Optimising ETT s.r.l.

New Media Technology Area

A dissertation submitted to The University of Manchester for the degree of MBus in the Faculty of Humanities

2012

Abhinav Anand

Manchester Business School

Executive Summary Introduction Museums Sector School Sector Conclusion and further recommendations Word-count References, bibliography and appendices

463 1541 3830 4691 350 10,875 5,212

Contents Page Executive Summary Introduction Background Purpose Methodology Organisation of Report Limitations of the Study 7 9 10 11 14 5

Museum Sector PESTLE Analysis Market Assessment Key Observations School Sector School Types Impact of ICT ICT Procurement Key Observations Conclusion & Recommendations References Bibliography Appendices 35 40 48 55 58 60 64 65 15 24 32

DECLARATION I, hereby declare that no portion of the work referred to in the dissertation has been submitted in support of an application for another degree or qualification of this or any other university or other institute of learning.

COPYRIGHT STATEMENT

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(1) Copyright in text of this dissertation rests with the author. Copies (by any process) either in full, or of extracts, may be made only in accordance with instructions given by the author. Details may be obtained from your Programme Administrator. This page must form part of any such copies made. Further copies (by any process) of copies made in accordance with such instructions may not be made without the permission (in writing) of the author.

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(3) Further information on the conditions under which disclosures and exploitation may take place is available from the Academic Dean of Manchester Business School.

Acknowledgement

I would like to thank Dr. Andrew James for allowing me to work under his supervision and guidance. He allowed me to express my views and think outside the box.

I am also thankful to the staff of ETT s.r.l. for giving me the opportunity to work on the project. I would give special thanks to Mr. Davide Pantile and Mr. Valerio Rossi for supporting me throughout the project and for giving their valuable feedback.

Executive Summary

ETT Solutions is an Italian based technology firm which provides software services and deals in New Media technology, e-governance and Research and Innovation. This report focuses on the prospects of expansion of ETTs New Media business in the UK. Keeping this goal in mind the report encapsulates two important UK sectors, the Museum sector and the School sector. It analyses the prospect of ETT s.r.l. to establish in the UK market. These two sectors were chosen for the study since the client company has been working in these two sectors in its home country and thus have an in depth understanding of the kinds of products and technologies, the customers in the particular sectors look for. Due to recessionary forces, the current economic climate is creating pressure on the national governments to curtail the expenditure and this is having a direct impact on the decisions by respective institutions regarding the investments in procurement of technology. Even though the current economic downturn is a reality, the research shows that the UK government is still supporting the museum sector and the education sector in technology up gradation. . PESTLE analysis framework has been employed in order to study the museum sector. The analysis shows that in recent times the museum sector has experienced budget cuts due to the reduction of the government expenditure, which has caused many museums to cut staff and close parts of the museum
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which were earlier open for public viewing. Another major event for the sector has been the dissolution of MLA (Museums and Libraries Association) in 2011. From now on the museums come under the jurisdiction of the Arts Council of England, which was previously responsible for the Art Galleries only. In spite of the budget cuts, the government is sponsoring many funding programs for the museum sector and specifically supporting the technology up gradation in the sector since they play a very important role in the promotion of the tourism industry of the country. According to the Museums Association, positive growth in the sector is thus expected. The section of the report discussing the school sector mainly describes the current trends of technology use in the sector. The report also describes the ways in which schools procure technology from the suppliers. It discusses the various contact points through which the suppliers can enter the market for procurement of school material in the UK. The section also talks about the different types of schools in the United Kingdom and which different parties are responsible for them. It is clear that technology use in the classroom environment in the UK is increasing. Various kinds of technologies such as Interactive White Boards, Learning Platforms and Audience Response System are currently in use in the primary and secondary schools in UK.

01.

Introduction

01.1

Background

ETT - Electronic Technology Team is a SME based in Italy that provides software services. It was established in 2000 by a group of experienced engineers coming from industry and academic research (ETT s.r.l.,2003). The company works in the following 5 sectors: 1.) E-government 2.) E-business 3.) Consulting 4.) New Media Technology 5.) Research & Innovation Staff: Over 100 specialists with a wide range of professional expertise (ETT s.r.l., 2003) Offices: Italy: Genoa, Rome, Pescara, Palermo, Ancona UK: London. Mission Statement: The mission statement given on the companys website is To simplify and speedup the flow of information between public administration and users, and
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optimise public and private sector operational procedures. The companys philosophy is based on the creation of strong client partnerships, through the sharing of knowledge and active participation in projects. The companys policy is driven by customer satisfaction and team motivation backed by quality system ISO 9001:2008 (ETT s.r.l.,2011).

Brief description of companys work profile: ETT is a supplier of highly customized system for research centres and university laboratory. It designs softwares, conducts data acquisition, processing and system integration in the area of neuroengineering and biomedical instrumentation. The company also works in designing innovative services to integrate its solutions with legacy systems and office automation (ETT s.r.l.,2003) The ETT team also specializes in developing web applications for business and industry use with the focus on developing innovative e-government solutions. In this framework, it is one of the main software service providers of the Local offices of Labour (Centri per l'Impiego) about 100 centres covering more than the 16% of the Italian Provinces (ETT s.r.l., 2011). New Media Technology: ETT designs and develops New Media Solutions such as: 1.) Touch and multi touch applications
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2.) Augmented reality 3.) Hologram technology 4.) Interactive media technology The New Media technology makes use of graphical interface which functions by finger touch or with coded objects giving greater and natural interaction between the digital equipment and the user and in this way lowering traditional barriers between people and technology. For the list of clients, products and projects undertaken by the New Media department so far in Italy please refer to the appendix 1. 01.2 Purpose

By the end of the study, the report should be able to fulfil the following purposes: Analyse the macro operating environment in which the Museum sector and school sector function and how this environment influences the long term goals of the respective sectors with regards to New Media technology up gradation. Analyse the investment trends in the museum sector and the school sector in the implementation and/or up gradation of New Media related technology. Determine the purchasing values on which purchasing decisions are made in the sectors of museums and the school sector in the UK.
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01.3

Methodology:

The main approaches adopted in order to conduct the research are mentioned below: o To carry out an appraisal of pertinent market, sector and industry publications and databases with the scope of understanding the dynamics of the companys target external operating environment; o To carry out interviews with selected associations and museums to gather primary research data, getting a deeper insight in to the purchasing patterns and goals of the selected sectors. o This is a Market Research Consulting report which has been written on the basis of the available secondary data. It is unlike a regular dissertation report in certain specific aspects. Firstly, many theoretical models have not been employed in conducting the study. This is due to the fact that the study focuses on particular topics and is directed towards answering specific questions as posed by the client. These topics being specific in nature required a focused research and hence did not completely fit any general framework. This is not to say that no frameworks are used. As will be explained in the next section, some specific frameworks are used. The main task of the report is to satisfy the requirements of the client company and to provide them with the relevant and objective answers to the questions and the queries they raised.

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Nonetheless, complete care has been taken to make sure that the theory, concepts and ideas which were taught in the Global Business Analysis Programme, are extensively used, wherever relevant and necessary. Many ideas and concepts learnt in the taught module of the programme, such as the ones learnt in Global Business Strategy course have been used to write this report. The secondary research was conducted, keeping in mind the quantity and quality of the content required for the report. Even though the frameworks may not have been used exactly the way they are available and certain criterions have been added or subtracted, depending on the needs of the client, the basic structure and approach of the report is derived from the theory learnt in the course.

01.4

Organisation of Report

The two main sectors covered in the report are the U.K Museum sector and U.K. school sector. Both the parts are divided in to further sections. Section 2.1 PESTLE Analysis gives an insight in to the broader macro environmental trends in the UK and their impact on the operating environment of the museum sector. While a specific framework is employed to study the macro environment in case of the museum sector, no such framework has been employed when analysing the education sector. This is because the main factors of the broader environment are the same for both the sectors such as the present economic downturn due to euro zone crisis. Hence in order to avoid
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repetition, these issues are not repeated extensively for both the sectors. United Kingdoms macro environment has been studied using PESTLE Analysis in which we will look in to the Political, Economic, Social, Technological, Legal and Environmental scenarios relevant to the museum sector. Under the various subheadings, I will also be discussing the important implications of the respective factors on the museum sector. Section 2.2, Market Assessment, will explain the marketing dynamics which come in to play in the museum sector. In this section we identify the different kinds of museums in the UK and will look in to how buying decisions are made by these institutions. This section will answer the relevant purchasing related questions such as who makes the purchasing decisions. How do our potential customers purchase? What do they look for when making purchasing decisions or in other words we will identify the purchasing values of the sector. The section will help us understand the buying behaviour of the museum sector towards New Media technology in the UK. Section 2.3 Key Observations (Museum Sector): This section revaluates the main points and results obtained in this section.

Section 3.1 Kinds of schools: This section briefly explains the different kinds of schools in the United Kingdom. The school sector in the UK is very diverse with many different kinds of institutions falling under this category. Broadly speaking there are two kinds of schools; Public/State schools and Independent/Private
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schools. These can be further divided in to sub categories depending on the governing bodies of each type of school. This section clearly helps you identify with the different kinds of schools in the UK. Section 3.2 Use of ICT in schools: This section starts with discussing the impact of the use of digital technology on the academic performance of the students. It then goes on to discuss the kinds of ICT technologies currently prevalent in the schools in UK and the way in which they are getting implemented in the school curriculum. Section 3.3 Technology Procurement in schools: This section discusses the ways in which schools receive funding for investment and the channels which are used to spend the same. It explains the different ways in which suppliers can get in touch with schools. Section 3.4 Key Observations (School Sector): The last section briefly summarises the main points discussed in this section. Section 4 Conclusion and further Recommendations: The last section of the report concludes the study and suggests specific recommendations as next steps to the company. 01.5 Limitations of the Study

This study is bounded in the following ways: The educational institutions sector in the UK is very diverse comprising of high schools and higher education universities, both of which further can be sub divided in to different types. Keeping in view the primary
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requirements of the client, the report will focus only on the school sector in the UK. The study is majorly based on secondary research with a limited time spent on primary research due to the constraint of access to information. Another point to be noted in this regard is that questionnaires were sent to institutions in both the sectors. While the author got the response from the University of Manchester museum, no response was received from the procurement partner company which deals with the school sector. Hence the information of the school sector is based on pure secondary research. The secondary information is taken from reliable information sources, official databases, institutional reports and websites. Full care has been taken to make sure that the data is collected from genuine and verified sources. The author does not take any responsibility on the authenticity of the material.

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02.

Museum Sector

02.1

PESTLE Analysis:

One way of assessing the operating context of an organisation is to examine the broader environmental forces that bear on it and the operating industry in general. This necessitates that viewing an organisation as an open system that interacts with its environmental domain. Within this open systems view an

organisation is conceived as consumers of resources (inputs) and exporters of resources (outputs). Within this analytical context, the wider environment may be viewed to be composed of key subsectors (or forces) both existing as well as new/future forces. One common way of assessing the impact of a number of environmental forces is to conduct a PESTLE analysis, i.e. an analysis of the political, economic, sociological, technological, legal and environmental subsectors of the broader operating domain. Here the Environmental factors are not taken in to consideration since these have very less impact on the subject matter of the report. Hence the focus of the following discussion will be on the first five factors of the PESTLE analysis.

