►
From YouTube: Higher Education Revolution #1
Description
Daniël: More Universities Need to Teach Sales
https://hbr.org/2016/04/more-universities-need-to-teach-sales
https://medium.com/the-higher-education-revolution
Jesse's post: Why Learning Anywhere is the Near-Future for HigherEd
https://medium.com/the-higher-education-revolution/why-learning-anywhere-is-the-near-future-for-highered-6675aa60cea#.4ke85c5hi
Rob's Interview with Dougald Hine
--
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A
B
B
Students
generally,
for
you
know,
free
or
as
a
social
service
and
the
dark
mountain
project
of
which
he
was
director
at
large
and
in
2011
he
was
named
one
of
Britain's
top
50
radicals
and
his
work
in
education
is
pretty
substantial,
he's
taught
at
a
bunch
of
different
colleges
and
universities,
and
now
he
is
living
in
Sweden
and
we're
going
to
have
an
interview
with
him.
Next
week
we
the
following
week
I've
got
I've,
set
up
an
interview
with
syrian
Johansson
who's,
a
freelance
journalist,
editor
and
copywriter.
B
She
just
published
a
book
which
is
called
solving
the
student
loan
crisis,
dreams,
diplomas
and
a
lifetime
of
debt.
It's
a
it's
along
the
line
of
sort
of
a
what's
called
a
scholarly,
personal
narrative,
or
she
tells
her
own
story
about
how
she
got
involved
in
higher
education
in
the
dreams
that
she
had
with
that
and
then
became
quite
indebted
through
the
process.
B
So
I'm
going
to
be,
you
know,
my
sort
of
section
of
the
high
red
Rev
is
going
to
be
interviews
and
discussing
with
people
on
various
aspects
of
on
student
loan
debt
for
the
next.
You
know
month
or
two
and
then
we'll
be.
You
know,
pushing
some
other
I'll
be
coming
up
with
some
other
topics
later
on
so
I'm
looking
forward
to
it.
C
Well,
I'm
definitely
sympathetic
to
what
Robert
is
doing.
I'm
also
a
recent
graduate
now
twice
and
I'm
looking
forward
to
not
only
working
with
him
on
where
we
can
provide
some
support
for
solutions
it
into
how
students
can
alleviate
or
completely
avoid
debt,
but
also
just
to
learn
from
him,
and
perhaps
we
can
even
learn
a
little
bit
from
each
other.
Maybe
I
could
perhaps
be
a
source
of
an
interview
at
some
point,
so.
E
C
Sympathetic
to
that,
not
only
that
I
would
also
love
to
someday
be
considered
for
that
list
of
radicals.
Maybe
maybe
the
US
has
one
as
well
or
weaken.
We
can
generate
one
and
support
its
creation,
so
that
being
said,
I've
sort
of
been
brought
on
within
a
capacity
for
helping
to
sort
of
design
our
engagement
approach
right
now
that
involves
how
our
our
website
is
interfacing
with
the
user,
whether
that
user
is
a
student,
whether
that
user
is
a
current
or
potential
faculty
member,
or
that
whether
that
user
is
a
community
or
an
organization.
C
We
want
everyone
to
sort
of
be
involved
in
that
discussion.
So
that's
that's
why
I
mean
mask
I,
really
been
enjoying
the
learning
process
of
website
design?
It's
something
that's
new
to
me,
but
I,
consider
myself
a
lifelong
student
as
we
all
should
so
I'm
sort
of
I'm
excitedly
approaching
that
task.
C
So,
with
respect
to
pretty
much
all
aspects
of
the
website,
my
thought
is
that
it
should
engage
the
user
in
a
way
that
allows
them
to
contribute
to
what
are
prob
it
more
when
an
organization
is
and
how
it
evolves
into
something
that
is
accessible
and
relevant
for
everyone.
Whether
like
I
said
whether
your
teachers,
we
didn't
or
an
organization
so
I'm
busy
sort
of
building
out
the
forms
for
inquiry,
I'm
busy
building
out.
C
You
know
what
are
what
our
verbiage
looks
like
how
we're
inspiring
that,
because
we
are
here
to
support
that
growth
as
much
as
we
are
here
to
sort
of
sit
back
and
watch
the
magic
happen,
which
is
what
most
facilitators
say
is
is
is
important
for
learning,
so
yeah
I
mean
in
terms
of
what
I,
what
I
bring
to
the
table.
I
haven't
really
introduced
myself.
