Posts By / Kip Jones
AHRC blog has just published an article on a potential new project on youth, gender and sexuality proposed by a team at Bournemouth University. The AHRC supported short film RUFUS STONE is seven years old this year. Our screenings of this film’s story, particularly to young people, have impressed upon us how a supposedly ‘old’ story – the film is set in rural Britain more than 50 years ago – still resonates with young people today.
Our proposed project, “Rufus Stone … the next Generation’ – will contribute to knowledge on the substantive topic of ‘Post-Millennials’ or ‘Generation Z’ (GenZ), focusing on their anxieties and ambiguous approaches around gender and sexuality.
Because GenZ is the first generation to be totally hooked up to technology since birth, we want to work with mobile phones and iPads and social media over several months in sessions with youth to produce their own film/video about their lives and relationships.
We’re currently applying for funding to work with young people aged 16-18, involving them in telling their stories, co-created by involving them in every stage of production. We are at the bidding stage now. If you would like to express an interest in joining the team, please contact Kip Jones for a chat.
AHRC blog tells how film RUFUS STONE has inspired a project on the next generation.
RUFUS STONE’s Project lead, Kip Jones’ new project – “Rufus Stone … the next Generation’ – hopes to contribute to knowledge on the substantive topic of ‘Post-Millennials’ or ‘Generation Z’ (Gen Z), focusing on their anxieties and ambiguous approaches around gender and sexuality.
Academics interested in participating in the project can contact Kip Jones for a chat.
The Personal Stories of a Methodology Study Group: An independent learning and support mechanism for postgrads
Come along and join in the conversation with the “Gang of Four”: Karen Cooper, Louise Oliver, Mandy Podee, and Jo Thurston.
The result was an enhanced depth of understanding of specific interpretive research methodologies as well as an unexpected support mechanism.
The group’s primary function was to support development of its understanding of methodologies and methods, but an unexpected secondary function was the reduction of a sense of isolation.
United through the fundamental overarching field of narrative research, four doctoral candidates with distinct topic areas were able to collaborate. They not only enhanced their depth of understanding of specific interpretive research methodologies, but also provided support and encouragement to each other within the potentially isolating experience of postgraduate research study.
Centre for Qualitative Research
“In Conversation” Seminar Series
Coming to the Centre for Qualitative Research Seminar series
Wednesday 11 April 1pm
Royal London House 208.
Mark you diaries now!
The Centre for Qualitative Research congratulates one of its postgrad Affiliates, Louise Oliver, who has won third prize for her oral presentation in the recent Doctoral College Conference.
Louise’s PhD is entitled, “Family Narratives of Child-to-Parent Violence and Abuse: Lifting the Veil of Secrecy”. She is supervised by Lee-Ann Fenge and Kip Jones.
Sorry to inform you that this Wednesday’s ‘In Conversation’ CQR Seminar is cancelled due to illness.
Mark you diaries now, however, for the next Seminar on Wed. 11 April at 1 pm in RLH 208 presented by the ‘Gang of Four’.
Curious? More information will follow. Stay tuned!
Here are the Seminars for the rest of the academic year:
BU’s Centre for Qualitative Research (CQR) website has been tidied up, including (at last!) a full list of Members, Associates, and Postgrad students! Growing steadily over the past year, it is noteworthy that members come from a range of disciplines and across faculties.
Faculty members and postgrad students are welcome to join the Centre. Membership categories include Full Member, Associate Member, and Post-grad Affiliate.
Visit CQR’s website here
Contact Kip Jones (Director) or Caroline Ellis-Hill (Deputy Director) for more information or to join.
“It is important to remember that impact is not always a moment in the sun, then yesterday’s news”.
Bournemouth University colleagues Kip Jones and Lee-Ann Fenge discuss the “long tail” of meaningful community impact and the outputs needed to get there, featured from today in the LSE Impact of Social Science Blog.
“The ’long tail’ of research impact is engendered by innovative dissemination tools and meaningful community engagement”, an article reported in the LSE Impact Blog, discusses the involvement of Jones and Fenge in almost a decade-and-a-half of research at Bournemouth University on older LGBT citizens in Britain. In addition to in-depth research, their efforts included producing creative outputs alongside traditional publications. Using these tools, they have engaged community partners not only through workshops and trainings, but also as participant researchers and members of an Advisory Committee.