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Political:

The United Kingdom is currently under a coalition government. In the wake of the Euro zone crisis, the United Conservative-Liberal Democrat coalition government has decided to implement and carry on with the fiscal deficitreduction (Evans G, 2012). In order to implement the strategy, the government has successfully performed a number of major tests, including the June 2010 emergency budget, during which the public-sector cuts and tax changes were pursued over fiscal year (FY) 2010/11. These fiscal deficit cuts have had direct impact on the museum sector. According to a survey conducted by the Museum Association, over half (51%) of the 114 museums across the UK that responded to the survey reported a cut in their budget since last year (Lomas H, 2012).

Economic: The continued economic recession has had a deep impact on public spending and has led to the reduction in the consumer purchasing power. This has led the UK government like many others to reduce public budget spending and investment in publicly owned businesses. But recent studies reveal that the battling economy is slowly but surely showing signs of recovery and that UK will resume clear growth in the third quarter of 2012, helped by the staging of the
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Olympic Games. It will resume growing in the fourth quarter as well due to lowering of oil prices (Mintel, 2011). The average GDP of UK economy in Q3 (2012) is 0.1 % and is expected to increase to 1.4% by Q3 in 2013 (Wavell C, 2002). Implications for the museum sector: The current political and economic climate in the UK, as described above is impacting the museum sector. The various reports published by the Museums Association confirm the public spending cuts in this sector. The Museums Associations (MA) 2012 survey shows that almost a quarter of museums have closed all or part of their sites to the public, due to the budget cuts (Museums Association, 2012). In the reports published by the MA, Mark Taylor, the Museums Associations director, said: As the results of the survey show, funding isnt getting any better and in many cases its getting worse. Theres no prospect of an upturn any time soon. But the survey shows increased determination to improve services. Thats a reflection of the strength and commitment of the museum sector and people who work in it. (Oliver M, 2011). In spite of the impact of the economic downturn, there are signs of positive growth. 36% of respondents said they expected the quality of service in the museums will increase in the coming year, compared to just 13% in the Museums Associations 2011 survey (Museums Association, 2012).
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Hence we can see that the economic downturn and its impact on the museum sector is a reality in UK. The museum sector is vulnerable to the changes occurring at the National Level, which fund the running of the National Museums and at the level of the Local government, which are responsible for funding the State Museums.

Social: Even though economic downturn implies budget cuts for public tourist attractions such as museums, it also has had a positive influence on the tourist attractions in the UK. The economic recession has been good for domestic attractions because this has meant that more locals planned to holiday in the UK in 2012 in comparison to going abroad for vacations. (Mintel, 2011).

This increase in domestic tourism influences all tourist attractions in the country including the museum sector. Museums attract the maximum number of tourists in the UK and in this way play an important role in the success of tourism industry in the UK (Visit Britain, 2010). According to the reports published by Visit Britain, The UK government has made continued investments in the museum sector, which has in turn resulted in many tourists visiting the museums and in this way, contributing to the UK economy (Visit Britain, 2007).

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The relationship between tourism and museums, heritage and culture sector: According to a survey conducted by Visit Britain, the most popular reasons to visit Britain are History, heritage and culture (Visit Britain, 2010). The nations brand index survey also indicated that 65% of potential visitors to the UK are very likely to visit museums during their trip (Visit Britain, 2007). Visit Britain estimates that Britains culture and heritage contributes 4.5 billion pounds to the economy annually and employs more than 100,000 people in the country (Visit Britain, 2010). Eight of UKs top ten visitor attractions are museums and three UK museums are among the top ten most visited museums in the world. According to another report in 2008 overseas visitors to major UK museums and galleries can be estimated to have spent 436 million pounds as a result of their visit. UK visitors, who spend less per visit, were estimated to have spent 386 million pounds (HM Treasury, 2012).

Hence we can see that how the museum sector plays an important role as a representative of UKs culture, heritage and social prestige. It contributes greatly to UKs economy and in this way becomes an important sector in which the government continuously invests.

Technology: Technology and New Media has played an important role in the UK museum sector. The Arts Council of England is keen to see museums continuing to make the necessary innovation in the use of digital media and to promote their
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programs through collaboration with one another as well as with external partners (Arts Council England, 2011). In a latest report published by Arts Council England, the Arts Council has chalked out specific goals w.r.t. the use of New Media in the museums sector. The report states the goal for the Museum Sector is to develop out touring and digital work to encompass museums and encourage a greater sharing of collections and assets, extend reach and generate richer experiences for audiences (Arts Council England,2011).

The current use of digital technology in the British museums: According to a study conducted by Kings College London in 2003, the British Museums currently employ the following kinds of digital technologies at their premises (Kings H, 2003): As a user friendly interface for presenting the information In the Earth Lab exhibition of the Natural History Museum, New Media technology has enabled visitors to choose from a content database thus making it easier for them to browse information. To digitally observe and contextualise an object. For e.g. the use of virtual reality to show how the whole object looks and how the object was used.

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The knowledge that the museums hold is going beyond the boundaries of the museum building via websites, soft wares and online databases

To allow visitors to participate and thus contribute to the research focus of the museum. E.g. Walking with Woodlice was an online survey

conducted by the Natural History Museum. By organizing Q&A sessions with curators or scientists by the medium of the New Media Technology. Visitors have the opportunity to offer their own interpretation and experience of the objects and knowledge present in the museum. For example the public dot matrix screens at the science museum Museums in UK are using technology to enhance the access to their collections for people with special needs. PDA technology and audio guides have been extensively used by museums such as the Tate Modern and Milestones Museum in Hampshire. To extend the learning experience by supporting interaction between learners. Example Future Worlds at Science Museum Mobile Technology is getting implemented in the museum sector in the UK, as the case below describes Some UK museums are also collaborating with other sectors, especially the digital and communication sector to enhance the use of technology and thus
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create greater connectivity with the visitors. A short case study is presented below. Case Study: Mobile Technology and museums Collaboration between Vodafone and Tate Museum: Background Vodafone and Tate Museum signed a mobile partnership in 2011. Tate museum will use Vodafones expertise in the mobile technology and in this way empower itself to use the latest technologies in innovative ways within its gallery (Tate, 2012). Objectives: Tate museums website outlines the following objectives for the Tate-Vodafone partnership (Tate, 2012).

Alignment of Vodafone and Tate, two brands with an emphasis on innovation and a global outlook

To foster a spirit of creativity and collaboration in the development and use of mobile technology in the museum sector

To encourage more public engagement in art as well as deepen Tates relationship with its online communities

To offer Vodafone employees from around the world the unique access to the Tate family of galleries through a program of Tate expert-led tours, private views, talks in the workplace and workshops

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Current Goals: The following projects are currently being implemented with the partnership (Tate, 2012):

Appropriate mobile services are getting created to complement Tates popular and award-winning website

Tate Debates, a weekly, themed discussion forum is hosted on Tate Blog

Potential Partners: Please refer to the appendix 2 to look at the list of potential partners

Legal: Digitization of cultural material: According to the latest reports, The European Commission has called on the EU members and the UK to step up efforts to digitize cultural objects through publicprivate partnerships and to adopt national strategies which support this effort (Atkinson R, 2011).

It has recommended the member states to pool their resources" in digitizing cultural material. This includes increasing the number of objects available online through the Europeana website from 19 million to 30 million by 2015 (Atkinson R, 2011).
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Targets for each member state have also been set, with the UK called on to digitize 3.9 million objects over the next four years. This shows an increase in the efforts of digitalisation happening in the museum sector at the European wide level. 02.2. Market Assessment: Museum Sector This section presents an internal analysis of the museum sector in the UK. The museum sector comes under the cultural and creative industries. The Museums Association (MA) agreed a definition of museums in 1998. The website quotes: 'Museums enable people to explore collections for inspiration, learning and enjoyment. They are institutions that collect, safeguard and make accessible artefacts and specimens, which they hold in trust for society.' This definition includes museums as well as art galleries Number of Museums in the UK: According to the estimates UK currently has about 2,500 museums. Out of these, over 1,800 museums were accredited by the Museums, Libraries and Archives Council (MLA) of England. But since the disintegration of MLA, these now come under the direct jurisdiction of the Arts Council of England. (MA, 2012).

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Types of museums in the UK: There are several different types of museums, depending on how they are owned, managed and funded. These include:

National museums: Central government is responsible for establishing and funding the National museums through the Department of Culture, Media and Sport (DCMS). National museums showcase the collections and objects which are considered having national importance. There are currently 54 national museums in the UK.

Local authority museums are owned and run by Local Authority bodies such as town, parish, borough, city, or county councils. Local Authority museums house collections that reflect local history and heritage. University museums are owned and managed by universities and their collections are related to areas of academic research and interest.

English Heritage properties come under the management of English Heritage, a non-departmental public body of the UK government. These properties are buildings and monuments of historic interest, many of which also hold collections inside. Independent museums are owned by registered charities and other independent bodies or trusts. They are not funded directly by the state but may
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receive support through government programmes. One such funding support programme is the Renaissance Programme. National Trust properties are owned and run by the National Trust (or the National Trust for Scotland), an independent charity. The National Trust provides its support to historic houses, gardens, castles, industrial monuments and social history sites, as well as areas of natural beauty.

Regimental museums and armouries collate and preserve Britain's military heritage and are often managed by the armed services

Britains unoccupied royal palaces are run by Historic Royal Palaces, an independent charity. (Please refer to the appendix 8 to view the list of top 50 museums in the country with a brief description of all. Also the appendix 7 provides the list of top 10 most interactive museums in the UK)

Museum Funding Mechanism:

Museums apply the mixed economy model to get investment. They are sponsored from private investments, public subsidies, earned incomes and individual giving. As stated above, most of the museums which have free
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admissions policy are funded and managed by the government. All the National Museums fall under this category. Also most of the university museums and a large number of local authority museums operate a free admissions policy. Most but not all independent museums charge an entry fee. Current Investment Trends in the Museum Sector: The funding requirements for any digital project are important in driving forward any sustainable strategies for digitisation in museums, and for embedding digitisation projects in to the organizational strategies. Below we discuss the various kinds of funds currently made available to the museum sector. I Renaissance investment trends in the museum sector,: Renaissance is a Regional fund provided for the maintenance and up gradation of non-national museums. It was launched in 2002 to provide the necessary investment in the improvement of the quality of Regional Museums across the country. 43 million pounds of budget has been allotted by the Renaissance Regional fund for the year 2012-15. (Atkinson R, 2012) Arts Council England (ACE), the present governing body of the museums and art galleries in England has published a breakdown of its 62.6m Renaissance funding to major partner museums, which shows the exact amount each of the successful 16 will receive over the next three years. Please refer to the appendix for the exact amount of funds received by the respective museums.(Rebecca A, 2012)
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ACE is also providing another set of funds called the Transitional Funds of 8m for the 24 former hub museum services that did not receive major funding. Hub museums showcase articles and material from multiple disciplines and hence is not limited to just one field of knowledge (Museums Planning, 2012). Fund allocations to these museums have been agreed on a case-by-case basis with allocations ranging from 597,004 to 119,100. For further details of individual investment in the museums, please refer to the appendix 3(dcms, 2012). The Renaissance funding programme has significantly contributed to the transformation of non-national English museums. This has had positive results for the museums and has contributed to an increase in the visitor numbers, access to larger number of collections and greater visitor satisfaction. Visits to hub museums have increased by 42% since 2002/3 and 74% of visitors are very satisfied with their visits. Renaissance Funding supports improvement in access to important collections either in the museum or digitally.

