 Ac oeddwn i'n hyn o'r bwysig ar y ffordd, ffordd, ffordd, ffordd, ystod y dynion, y ffordd a'r hyffordd a'r gweithio'r ddweud, mae'r ddefnyddio'n ei ddweud y ffordd, mae'n ddiddio'r ddweud o'r ddweud i'r ddafod. Mae'n ddim yn ei ddweud, fyddwn i'n gofyn. Ac oeddwn i'n ddweud i'r ddweud i'r ddweud i'r holl o'r ffordd, a'r ddweud ddweud yn ystod. Mae'r ideyniol yn ddwyngharedd ac nesaf'r hyn byw nid, ond yw'r adnod rhoi fe tspawr am yr ymarfer o adnod o adnod o ddeunydd o ddeunydd o adnod o adnod o adnod, not thatr, ond yn adnod yn oed ar ein wneud ynglyn sy'n meddwl i'w tanes, i'r adnod o adnod o adnod o adnod o ffwrdd, ond yn gychaf. repetio ychydig o ran oedd yr adnod o adnod o adnod o adnod, oedd yna, nad oes mae'n cychwyn i'r adnodol, yn how those have changed over time. And then think about the actual quite difficult times that we find ourselves quite unexpectedly going through. I sit in one set of conferences and meetings which is celebrating the success of UK science base and UK research. And then I sit in another set of meetings which is berating the failures of universities and the inadequacy of anybody to prayer, anybody for anything which is going to be economically useful. mechanismetwyr, gyda unidol, dynion iawn. They are in this really old space. I was then trying to think about how we could work our way through that. And why that might be the case. So it's only first of all to the value of libraries. You can reflect yourselves over, not you think these are all opposite, but the first one and they are obviously in alphabetical order. You'll be pleased to know they are actually an alphabetical order on the ALA website, the ALA statement. So the first one is access, very topical, that all information resources are provided directly or indirectly should be readily, equally and equitably accessible to all library users. I think we'll probably all sign up to that. Second, and I thought this was quite interesting, it's not something we often really think about but we would do if we were in a certain different context, confidentiality but protecting the confidentiality and privacy of the users as being necessary for intellectual freedom and fundamental to the ethics and practice of librarianship. The third was democracy, supporting democracy by enabling citizens to be informed. Fourth, diversity by promoting a full spectrum of resources that reflects the community and the environment in which the library inhabits. Then we move on to clearly enhancement of education and lifelong learning. Then on to upholding intellectual freedom and resisting the censorship of resources. Again I think something which we find as axiomatic but could be under pressure, obviously is under pressure in other countries and other places. Then that libraries are an essential public good, fundamental institutions in democratic societies, absolutely. And then something obviously dear to your hearts, a preservation. Preservation of information published in all media formats as being absolutely central to what libraries are about. And then the last two are professionally qualified library staff who meet the social needs and goals of library services and then finally service to provide the highest level of service to all library users and striving for excellence in the profession. And there is a final wrap up one actually which is social responsibility, which is defined in terms of the contribution that librarianship can make to amiliating or solving the critical problems of society and supporting efforts to help and inform and educate the people in this case of the US on those problems. Now I thought that was a really strong set of values, actually in value statements. So then I started to go on to, well what's the values of universities? And if you go back to aforementioned Google and troll around university websites then you get lots of missions, you get lots of histories, you don't really get lots of strategic plans. Wispid off left. You don't get a lot of statements or values. I mean you may have asked the LSEs to the betterment of society to know the causes of things for the betterment of society. I like to bring the two together because otherwise it drives you round the bend. As my colleagues will know. But there's no single statement. And in the recent Higher Education Research Act that went through Parliament last year prompted actually quite a lot of debate and reflection in the House of Lords and a little bit around but a lot really in the Lords about universities. And the reason and the value and purpose of the universities and the reason it did that was because the initial draft of the bill really just saw and really still sees universities as higher education providers. Suppliers of a good in a market which you can analyse to an electricity market. And you can make work in the same way that you can intervene in an electricity market to make it work. You promote competition, you encourage new alternative providers, you give consumers information, they can make choices that will drive quality standards. It's just you're just an economic agent in a market. And this I think is something which is a fundamentally at odds with universities and academics and researchers perception of themselves and their role. So when you want to know the causes of things you troddle back through history and obviously the university has been around for a good millennia. So that takes you to quite interesting places. And it takes you first of all really to Bologna obviously back in date you know TBC as it were around time of 1068. But how did the university start that started from groups of international students. Nothing new there who were living in Bologna but who were grouping together and what they called nations because under the law at the time there was a sort of