C
I
went
to
South
America
worked
with
a
lot
of
local
organizations
that
were
meditating
such
a
report
station,
which
was
urban
urban
design,
and
then
I
brought
that
that
sort
of
community
learning
component
back
with
me
to
the
states
where
I
went
back
to
New
York
for
a
second
time
and
started
pursuing
another
degree,
which
was
this
time
in
international
affairs.
I
kind
of
just
wanted
to
be
engaged
with
the
world
around
me
and
that
seemed
like
a
legitimate
pursuit.
C
It
was
at
a
school
called
the
new
school.
A
pretty
progressive
learning
institution
that
John
Dewey
was
was
was
involved
in
starting
back
in
the
teeth,
the
19-teens
as
he
left
Columbia,
which
was
a
little
bit
American
centric
at
the
time
of
the
first
world
war.
That
inspired
me
all
of
that.
Inspired
me.
C
The
community
there
was
great,
but
while
I
was
there,
I
had
the
opportunity
to
take
some
pretty
awesome
social
entrepreneurship
courses
which
inspired
me
to
think
about
a
project
that
began
to
look
at
the
value
of
alumni
and
how
they
could
better
fold
in
their
contribution
to
the
school
community.
So
I
was
able
to
ideate
on
that.
I
worked
with
a
couple
of
awesome
startups,
one
which
focused
on
purpose
and
work
called
in
called
imperative.
I
was
a
fellow
there.
C
I
was
able
to
go
overseas
to
Kosovo
and
work
with
high
school
students
as
they
design
social
impact
projects
in
a
region
that
is
rife
with
conflict,
but
also
ripe
with
opportunity
that
was
incredibly
inspiring.
These
are
kids
that
you
know
these
are
kids
that
were
doing
things
that
I
would
have
loved.
Have
the
opportunity
to
do
at
that
age
and
I
feel,
like
you
know,
to
sort
of
segue
all
of
this
into
back
into
a
plateau.
I
feel
like
that's
in
a
lot
of
ways.
C
I
look
forward
to
engaging
them
on
things
like
Robert
has,
like
I
mentioned,
that
he's
he
wants
to
work
with
and
and
overcome
the
debt
slavery
that
plagues
our
society
and
of
which
I
am
also
I
I'm
in
that
cohort
right,
so
I
greatly
greatly
sympathize
with
it
and
I
know.
There's
a
lot
of
individual
students.
C
You
know
I
kind
of
right
from
this
perspective
of
imagine
yourself
these
days
at
the
age
of
18
and
what
that
looks
like,
regardless
of
your
socio-economic
position,
because
I
know
the
challenges
can
be
great
for
some
at
the
lower
at
the
lower
tiers
of
that,
but
with
simple
access
to
the
internet
right
and
with
the
right
inspired
disposition
or
perspective
on
what
learning
means
for
anyone.
I
feel
like.
We
can
very
very
quickly
change
the
discussion
on
how
do
we
fund?
C
How
do
we
find
that
the
the
next
trillion
dollars
of
funding
for
for
the
next
generation
of
higher
learners,
and
how
do
we
inspire
them
to
sort
of
create
their
learning
for
themselves
right
because
then,
more?
Naturally,
the
discussion
grows
between
between
themselves
between
their
their
the
other
students
in
their
generation.
Their
teachers
who
we
are
showing
can
come
from
anywhere
across
the
globe,
which
is
incredibly
beautiful
and
all
of
the
public
and
private
organizations
and
communities
that
are
growing
to
create
unique
learning
opportunities
for
students
outside
of
walls,
and
that's
it
right.
C
Education
institutions
can
have
a
role
in
this.
They
can
be
a
space
for
learning.
You
know
there,
they
have
created
a
lot
of
will
say
legacy
edifices
which
is
okay,
which
is
great,
but
I,
don't
think
it's
the
only
way
in
which
students
can
or
need
to
learn
and
I
feel
like
there's
a
much
more
sustainable,
symbiotic,
collaborative,
meaningful
relationship
that
we
can
generate
if
earning
is
understood
as
being
anywhere
at
any
time.
For
any
reason,
and
for
anyone.
B
Yeah
we've
got
to
get
rid
of
the
edifice
complex
and
look
at
other
ways
to
you,
know,
configure
high
red
and
configure
people's
lives
and
learning,
and
that's
what
we're
doing.
That's
what
we're
doing
at
a
player.
No,
but
what
hi
red
revolution
is
going
to
be
concentrating
on
is
really
these
kinds
of
new
stories
and
new.