II Museum Development Fund: Nine museum services have been awarded around 8m from Arts Council Englands (ACE) museum development fund which will help establish a national network of professional advice and support to the smaller museums in the country. (Gough S, 2012).

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The successful museums, of which seven are also Renaissance-funded major museum providers, will receive a total of 8.07m between 2012 and 2015 will invest the funds received in improvement work such as business planning, workforce development, attracting new audiences and organisational

improvement. (Atkinson R, 2012). According to the report, Mark Taylor, the director of the Museums Association, said he hoped the three-year contracts would enable long-term planning and capacity building.

III Renaissance Strategic Support Funding Renaissance Strategic Support Funding has been assigned to the museums in the East Midlands and South Yorkshire.

Strategic support funding will be invested in those regions of the country which are not funded by the major partner funds and will be used to fund specific areas of work such as campaigns to embed learning from Cultural Olympiad activity and projects to commemorate the 100-year anniversary of world war one in 2014. (Atkinson R, 2012) East Midlands and South Yorkshire museums will receive the funding through the process of bidding for the first phase. If successful, these commissioned projects will run for the full three years, 2012-15. (The Audience Agency, 2012).
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Any remaining funds will also be offered to accredited museums in regions to meet other strategic and geographic gaps. According to the website, full details of successful bids will be announced in the autumn. Please refer to appendix 4 & 5 for further details. IV Digital R&D Fund: The aim of digital R&D fund is to bring about collaboration between technology firms and arts and cultural organizations. Specifically, the fund aims to implement digital technologies in order to improve audience engagement and or enable new business models. (Nesta, 2012). For further details about the project, please refer to the appendix 6 The above discussion shows that despite the budget cuts, there is a flow of investment in the museum sector. In the course of the research, the author of the report conducted an email interview with the Media Officer of the Manchester Museum, Mr Stephen Devine. A questionnaire was sent to Mr Devine which he responded via email. Below is an excerpt from the interview covering important information relevant to the topic of the report. Interview questions: How do the museums identify the potential technological suppliers?
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This depends largely on the nature of the required technology. For our upcoming Ancient Worlds mobile web we approached a number of firms we were aware of with strong portfolios and good track records and/or recommendations. We provided them with a clear brief for this work and invited them to attend a meeting to discuss and pitch ideas. When choosing a supplier, we looked for an aspirational quality of work in general along with a good understanding of our aims and a fresh approach was key to this selection.

- How much is the participation of the Government and that of the private funding when considering technological investment?

To this Mr. Devine replied Again this will depend on the nature of what is required - if we are aware that funding is available for a project or area that suits our needs we will put a bid together to undertake work which would otherwise not be possible. Otherwise this funding may be part of a broader overall museum support and it will become part of a budget available.

- What are the purchasing values?

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There has been a relatively small amount of purchasing so the criterion has generally been to establish easy to use, sustainable resources with an element of longevity.

- Who are the main actors behind the Museum sector?

Personally I'd say for us the main influence comes from The University of Manchester.

- Who makes the purchasing decisions?

I probably make the majority of the decisions in this area regarding online and digital spending but this is generally in conjunction with the Head of Marketing or other staff members.

02.3 Key Observations

o The first section of the report uses PESTLE analysis to study the UK market and its direct impact on the museum sector. Studying the political and economic situation we find that the economy is still battling the economic downturn, which in turn is directing the
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government decisions for cutting budget for public expenditure. This has influenced the museum sector negatively as the museums seem to be cutting on costs. But analysing the social aspect, it is clear that the museum sector plays a very important role in the tourism and culture industry of UK. Hence even though the government is trying to curb the expenditure, it seems unlikely that the museum sector will stop getting support on improving its services. The analyses of the technology sector prove this statement. It is seen that the museums have been upgrading and improving their services by experimenting and bringing in new technological innovations in the sector. We can find that museums are open to form collaborations with technology related firms to create technologies which enhance users experience. o The second section elaborates on the different kinds of museums present in the sector and also informs about the main heads under whose jurisdiction they fall. We find that even though external

environment of the UK market is still battling with the economic downturn and the government is keen on implementing public spending cuts, which is having a direct impact on the museum sector. But the overall picture for the museum sector seems to be favourable with multiple investments being done in the sector. The role which museums play as a cornerstone of British tourism also makes the museum sector an important investment opportunity. The multiple

numbers of investment programs in operation show the willingness of the UK government to support the technology development of the museum sector. The second part of the same section while giving the details about the various kinds of funding available to the sector, shows the support which the sector has been receiving from the government. The interview conducted with the Media officer of the Manchester museum helps put light on the ways which museums
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follow to procure technology. The interesting point to note is that they are open to recommendations with respect to choosing new technology firms, which then follow the process of tendering. As has been shown in the technology part of the PESTLE analysis above, here too in the interview we see the inclination of Manchester museum towards new technologies such as mobile applications. The three core factors which influence technology purchasing decisions are ease of use of technology, sustainability and longevity.

Overall, we find that in spite of the current economic situation; museum sector has direct support of the government due to its contribution to the economy. Being one of the most important aspects of UK tourism, museum sector has to keep itself up to date with the latest technology in order to provide excellent support service to its visitors.

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03. School Sector: The School Sector in the UK is very diverse and constitutes both private as well as publicly funded schools. Below is a small summary of the different types of schools and the way they are funded.

03.1

Kinds of Schools:

1. Mainstream State Schools:

Most children in England attend State schools. Free space is allotted to students in the age group of 5 to 16 in the State schools. Children in the age group of 5 years to 11 years attend the Primary State schools and 11 years onwards till 16 years they attend the secondary schools (League Schools, 2012). State schools can be divided in to four main types. The following four types are described below in brief (Department for Education, 2012):

1.1

Community schools:

As the name suggests, a community school, caters to the education of the local community of citizens in the area where it is established. Local Authority of the area funds the community schools. LA is responsible for

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employing the school staff and owns the school property. It is empowered to decide the admissions criteria as well.

As they cater to the requirements of the local community in which they are established, Community schools also provide their facilities for other uses during off schooling hours such as for childcare or by conducting adult learning classes.

1.2

Foundation and Trust schools:

Foundation schools are operated by a charitable foundation, which is responsible for employing the staff and setting the admissions criteria. Land and buildings are usually owned by the governing body or a charitable foundation. Many of the charitable foundation schools are setup either by a business organization or by an educational organization or by an institutions catering to the needs of especially abled children.

1.3 Voluntary-aided schools:

Religious or 'faith' schools fall under the category of Voluntary-aided schools. Here too the governing body, which most likely is a religious organization and is responsible for employing the staff and setting the admissions criteria. It maintains and invests in the smooth functioning of the school property and equipment.
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1.4 Voluntary-controlled schools:

Voluntary-controlled schools are similar to voluntary aided schools; the only major difference is that they are operated by the Local Authority (LA). As with community schools described above, the local authority employs the school's staff and sets the admissions criteria. The charity owns the schools lands and buildings.

Within the state schools system described above, there are a number of schools with special features. These special State schools are referred to as Academies. As with other state schools, here too admissions are coordinated by the local authority. However, the main difference lies in the independence Academies have to take their own spending decisions. Below we give a description of the Academies.

1.5

Academies:

Academies

are

special

category

State

schools

which

are

managed

independently, free from Local Authority intervention. They are set up by sponsors from business, faith or voluntary groups in partnership with the Department for Education (DfE) and the local authority. The Academies are not funded through the Local Authority, which is the case of other types of State schools. Instead, they are directly funded by the Local/State Governments and
37

the Academy authorities take direct responsibility of spending the budget allotted to them by the State government.

Running independently from government gives the Academies the freedom to make decisions regarding a number of important issues on their own. Recently the government seems to be very supportive and keen in converting many State schools in to academies. This decision is gaining support due to the fact that the Academies are able to perform better and provide improved academic results for the students in comparison to the other types of State schools.

The number of Academies in the country is on the rise. This year, some 1,641 out of a total of 3,261 Secondary State Schools, have applied to become Academies out of which 1,283 are already open. The government seems very supportive in the conversion process. It is a very big step to improve the education system in the UK. Till 2010, there were only 203 Academies. (Coughlan S, 2011).

This implies that 50.3% of secondary state schools (now Academies) no longer have official ties with their local authority and take no support from them for their spending decisions. Academies are funded directly by the secretary of state rather than through their local authority. This gives them more freedom to opt out of the national curriculum and make other such powerful innovations without the interference of the LA.

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2. Independent Schools:

There are around 2,300 independent schools in England. These schools set their own curriculum and admissions policies. These are privately funded schools. Independent schools can be further divided in to the following categories:

2.1 2.2

Senior schools: There are 700 senior schools in the UK. Boarding schools: There are around 700 independent boarding schools in the UK which give admission to students in the age group of 7 to 18 and a small number will cover the pre prep ages up to 7.

2.3

Prep of pre-prep schools: Preparatory schools admit the students from the age group of 7 to 11 or 13. The Pre-prep years are usually from 3 to 7.

2.4

Scottish schools: 100 independent schools in Scotland fall under this category. Most of them are based in the bigger cities of Scotland such as Edinburgh.

2.5

International Baccalaureate schools: There are in total, 89 IB schools in UK IB schools constitute a group of schools which are amongst the top schools in the country. They follow an independent curriculum from the rest of the country.

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03.2

Use of ICT in schools:

The UK school authorities are very much aware of the impact that ICT can make not only on the way they provide education but also in order to create an equal playing field both in the school and outside of it. This is seen as important since even though internet and other digital technologies are spreading at a very fast pace but it still has not reached in the hands of every individual. According to Mintel reports, by 2011 17% of UK citizens did not have a broad band connection in homes (Mintel, 2011). This can become a cause of disparity among students if all of those attending schools are not introduced to the power of technology in learning. The use of technology can enhance the way schools impart education and help in increasing the learning capability and academic outcomes as has been proven by many studies conducted both in the UK and in other countries. Out of all the studies, two major studies have been conducted in the UK which looks in to the impact which ICT use makes on the attainment of school goals and academic performance. Both the studies (the ImpaCT study and the Test bed project) indicate that there are statistically significant positive relationships between the use of ICT and achievement in subjects such as mathematics, English and science (Balanskat A, 2006).