For example, the blog highlights the particular relationship formed with Camilla Gibson, Strategic Equality and Inclusion Manager at Hampshire County Council’s Adult Services. She organised staff trainings with the help of the LGBT tools produced at Bournemouth University—a Method Deck to Diversity set of cards, and the research-based short film RUFUS STONE. In this way, Gibson was able to “change hearts and minds” about diversity and equality issues with over 4,000 staff in Hampshire.
Gibson’s story and more are outlined in the LSE Impact Blog, which refers to Fenge & Jones’ longer output published in the Qualitative Research Journal. A draft of that journal article, “Meaningful dissemination produces the ‘long tail’ that engenders community impact” can be downloaded here.
The LSE Impact Blog article is available here.
CQR “In Conversation” Seminar
This Wednesday 1 p.m. RLH 201
Michele Board and Karen Cooper present the use of ephemera to uncover life stories in qualitative research.
What is ”ephemera”? It consists of objects of little or no monetary value that represent moments in our past. They can include pamphlets, railroad tickets, stamps, old letters or photographs, a food stained recipe card, a small piece of clothing, an accessory like a ribbon or a badge, sheet music, keys, post cards, used concert or theatre tickets, a self‐penned poem or a song, or a drawing. They all have a story to tell if we are willing to listen.
The CQR Seminar series consists of a 20 minute conversation between two presenters, then lots of time for discussion with the audience. Come along and join in the conversation!
Bring along some of your own ephemera if you’d like!
A recent article in the Qualitative Research Journal, written by BU’s Lee-Ann Fenge and Kip Jones with input from Camilla Gibson, Strategic Equality and Inclusion Manager, Hampshire County Council’s Adult Services, talk about what it takes to create meaningful community impact with academic research and outputs.
Patience and perseverance remain the watchwords. Locating, then nurturing, community partnerships are key to the success of this kind of approach. The authors consider how tools—including a film and a method deck of cards—were shared with community organisations, and how, in turn, these organisations use the tools to develop awareness of the needs of older LGBT people within their organisations and communities. In the article, Gibson recounts the way in which the tools were used with success with over 4,000 Adult Services staff in Hampshire.
If we are really serious about “impact”, we must remember that, in the case of dissemination of research at least, impact is not always a moment in the sun—an explosion of a scientific “breakthrough” on the public scene—then yesterday’s news. Good research has a “long tail”— (in statistics “a large number of occurrences far from the ‘head’ or central part of the distribution”). To achieve this, first, it takes tenacity on the part of the research team, or an ability to be a bit blinkered about its work, and a willingness to stick to the team’s goals and commitment over the long term. Secondly, it takes allies, and these are often community members, service providers, and so forth, who are energised by the work and take up the mantle. Finally, to create real impact, it takes resources available to carry out the work—not necessarily of the size or scope of the original research funding, but just as important to success.
Funds raised by the very process of REF activities should, therefore, be put to work and managed directly by the researchers creating the impact who are aware of the research potential and maintain familiarity and connectivity with community partners.
The article, Meaningful dissemination produces the “long tail” that engenders community impact can be downloaded here.
Reflections on a Creative Writing Workshop for Academics at BU, led by Kip Jones
By Susanne Clarke
(with Trevor Hearing, Caroline Jackson, Mark Readman, Carly Stewart & Peter Wolfensberger)
I am sitting here on a Saturday morning, daunted by the task ahead of me. I am in charge of writing a blog on behalf of a wonderful group of people who I spent a couple of days with at the beginning of January, (oops, I am already overselling myself, I am actually bringing together a blog using material they have given me). The group, as promised has sent me their “postcards”, snippets revealing their inner most reflections of the experience we shared.
Perhaps I’d better reveal more of our journey and tell you a bit about the group. We came together having booked our place at the auspiciously titled “Creative Writing Workshop for Academics” led by the legend that is Kip Jones. I would say it was a journey that we would all do again in a heartbeat.