You
know
new
narratives
of
people
creating
new
types
of
education,
and
you
know
it's
also
creating
new
kinds
of
lives,
new
ways
of
getting
at
work
and
of
training
for
your
work
and
all
that's.
B
B
What
we
want
to
do
is
we
want
to
be
connecting
with
people
who
are
on
who
have
really
interesting
configurations,
really
interesting
concepts
of
how
they're
handling
their
learning
in
their
lives,
and
you
know
avoid
the
pitfalls
of
debt,
which
is
being
used
to
control
individuals,
communities
and
societies
all
over
the
planet,
as
people
end
up
having
to
pay
loads
of
interest,
rather
than
invest
in
their
communities
in
creep
capital,
so
yeah
Jesse,
you
know
it's
funny.
We've
been
having
so
many
meetings
online.
That
I
forgot
that
this
was
your
first.
B
C
The
one
thing
I
would,
I
would
add
to
that
I.
Second,
the
thanks
or
the
appreciation
for
the
opportunity
to
be
a
part
of
this.
I
think
it's,
I
think
it's
very
positive
and
strong
and
potent
but
I
I
encourage
anybody
watching
this
to
engage
with
me
in
any
way
in
any
place.
For
any
reason,
I
want
to
hear
from
you
support
and
and
discussion
are
the
valuable
aspects
of
progress,
and
you
know
it
begins
there,
so
reach
out
to
me
would
via
email
on
medium.
You
can
find
me
on
Twitter
reach
out
connect.
A
Is
true,
usually
you
have
my
behind
me
because
he
lots
of
books
and
computers
and
everything
today,
I
am
in
bridge
next
Isis
and
this
Court
is
in
Belgium.
I
make
sense.
This
is
the
Cathedral
of
hunt
which
interesting
as
my
window,
which
of
course
a
a
great
view
in
a
great
place
to
be
doing
a
high
red
revolution,
their
first
possession,
so.
A
You
know
if,
when
medium
a
higher
rate
revolution
say
our
appreciation
that
comes
with
me,
I
with
verse
test
is
very
well.
We
have
to
now
a
thousand
subscribers
I
think
we
have
over
100
writers
we're
getting
about
getting
a
steady
stream
of
posts
every
weekend
we
had
a
very,
of
course,
a
very
interesting
person.
That
said,
yes,
you
just
described
every
country
which
is
currently
RL,
which
our
topmost
we've
been
discussing
all
kinds
of
things.
A
They
request
on
the
getting
started
with
podcasts
how
to
improve
your
memory
for
virtual
items
in
AR,
the
are
so
augmented
reality
and
virtual
reality
rediscovering
wonder
new
technologies.
You
can
use
to
teach
them
to
teach
with
how
to
study
for
for
certain
aspects
where
you're
studying,
where
this
case
for
how
to
study
for
biology,
but
also
some
dr
zeus,
things
a
suggestion.
General
items
also
interesting
items
for
students
and
for
parents
and
for
for
educators
and
whatever
you
are,
that
all
that
scale
is
that
I
mean
we
all
have.
A
B
Yeah
and
again
anyone
who's
who's
on
subscribed
to
subscribed
or
posted
to
hire
at
revolution,
and
you
want
to
make
a
presentation
or
you
want
to
be
part
of
this
program.
Please
just
send
us
a
message
on
because
we
want
the
this
to
be
a
supplement
to
what's
happening
online.
This
will
please
just
send
us
a
message
with
all
of
that:
yea.
A
B
Of
course
not
I
mean
they
don't
want
to
think
of
themselves
as
a
business
or
a
sustainable
anything
just
you
know
an
intellectual
exercise.
So
of
course
you
know
commerce
blew
the
big.
You
know
a
horrible
notion
of
Commerce
at
universities.
They
don't
concentrate
on.
How
do
you
do
sales
you're,
absolutely
right,
Jesse?
What
what
did
you
want
to
say
about
that?
B
C
I
took
a
really
interesting
course
in
in
my
in
my
program
called
the
politics
of
expertise,
and
they
talked
a
lot
about
where
expertise
comes
from,
who
who
determines
it
being
expertise
right
and
then
one
of
the
topics
of
conversation
with
how
how
scientists
are
all
have
been
co-opted.
Their
expertise
is
sort
of
like
has
begun
to
be
siloed
in
a
way,
but
I
feel
like
the
power
of
teaching
sales
in
a
way
that
is
not
necessarily
just
to
just
to
retain
or
grow
profits.
