Unsurprisingly in University Business Schools we spend a lot of time thinking about the management and operations of organisations and the way people work. I think we’re rather lucky at UCS because we have embedded heritage and archaeology in the business school too (it always helps if you are in charge, which I am!). So, I’m spending today at my desk overlooking the historic Ipswich waterfront thinking about the first year of delivery of our Foundation Degree in Management for the Heritage Sector which has just ended, how the students have performed in it, and how we continue to develop the content for the course. It has been interesting to talk to students who are seeing archaeology and heritage in a whole new way when considered from a management and business point of view: it is no longer humps and bumps in the ground, or objects behind a glass case, but a resource, or a way of working, or a product, or a service. The intrinsic knowledge of the historic value of the thing is not forgotten, but is just one factor in a range of ways we can approach and analyse what is going on in, on, to or around it in a business sense.
I’m also looking at the role which archaeology and heritage can play more widely in the University as it moves into its new strategic plan period. The academic team has therefore prepared a position paper on achievements to date and future opportunities, and I am still delighted and surprised at how we are managing to weave in the potential of archaeology to so many things which the institution does (it’s a not very subtle take over!). Quite apart from the potential of a dig site next to our building which we will eventually construct something on as we develop the campus, we’ve worked with our computer games design course team to make a game for West Stow Anglo Saxon Village, and their students are now looking at the potential for specialism in “heritage gaming”; colleagues in arts and humanities hosted a conference on board games which featured archaeological finds; we’re about to sit down with the dementia research unit in the science department to look at using museum objects in health settings locally; and our events and tourism students who may normally be more comfortable studying theme parks and music festivals have been looking at developing archaeological sites for visitors and historic re-enactments. The list goes on and on, proving a) that archaeology is fascinating and fun for everyone, and b) in educational terms, the subject and its learning objects can be deployed in conjunction with almost any other subject to create interesting and innovative educational experiences.