The reports also suggest that the use of ICT in classrooms help enhance group
40

learning, collaboration, creative thinking and critical analyses (Becta, 2009).

Digital technology is being increasingly implemented in the British schools. The current use of digital technology for learning in the school sector in UK can be broadly categorised as follows:

Interactive white boards (IWBs):

According to the reports published by Becta, the education ICT agency, IWBs and other display technologies have been in wide use for some time in the schools in UK. Bectas (2009) Harnessing Technology Survey found that

currently 86% of primary school teachers use IWBs and 73% of secondary school teachers. (Becta, 2009). Digital White Boards are a common use in the schools in UK these days and the studies found that the length of time students are taught with IWBs is a major factor in student attainment across core subjects.(Department for Education, 2012).

Providing ipads in the classroom:

Independent schools are taking the initiative to provide their pupils with latest technology. Currently there are many examples of schools investing in digital technology for the use of students in the classrooms. According to some recent reports many schools in the country are providing their students with
41

technologies such I pads. The use of ipads in the schools is on the rise. This indicates that the market is opening up for these technologies and the customers are receptive to investing in them.

Learning platforms

Schools at primary and secondary are implementing ICT at the institutional level to support and enhance their teaching, learning and management activities (BESA, 2009). The schools are using these technologies in different ways and at different levels. Learning platforms are getting used to create virtual learning environments which are used to create management information systems and exchange academic related data like attendance and as communications technologies. Schools are enhancing data management through integration or linking of data management systems with learning platforms. Bringing all resources together in one place generates a digital space for management and use of data and resources by different users. Research has found that learning platforms

encourage attendance and positive behavior for learning through this tracking and communication and sharing of learner data between staff, parents and learners (Jewitt et al. 2011) Audience response systems

According to some reports, demand for Audience Response System is increasing in the education sector. This growth in demand has been driven by the rise in popularity and effectiveness of the Peer Instruction teaching method.
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Many studies have been conducted that suggest the effectiveness of the ARS technology. The given evidence suggests that ARS generally improves student outcomes such as exam scores and student comprehension (Penuel et.al (2005); Roschelle et al 2004; Simpson and Oliver 2006 cited in Caldwell 2007). Studies from HE sector show that the students are motivated to attend classes through the participation of ARS technology in the classroom. Keeping the focus of the report on ARS, some further details have been added to the report pertaining to the scope of the UK market w.r.t. the ARS technology.

Opportunities for expansion in the UK market for ARS Technology (Leon Technology)

UK is growing in to an increasingly lucrative market for ARS technology. According to the report, in the 3rd quarter of 2011, global sales of Audience Response System reached a record high of 1.8m devices. Out of these 40,000 of them were sold in the UK alone, making it one of the largest market in the world.

According to the reports, The UK market for education products and services across schools and colleges is worth 2.8bn and according to an estimate, UK has 17000 classrooms in total, with half a million students in secondary

43

education alone. Put together, these figures offer a potentially large market place for audience response system technology.

Another important sector where ARS can find greater use is in the corporate sector, especially for training on compliance based matters such as infection control in medical environments, emergency services operational safety, military training, energy regulations, or situations were maintaining quality and consistent product or service delivery is key.

The rental market represents another profitable sector. According to the same report, there is a strong demand for rental audience response devices because they are affordable, robust and ideal for special events such as trade conferences, auctions and charity events. (Morrison G, 2012).

Gaming & Classroom Technology:

Subject specific classroom technologies are in demand. Teachers are using games to teach subjects such as Mathematics, Science and Languages Department for Education is currently looking in to implementing a pilot program, which is running in nine schools in England. Studies are being conducted on the impact of using computer games and soft wares to teach subjects like Mathematics. To implement this project, the government is working with the mathematician Dr. Du Sautoy of Oxford University, England, who have developed the game called Wrecks Factor, in which pupils have to correctly
44

factorize quadratic expressions to answer ships' distress calls and save their crews. (Department for Education, 2012). According to Du Sautoy representative The use of game technology gives children a clearer sense of the application of their academic studies.

One another interesting pilot project which is in operation by the governments initiative uses computer visualizations to teach mathematics. The pilot program was launched in eight state schools and one private school in England this academic year, funded by a philanthropic organization, the Li Ka Shing Foundation. In this game, pupils in key stage three compare images of girls sprinting across a field or cars racing each other with lines plotted on graphs that give the mathematical information in a different form. Like Du Sautoy's games, the math project uses the visual and narrative potential of computer animation to extend teachers' ability to explain concepts. Other organizations such as the Li Ka-Shing Foundation are funding a UK pilot of proven maths software that helps pupils develop understanding of complex mathematical problems. Adaptive software can increasingly recognize and respond to different learning needs. Using motion capture technology:

Some independent schools in UK are experimenting with motion capture technology in classrooms. An example is of the Willows high school in Cardiff.
45

During the music lessons, children wave a conductor's baton to move icons of instruments to the right place in an orchestra, represented virtually on a computer screen. The same technology can be used to teach biology or foreign languages, by having students virtually moving parts of the human body to the right place or matching up lists of words in English and French, Ritter said. The use of interactive technology in the classroom has been accompanied by a move towards more flexible testing in exams that can be tailored more closely to individual pupils. (Vasagar, J 2012).

Other main technological developments within the education sector, which are currently influencing the sector and can take important developments in the near future are summarised below (General Article, 2012):
Classroom

assessment tools are increasing in popularity in the education

sector in many countries around the world. These tools support the teachers to evaluate the level of understanding of children of a particular concept taught in the classroom. Teachers can be immediately aware of gaps in understanding for specific pupils, tailoring their teaching accordingly and delivering greater personalisation.
Sophisticated

data analysis and management tools such as learning

platforms are used that offer the potential for greater tailoring of learning and feedback, and better management information for school leaders.
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 Online

lesson videos and clips, are becoming very popular which enable

teachers to learn more about the successful techniques and approaches of others, and offer pupils access to excellent teaching beyond the classroom. For example sites such as Khan Academy, O2 Learn, Teacher Tube and ITunes provide free online lessons and videos for pupils, which have been developed and uploaded by teachers, academics and other experts.
Online

learning and virtual schooling is beginning to play an important

role alongside traditional approaches. These approaches can support flexibility and choice in the curriculum and extend learning beyond the school environment.

Technologies to help dyslexic children (laptops, voice recognition) Games to develop cognitive skills of children suffering from ADHD

03.3 Technology Procurement in schools: In order to understand how schools procure technology and other material, it is important for us to understand the way in which the government allocates funds to state schools for spending. While independent schools will generally procure technology independently as they have access to funding directly; state schools follow a set procedure and channel before they are allocated the funds for expenditure. Below is a brief explanation of how the State schools acquire funding.
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State School Funding In the past few years UK government has motivated the use of ICT in the entire school curriculum. The government is directing its energies to provide the access to technology to every child. In a report Secretary of State for Education has spoken of ICT as crucial to our drive to raise standards. Since 1997 the UK government has increased the investment of ICT in State schools (Ofsted, 2001). Between 1998 and 2002, the ICT expenditure almost doubled in secondary schools from an average 40,100 pounds per school to 75,300 pounds in secondary schools and in primary schools from 3,600 pounds in 1998 to 12,900 pounds in 2002 (Maschin S, 2006).

Even though the motivation and financial support is being provided but a definite ICT procurement policy on behalf of the government is still lacking. The unavailability of a clear policy for ICT in schools implies that due to absence of a guiding framework from the government, the schools are left on their own to decide what kind of technology to procure, based on their own personal experience. Currently a need for an ICT procurement framework is felt by the schools since the Education Department has changed the entire school curriculum in the past year. This means that the teachers are in the process of changing the ways in which the new education is imparted to students. In this scenario they feel a need for support from the government to bring ICT in schools at par with the changing curriculum.

48

According to Ray Barker, director of BESA there is still a ray of light in the increase in the usage of ICT in UK State Schools. A research conducted by the organization shows that despite negative views about the funding of ICT, an increasing amount of pupil-time is exposed to teaching and learning using ICT. As mentioned above, many of the State secondary schools have been converted in to Academies this year. This sudden major change in the educational system has caused a lot of confusion in the school system. Due to a lack of support on the use of ICT and procurement of technology, the teachers are in a fix and have been left on their own to make a decision about the use of technology in the classrooms. But Mr. Ray Barker said that schools know that they must therefore continue to invest in ICT to stop a new form of digital divide being created between schools. They are definitely not standing still they are just getting on with it. Another important event to take in to consideration will be the closure of BECTA (British Educational and Communication Technology Agency) in March 2011. The organization was setup in 1998 and acted as a platform to make ICT available to schools, colleges and children. The decision to close the institution has been the result of government curbing public spending in the wake of current economic crisis as described in the previous sector. This indicates the negative implications of the current economic climate over the education sector.( A Charles, 2010)

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Fund Allotment to State Schools: State schools are funded by the Central government issuing a Dedicated School Grant (DSG) to each local government, which then allocates the amount to the Local Authorities in their respective states. The Local Authorities decide the amount of budget to be allocated to individual schools and sets an Individual Schools Budget (ISB) for the purpose. Individual Schools Budget (ISB). The ISB is the funding that is distributed to schools in the form of delegated budget shares, and is based partly on the Single Pupil Count (see below). Each local authority will have a formula by which it calculates the distribution of the ISB. There is a large degree of variation in the operation of local authorities formulae but The Single Pupil Count is widely used.

The Single Pupil Count Under the new arrangements, all local authorities are required to use the PLASC count taken in the January preceding the start of each financial year as the only pupil count used for the purposes of allocating schools budget shares for that financial year. Some authorities have previously used more than one pupil count per year as a means of adjusting school budgets; using a single pupil count will mean that budgets will be fixed at the start of the year and will not be subject to further re-determination, thus providing greater stability. Each school is set a guaranteed funding level, and if the budget share a school receives from its local formula is less than this guaranteed funding level, it is
50

topped up from a fund called the Minimum Funding Guarantee. The mobility of pupils in the course of an year, even though does not form the part of the formula to calculate the budget allocation, is still considered wherever appropriate. (Armies Family Federation, 2012).

According to a report published by BESA, for the year 2011-2012 a primary school of 224 pupils was expected to have a school budget of 676,000 pounds, while a secondary school budget with 977 students was expected to be around 4.1 million pounds. This indicates a reduction in the school budget by -5.1% for primary schools and -4.7% across secondary schools.

The schools that fall under the jurisdiction of the Local Authorities cannot spend budgets independently and hence there is a particular route which needs to be followed in order to procure material to schools. Below I identify some ways of approaching procurement in the school sector in UK: 1. Directly through Local Authorities: State schools which have yet not converted in to Academies (which includes, all Primary Schools and half of Secondary Schools) get their funds through the respective Local Authorities of their cities. Hence the best way to get contracts for schools will be through directly connecting with the respective Local Authorities or contacting through Sub-Contractors.

51

If we wish to get in touch with the Local Authorities, the best way will be through their websites. Most of the LA in the UK has e-procurement facilities available and user friendly websites.