Kip invited us, compelled us, to discard the shackles of academic or more formal forms of writing; we breathed in deeply and sought to find our inner selves, the child unconstrained by conventions that have both helped and hindered our writing over the years.
So, applying all that I learned from Kip, I am not going to over-analyse my writing and I will go with what feels right. Studying the ‘postcards’ from the group – Peter’s postcard will come first, just because it feels right, he sums up the experience for us all really.
From Peter Wolfensberger:
postcard to myself or
everything matters and nothing really does unless the moment you belong and love – exercise one
Struggling with my thesis I considered the creative writing workshop as a source for inspiration. So, I travelled long distance just to be confronted with myself and who I am and writing the story of my life on a postcard! Really?! Yes, – and no, there is more: Watching two boys on a crowded beach in the twenties has as much to do with me as trying to make sense of dreams that I can never remember. Writing a poem, a script treatment, a story, my story? In the end, it’s all just a tagline away from my thesis… But hey, I belonged to this wonderful group of people who kind of tried to do the same or something very different. Love you all! ‘
A bit more to reveal here with Mark’s postcard:
From: Mark Readman
‘Taglines, poems, life stories on postcards, writing, sharing, reading aloud and, ultimately, bringing my academic work to life through the art of storytelling – what a great way to start the new year!’
Now back to me. The writing is now getting more difficult. I can’t really complete with the beauty of the words conveyed in the postcards. Kip did promise that our first attempts will be quite bad and will need plenty of re-write. So, I walk away, I head off to make a cup of tea and read The Guardian. Nothing much to learn about me from my reading choice, nor, did I expect to learn much from it. I read it because I enjoy a few of the Saturday regulars and primarily because it’s still free on line. I click on one of my favourite columns, “Blind date” and this week’s column looks promisingly uplifting, entitled; “We parted with a kiss”. It was a good read, and I wondered if the format could be borrowed for the blog. And so I try below:
Reflections on our ‘Blind Date’ with Kip
From: Susanne Clarke
The scene: The Group meets each other and Kip for our first “Blind Date”.
What were we hoping for:
Improvement, enlightenment, and perhaps a cry from the heart to help with the struggle that is a life centered around writing, at the very least, some basic hints and tips and a creative start to the year.
What we weren’t expecting, but I think we were all secretly hoping for as Caroline put so well in her postcard, “…one thing that I did take away from the creative writing workshop was passion and confidence in creative writing.”
Our First Impressions:
Positive, the group were warmly welcomed, Kip was laid back, relaxed and we got a sense it was all going to be ok. Kip set us some homework – to recall our night time dreams. I think we were all slightly scared.
What did we talk about:
Everything and anything, somehow Kip got us to reflect deeply, perhaps share things we wouldn’t normally be so bold with. Kip shared intimate reflections with us and made it ok to share back.
Any awkward moments:
There really should have been, we were stretched, we cried, we laughed, however, I don’t recall anything being awkward and I can’t find a hint of this in the postcards.
Although, if I am honest there was a moment for me. When Kip set us the task to create poems from our recollection of recent dreams, as a lifelong fan of Pam Ayres, my poem had to rhyme, consequently, my attempt lacked the depth of feeling conveyed by the poems written and read out loud by others in the group. But it did rhyme. I did feel slightly awkward, mine was rather light, however, in the end it was alright.
Good table manners?
We did lunch as a group, it was a great ending to our adventure, and our table manners were impeccable, as far as I could tell.
Would we introduce Kip to our friends?
A resounding yes, why wouldn’t anyone be less than delighted to meet Kip, and I would happily introduce Kip and the whole group to all my friends.
Describe Kip in three words:
Charismatic, warm and unconventional
What do we think Kip made of us?
He told us we were the best group he had ever taught, he was probably lying. He made us feel special though.
Did you go on somewhere?
This is where I will leave the ‘Blind Date’ format and head to something slightly more hypothetical, we are all now continuing somewhere, we are improved from our experience, but taking different paths. Let’s now share some more postcards from the group. I guess where we go next in our journey remains to be seen.
