powerful use of PUMR, with its UPBEAT evaluator tool, has been by UCLL, and is reported fully in Case Study 4. The UCLL Enablers soon recognised the approach actually enabled them to: embed a more appropriate culture and commitment of their institution to policies of engagement within their regionexplore a range of new domains and categories of engagement, with the resulting improved quality and depth such engagements can bring, anddemonstrate to themselves the skills available for the co-identification of worthy issues in and with regional stakeholders and for the co-creation of better solutions with external partners. Many items in PUMR’s schedule were selected by drawing on significant part of exemplary assessment instruments including some widely used in the US, and elsewhere, for benchmarking university/community engagement, for example the Carnegie Foundation, the External Institutional Assessment Tool of the US Association of Public and Land-Grant Universities; this has resulted in an improved UPBEAT framework (www.upbeat.eu) and the HEFCE benchmarking tool used in the UK. This PUMR tools do not pretend to capture every possible issue or topic related to an institution’s role in regional economic development, but it has been shown to improve regional innovation which enhances and create economic prosperity, environmental sustainability and social cohesion depends on many regional and institutional factors including the capabilities of the educational institution, the way its supports its staff and the facilities it provides. It is not intended that the instrument is onerous to complete. It is also expected that someone well placed in the central administration of the institution, but with a good understanding of the university’s reach-out to business or the community, should have a sufficient basis to complete the schedule, maybe supported by some consultation across the institution depending on the way the institution is structured.  Those using PUMR so far are extremely impressed by the breadth and depth of its offer and it’s step-by-step guidance towards success. Furthermore, the citizens and SMEs using the approach say it gives them high confidence to develop better ways of working. The only real issue PUMR has is a lack of take up by Universities who think they are already capable of reaching out well to citizens; however, in reality, they really do need to learn better ways of helping their regions citizens learn differently. This issue is discussed in much depth in the main paper relating to this presentation.
Case Study 1 – Community Banks Page 34	Community Finance Solution has helped local citizens throughout the UK set up nearly thirty “Community Banks”, now mainly bearing the name ‘Moneyline’ (https://moneyline-uk.com/  for more details), which were developed by citizens, and for them, to make funds available for them at affordable rates. Eight Moneylines are active in the North West, a further 14 in Wales and they have lent between them over £10 million. They are now a leading fair finance provider that prioritises the financial needs, health and wellbeing of the lowest income households in the UK over profit and exist to serve the lowest income households by providing affordable, low value loans and small sum savings accounts; last year they were ‘Responsible Lender of the year’. Their loan process is extremely simple, friendly and personal. It is designed to agree a loan that works for the customer and is flexible and has no hidden costs. The Moneylines deliver loans through a branch network with support from a growing, telephone service team. They were founded in the belief that credit, provided responsibly and not creating further hardship is a vital tool in helping people spread the cost of something they need and that access to affordable financial products that fit with your life should not be a privilege. Looking in a little more depth, for instance, the Portsmouth Area Regeneration Trust (PART), one of the early versions was particularly set up to provide affordable loans to people on low incomes and to small businesses, and was officially opened on the 7th July 2000 by Stephen Timms Financial Secretary to HM Treasury. Within 12 months, this not-for-profit organisation aimed to be making at least 1,000 affordable loans a year and employing the equivalent of 2.5 full-time staff. By 2006, PART hopes to achieve a loan book of £4 million and employ 4 or 5 full-time staff. PART charges the same rates of interest as high street banks. It offered an alternative to expensive legal and illegal money-lenders. In Portsmouth alone, it was estimated that 7,000 households were paying 80 per cent interest on loans from money-lenders. The activities of loan-sharks, who charged as much as 60,000 per cent interest (with menaces) on their loans are more difficult to plot, but these organisations flourished in Portsmouth and all areas of social and financial exclusion. What PART and other ‘Community Banks’ offered were: loans to meet domestic emergencies, e.g. to buy a refrigerator or children’s shoes; financial advice; and a cheque-cashing service, as an alternative to cheque-cashing agencies who charge their customers without bank accounts as much as 10 or 15 per cent of the value of the cheques they handle. For all these developments Community Finance Solutions received the Times Higher Award for ‘Outstanding Contribution to the Local Community’ in 2005, after receiving the ‘North West Innovative Excellence Award’ in 2002.