In line with government requirements and European Union Public Procurement Regulations, every local authority has to establish a set of purchasing, tendering and contracting regulations and procedures which apply to all its contracts. The Local Government Procurement Strategy (2005-2015): The government has implemented the Local Government Procurement Strategy which provides guidelines and a helpful framework for carrying out procurement decisions. The strategy seeks for councils to achieve community benefits

through procurement, by actively engaging with a wide range of suppliers. The strategy recognizes that small businesses can provide best value for procurement and hence LA should consider engaging with small businesses either directly or through sub-contracting. (Centre for Procurement Performance, 2003). Most of the Local Authorities in England have a National Procurement Strategy. The NPS asks the local councils to publish guidance on their websites for suppliers on how to do business with the council In line with government requirements and European Union Public Procurement Regulations, every local authority has to establish a set of
52

purchasing, tendering and contracting regulations and procedures which apply to all its contracts. A County Councils regulations and procedures are known as Contract Standing Orders (Office of the Deputy Prime Minister, 2005). The table below summarises the procedure a typical local authority must follow for certain values of purchasing. (Pro5, 2010).

Total value At or below 25,000

Procedure No formal tendering process is required. However, always ensure best value by getting at least three written quotations. Check that suppliers and contractors hold the required levels of insurance.

25,001 to 100,000

Follow a tendering process, inviting at least three tenders.

Over 100,000

Follow a full tendering process, inviting at least five tenders.

Over 156,000 (approximate) for supplies and services. 3.927m for works.

Follow a full tendering procedure in line with European Union Public Procurement Regulations. Advertise the procedure in the Official Journal of the European Union (OJEU) as well as in local press and relevant journals.

Total value is calculated on the total spend over the life of the contract. For example, a service bought in on a four-year contract at 40,000 a year has a total value of 160,000. 2. Through Procurement Partners: Procurement plays an essential role in local government and the government takes assistance of Procurement
53

partners, independent organizations which act as a contact point between suppliers and government bodies (customers). The major procurement partners have the necessary skills and knowledge to obtain better value on the behalf of the customers. Pro5 provides contracts that make a wide range of goods and services available to local government and other public sector customers. The local government marketplace is composed of county councils, unitary councils, city councils, district councils, parish councils, emergency services and some not for profit social and community organisations. One major Procurement partner for the Local government in the UK is Pro 5. Whilst members of the Pro5 Group (CBC, ESPO, NEPO and YPO) collaborate on procurement, all downstream supply of goods and services is available to local authorities, education establishments, wider public and third sectors on an unrestricted competitive basis. Since negotiating with the Local government for a contract is a lengthy and complex process, many suppliers prefer getting in contact with the Local government through the procurement partners.

03.4 Key Observations

o The first section clearly describes the school system in the United Kingdom. It briefly discusses the different kinds of schools based on the governing bodies which are in charge of them. It can be seen that independent schools such as the Baccalaureate schools and other

54

higher end schools can be the potential customers for some of ETTs costly technology products. o The second section shows that the schools are supportive of technology use in schools since it has proved to be supportive of learning. Some major studies conducted by the UK government are discussed which clearly show that the use of ICT at various levels of the school education has proven to enhance the academic performance of the pupils, both at primary and secondary level of school education. This section also shows the current use of technologies, the main ones being Electronic White Boards and Learning Platforms among others. Since the client currently

manufactures Leon technology, an Audience Response System, this section, shares specific marketing insights in to this product. The research shows that there is market for ARS in UK, not only in the school sector but also in corporate sector and rental markets. Some other relevant technologies in use are also discussed in brief in this section. o The last section in detail describes the way procurement of technology is carried out within the school sector. It is seen that though the government is supportive of ICT use in schools but at the same time it has yet not provided a clear directive for the procurement of technology in schools. A lack of support at this time is a matter of

55

concern for the school authorities since the government has made major changes in the school curriculum in the past year. The conversion of around half secondary state schools in the Academies indicate that the schools will be going ahead with investing more in procuring technology since an Academy status implies raising the level of school education imparted. It is seen that for State schools,

procurement is carried out via the Local Authorities and the most appropriate way to get in touch with them is through their websites, which support e-procurement and are very user friendly. Since the process of procurement and tendering is a lengthy process, the other way of procuring suggested is through procurement partners. The procurement partners are experts in public sector procurement and hence can be a good contact point for opening up wider opportunities in UK public sector. Supplying through procurement partners to State schools seems to be a more effective way of getting in touch with the customers.

Overall, we see that the school sector in UK is diverse and we will have to opt for different channels to get in touch with different kinds of schools. While Private schools will have to be contacted privately, State schools can be contacted via Local Authorities or procurement partners. Even though there seems to be reduction in the overall budget for teaching material, the

56

conversion of State schools in to academies provides a favourable opportunity for increase demand of ICT procurement The UK schools seem overall positive towards the use of technology in the classroom.

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04.

Conclusion and Further Recommendations:

The feasibility report was undertaken to provide ETT with recommendations which will help the firm to understand the UK museum and school sector. The report covers the three fold purpose mentioned in section 01.2. In this respect we can conclude that: The present day macroeconomic environment of the UK is not completely stable due to the euro zone crisis and that the two sectors of study i.e. the museum sector and the school sector have got influenced by this factor. But as the report shows that the recovery is on its way and the government is making every effort to support the improvement in both the sectors. Though both the sectors have seen their share of budget cuts in the current times, the government is supportive to both the sectors. Currently many investment projects are in places which are investing in the development of the museum sector. Similarly due to the current changes in the education system, schools will require major investments in the improvements in the ICT facilities in the school sector. The report covers the various channels through which ETT can enter the respective sectors. The most fundamental purchasing values identified in the report are longevity of product, ease of use and should finally lead to enhanced user engagement in both the sectors.
58

As further recommendations, I suggest that ETT s.r.l. should enter the particular sectors through the respective channels as suggested in the report. The major first contact points for the museum sector will be the individual museums directly or via the Local Authorities. Arts Council of England and Museums Association can be a good starting point to get in touch with the relevant people in this sector. In case of the school sector, the main contact points will be the procurement partners, academies and local authorities. As a starting point, getting in contact with British Education Suppliers Association (BESA) is advised. This will provide ETT with a proven and reliable door through which to enter the school sector For a list of other contact points please refer to the appendix 2.

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05. Reference List

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Arts Council England (2011).Culture, Knowledge and Understanding: Great Museums and Libraries for Everyone. Available at: <http://www.artscouncil.org.uk/publication_archive/developing-great-museums-and-libraries/ >(Accessed: 20July 2012)

Atkinson, R. (2012). Ace to Fill Funding Gaps. Available: < http://www.museumsassociation.org/museums-journal/news/14062012-ace-to-fill-funding-gaps >. Last accessed 1st July 2012.

Atkinson, R. (2011). UK Told to Increase Digitisation Efforts. Available: http://www.museumsassociation.org/museums-journal/news/01112011-uk-told-to-increasedigitisation-investment >. Last accessed 2nd July 2012.

<

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Coughlan, S. (2011). One in 10 secondary schools is now an academy. Available: http://www.bbc.co.uk/news/education-12121889. Last accessed 30th July 2012. dcms. (2012). Arts Council England announces 60 million pounds funding for Renaissance major partner museums. Available: http://www.culture.gov.uk/news/news_stories/8802.aspx. Last accessed 14th July 2012. Department for Education. (2012). Using technology to improve teaching and learning in secondary schools. Available: <http://www.cooper.oxon.sch.uk/docs/usingtechnologytoimproveteachingandearninginsecondary schools.pdf>. Last accessed 25th July 2012. Department for Education. (2012). Types of schools. Available: http://www.education.gov.uk/schools/leadership/typesofschools. Last accessed 20th July, 2012.

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Galani, A. (2003) Mixed Reality Museum Visits: Using New Technologies to Support co-visiting for local and remote visitors, Museological Review. Available [Online]. Available at: th <http://vmequator.mrl.nottingham.ac.uk/var/uploads/Galani,,%20A.2003.pdf > (Accessed: 28 July 2012) General Article. (2012). Digital technology in schools. Available: http://education.gov.uk/a00201823/digital-technology-in-schools. Last accessed 15th Aug, 2012. Global Insights. (2012). Country and Industry Forecasting UK. Available: <http://www.ihs.com/products/global-insight/index.aspx>. Last accessed 10th July 2012.

Gough, S. (2012). Arts Council England announces successful Museum development providers and opens applications to the Subject specialist network fund . Available: http://press.artscouncil.org.uk/Press-Releases/Arts-Council-England-announces-successfulMuseum-development-providers-and-opens-applications-to-the-Subject-specialist-network-fund637.aspx. Last accessed 23rd July, 2012.

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HM Treasury (2012) Forecasts for the UK Economy: a comparison of independent forecasts [Online]. Available at: < http://www.hm-treasury.gov.uk/d/201207forcomp.pdf > (Accessed: 22 July 2012) Jewitt C, Clark W. (2011). The use of Learning platforms in English primary and secondary schools. Available: http://halshs.archives-ouvertes.fr/docs/00/19/04/96/PDF/hawkey-r-2004r9.pdf. Last accessed 1st aug, 2012. Keene, S. (2006) Disruptive Technologies Are Museums Immune? [Online]. Available at: < http://discovery.ucl.ac.uk/22425/ > (Accessed: 25 July 2012) Kendall, G. (2012). 22% of museum services close sites. Available: < http://www.museumsassociation.org/campaigns/01072012-ma-2012-cuts-survey >. Last accessed 30th July 2012. King, H. (2003) Technology in Museums Augmenting the Learning Experience, Kings College, London. Available [Online]. Available at: < th http://www.kcl.ac.uk/ip/paulluff/edsymposium/King.pdf > (Accessed: 28 July 2012)

League schools. (2012). League schools UK. Available: http://www.best-schools.co.uk/. Last accessed 30th July 2012.

Lomas, H. (2012). Collections Access and the use of Technology in Museums. Available: http://www.sharemuseumseast.org.uk/shares/resource_139.pdf. Last accessed 25th July 2012. Machin,S et. al. (2006). New Technology in schools: Is there a payoff?. Available: http://personal.lse.ac.uk/silvao/ICTinSchools.pdf Last accessed 20th Aug 2012. MA. (2012). Frequently Asked Questions. Available: http://www.museumsassociation.org/about/frequently-asked-questions. Last accessed 20th July, 2012. Mintel (University of Manchester database). (2011). Broadband Penetration. Digital Trends Winter - UK. 1 (1), 1-7 Morisson, G. (2012). Audience Response Systems- The opportunities for resellers. Available: http://www.channelpro.co.uk/opinion/6775/audience-response-systems-opportunities-resellers. Last accessed 3rd Aug 2012. Museums Planning. (2012). Hub Museum. Available: http://museumplanner.org/hub-museum/. Last accessed 27th Aug 2012.