collective responsibility. If any one of your national compatriots committed a crime then the whole community was held responsible. And so there was a sort of grouping together for sort of a protection and mutual cause. And in those groupings they were keen to learn law obviously. Who wouldn't be. And in particular all the digest Roman law. And so what they wanted they wanted people to teach them. And so it was the students who employed the teachers the masters and it was the students who ran the show. So it was the teachers who it was the students who set the salaries who did the performance reviews. There was a committee obviously as always a university committee which was there to denounce of the professors which kept tabs on professors and reported any misbehaviour. And they could be fined if they didn't finish their classes and hadn't got through the material by the end of term. So this idea of student led and consumerism does have a thousand year old history. That said the professors and masters did get the upper hand because they could set the degree regulations and then they were rescued by receiving public funding and a public charter. So those pesky students would go back in their boxes. And then obviously you have Oxford and various then colleges developed by secession and religious various religious secessions both across Europe and across across England and the dominance of the two universities. Oxford and Cambridge for 600 years because they barred anybody who'd been taught and received degrees at their universities from teaching anywhere else. So it was an effective way to maintain a monopoly. And also Catholics. So university haven't always been sort of hotbeds as it were for religious freedom. And at Oxford then obviously a couple of few people burnt didn't really like Catholics a whole lot. But under the test acts Catholics couldn't graduate from Oxford. So you weren't allowed to take your degree from Oxford. I was actually brought up Catholic so I is an odd minority sport to be in in the UK. But you do notice these things. So you'd have these sort of different sets of values. And it wasn't the modern idea of a university research university wasn't really born as we know until on Humboldt in 1860s or no early 1800s 1810 sitting at the University of Berlin. It was a remarkable scientist in his own right but also a pressure minister in the Prussian government. And brought and introduced the idea that actually universities should be places of freedom of conscience and pursuit of research and new knowledge and new learning. Not the transmission of existing historical texts and history and existing knowledge with a view to training people to go into a profession of law medicine. Religion, the clergy in different comments kinds of way. And of course the arts faculty was very much the lowest of the low. It then did have a moment of renaissance when it came back up again but it's sort of now fighting to regain that position. But you had that therefore that notion of a research university not really being born until the early 19th century. Not really taking off until the mid 19th century. And then really flowering in the US when again international students US students going to Germany to receive their education at a graduate level. And you have a change in the notion of a doctorate occurring a little bit after that time. So the notion of a doctorate involving new research being actually a late 19th century and very early 20th century notion of what a doctorate should be. And so that research based learning really being something which occurs as you move through your education. And the ability to go straight from an undergraduate into a doctorate to do that research. Which in fact you can still do at Oxford if you are a graduate of Oxford obviously. Not anywhere else than you've got to do a masters. So but this modern idea of a university is a research base. But so where does that take you also on values? Well first of all in terms of how universities are set up and the very word itself means an autonomous self governing institution. So universities when the first created as as corporations as the university tasks in Latin Italian means self governing corporations a form of association. And that idea of autonomous self government is something which is absolutely critical to the heart of university. No matter how it's funded and almost no matter well it varies with its relation with its state obviously depending on where you are. But certainly in the many ass in the certainly in the UK system in the Anglo American system as it's evolved. And it's something however which was not in the original bill for Higher Education Research Act. And so it was something that actually I worked with a number of members of the House of Lords to make sure was included in the Higher Education Research Act. But it previously had applied just to different functions that you're performing widening access. But actually it now applies to all aspects of universities and their day to day management as I keep reminding Nicola Dandridge. So that's the first point but Ben why but freedom of thought and speech and scientific inquiry as I say is much more is much more modern. It's a it's a late 19th century and as you move into an era of human rights then your ability to have or your requirement really to uphold freedom of thought freedom of conscience. And for academics to have that individual academic freedom is not is not is not an ancient historical right but has changed as we have moved into an era of civil liberties of human rights of rights based governance culture. And then the function and purpose to discover new knowledge is to see relatively recent but the openness and diversity which I think we've always seen as being just a fact as being axiomatic as