Case Study 2 – PUMR supported development at the University College Leuven Limburg (UCLL) Page 40	The cooperation between the UCLL and the PUMR teams were enjoyable and extremely strong, both gaining much insight and knowledge about leadership from each other and this also added value of other universities of applied sciences in the region.  A huge number of individual examples of successful collaborations are listed in the case study itself & even more examples are developing day by day.  Not only the number of cases was important, but the collaboration gave the UCLL leadership enablers much joy as their work & had a significant impact on the well-being and prosperity of local society. The PUMR/UPBEAT process, mentioned before and adopted by the UCLL team, became part of the identity of the new merged institution. UCLL, as a result was seen as one of the forerunners in Flanders of advanced ways of higher learning and their ways were taken on by other institutions as a result. It therefore became part of regional embedding and overall cooperation. UCLL’s experiences with PUMR made them ready to co-define all future problems and opportunities & they co-established cooperation platforms to build a new future for their region and province.This overall development showed the major achievements of the UCLL team and the citizens/SMEs with whom they worked; their ways of working also showed the best principles of ‘positive deviance’ in changing the way a whole college positively learnt to help its regions.
Case Study 3 – Contraception: The Board Game Page 46	The Game was originally the brainchild of Barbara Hastings-Asatourian (our Enabler), Director of Community and Learning Disabilities Nursing Studies at Salford University. Designed in line with Government guidance on sex and relationship education, and based on a wealth of teaching experience and health care research, the game can be played by up to six people who move contraceptive-shaped counters around a board. Depending on the square they land on, players pick a card which can spark discussion on anything from the mechanics of sex to dealing with emotional blackmail and other difficult situations. The game includes a condom demonstrator to give players direct experience of using contraception. Barbara received practical advice and mentoring from the University’s Business Enterprise Support Team (BEST), who helped her to launch the game through the spin-out company Contraception Education in 2001. BEST provided office space in the University’s thriving incubation unit and helped the company form a partnership with Moorlands Plastics, a socially responsible firm producing high quality plastic components. Since its launch the game has gone from strength to strength, and to date over 2,000 games have been snapped up by schools, youth clubs and health centres in the UK and overseas. In recognition of this success the company was nominated for a Salford City Council Export Award in 2002 and, more recently, Barbara was put forward for the prestigious British Female Inventor of the Year prize. Contraception: the Board Game is based on practical experience and solid health and social care research. The need for effective sex education is as stark as ever. The UK has the highest rate of teenage pregnancies in Western Europe and, whilst teenage pregnancy rates fell during the 1970s in most of Western Europe, they have remained relatively constant in the UK. Research makes it clear that countries with low or falling rates of teenage parenthood are more likely to have adequate sex education, including assertiveness training and communication about contraception. By thinking inventively about the real need for exciting and engaging teaching material, Barbara Hastings-Asatourian has made a major contribution to reducing unwanted pregnancies and sexually transmitted infections among young people. Some of her great achievements include: Entrepreneur of the Year finalist 2003; British Female Inventor of the Year Finalist 2003; an Award for Combating teenage pregnancy and STIs. The game has also led to a separate enterprise where a computer learning tool can be used by whole classrooms to teach all aspects of sexual health care.
Case Study 4 – Peoples Voice Media Page 50	People’s Voice Media has clearly provided services that enable voices to be heard in order to influence change and inform practices, processes and policies. In particular they have ensured that citizens can, and do, tell authentic stories about the experiences that matter to them, offering valuable insight into their lives and can help creative positive social change. PVM has therefore delivered: a research methodology – engaging citizens in research processes and enable them to participate and set their own research agendas; a co-creation practice – supporting co-creation processes to enable voices to be heard and help people learn from one another; an insight tool –  providing rich insight into people’s lives that give a better understanding of people’s worlds and the way they live; an evaluation approach – supporting people to articulate their views and perspectives, and reflect on specific experiences; a dialogue creator – using stories as stimuli for discussions, enabling various perspectives to be represented and part of a conversation; a community/ organisation development apparatus – helping to develop services and neighbourhoods from the ground up; a professional practice – training people to use our methodologies within their work, across a range of sectors; a digital inclusion and skills development training programme – embedding digital literacies and transferable skills into all of our workshops and programmes. PVM is clearly a great success, engages citizens through Greater Manchester and increasingly in other areas of the UK and Europe.  It’s Enabler was awarded the Leonardo European Corporate Learning Award 2013 “Crossing Borders”, having been recognised for all his work as Chief Executive of People’s Voice Media (PVM) – this not-for-profit community development organisation based in Salford. He was awarded notably for taking citizens learning to new heights in the work he initiated and pioneered”.