From: Trevor Hearing
….‘Kip’s Tree of Performative Social Science is a rare species that grows over ground and underground with each workshop I attend, sending hidden signals around the world through its mycelium that it is OK to write about yourself as a source of knowledge because in doing so we are feeding others with the compost of our imaginations. I learned the value of metaphor at this workshop’….
Love Trevor xxx
From: Caroline Jackson
“…. The interventions offered by Kip and my workshop colleagues were productive in many ways. I came away with the following:
- I like writing.
- I can let go and write something not directly related to an academic output and it be worthwhile.
- Some questions and techniques to use in future writing activities, academic or not.
- Some ideas for my own students on their creative thinking and work.
Wish you were here, love Caroline xxx
From: Carly Stewart
…” It opened up my thinking and reconnected me to the heart-felt reason I enjoy academia in the first place. I had time and space to think deeply about ideas and new ways to express them, not for outcome or in the surface skimming tone so often required of us. And the epiphany for me was that dedicating time for creative space did not send me spinning off on a tangent from academia but instead loosened my thoughts and reconfigured them in a way that inspired me to pick up the reins of academic writing once again.”
Love Carly xxx
And finally, from me (Susanne). I spent time with a colleague this week writing with a deadline to submit an abstract. I approached this with more confidence and my biggest lesson from Kip – I could hear his voice, “work on a catchy title” he said this a few times. Our title begins with “Shrek and the Onion…. “ It wouldn’t have done before Kip entered my life and thoughts. Will our abstract take us to the conference in the sun, who knows?
PS We would also like to thank others in the group who are not represented here but who contributed towards the experience.
Kip Jones, a pioneer in Performative Social Science at Bournemouth University (BU), has two substantial book Chapters now available in texts published by Wiley-Blackwell and Palgrave Macmillan. Both texts move the practice of arts-led research forward substantially and will become valued resources for students and researchers for years to come.
The first Chapter, “Performative Social Science”, in J. P. Matthes, C. S. Davis, & R. F. Potter (Eds.), The International Encyclopedia of Communication Research Methods, rehearses the development of Performative Social Science (PSS) as a research approach and method, developed over ten years at Bournemouth University through publication, film, research, workshops, Masterclasses, and PhD studies. Jones explains that PSS is not simply ‘art for art’s sake’ instead of research. PSS is research and dissemination practices based in the philosophy of Relational Aesthetics and has much in common with Social Constructionism. The ‘audience’ or reader/viewer are key to PSS, as is the wider community.
This 3-volume Encyclopedia is touted as the most current authoritative single-source reference on communication methods. The editors state that they have invited the best scholars from all over the world to accomplish this. Jones’ Chapter (draft) is now available at: https://www.academia.edu/22126458/Performative_Social_Science
The second Chapter, “Emotivity and Ephemera Research”, in Innovative Research Methodologies in Management: Volume I, edited by L. Moutinho and M. Sokelem provides an in-depth worked example of PSS. The Chapter reports on a two-day experimental workshop in arts-led interviewing technique using ephemera to illicit life stories and then reporting narrative accounts back using creative means of presentation. The workshop took place at Bournemouth and participants were all University faculty members. A key to the process was in replicating what research participants may be feeling and going through when they share very personal stories with researchers. The exercise built a respect for this process by acknowledging that fact through the personal experiences and emotive connectivity of workshop participants.
The Editors of this book on management were keen to include the Chapter, stating that many who are attempting a PhD, particularly using a qualitative approach, spend little or no effort in finding, then learning, an appropriate method for their research question. The felt that the Chapter would contribute substantially in this way to management studies. The Chapter was originally published as “A report on an arts-led, emotive experiment in interviewing and storytelling” in The Qualitative Report, 20(2), 86-92 and is available here: https://www.academia.edu/10835482/A_Report_on_an_Arts-Led_Emotive_Experiment_in_Interviewing_and_Storytelling
It is examples like these that substantiate the work being done not only by Jones, but by other members of the Centre for Qualitative Research (CQR) at Bournemouth University. Membership of CQR comes from across Health and Social Sciences’ disciplines at BU as well as from a number of other BU faculties, This attraction attests to the universal appeal of qualitative methods and particularly arts-led ones, including Performative Social Science, which are being developed through CQR.