not actually needing to be articulated as a value. I think we all realise now in our post Brexit environment that we need to be clearly articulating as a value and not just as a fact which is so blind in the obvious that everybody should want to be able to retain it. So where does that take us then I think between relationships between universities and libraries and librarians and research is one of fundamental independence. But I think it's asymmetric on the side in favour of the library so you can have a library without a university obviously because we're in one but you can't have a university without a library. And the two are absolutely fundamentally interrelated but I think obviously as as technology moves on then the role of librarians changes and methods of research change people's relationship with their library changes. Nicola will say and I hear it endlessly as well from my academic colleagues well oh I don't go to the library. No but every day you click on to the little library website and you get into your journals and then you follow through all the links at some lovely little mouse somewhere in the background. Angel has just made happen some little digital elf has created that are all just works and that is actually using your library. And I was reading I was doing a bit of research don't you when you're also coming on. I did do things other than look at kind of Google bits. I did read the RLUK paper on digitisation in humanities and role of libraries and librarians in the digital humanities which is absolutely read across to just cross out humanities and insert social sciences and the same would be true. Which I think was very interesting in terms of the nature of digitisation how digitisation is changing research how it is changing. What can be done through research how it is changing the skills that librarians are need and how it is hopefully changing the relationship between librarians and researchers to be of more collaborative. And going back to that point about preservation of bringing librarians in right at the beginning to remind researchers they might actually want to keep what it is that they create through this process. They might want to think about that at the beginning rather than the end. So I think we do obviously have gone up through a joined history with highly compatible values and we both find ourselves in this rather uncomfortable place that I mentioned before. So I was trying to think well why how has that come about and how should we work our way through it. And it was interesting as I was going back to my aforementioned Google search on values that actually the only statement of values I found was that ALA. Everything else that came up that said it was about value was actually about value not values. And it was about value in very instrumental sense. So you go to Sconal Sconal Sconal is the values of libraries very much in terms of instrumental justifications which relate to research productivity improved grant applications ability to attract and retain faculty. In relation to students ability to attract and retain students get higher student outcomes. Central to students experience of university and the quality of a library is more important when they're choosing a university than contact hours because they see their librarians more than they see their lecturers. Which you'll know. And then when you move through RC UK value of libraries pretty similar promoting exploit new technologies and increase the visibility of an institution give convenient access etc etc. But those are all instrumental they're all their role that you provide libraries provide enabling others to achieve their goals and what it is that they see to be important. And the same has been coming true of universities. The first sort of shock was in relation to research but that was really accountability in universities own terms in the early days of the RAE under various nomenclatures. On the sort of basis okay you say you do cutting edge research you know prove it. Whereas the instrumentalization as it were demonstration of value to the impact and the effect that you have on others ability to achieve their goals. Is something which we see will come into the impact agenda in the ref shows how you are benefiting society in the fight that not just be economic value of society but culture etc. Culture history social value. And then obviously now into the teff show us as universities and associated with that obviously libraries how you are enabling students to earn more money. Get a good job how you are enabling the country to develop its economy etc. And so I was reflecting on why therefore we find ourselves in this quite uncomfortable position I think it's to do with dissonance. There's a dissonance between the values that we express and possibly don't articulate sufficiently well but do tacitly uphold or seek to uphold as libraries and as universities. There's a dissonance between those values and the value which we're asked to demonstrate to others to achieve their own purposes their own goals. And it's that dissonance between the intrinsic value and the instrumental value intrinsic values and instrumental value. Which I think means that we find ourselves in this really quite contested position. So how do we work through that? Well I think this is a very good moment for you. It's a very good moment for universities but I think as you mentioned strategy before as you're moving out to think about a new strategy for RLUK and we are obviously at LSE. What do you do with the strategy? Just write another one. Is actually articulate values fundamentally at the core of what it is that we're actually trying to pursue. And not let the extent to which we're asked to demonstrate our value crowd out the values that we want to maintain. Thank you.