Case Study 5 – Unlimited Potential Page 52	Some of the things of which Unlimited Potential are most proud of creating together with local people, and their greatest achievements to date, include: Healthy Communities Collaborative – increasing the rate of early-stage diagnosis of cancer and heart disease in low-income communitiesSmoke-Free Spaces – reducing and quitting smoking by focussing on who people love and carehealth coaching – setting up one of the first health trainer services, which was then complemented by well-being coaching It’s A Goal! – using football as a metaphor to help long-term unemployed men to improve their mental health and well-beingRealising the Value – partner site for co-production as part of this national programme on person and community-centred approach, led by Nesta and the Health Foundation for NHS EnglandDadly Does It – supporting dads to spread positive fatherhood in low-income communitiesElephants Trail – co-producing new solutions with people with lived experience of severe and multiple disadvantageFuelling Ambitions Creatively Together (FACT) – exposing young people to meaningful experiences of local industry/business, outside the ‘norm’ of school and home life, and exposing industry/business to future local talent and their new ideas.social value – developing our organisational social value through the use of social accounting and audit, and being a core member of the Salford Social Value Alliance and its 10% Better campaign.Living Wage – leading on spreading the real Living Wage in Salford, leading to it becoming the first place in England to get formal recognition for its ambition to become a Living Wage City.
Case Study 6 Bouncing Higher Page 54	Bouncing Higher’ became a highly successful balanced learning approach by six North West Universities in the UK. It was a combination of action learning, open learning and coaching – which helped 150 small to medium sized enterprises (SMEs) in the North of England increase their Gross Value Added profitability through innovation by some 24.5%. Originating under the name ‘NetworkNorthWest’ it was developed to address the issues relating to poor take up of traditional business support by SMEs. Because of the generally low levels of engagement of the business community with Institutes of Higher Education (HEIs), a learning programme was developed specifically to improve innovation, entrepreneurship, enterprise and wealth creation in the regional SME business community through educational micro-networking – networking to learn from, and with, others in a similar position in other SMEs. In particular, it mainly used ‘Action Learning’ techniques which allowed the SME participants to set their own agenda for what they felt they needed to learn and was most welcomed by the SMEs. The programme benefited by working with six delivery partner universities across the North West of England. Their support was multi-disciplinary and multifaceted (including applied research, knowledge transfer, management and professional development and provision of sector specific training for employees) and there was potential to deliver support in the form of face-to-face contact right across the region on a local basis, or with on-line resources. The project, seen as exemplary by the NWDA, has since delivered support for Manchester Chamber Business Enterprises to further cohorts of SMEs across Greater Manchester and beyond. And since the completion of the pilot development, the core process has been adopted as the basis for a second level of intervention for leadership development by the Northern Leadership Academy. During the course of the initial project, 118 SMEs had been prepared to invest more than 30 hours contact time to the project, while the remainder had between three and 30 hours; this is a considerable commitment from business people who are frequently unwilling to give up even the moist minimal time for training and education. All participants grew in confidence and every participant had a different but rewarding learning outcome. For SMEs to spend such amounts of time engaged in mid-career professional learning is a key finding in its own right, since many traditional courses fail to get anywhere near this level of engagement.