“Phenomenology or Narrative Method? Choosing one for my study”
Andrea Lacy ”In Conversation”
Wednesday, 10 January, 1 p.m.
Studand 217 (note change in location!)
A short discussion about two qualitative methods, followed by lots of conversation with you, the audience!
Staff and students welcome!
Coming up in the New Year:
Save the dates now!
The Centre for Qualitative Research invites you to its continuing series of lunchtime seminars this Wednesday at 1 pm in RLH 201 for “Poetry as Research” “In Conversation” with Lee-Ann Fenge and Wendy Cutts.
This year’s theme is “LISTEN MAKE SHARE”. Each month two CQR members present their experiences to the audience ‘in conversation’ with either Narrative Methods (listening to stories), Arts-based Research methods (making stories), or Dissemination methods (sharing stories).
The seminars will involve two conversants and plenty of opportunity for audience participation in listening, making, and sharing. Not lectures, the seminars consist of two presenters ‘In Conversation” about a topic or method. There will be no PPT, but plenty of time for audience interaction and feedback!
Come along and join ‘In Conversation’!
Wed. 1 pm RLH 201 “Poetry as Research” with Lee-Ann Fenge & Wendy Cutts
Pleased to announce that a copy of the Handbook of Arts-based Research, Patricia Leavy, Editor, is now available at Bournemouth University’s Lansdowne Library, but also available electronically online. The compendium includes a Chapter, “Research as Film, Film as Research” by FMC’s Trevor Hearing and FHSS’ Kip Jones.
Bringing together interdisciplinary leaders in methodology and arts-based research (ABR), this comprehensive handbook explores the synergies between artistic and research practices and addresses issues in designing, implementing, evaluating, and publishing ABR studies.
This is a welcome addition for faculty and students with an interest in the use of the arts in research and/or dissemination.
A two-day FREE workshop in creative writing with Kip Jones for Bournemouth University staff and students only.
Writing week: Wednesday 3 Jan and Thursday 4 Jan.
Wed: 9:30 – 3:30
Thurs 9:30 – 12:30 (followed by lunch at La Piccola Italia)
Executive Business Centre, 7th Floor
Places are limited, but the workshop is free. Please express your interest by emailing Kip asap. You will be expected to attend for both days, and attend the lunches. You are asked to buy your own refreshments and lunches, but we will eat together at a restaurant each day. The first day we will go to the International Centre next to EBC for lunch. The second day, we will have a concluding longer lunch at La Piccola Italia Restaurant, near EBC. Writing is a very solitary endeavor. Sharing of experiences and conviviality are important components of a balanced approach.
Summary: The Creative Writing workshop will be a unique event in that it will not be a typical ‘writing retreat’ (with trees to hug and lots of time to ruminate), but rather a very active experience with lots of exercises, suggestions and supportive feedback on participants’ work from Kip Jones and other participants. The point is to encourage both students and academics who would like to include more creative writing in their outputs, particularly those whose writing includes reporting on narrative and other qualitative methods of research. It also helps immensely in the move to publishing in the wider world of blogs and online outlets, moving work to media and film, auto-ethnography and even fiction.
Justification: The important point of Creative Writing for Academics is to help academics and students achieve the goal of seeing more of their work read by wider audiences; in other words, impact. By providing an intense two-day experience for participants to engage in developing writing skills, the playing field is levelled and opportunities for facilitated learning developed. By engaging in creative writing, it becomes possible for all to write more clearly, more simply, even more creatively, when writing not only for academic publications, but also for outlets previously unimagined.
Methods: The workshop will present opportunities to work with academic material and expand its means of production and dissemination to new and creative levels through interfaces with techniques from the arts and humanities, including blog and magazine writing, film treatments and scripts, and poetry and fictional exercises. These intellectual exchanges encourage joint exploration of how researchers can engage with principles and tools from the arts in order to expand and extend the possibilities of dissemination of research data. Concepts of creativity itself will evolve and be transformed by participants’ outlooks and willingness to engage with unfamiliar territory. These processes comprise ‘facilitated learning’—in that knowledge will be gained as a secondary goal through a process of developing new relationships through small group problem-solving and self examination, grounded in personal past experience and knowledge.