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Museums Association. (2012). Cuts Survey 2012. Available: < http://www.museumsassociation.org/campaigns/funding-cuts >. Last accessed 25th July 2012. National Museums Directors Conference. (2010). Case for Museums: Museums Deliver. Available: http://www.nationalmuseums.org.uk/what-we-do/encouraging_investment/casemuseums-museums-deliver/. Last accessed 2nd august 2012.

Newman, K. (2011) The impact of cuts on UK Museums [Online]. Available at: < http://www.museumsassociation.org/download?id=363804 > (Accessed: 25 July 2012)

Office of the Deputy Prime Minister. (2005). Small Business Friendly concordat: Good Practice Guidance. Available: http://www.communities.gov.uk/publications/localgovernment/smallbusinessfriendly. Last accessed 1st Sept 2012. Ofsted, Office for Standards in Education (2001), ICT in schools: The impact of Government initiatives; An interim report, Oliver, M. (2011). Visitor Attractions: UK. Available: <http://academic.mintel.com/display/598661/>. Last accessed 11th July 2012. Penuel, W. R., Crawford, V., Boscardin, C. K., Masyn, K., Debarger, A. H., & Urdan, T. C.. (2005). Teaching with Student Response System technology: A survey of K-12 teachers. Available: http://ctl.sri.com/publications/displayPublication.jsp?ID=381. Last accessed 13th Aug 2012. Peter. (2011). BESA releases 'ICT in UK State Schools' Research. Available: <http://blog.personalisededucationnow.org.uk/2011/10/04/besa-releases-%E2%80%98ict-in-ukstate-schools%E2%80%99-research/>. Last accessed (25th Aug 2012). Pro 5. (2010). Suppliers FAQs. Available: http://www.pro5.org/en/text/suppliersFAQ. Last accessed 2nd august 2012. Rebecca, A. (2012). ACE reveals Renaissance Allocations. Available: http://www.museumsassociation.org/museums-journal/news/02042012-ace-reveals-individualrenaissance-awards. Last accessed 13th July, 2012.

Roy, H. (2002) Learning with Digital Technologies in Museums, Science Centres and Galleries [Online]. Available at: < http://halshs.archives-ouvertes.fr/docs/00/19/04/96/PDF/hawkey-r-2004r9.pdf > (Accessed: 22 July 2012)

Tate. (2012). Case Study: Vodafone. Available: <http://www.tate.org.uk/join-support/corporatesupport/sponsorship/staff-incentives. Last accessed 19th Aug 2012>.

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the audience agency. (2012). Arts Council England announces further details of its Renaissance Strategic support fund for museums. Available: http://www.theaudienceagency.org/news/article.aspx?ID=74. Last accessed 23rd July,2012.

Vasagar, J. (2012). Technological innovations could revolutionise classroom learning. Available: http://www.guardian.co.uk/education/2012/jan/10/technological-innovationsclassroom-learning. Last accessed 5th Aug, 2012.
Visit Britain. (2010). Culture and Heritage Topic Profile. Available: < http://www.visitbritain.org/Images/Culture%20%26%20Heritage%20Topic%20Profile%20Full_tc m29-14711.pdf>. Last accessed 25th July 2012. VisitBritain. (2007). Foresight. VisitBritain. 43 (1), p 5-6. Wavell, C. (2002) Impact Evaluation of Museums, Archives and Libraries: Available Evidence Project [Online]. Available at: < http://www4.rgu.ac.uk/files/imreport.pdf > (Accessed: 19 July 2012)

05.2 Bibliography: Thompson, J., and Martin, F., 2010. Strategic Management: Awareness and Change. 6 ed. Hampshire (UK): Cengage Learning EMEA.
th

Olson, E and Eoyang, G 2001. Facilitating Organizational Change: Lessons from complexity science..CA (USA)

Hamel, G., and Prahalad, C.K., 1989. Strategic Intent. Harvard Business Review, May-June 1989, pp. 63-76.

Prahalad, C.K., and Hamel, G., 1990. The Core Competency of the Corporation. Harvard Business Review, May-June 1990, pp. 79-91.

Schools ICT Strategy 2011-2014. (2011). Technology in Schools: What does good look like?. Available: https://czone.eastsussex.gov.uk/Pages/home.aspx. Last accessed 20th Aug, 2012.

Murphy T. (2010). Success and Failure of Audience Response Systems in the Classroom.Available: http://delivery.acm.org/10.1145/1450000/1449969/p33-

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murphy.pdf?ip=130.88.99.218&acc=ACTIVE%20SERVICE&CFID=107707267&CFTOKEN=771 76109&__acm__=1345818608_d1b9a357a60400e0ed5f0f28b85dde62. Last accessed: 11th Aug 2012.

Appendix 1: Projects undertaken by ETT Solutions in Italy by the New Media Department

Customer Targets Public Clients MUMA Museo del Mare (Sea Museum) - Genoa Portofino Park Authority Italian Ministry of Labour and Social Policies Carabinieri (Italian police) General Command

Products & Service Offerings Permanent exhibition using multimedia technology: Nazario Sauro submarine pre-show, Emigration Museum (MEM), Commenda di Pr theathre-musem, Step onboard a Galley of the 17th Century iPortofino: iPhone and iPad application iCliclavoro iphone and iPad application, touch screen application dedicated to labour services and matching iCarabinieri iphone application "Banco del Gusto e del Fare": a new multi-touch installation that uses a Microsoft Surface unit to show typical local cuisine and handcrafts. Exhibition "Animeide ; consultation of video library dedicated to Japanese animation

Province of Genoa

ARPAL Liguria Region Agency for Environment

"The Island of Biodiversity": application based on Microsoft Surface platform

Guardia di Finanza

Surface Boat Show: application designed on Surface technology, which allows visitors a new experience based on the view, and especially on the touch. Starting from a list of boats

Province of Genoa Genoa Port Center

Genoa Port Viewer: based on Microsoft Surface platform

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Marine protected area Portofino (Genoa)

iPhone application developed to explore the underwater world of one of the most famous Marine Protected Areas in the Mediterranean Sea

Genoa municipality

ViaDelCampo29rosso Surface application in the Shop Museum dedicated to the famous singer Fabrizio De Andr

Sestri Levante (Genoa) municipality

Multimedia applications for the Archaeological Museum of Sestri Levante and Castiglione Chiavarese

Monticchio (Potenza) municipality

Vulture Museum of Natural History: multi-touch and 3D applications, museum web portal

Miglionico (Matera) municipality

Malconsiglio Castle Museum: historical reenactment through multimedia and touch applications

Private Clients

ASG Superconductors

Application based on Microsoft Surface platform and through the latest technology for tags recognition, makes possible explore the world of superconductors

Martini & Rossi (Bacardi group) SELEX Sistemi Integrati (Finmeccanica Group) Corvallis

Multimedial emplacement using touch-screen technology: corporate marketing and companys history Marketing applications based on the Surface platform Rome City Museum: touch screen, smartphone, 3D applications

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Appendix 2: List of relevant Partners and Associations:

Museums related links:

Museums Association http://www.museumsassociation.org/ Museums Association is a membership organization for everyone working in museums, galleries and heritage sector. Yorks Museums and Gallery Trust http://www.yorkmuseumstrust.org.uk/ Sheffield Galleries and Museums Trust http://www.museums-sheffield.org.uk/ Museums and Galleries Scotland museumsgalleriesscotland.org Birmingham Museums Trading Limited thinktank.ac

Schools Sector:

Buying ICT for schools: The Department for Education provides advice on ICT procurement including details of purchasing frameworks. http://www.education.gov.uk/schools/adminandfinance/procurement/b0069801/buying-specificgoods-and-services/ict-learning-resources/ict-consultancy-services-framework/buying/ictprocurement

BESA http://edzone.besa.org.uk/ BESA is a trade association for education suppliers. BESA has over 300 members which include manufacturers and distributors of equipment, materials, books, consumables, furniture, technology, ICT hardware and digital content - all to the education market. BESA members supply to UK and international markets, across the curriculum and at all levels from early years to FE and vocational training. The total turnover of BESA members is in excess of 1.8 billion.

e-Learning Foundation http://www.e-learningfoundation.com/

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e-Learning Foundation aims to bridge the digital divide through partnership working with schools, parents and businesses. It provides a free advisory service to schools to help develop effective strategies for ensuring personal access to technology at school and home. E-Learning Foundation also provides financial support through fundraising and grants.

Naace http://www.naace.co.uk/ Naace , the ICT Association Membership organisation, provides information, resources, support and guidance to Members on current issues relating to ICT in education. It also provides professional development opportunities. Naace administers the Self Review Framework and the ICT Mark.

Pro 5 http://www.pro5.org Pro5 is a procurement partner for the local government. It has five member organizations which covers the whole of England. These members include (CBC, ESPO, NEPO and YPO). They collaborate on procurement; all downstream supply of goods and services is available to local authorities, education establishments, wider public and third sectors on an unrestricted competitive basis.

The FITS Foundation http://www.thefitsfoundation.org/ The FITS Foundation manages the on-going development and support of FITS (Framework for ICT Technical Support). The organisation aims to spearhead the professionalisation of the ICT workforce in the Education marketplace and improve the quality of ICT technical support services.

The National Education Network http://www.nen.gov.uk/ The National Education Network is a dedicated and educationally focused teaching and learning resource providing schools with a secure network designed and maintained by experts within the educational community.

The National Network of City Learning Centres http://www.citylearningcentres.org/ City Learning Centres are localised delivery centres that help schools to support each other, and share/develop best practice with ICT in learning.

The Schools Network (formerly SSAT) https://www.ssatrust.org.uk/

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The Schools Network offers advice and support to schools, and facilitates the sharing of best practice and investigation of the most effective techniques and applications. It also provides professional development opportunities for practitioners.

Vital http://www.vital.ac.uk/ Vital is an innovative professional development programme delivered by The Open University and partially funded by the Department for Education. It aims to help educational establishments use ICT to add value to lessons and find new ways to engage learners. Vital provides advice, professional development courses and access to subject-specific resources.