Case Study 7 Community Land Trusts Page 57	Affordable and sustainable housing development was created, based upon collaborative research within the Salford Construction Research and Innovation Initiative and the Enablers pioneering R&D with Salford University’s Community Finance Solutions on ‘Community Land Trusts’. As a result of this research and development there has been consistent growth in CLTs and there are now over 80 organisations in England and Wales that define themselves as a CLTs, ranging from fledgling organisations that are just starting out to established CLTs. The National CLT Network was formed in 2010 as the National body for CLTs that promotes and supports the work of CLTs and its members.  At the last time a detailed study was undertaken, 137 homes had been completed and a further 92 homes were on site. Of the total of 229 homes provided by 18 CLTs, 35% (81 homes) were for rent, 59% (135 homes) for part sale and 6% (13 homes) for outright sale. Self-build homes or plots accounted for 34 homes or 15% of the total. Also of significance is the fact that just under half of the were being provided in Cornwall. This demonstrates the impact of the Cornwall CLT acting as an umbrella support body that can provide technical advice and support to local CLTs as well as developing homes in its own right. Cornwall CLT is co-located with Cornwall Rural Housing Association who on adjoining sites have completed a further 24 homes for social rent. CFS have led the way for communities to set up CLTs and the National CLT Network looks forward to taking on the baton and creating a route for communities that becomes well-trodden. We look forward to many more communities benefitting from not only being part of the vision for their local area but the key part of the solution.  In 1999 for their overall work in this construction related area the University received the Queen’s Award for Higher and Further Education
Case Study 8 Community Reporters Page 59	Community Reporters has become a particular and sustained storytelling movement within People’s Voice Media, and also now in several other regions of the UK and in Europe. Its Reporters now professionally capable at different level, clearly use digital tools such as portable and pocket technologies & more advanced media systems to support people to tell their own stories, in their own ways. They are also capable of using the Internet to share these stories with others and can connect themselves with the people, groups and organisations who are in a position to make positive social change. Central to the development of ‘Community Reporting’, in a programme known as ‘Reuters in the Community’, is the belief that people telling authentic stories about their own lived experience offers a valuable understanding of their lives. Through creating spaces in which people can describe their own realities, Community Reporting provides opportunities in which people can use storytelling to: find their voice; challenge perceptions; be catalysts of change. In this respect they have already achieved positive change for communities by bringing peoples’ portrayals of lived experiences together to influence change from the ground up via Community Reporting methodologies. Community Reporting has three distinct components – story gathering, story curation and story mobilisation – based around the Cynefin decision-making framework for complex environments (David Snowden, 1999), as depicted in the diagram below. Through gathering, curating and mobilising stories from their growing network of Community Reporters, they seek to inform policy, processes and practice. Now local small teams of citizens throughout Europe have learned how to find out about issues of interest in great detail, write stories of real interest to all, then produce audio/visual reports that were sufficiently compelling that some were commissioned to produce copy by external agencies. The reporters have also banded together to produce an Institute of Community Reporters to ensure the voice of these reporters are heard and they have become a powerful force to be considered. The Institute of Community Reporters (the ICR) was founded by People’s Voice Media in 2012 and is the overarching entity that supports the Community Reporter movement. The movement currently spans mainly across the UK and Europe. The ICR’s functions includes: acknowledging the achievements of our members via a badging system (i.e. bronze, silver, gold, platinum depending on scope of your Community Reporter activities and training activities accessed); quality assuring Community Reporting practices (i.e. overseeing our Responsible Storytelling methodology and continually developing relevant training materials); and engaging with the network via communications, events and Community Reporting activities (e.g. social media, emailers, annual conferences, network training sessions). There are now over 1000 Community Reporters on the database from across the UK and a further 600 across Europe so it seems to make sense to develop the network and recognise the achievement  of the Community Reporters
Case Study 9 The Salford Innovation Forum Page 62	Salford Innovation Forum, within Salford Innovation Park, now predominantly provides a series of office suites, from 100 sq ft to 7,000 sq ft, with options from an all-inclusive package; inclusive of rent, service charge, building insurance, utilities and connectivity; to ‘create your own’, more flexible deals. Suites in Salford Innovation Forum benefit from lift and disabled access, fantastic reception facilities, communal kitchen and break-out areas as well as the on-site cafe and meeting/conference spaces. There is also a ‘hotdesk’ package which is perfect for freelancers, start-ups or small businesses who want a flexible deal with fixed prices and the option to grow with only one month’s notice. From needing a business address with the benefits of a call answering service and building facilities to a permanent base with ultra-fast internet connection