Is
that
at
a
very
at
it's
at
its
core?
C
You
believe
in
what
you're
doing
right
so
you're
still
able
to
look
at
this
concept
of
education
and
what
you're,
offering
or
sharing
and
cultivating
as
being
just
a
natural
part
of
the
process,
and
you
have
to
sell
that
right.
I
mean
that's,
that's
it.
It's
very
basic.
You
know
it's
not
just
that
you're
creating
cough
it
for
an
educational
institution
or
for
yourself,
primarily
you're
you're,
creating
a
manner
in
which
you
are
able
to
continually
do
that
in
a
way
that
is
meaningful
for
others.
Yeah.
A
Well,
it
goes
also
to
the
story
whether
whether
schools
are
vocational
and
I
offer
universitetet.
It
should
focus
to
the
locational.
But
if
we
look
at
the
statistics,
almost
fifty
percent
of
a
fifty
percent
of
students
of
will,
we
have
weapon
sales
in
some
way.
Almost
a
hundred
is
of
170,000
MBA
students
a
year.
A
B
That's
that
that's
the
that
is
the
problem
right
now,
with
the
configuration
of
the
universities
and
that
they're
highly
theoretical,
and
not
really
connected
to
arm.
You
know
the
documentation,
learning
of
skills
and
yeah
the
the
sales
piece
sales
is
usually
pushed
off
on
admissions
departments:
okay,
they're
supposed
to
bring
them
in,
and
the
professorial
kind
of
you
know:
pupus
admissions
departments,
of
course,
until
they're
dependent
upon
them
for
the
students
and
that
notion
of
sales
and
commerce.
B
It
sort
of
flies
again
in
the
face
of
the
the
training
that
most
people
are
receiving,
which
is
your
highly
academic,
highly
theoretical
and
also
you
know,
to
be
blunt,
you
know
well
the
poo
pooing
of
Commerce,
okay
in
the
past
50
years,
as
you
know,
I'll
take
a
stab
at
this
as
the
professorial
is
become
more
and
more
dominated.
By
sort
of
you
know,
postmodern
post-structuralist
in
and
you
know
you
know,
Marxist
analysis
and
thought
which
is
which
are
great
tools
on,
but
they
don't
necessarily
focus
in
on.
B
The
idea
of
here
is
a
student
you're
supposed
to
help
them.
You're
supposed
to
you
know
be
their
advocate.
You're.
Also
supposed
you
also
need
to
show
them
an
idea
that
what
they're
learning
is
meaningful
and
going
to
be
relevant
to
their
future
lives
and
since
the
since
a
lot
of
professors
are
isolated
in
the
high
red
bubble.
Okay
in
the
academic
bubble,
they
haven't
had
that
concern
themselves
with
that
and
because
of
that,
little
skills
in
those
areas
of
have
atrophy.
B
I
saw
this
at
a
meeting
I
attended
last
week
on
the
board
of
advisors
for
a
large
small
research
university
for
a
particular
program,
and
the
notion
of
you
know
improving.
The
numbers
was
coming
from
staff
related
to
that
that
section
of
the
school,
but
the
professor's
were
all
kind
of
like
you
know,
shocked,
and
you
know
woman
pooh-poohing
a
little
bit
that
notion
of
expansion
of
the
gov,
the
Commerce,
so
I
won't
yeah.
C
B
B
C
C
She
was
so
challenging
in
terms
of
what
I
wanted
to
pursue
and
why-
and
you
know
all
the
way
through
the
program
and
she
she
constantly
was
frustrated
with
her
position
within
the
university
and
how
it
was
just
completely
overlooked
inside
line
in
a
lot
of
respects.
It
was,
it
was
disrespectful-
and
this
is
you
know,
one
of
the
more
progressive
institutions
in
new
york
city
right
now,
an.
B
Aside
something
that
to
dovetail
off
of
that
I
had
another
really
interesting
conversation,
someone
who
just
handles
financial
aid,
because
one
of
the
things
that
I've
been
doing
is
taking
a
look
at
you
know:
student
loan
debt
in
some
relationship
to
financial
aid
and
how
financially
gets
calculated.
Okay,
the
calculations
are
pretty
straightforward
and,
to
be
perfectly
honest,
they're
they're,
quite
fair
in
terms
of
they
look
at
in
the
US,
the
income
levels
of
the
parents.
B
Any
savings
that
the
parents
have
done
for
the
education
are
the
income
of
the
of
the
student,
and
you
know,
savings,
etc
there
and
they
come
up
with
a
figure
of
what
what's
called
a
need.