Appendix 03: Major Partners funding details

Major Partner Museums Manchester Partnership Birmingham Museums Trust Leeds Museums & Galleries Bristol City Council Tyne & Wear Archives & Museums Oxford University Museums and Oxfordshire County Museums Service University of Cambridge Museums Norfolk Museums & Archaeology Service the Museum of London York Museums Trust Royal Albert Memorial Museum ;Exeter and Plymouth City Museum & Art Gallery Cumbria Museums Consortium and Horniman Museum & Gardens Royal Pavilion & Museums Ironbridge Gorge Museum Trust Beamish and Bowes Museum

Funding Details 5.2 million 5.09 million 5.05 million 5.04 million 4.8 million

4.5 million 4.4 million 3.8 million 3.7 million 3.5 million

3.4 million 3.2 million 3.05 million 2.5 million 2.4 million 2.2 million

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Appendix 04: Museum Development Funding Details Museum Development Fund Bristol City Museum & Art Gallery & Archives Norfolk Museum & Archaeology Service Brighton & Hoves Royal Pavilion & Museums Service Manchester City Galleries & corresponding Network York Museums Trust the Museum of London Tyne & Wear Archives & Museums Herefordshire Heritage Service and the Marches Network Leicestershire County Council Funding Details 1.19m 1.14m 1.4m 880,000 840,000 650,190 (416,000 832,000 719,887

Appendix 05: Transitional funding details

Former Hub Museums London Transport Museum Museums Sheffield Geffrye Museum Colchester and Ipswich Museum Service Museums Luton Derby Museums Hull City Council Hampshire County Council Nottingham Museums and Galleries Herbert Art Gallery & Museum Stoke Museums Leicester City Council Lincolnshire County Council the Historic Dockyard Chatham Leicestershire County Council Wolverhampton Arts and Museums Service Royal Cornwall Museum

Transitional Funding 597,004 531,000 523,500 434,399 426,279 394,500 392,500 383,000 381,000 352,755 344,608 351,500 335,000 319,129 293,309 275,144 250,112

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Bolton Museums Harris Museum & Art Gallery Russell-Cotes Art Gallery and Museum the Museum of Hartlepool Bradford Museum & Galleries Northampton Borough Council Warwickshire Museum Service

234,323 229,207 169,807 154,419 145,000 119,100 118,024

Appendix 06: Digital R&D projects: For details related to the projects please visit http://www.artscouncil.org.uk/funding/past-funding-programmes/digital-randd-fund-for-arts-andculture/digital-rd-projects/

List of Digital R&D projects Scratch Online Dickens London Trails Social Interpretation LSO Pulse Culture Cloud Punchdrunk Dero Happenstance

Institution Battersea Arts Centre Exhibition Road Cultural Group Imperial War Museum London Symphony Orchestra New Art Exchange MITMedia Lab The Sage Gateshead Site Gallery

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Appendix 7: List of technologies currently in use in the UK museum sector Museum Technology PDA devices with touch screen interface to deliver multimedia content, text and images as well as sounds and video files. Additional Notes

Contemporary Art Museum, London British Galleries at the Victoria and Albert Museum, London

information kiosks Developing e-resources of museum collections to be used in classrooms Exploratorium Tour in British Sign Language. Location sensitive wireless network connected with a central system which meant unlimited information can be downloaded on the portable screen based device Content database to select information The gallery area is packed with fascinating fossils, minerals and rocks, and the lab area allows you to examine and compare our specimens as well as identify your own finds. An online survey conducted by the Natural History Museum digital tours of new exhibitions, backgrounds, maps Features over 200,000 items which are not physically present in the museum to provide own interpretation and experience The app introduces iphone host James, who then guides the visitors through for 9 world-class exhibits in the gallery. The app host explains stories and facts about the Puffing Billy, Model T Ford, Rolls Royce Merlin engine and other iconic objects. The tour ends with a quiz to test your knowledge The visitors create their own unique Planets musical experience by joining in as a musician, conductor, arranger or composer Legend of Appplo, Red Arrows 3d

Museums of Scotland Science Center

Tate Museum

Multimedia tour program

Natural Hstory Museum Natural Hstory Museum British Museum National Maritime Museum Science Museum

Earth Lab Walking with Woodlice Online Learning Museums Search Station Public Dot Matrix Screen

Science Museum

augmented reality app. "Science Stories"

Science Museum Science Museum

Universe of Sound Simulators

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Manchester Museum of Science and industry Simulators revolution Manchester gallery Appendix 8: List of top 50 museums in UK with brief descriptions

British Museum

http://www.britishmuseum.org/

The museum houses a wide collection of world art and artefacts. Details: Great Russell Street, London, WC1B 3DG . Open 10am to 5.30pm daily; entrance type: free

Victoria & Albert Museum

www.vam.ac.uk

It is considered by many as one of the most beautiful museums in the country. the V&A is a perfect place to rummage for hidden gems. It houses some of the most gorgeous jewellery displays. Details: Cromwell Road, London, SW7 2RL (020-7942 2000). Open 10am to 5.45pm daily; Entrance type: free

Whitechapel Gallery

www.whitechapelgallery.org

Recognised worldwide as a touchstone of contemporary art 'its doors have been open for more than 100 years, and in that time it has shown work by modern masters, from Picasso to Pollock. Details 77-82 Whitechapel High Street, London, E1 7QX (020-7522 7888). Opening hours vary; entrance free

White Cube

www.whitecube.com

Famous for showing contemporary art, this small gallery has got just the right size for its small but immaculately formed exhibitions.' Details 48 Hoxton Square, London, N1 6PB and 25-26 Mason's Yard, London, SW1Y 6BU (0207930 5373). Open 10am to 6pm Tues to Sat; entrance free

Tate Modern

www.tate.org.uk

Expertly managed collections, imaginatively curated temporary exhibitions and a regular programme of events help it fulfil its brief to bring understanding and enjoyment of art to the masses. Details Bankside, London, SE1 9TG (020-7887 8888). Open 10am to 6pm Sun to Thurs, 10am to 10pm Fri and Sat; entrance free

National Museum of Scotland www.nms.ac.uk A great museum in a spanking new building'.

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Details: Chambers Street, Edinburgh Open 10am- 5 PM. Entrance free.

Serpentine Gallery

www.serpentinegallery.org

A great programme of modern and contemporary exhibitions has earned the Serpentine a deserved reputation. Details: Kensington Gardens, London, W2 3XA (020-7402 6075 ). Open 10am to 6pm daily; entrance free

Science Museum

www.sciencemuseum.org.uk

The basement here never fails to entertain toddlers and older kids, with a fantastic multi-sensory play area and great hourly shows such as the bubble show and the ride stimulator Details Exhibition Road, London, SW7 2DD (020-7942 4000). Open 10am to 6pm daily; entrance free

Sainsbury Centre for Visual Arts

www.scva.org.uk

Relaunched in 2006, the Norman Foster designed Sainsbury Centre for Visual Arts cover Art Nouveau and abstract art but it's the Robert and Lisa Sainsbury bequest, spanning 5,000 years, that most come for. Details: University of East Anglia, Norwich, NR4 7TJ (01603 593199 :). Open 10am to 5pm Tues to Sun; entrance free

Baltic

www.balticmill.com

This international centre for contemporary art 'attracts world-class exhibitions year-round, and has played host to the British Art Show and the Turner Prize. Recent programmes have included major exhibitions by Yoko Ono and Martin Parr. Details Gateshead Quays, South Shore Road, Gateshead, NE8 3BA (0191-478 1810 ;). Open 10am to 6pm daily (10.30am Tues); entrance free

Natural History Museum

www.nhm.ac.uk

spectacular must-visit for children of all ages. Details: Cromwell Road, London, SW7 5BD(020-7942 5000). Open 10am to 5.50pm daily; entrance free

Pitt Rivers Museum

www.prm.ox.ac.uk

One of the strangest and most fascinating museums in the country, it's a anthropological treasure trove and curiosities abound in its dusty cabinets. Do not miss the shrunken heads.

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Details: South Parks Road, Oxford, OX1 3PP (01865 270927). Open 10am to 4.30pm Tues to Sun; entrance free

Portsmouth Historic Dockyard

http://www.historicdockyard.co.uk/

Expect some great old ships for kids to run around - HMS Warrior and HMS Victory - loads of cannons and low decks to add adventure Details: Victory Road, Portsmouth, PO1 3LJ (023 9283 9766). Open 10am to 5.30pm daily; entrance 19.50 adults, 14 children

Our Dynamic Earth

www.dynamicearth.co.uk

The museum showcases a great journey through time from the Big Bang, with rainforests, a real iceberg, and an Imax film Details: 112-116 Holyrood Road, Edinburgh, EH8 8AS (0131-550 7800). Opening hours vary; entrance 10.50 adults,7 children

Blists Hill

www.ironbridge.org.uk

This museum, near Iron bridge, which recently underwent a 12 million redevelopment, is a 'recreated Victorian village on the edge of the place where the Industrial Revolution began Details: Legges Way, Madeley, Nr Ironbridge, Shropshire, TF7 5DU (01952 884391). Open 10am to 5pm daily; entrance 14.60 adults, 9.35 children

Big Pit: National Coal Museum

http://www.museumwales.ac.uk/en/bigpit/

The power and plight of industry in south Wales is laid bare here,' Venture down a real coal mine at this award-wining museum dedicated to one of Wales most famous industries. Enjoy a multimedia tour of a modern coal mine with a virtual miner in the Mining Galleries, then head underground for a real-life mining experience guided by an ex-miner. Details: Blaenafon, Torfaen, NP4 9XP (01495 790311). Open 9.30am to 5pm daily; entrance free

The Cumberland Pencil Museum

www.pencilmuseum.co.uk

The perfect destination to indulge in all things graphite, including a comprehensive range of Derwent & Lakeland products, this is great for aspiring artists young and old Details: Southey Works, Main Street, Keswick, Cumbria, CA12 5NG (01768 773626;). Open 9.30am to 4pm daily; entrance 3.50 adults, 2.25 children

Eureka!

www.eureka.org.uk

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Everything here is designed for children to play with and mess with, explore and learn. It's all child sized and at child height Details: Discovery Road, Halifax, West Yorkshire, HX1 2NE (01422 330069). Opening hours vary; entrance 8.95 adults and children Roald Dahl Museum www.roalddahlmuseum.org

Wonka chocolate doors, notebooks with prompts to fill in as your go around, drama students doing readings from the books and Caf Twit for Snozzcumber' sandwiches - this is perfect for RD fans young and old,' says Justine. Details: 81-83, High Street, Great Missenden, Buckinghamshire, HP16 0AL (01494 892192). Open 10am to 5pm Tues to Fri, 11am to 5pm weekends; entrance 6 adults, 4 children

New Art Gallery

www.thenewartgallerywalsall.org.uk

WalsallBritain is a world leader in gallery education and the New Art Gallery Walsall is an example of why 'There is a unique interactive gallery space called Disco, and multi-sensory sessions for parents to spend time with babies too.' Details: Gallery Square, Walsall, West Midlands, WS2 8LG (01922 654400)). Open 10am to 5pm Mon to Sat, 11am to 4pm Sun; entrance free

Nottingham Contemporary

www.nottinghamcontemporary.org

This is one of the most exciting gallery spaces in the UK, according to the Independent report. 'It has attracted more than 200,000 visitors since it opened at the end of last year and offers well considered events for people of all ages.' Details: Weekday Cross, Nottingham, NG1 2GB (0115 948 9750). Opening hours vary; entrance free

Abbot Hall

www.abbothall.org.uk

A beautiful Grade I-listed building, this promises 'a tempting and ambitious programme of exhibitions'. 'Currently focussing on Lowry, it's staged brilliant exhibitions of Lucian Freud, Paula Rego and Frank Auerbach in the past.' Details: Kirkland, Kendal, Cumbria, LA9 5AL (01539 722464 ;). Open 10.30am to 5pm Mon to Sat; entrance 5.75 adults, free for children

Foundling Museum

www.foundlingmuseum.org.uk

Set up to commemorate London's first orphanage, the Foundling Hospital, this tells the story of the the 27,000 children it cared for and its founder Sir Thomas Coram,' The activity packs for kids are great.'