and phone line, Salford Innovation Forum’s ‘hotdesk’ packages are flexibly meeting the needs of citizens so they can concentrate on the business and keep things simple. Salford Innovation Park customers also benefit from being part of an innovative community with a wide range of free business support services. SIF’s managers organise and host a number of networking activities and monthly seminars/masterclasses to provide opportunities for customers to get to know each other, share knowledge and learn from experts in different fields. Those using the SIF also have access to marketing & PR advice as well as funding support & guidance & it has strong links to Salford City Council and the University of Salford, giving businesses that locate there access to the University’s facilities and academic expertise, not to mention their incredible graduate pool.  The SIF is also home to a number of conference and meeting room facilities located are available for customers to hire from one hour to full days. Room configurations go from small meeting rooms seating 8 people to a large conference space which seats up to 75 delegates. With a dedicated events team on site, they can be sure to receive the best service so that they can focus on the more important things and leave the logistics to SIF. The SIF is much used by all citizens in Salford and beyond and has formed the basis of much Innovation, by them.
Case Study 10 HART Page 64	The Housing Association Research Team, funded by a grant from the joint panel of the SERC and SSRC developed a portfolio of educational tools that truly helped engage, enable and empower the voluntary citizens who control Britain’s Housing Associations. The sensitive research undertaken of the skills, abilities, needs and wants of these learners ensured that learning tools could be developed that was ‘fit-for-purpose’ in developing a number of skills, including better team working, and truly improved the decision-making in HAs. The two major games develop, known as ‘Hassle’ and ‘Teams’ were fully developed into marketable educational aids, professionally published and sold widely across the UK. They not only made a profit for the publishing houses who had taken on the task of developing such learning aids, but were also adopted by the National Federation of Housing Association as some of their key tools in helping spread better practices to citizens who previously had only limited support.
Case Study 11 Smart City Futures Page 66	SCF is an academic coalition between the Universities of Salford, Manchester and Manchester Metropolitan to work in partnership with civic leaders, professionals and citizens in the Greater Manchester Region and beyond to forge stronger relationships between academics, businesses and the community. This is an innovative drive to identify issues, share knowledge, and produce solutions to keep this thriving city-region at the forefront of policy, strategy development and decision making within the UK and as a model for regions throughout the World. Over ten new community led and focused projects emerged from this SCF event which sought to engage and  empower local people to give ‘voice’ their desires, needs and wants. It also helped the four Greater Manchester Universities engage with their local citizens and communities in projects that undoubtedly led to major City regenerations. SCF also gave the local citizens the confidence to want to try something new for their own value, that of the community, that of their universities and that of the City itself.
Case Study 12 New Deal for Communities for Charleston & Lower Kersal Page 68	Between 2001 and 2011, the Charlestown and Lower Kersal New Deal for Communities (NDC) partnership worked alongside the Council, partner agencies and the local community, to bring about the comprehensive regeneration of the area. During this period the area benefited from a number of landmark projects. These include the building of Salford Sports Village, the Beacon Centre, the Salford Innovation Forum and two Healthy Living Centres (Willow Tree and Energise). In addition to these important facilities, improvements were carried out on two community centres – St Sebastian’s and Lower Kersal centres and around 2,200 terraced and council owned homes. Miller Homes and ID4Living also commenced the development of more than 200 new homes on the Unity Quarter site. Since 2011, the council has continued to work with partners such as Inspiring Communities Together (ICT) and Salix Homes to transform Charlestown and Lower Kersal. In 2014, the council completed substantial environmental improvements to more than 100 homes on the Whit Lane estate. This complemented the Decent Homes work carried out by Salix Homes the previous year. In January 2015, the council selected Keepmoat as its preferred developer partner for the Charlestown Riverside development site. Following a series of community consultation events in May 2015, Keepmoat submitted a planning application for up to 450 new homes (20% of which will be affordable homes), a brand new park and an improved riverside walkway along the Irwell. This development not only creates new 2-4 bedroom homes, it also provides local people with opportunities to access apprenticeship and employment opportunities in construction. Finally, next to the Charlestown Riverside site, Low Wood hydro developers is installing a new hydro scheme and fish pass at Charlestown Weir. At the centre of the hydro system are two Archimedes Screws that will generate enough electricity to power 200 homes. It will also save more than 600 tonnes of carbon annually. So local residents and their partners have generated real improvements for their local community and have given the communities real pride back into where they work, live and play.