Sort
of
a
family
contribution.
Okay
and
what's
interesting,
is
that
contribution
is
done
by
a
company
associated
with
the
College
Board,
and
each
school
is
supposed
to
give
that
is
supposed
to
sort
of
have
that
same
figure
per
arm
for
each
student.
B
Faculty
isolated
from
those
economic
decisions
can
kind
of
claim
or
essentially
tries
to
claim
the
moral
high
ground
of
higher
education
is
in
a
business,
how
it's
not
a
consumer-driven
industry
that
it's
in
some
higher
purpose,
and
certainly
for
some-
that's
accurate,
maybe,
but
they
don't
see
that
there
are
all
these
support
systems
underneath
them,
literally
okay,
in
terms
of
the
hierarchy
of
power
of
the
university.
That
really
is
about
commerce
and
exploitation
and
not
being
transparent
with
the
with
the
costs,
and
so
you
get.
B
B
Is
this
notion
of
from
tuition,
debt
and
power
that
is
maintained
by
you
know
the
current
tenured
faculty
and
and
the
administration's,
and
that
was
really
you
know
the
the
dissertation
now
the
book
that
I
wrote,
people
have
said
to
me
that
that
was
wow.
You
know
that's
fairly
cynical
what
you
wrote
and
now
I'm
actually
finding
out
that
it's
even
more
cynical
once
I
start
to
was
cynical
on
the
on
what
was
happening
with
adjuncts.
Ok,
well,
there's
a
whole
crazy
thing
going
on
that.
B
We
didn't
really
see
that
that
literally
is
taking
students
without
much
debt,
giving
them
these
dreams
and
saddling
them
with
a
huge
amount
of
debt
that
allows
them
to
be
controlled
afterwards
and
that's
kind
of
sick
and
we'd
love
to
hear
from
people
who
have
their
own
stories
about
this
who
are
working
in
the
industry.
We'd
really
like
to
get
those
kinds
of
stories
out
and
they're
important
to
get
out
because
reforms
not
going
to
happen
unless
we
let
some
light
in
to
the
to
the
current
practices
into.
C
Sort
of
parallel
with
that,
even
you
know,
to
hold
out
some
hope
right
that
not
all
of
this
is
necessarily
cynical
is
that
there
are
spaces
in
which
people
are
taking
matters
into
their
own
hands,
whether
that's
teachers,
whether
that
students,
whether
that's
communities.
So
we
want
to
hear
those
stories
as
well
rated
I'm
going
to
contribute.
C
That's
like
I,
you
know,
if
you,
if
you
read
my
post
on
learning
everywhere
and
you're
like
I,
was
at
18
year
old
and
I
decided
to
do
this
instead,
right,
maybe
you
did
take
a
couple
of
courses
at
an
institution
because
you
need
you
the
specific
skill
set,
but
maybe
he
will
also
went
and
entered
with
some
organization
that
gave
you
some
training
and
then
you
love
to
do
with
something
else.
We
want
to
hear
those
stories
as
well,
so
we're.
B
C
B
B
Generation
X,
you
guys
are
you
know
the
Millennials
or
whatever,
but
Generation
X
is
doing
a
great
job
with
the
Boomers
arm
doing
a
great
job
with
the
bloomers
to
destroy
the
products
of
2,000
years
of
progress,
and
we
need
them
younger
people
to
start
you
guys
need
to
seize
control
and
so
I'm
as
a
generation
Xer
I
want
you
guys
have
as
much
more
and
more
and
more
power,
because
Generation
X
has
not
done
it
such
a
great
job.
Of
that
I
would.
C
I
would
also
say
to
plug
one
more
time:
debbie
does
dallas
DSP
side.
Rediscovering
wonder
is
great
in
terms
of
the
fact
that
there
is
overlap,
there's
generation,
there's,
there's
cross-generational
needs
there
to
you
right.
We
can't
just
look
at
these
at
our
generations
as
separate
entirely
that
we
can't
work
together
to
achieve
common
ground.
So.
B
That's
a
whole,
that's
a
subject
for
a
whole
nother
discussion
to
see
whether
you
know
that
that
tactic
would
work
or
whether,
hey
you
know
it's
every
generation
for
themselves.
So
they
know
you're
you're
much
more.
You
know
bring
people
together,
which
is
exactly
what,
but
sometimes
you
know
you
have
to
fish
or
cut
bait.