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Details: 40 Brunswick Square, London, WC1N 1AZ (020-7841 3600). Open 10am to 5pm Tues to Sat, 11am to 5pm Sun; entrance 7.50 for adults, free for children

Stromness Museum

http://www.orkneycommunities.co.uk/STROMNESSMUSEUM/

The wooden cabinets here are packed with curiosities - and the tales of more interesting historical happenings than many a larger museum. From Daniel Defoe, through the Hudson Bay Company, Scapa Flow and Mrs Fraser - a localwoman who gave her name to Australia's Fraser Island after being shipwrecked there - the collections tell of Orkney's long connections to a much wider world. Details 52 Alfred Street, Stromness, Orkney, KW17 3DH (01856 850025 Open 11am to 3.30pm Mon to Sat; entrance 3.50 adults, 1

The Wallace Collection

www.wallacecollection.org

Described by independent as 'an oasis of culture tucked away behind Oxford Street', the Wallace Collection has a 'wonderfully eccentric and very fine collection of paintings by Titian, Rembrandt and Hals The Laughing Cavalier and porcelain'. Details: Hertford House, Manchester Square, London, W1U 3BN (020-7563 9500;). Open 10am to 5pm daily; entrance free

Dr Johnson's House

www.drjohnsonshouse.org

'Where the great man composed his dictionary, there's now a Georgian townhouse devoted to him, complete with a splendid range of contemporary portraits,' sums up Dave. Details: 17 Gough Square, London, EC4A 3DE (020-7353 3745). Open 11am to 5pm Mon to Sat; entrance 4.50 adults, 1.50 children

Glasgow Police Museum

www.porthcurno.org.uk

'Small and informative, the Glasgow Police Museum covers the history of Britain's first force, the City of Glasgow Police, from 1779-1975,' explains Helen. 'The International Police Exhibition of uniforms and badges from around the globe is worth the visit alone.' Details 1st Floor, 30 Bell Street, Glasgow, G1 1LG (0141-552 1818 www.policemuseum.org.uk). Opening hours vary; entrance free

Porthcurno Telegraph Museum

http://www.porthcurno.org.uk/

Located at the west tip of Cornwall, this little museum houses Second World War tunnels and lots of (still working) Victorian telegraph equipment'.

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Details: Old Cable Lane, St Levan, Porthcurno, Cornwall, TR19 6JX (01736 810966 ;). Open 10am to 5pm Sun & Mon in winter; entrance 5.50 adults, 3.10 children

The Common Guild

www.thecommonguild. org.uk

In the reception rooms of Turner Prize-winning artist Douglas Gordon's Glasgow home is a contemplative gallery space showing world-class contemporary visual art. Itswork also extends to one-off projects, talks, discussion groups and direction of the Glasgow International Festival of Visual Art. Details: 21Woodlands Terrace, Glasgow, G3 6DF (0141-428 3022 ). Open 12 to 7pm Thurs& Fri, 12 to 5pm Sat; entrance free

The Fruit market Gallery

www.fruitmarket. co.uk

Tucked away behind Edinburgh's Waverley Station the Fruitmarket Gallery boasts 'a consistently excellent programme of exhibitions. Details: 45 Market Street, Edinburgh, EH1 1DF (0131-225 2383). Open 11am to 6pm Mon-Sat, 12pm to 5pm Sun; entrance free

Artsway

www.artsway. org.uk

This began life as the vision of a group of local artists, working in an abandoned coach house. Now a purpose-built gallery, it commissions new work, hosts ambitious residencies and shows work by 'well-known and emerging artists, including Richard Billingham, Anne Hardy, Alex Frost and Gayle Chong Kwan' Details: Station Road, Sway, Hampshire, SO41 6BA (01590 682260). Open 11am to 5pm Tues to Sun; entrance free

Shandy Hall

www.laurencesternetrust. org.uk

Formerly the home of celebrated writer Laurence Sterne, and now a museum dedicated to his legacy, the museum seeks to explore how the experimental spirit of previous generations of artists can help us to unlock the work of contemporaries, and vice versa. Details: Shandy Hall, Coxwold, York, YO61 4AD (01347 868465). Open in winter by appointment; entrance 5

Bletchley Park

www.bletchleypark.org.uk

This museum is full of school-style Portakabinswhere Second World War codebreakers kept us in the war by breaking German and Japanese codes.

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Details: The Mansion, Bletchley Park, Milton Keynes, MK3 6EB (01908 640404;). Open 10.30am to 4pm daily; entrance10 adults, 6 children

Bristol

www.at-bristol.org.uk

An interactive science museum, suitable for children of all ages with lots of hands-on attractions that the kids will love. Details At-Bristol, Anchor Road, Harbourside, Bristol, BS1 5DB (0117-

909 2000;). Open 10am to 5pm weekdays, 10am to 6pm weekends; entrance 10.80 adults,7 children

Sutton Hoo

www.nationaltrust.org.uk

This National Trust site 'tells the story of the greatest Anglo-Saxon archaeological find ever made in a knowledgeable but friendly way' Details: Tranmer House, Sutton Hoo, Woodbridge, Suffolk, IP12 3DJ (01394 389700;). Opening times vary; entrance 6.20 adults, 3.10 children

Canal Museum

www.canalmuseum. org.uk

Housed in a 19th-century ice warehouse, built for a famous ice-cream maker of the day, this is all about the history of the inland waterways - the narrow boats, the cargos, the people who lived and worked on the boats, and the horses that pulled them,' Details: 12-13 New Wharf Road, London, N1 9RT (020-7713 0836). Open 10am to 4.30pm Tues to Sun; entrance 3 adults,1.50 children

David Mellor Design Museum

www.davidmellordesign.com

At the David Mellor Cutlery Factory and Design Museum, 'you can view cutlery being produced, see it exhibited (alongside a blinking British traffic light also designed by Mellor) Details: TheRound Building, Hathersage, Sheffield, S32 1BA (01433 650220). Open 10am to 5pm Mon to Sat, 11am to 5pm Sun; entrance free

Dovecot Studios

www.dovecotstudios.com

The renovation of Edinburgh's oldest public baths provides a stunning home to the worldrenowned Dovecot Studios, a specialist contemporary tapestry weaving studio, and two gallery spaces. Details: Dovecot Studios, 10 Infirmary Street, Edinburgh, EH1 1LT (0131-550 3660;). Open 10.30am to 5.30pm Tues to Sat; entrance free; tours 3

Ruthin Craft Centre

www.ruthincraftcentre. org.uk

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The purpose-built Ruthin Craft Centre, in north Wales, is a great destination for the craft enthusiast or novice. 'Beautiful publications often accompany exhibitions, providing excellent insights into the practice of contemporary makers in Wales and beyond.' Details: Park Road, Ruthin, Denbighshire, LL15 1BB (01824 704774 ). Open 10am to 5.30pm daily; entrance free

Design Museum www.designmuseum.org Showcases well-thought-out exhibitions, which make you look at the world in a slightly different way'. Details: Shad Thames, London, SE1 2YD (020-7403 6933). Open 10am to 5.45 daily; entrance8.50 adults, 6.50 concessions

FACT www.fact.co.uk The future is digital, 'The team at FACT know this and are dedicated to delivering outstanding and thought-provoking exhibition programmes for people who want to engage with the possibilities of tomorrow's art, film and media landscapes'. Details: 88 Wood Street, Liverpool, L1 4DQ (0151-707 4444). Open 11am to 6pmMon to Sat, 11am to 9pm Sun; general entrance free

The Modern Institute

www.themoderninstitute.com

If works by big names, including Turner Prize nominees and winners, are what you're after then the Modern Institute in Glasgow is a must,' advises teh website. 'Relocating earlier this year to a beautifully refurbished old bathhouse, it's now firmly positioned on the world art map.' Details

14-20 Osborne Street, Glasgow, G1 5QN (0141-248 3711). Open 10am to 5pm Mon to Fri, 12 to 5pm Sat; entrance free

The Museum of Brands, Packaging and Advertising

www.museumofbrands.com

This is a musuem for the packaging obsessed, who empathise with tales of its founder, Robert Opie, rescuing packaging from friend's waste bins,' says teh website. Current exhibitions cover political souvenirs, the Guinness advertising machine and sustainable packaging. Details 2

Colville Mews, Lonsdale Road, London, W11 2AR (020-7908 0880). Open 10am to 6pm Tues to Sat, 11am to 5pm Sun; entrance 5.80 adults, 2 children.

Hannah Barry

www.hannahbarry.com

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A gallerist working with exciting young talent in the artist hot-spots of south London, Hannah Barry opened her gallery in a warehouse on a run-down industrial estate two years ago,' . 'In the summer, she stages a sculpture exhibition on the rooftop of the nearby multi-storey car park.' Details: Unit 9i, Copeland Road Industrial Estate, 133 Copeland Road, London, SE15 3SN (020-7493 4224;). Open 12pm to 6pm Fri and Sat; entrance free

Glenkiln Sculpture Park www.theforbiddencorner. co.uk

An ideal place to visit in winter, when the works are dusted in snow, this 'park' is really just an open hillside peppered with six sculptures by the likes of Auguste Rodin, Jacob Epstein and Henry Moore. Park by the reservoir and head out for a hike Details Glenkiln Sculpture Park, Shawhead, Scotland, DG2 9UE; access is open and entrance is free

The Forbidden Corner

http://www.theforbiddencorner.co.uk/

'It's a wonderful garden with a mass of secret paths, underground corridors and mazes and plenty of strange follies to find whilst you're exploring.' Details: Tupgill Park Estate, Coverham, Middleham, North Yorkshire, DL8 4TJ (01969 640638). Open 10am to 6pm Sun; entrance 10 adults, 8 children

The Study Room

www.thisisliveart.co.uk

Live Art have been the producers of some of the most significant documents and artefacts of contemporary art in recent times,' 'Their openaccess Study Room provides a gateway into a provocative, challenging yet wonder-full world Details: Rochelle School, Arnold Circus, London, E2 7ES (020-7033 0275). Open by appointment; entrance free

Yorkshire Sculpture Park

www.ysp.co.uk

Yorkshire Sculpture Park's spectacular landscape and award-winning gallery spaces each play their part in making this one of the few places in the world able to host major, large-scale sculpture exhibitions like the David Nash review,' Details: Yorkshire Sculpture Park, West Bretton, Wakefield, WF4 4LG (01924 832631). Open 10am to 6pm daily; entrance free

Grizedale Arts

www.grizedale.org

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Grizedale Arts explores how contemporary art and artists can contribute to the social, cultural and economic context within which the organisation operates,' Its events, projects and

residencies are 'not a gallery or a museum but might just provide a model for future cultural institutions'. Details: Lawson Park, East of Lake, Coniston, Cumbria, LA21 8AD (01539 441050). Check the website for participatory events and projects

(Source: http://www.independent.co.uk/extras/indybest/the-50-best-museums-amp-galleries2112967.html )

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