Case Study 13 ICCARUS Page 71	The ICCARUS project was, in effect, commissioned by the West Midlands’ Fire Services, whose Chief Fire Officer was concerned at the lack of learning support for his senior officers – those preparing themselves to take on the ‘Command and Control’ of large fire events. He dedicated his time, and those of his staff, to help the development of the ICCARUS simulator which tackled his officers needs in a unique and cost-effective way. This Chief Officer became the Head of the Fire Services College at Morton in Marsh and was able to put the developing package through many cycles of design-test-redesign based on typical staff using the developing learning tool. In this way it became a high quality learning support tool, readily used by officer wanting to learn new necessary management skills; such was the quality of the development that on some evenings at the colleges officer could be seen using the simulator in their own time. Such also was the professionalism of the tools that it was marketed by the Fire Services College who made over £250,000 in its first year of operation. The development also won major British and European Awards for the quality and innovation of this educational simulator and led to the Police Training HQ at Hendon to themselves work with the Enabling team to develop parallel simulators for use in; football crown control; siege control; and the police management of the Nottinghill Festival.
Case Study 14 The Old Abbey Taphouse Page 73	In recent years Manchester City Council has experienced savage budget cuts; this has heightened the need for economically-sustainable, community-minded organisations to provide public spaces that communities can use. As a STEAM-focused community hub, The Old Abbey Taphouse addresses this need through provision of overlapping spaces that are shared by both community and private stakeholders. The opportunities afforded by the overlaps between the spaces – and the interaction between business, academic and community stakeholders – produces exciting and unexpected opportunities. In particular, the Taphouse has turned a building, which was previously derelict for a significant period of time, into a vibrant community venue bridging the business and creative communities, whilst offering a place where start-up ventures and local social action projects have the space to flourish. The social value the facility is divided into three broad categories: investment in the local economy, opening a public / private community space and services to the community. In their first two years of trading at the Taphouse business grew rapidly, with £149,000 turnover in year one, and now stands at £182,000 in its second year; it employs ten local people and its directors have re-invested all their profits back into the business. Its spaces, which are free to use for the community, and available at a small fee for private stakeholders, are: an affordable cafe/restaurant serving science park residents, the universities, wider local businesses and customers from further afield who see this as a destination venue; a catering business servicing events across the public, private and voluntary/community sector both on and off site; event spaces for arts and cultural activities including popular, diverse live music events; a recording studio; a microbrewery; a health and wellbeing space; a meeting room, available at no charge to community groups; a STEM science lab in partnership with FarmLab. In just over a year Taphouse have achieved long term sustainability and provide many assets to the community.
Case Study 15 Academic Enterprise Leadership Page 78	This was a global study of the leadership, governance and management of senior academic entrepreneurs in their development of higher academic enterprise, or what others refer to as University Reach-out or the ‘third mission’; it was based on a funded HEFCE and CIHE study of 16 exemplary British leaders and also explored successful academic leaders from other cultures, including in Canada, USA, Australia, Hungary, Holland, Japan, Turkey and Norway. So, in 2010,  a report, based on interviews with over 60 academic entrepreneurial leaders, was commissioned by the British Leadership Foundation in Higher Education to portray its findings to the senior staff attending their training and educational development programmes. It was received very well by those using its findings on the Foundation’s courses and led to a small fellowship grant of £650 from the Foundation for Canadian Studies in the United Kingdom, as part of their Canada/UK University Partnerships Program (CUUPP). This permitted the Enabler to undertake further collaborative research with both the University of Victoria and the University of British Columbia. This, in turn led to the development of case studies of best practices, especially around the leadership, governance and management of university Reach-out to business and the community. In 2010, as a result of all the leadership studies mentioned in this paper, and especially his work leading to the Academic Enterprise Leadership report, the Enabler received the Leadership Award from the Times Higher Education Awards panel.