A
B
They
say:
listen,
let's
so
we're
going
to
go
the
dough
gold
interview
here.
It
is
so
we're
back
to
the
in
some
ways:
institutions
enforcing
you,
know,
gradgrind
back
on
us
to
talk
about.
You
know
hard
times
by
Dickens.
You
know
the
person
who
was
just
you
know
it's
the
test.
It's
the
you
know.
The
quantification
of
knowledge
were
so
much
about
our
lives
can't
be
quantified.
D
Talk
about
a
concrete
example
which
maybe
fills
in
some
of
the
pictures
that
we've
been
talking
about
in
terms
of
the
kinds
of
projects
and
initiatives
that
do
seem
to
be
opening
things
up
and
but
also
it
brings
this
stuff
into
focus.
So
space
makers,
the
agency
that
I
founded
in
the
UK,
which
is
now
run
by
fantastic
thing,
led
by
Matt
Western.
They
have
been
working
on
this
project
called
the
Brighton
school
which
started
in
the
city
of
Brighton,
which
is
where
matt
has
lived.
D
D
This
happens
sometimes
in
the
British
system
that
when
there's
a
big
developer
comes
in
and
does
project
in
an
area,
they
have
to
put
like
a
really
tiny
percentage
of
the
amount
that
they're
spending
on
that
project
into
a
fund
to
do
something:
cultural
in
the
area,
and
so
there
was
an
invitation
for
artists
to
propose
projects
and
space.
Lakers
went
and
said:
look:
we
don't
think
that
this
neighborhood
needs
another
fancy
piece
of
street
furniture,
which
is
what
these
things
often
tend
out
turn.
D
We're
going
to
do,
we
want
you
to
give
us
the
funding,
we
will
create
a
public
art
school
and
it
one
of
the
issues
that
Brighton
has
is.
It's
got
great
universities
that
are
really
highly
rated,
but
has
a
really
low
level
of
the
graduates
staying
on
in
the
city
where
they've
been
studying
when
they
finish
their
studies.
D
B
They've
got
a
lot
of
great
local
access
to
that
University
because
our
law
we're
seeing
a
lot
of
that
in
the
states
of
the
the
university's.
Even
the
public
universities
are
kind
of
not
really
doing
a
great
job
of
bringing
the
communities
into
the
education
than
and
and
supporting
people
from
the
local
towns
who
are
generally
poor
or
underrepresented
communities
into
those.
So
yeah,
that's
great.
D
Yeah,
certainly
the
the
kinds
of
agendas
that
end
up
steering
the
overall
direction
of
these
institutions
doesn't
necessarily
make
it
easy
to
prioritize
that
stuff
in
practice.
So
what
they
did
with
firm
Brighton
school
is
they
created
a
post,
grad
program,
five
students
who
have
graduated
the
previous
summer
from
a
range
of
different
disciplines
where
they
came
in
and
for
two
days
a
week.
They
were
the
Brighton
school
over
six
months
and
they
were
paid
for
their
time.
D
So,
instead
of
paying
to
go
to
school,
they
were
actually
being
paid
a
living
wage
and
they
were
for
the
first
three
months.
They
had
all
kinds
of
guest
teachers
coming
in
people
who
were
really
amazing,
leading
figures
in
different
fields
in
relation
to
public
space
and
what
we
did
with
it
and
then
over
the
second
three
months.
They
as
a
team,
created
a
project
and
commissioned
and
installed
it
so
that
they
actually
created
a
public
artwork
that
was
grounded
in
the
place
and
coming
out
what
they
were
doing.
A
D
These
things
now.
What's
really
interesting
to
me
is
that
I
was
chatting
to
map
the
other
day
and
he
said
he'd
been
having
a
meeting
with
somebody
from
the
management
in
a
university
else.
We're
talking
about
this
project
and
in
the
meeting
one
of
these
senior
managers
turn
around
and
said.
Well,
we
don't
really
get
how
you
could
get
away
with
calling
at
a
school
when
you
weren't,
giving
out
a
qualification
now.
B
A
A
And
I
think
that
sounds
I
think
it's
a
great
1i
think
next
week
we'll
have
Karen
Johnson,
of
course,
in
there
I
think
in
a
couple
of
weeks,
we'll
have
debutantes
be
on
there.
There's
so
much
so
many
fun
things
to
come
me.
We
could
probably
talk
for
another
two
hours,
three
hours
but
other
than
the
same
at
all
for
next
week's
ever.
Thank
you
very
much
and,
as
always
sample
see
online.