     PART III

    Annex I

Excerpts from the SEEE Oxford University Paper                                                 on recovery from Covid 19

The importance of the work portrayed above appear to the authors of the current paper to reflect the conclusions shown in the SEEE paper on recovery from Covid 19. It, at least gives James hope his expectation on Citizens Enablement might be deliverable as citizens and communities could change the ways they interacted in the world.

In summary it suggests that “the COVID-19 crisis represents a dramatic shock to the global economy that will affect progress on climate change in multifaceted ways. The biggest driver of the long-term impact on climate is through fiscal recovery packages, along with possible shifts in power within and across national and international institutions. Green fiscal recovery packages can act to decouple economic growth from GHG emissions and reduce existing welfare inequalities that will be exacerbated by the pandemic in the short-term and climate change in the long-term. Short-term reductions in GHG emissions resulting from lockdowns will themselves have minor long-term effects, unless they facilitate deeper and longer- term human, business, and institutional changes. Urgent rescue packages have been necessarily ‘colourless’ and focused on preserving liquidity, solvency, and livelihoods, but their climate impact is also unlikely to be positive.

In this paper, a survey of officials from finance ministries, central banks, and other leading organisations is combined with a large-scale policy cataloguing effort and review of expansionary fiscal policy literature. We emerge with the recommendation of five policy items (plus one item specific to LMICs) that are well-placed to contribute to achieving economic and climate goals. These are:

• clean physical infrastructure investment,
• building efficiency retrofits,
• investment in education and training to address immediate unemployment from COVID-19 and structural unemployment from decarbonisation,
• natural capital investment for ecosystem resilience and regeneration, and
• clean R&D investment.

For LMICs, rural support spending is another high-value policy item, with clean R&D investment less vital. National governments differ significantly in their economic, social, and environmental priorities, and recovery packages will reflect these priorities, with different consequences for the climate.

Several other insights emerged from the survey. Many climate-positive policies were perceived by our respondents to have high overall desirability; most climate-negative policies had relatively low desirability. This was true even for climate-positive policies that took more time to implement. Long- run multipliers of climate-positive policies were found to be high, reflective of strong return on investment for government spending. Given the uncertainty in the future waves of the pandemic, flexibility and timeliness will also be important considerations. Finally,

As we move from the rescue to the recovery phase of the COVID-19 response, policy-makers have an opportunity to invest in productive assets for the long-term. Such investments can make the most of shifts in human habits and behaviour already under way. In the lead up to COP26, recovery packages are likely to be examined on their climate impact and contributions to the Paris Agreement (UNFCCC, 2015). For many countries, this will be a matter of building on existing NDCs, already framed to facilitate fast-acting investment. Recovery packages that seek synergies between climate and economic goals have better prospects for increasing national wealth, enhancing productive human, social, physical, intangible, and natural capital”.

The report produced  a summary table of the importance or otherwise of recovery type policies. ‘The most desirable recovery policies are:

1. Health Investments
2. Disaster preparedness
3. Clean R&D Spending
4. Not for Profit Bailouts
5. And Clean Energy Infrastructure Investments.

The worst policies include:

1. Airline Bailouts
2. Traditional Transport Infrastructure
3. Income Tax Cuts
4. Reduction in VAT
5. Goods and Services Taxes
6. Rural Support Policies’

This should give those of us who are trying to work out the best focus of Leonardo’s future efforts, possible ways forward, as we try to help policy makers decide how to help citizens and communities plan for their own co-benefits with respect to recovering both the economy and climate goals- one which will ensure people get the futures they actually desire. As we do this we must be careful to LISTEN ACUTELY AND ACTIVELY TO THE DESIRES EXPRESSED BY CITIZENS AND COMMUNITIES. The Oxford report believes that policy is important in deciding the future and I personally believe them. But such policies must come up with solutions for the future which benefit everyone. According to the Oxford report one such policy would be to move quickly towards electric car

Annex II

References and CVs of the Authors

References

Bandura A, ‘Self-Efficacy Mechanism in Human Agency’ in the American Psychologist (1982)

Douglas M, ‘Purity and Danger’, Routledge Kegan Paul (1966)

Dewar J, ‘University 4.0: Redefining the Role of Universities in the Modern Era ‘ Higher Education Review (2020)

Duke, C. (2015) First Draft of the 6th Big Tent VI Communiqe entitled Local Identities and Global Citizenship: Challenges for Universities, published by The Big Tent Organisation,

Eldridge C, ‘The Positive Deviance Approach: A behavioural-influence analysis of the positive deviance nutrition project in Vietnam (1990)

EU Committee of the Regions (CoR, 2011)   The role of local and regional authorities in achieving the Objectives of the Europe 2020 Strategy, The EU, Brussels, 22 May

Forgacs D ‘ The Antonio Gramsci Reader’ Lawrence and Wishart, (1999)

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            CVs of the Authors:

Eur Ing PROFESSOR JAMES A POWELL OBE, DSc, DUniv (honoris causa), CEng, BSc, MSc, PhD, AUMIST,FIOA, FIMgt, FRSA, FCIOB, FASI, Minst D.

James is a Chartered European Engineer with specialisation in Design, Academic Enterprise, Human Communications and Team Building.  His research areas include space and resource utilisation, design methods, the product introductory process, technology and knowledge transfer, multi-media for professional communications, partnering, cultural change, action learning, the information superhighway and simulation, including virtual reality.  He was one time managing director of Britain’s first commercial learning videodisc company and designer of the Menuhin Auditoria in Portsmouth.  He was head of two very different university departments, architecture and manufacturing and engineering systems, a Deputy Dean of Technology and Dean of Postgraduate Studies before taking up the post as Director of Academic Enterprise responsible for Salford University’s ‘Reach Out’ initiatives into industry, commerce, the service industry, the voluntary sector and society at large.   For the past 30 years James has been researching into all aspects of communication and the mid-career education of professionals especially those in the construction industry.  He has designed, directed and produced a number of national/European Award winning multi-media learning packages.  He has also been responsible for developing effective professionals’ learning strategy based upon a fourfold model of learning. He also developed several other projects, including

• The evaluation and implementation of a portfolio of postgraduate and industry based ‘knowledge transfer programmes’ for the Government of the Czech Republic based on his pioneering and successful implementation for SERC/EPSRC/DTI of the Teaching Company Scheme now known as ‘Knowledge Transfer Partnerships’ and the Engineering Doctoral programme.
• The successful implementation of Knowledge Transfer Partnerships   using a structured approach to collaborative project development, co-identification of worthy problems and the co-design of successful solutions through improved and creative team-working;
• The understanding of the ’motivation’ of traditional academics to become involved in higher academic enterprise and improve their enterprising abilities.

He is also presently acting as a mentor, coach and advisor to key staff in the School of the Built Environment and the Salford Construction Research and Innovation Initiative. He was responsible for the Powell Report on Postgraduate Education for SERC which has led to significant changes in such training, especially the development of the Engineering Doctoral and the IGOS programme.  Over his career James has received many prizes and awards the major ones being: Taylor Woodrow Prize 1967; British Interactive Multi Media Award 1978; European Multi Media Award 1979; Articificial Intelligence in Learning Award 1983; Bangermann IT Challenge for SMEs (British Best) 1990; Queen’s Award for Higher and Further Education (Construct IT) 1999; Shell LIVEWire North West Enterprise Award 2001 and North West Excellence Award for Innovative Excellence 2002; Leadership Award from the Times Higher Education Awards in 2010.