Yearly Archives / 2022

The Friday Prof-ile: Anna Feigenbaum

Featured academics, Research communication

Welcome to our new series, The Friday Prof-ile – a chance to get to know some of our recently appointed Professors and Associate Professors a little better. Every Friday, we’ll be asking a different person the same set of questions to get an insight into their life, work and what makes them tick. 

Professor Anna Feigenbaum with a microphone and headphones on

Professor Anna Feigenbaum

This week we’re chatting with Professor of Digital Storytelling, Anna Feigenbaum. 

What are your research interests? What made you want to study these areas? 

My research looks at communication, technology and social change. I’m particularly drawn to topics that are difficult to talk about because of their technical or scientific complexity and social sensitivity. I’ve always seen my role as an academic as serving as bridge or medium between disciplines, as well as between the university and advocacy communities.

What has been your career highlight to date? 

Either being quoted by AOC (Alexandria Ocasio-Cortez) in a bill to the US congress on the harms of tear gas or being interviewed by Queer Eye’s Jonathan Van Ness for his podcast ‘Getting Curious’.

What are you working on at the moment? 

I’m writing up findings from my AHRC project about “covid comics” and public health messaging over social media. I’m also finally starting work on my book about the cultural and political economy of infertility that got delayed because of the pandemic.

If you weren’t an academic, what would you be doing?

I still regret turning down an internship at DC comics when I was 19. So in my alternative life I’d like to be writing queer feminist superhero comics.

What do you do to unwind? 

Lots of things! Yoga, forest walks with our fur baby, bingeing fantasy or sci-fi series, and I’m currently teaching myself gothic calligraphy.

What’s the best thing about Bournemouth? 

Dog surfing. And that people don’t take themselves too seriously.

If you could pick any superpower, what would it be and why? 

Teleportation, so it would be easier to visit friends and family around the world – and more sustainable.

If you were stranded on a desert island, what one luxury item would you take with you?

If I’ve also got electricity on this island, my iPad.

What advice would you give to your younger self?

It’s ok that, in 2009, when those senior people asked what you worked on at an academic wine reception you said, “I do weird sh**.” One day you’ll get promoted to full professor for doing weird sh** well.

If you’re a recently appointed Professor or Associate Professor and you’d like to be featured in the series, please contact research@bournemouth.ac.uk to find out more and get involved. 

Conversation article: Fiction can change the world – five books that made a difference

Research communication, the conversation

Dr Hywel Dix writes for The Conversation about the ways fiction novels can influence social change…

Fiction can change the world: five books that made a difference

Hywel Dix, Bournemouth University

Activist Jack Monroe recently used Terry Pratchett’s “boots theory” to explain the vicious circle for people on low incomes only being able to afford clothing that constantly wears out. Monroe has now used the Vimes index (named after a Pratchett character) of inflation to persuade the Office of National Statistics to review how it calculates the cost of living.

Raymond Williams’s classic 1977 book Marxism and Literature broke new ground arguing that fiction could influence social change. Here are five contemporary examples.

1. Bitter Fruit (Achmat Dangor, 2001)

In this novel, a bi-racial South African civil servant comes face-to-face with the white member of the state security forces who had raped his wife during apartheid. The book explores the consequences of political violence for both perpetrators and victims. There are no easy winners, pointing to the need for reconciliation – even when this feels impossible.

Reviewing the novel, South African academic Ronit Frenkel has shown that Bitter Fruit raised through fiction the questions South Africa’s Truth and Reconciliation Commission tried to answer for the whole country after apartheid. Nelson Mandela was said to be a fan and Dangor went on to head the Nelson Mandela Foundation.

2. Then We Came to the End (Joshua Ferris, 2007)

In Joseph Heller’s anti-war classic Catch-22, the pilots joke while one by one they get shot down. The combination of bleak humour with a serious message played out numerous times throughout the 20th century. Franz Kafka had already used the same logic in The Trial, where Josef K is executed for an offence he never understands. Ferris’s novel is an heir to both of these. It is set in the late 1990s among a group of advertising executives as they lose their jobs. But although it was written immediately before the financial crisis of 2007-08, it can’t help but feel like a tragicomic social critique of it.

As the characters are laid off, their dreams shrivel up and their solidarity collapses. Researcher Alison Russell describes the tension between the office workers’ desire for security being in conflict with their desire for individual achievement in Then We Came to the End. It brings to mind Pastor Niemöller’s poignant words about standing up for others, or being left with no one to defend you. It comes across as a stark warning of what happens when corporate culture is left unchecked.

The story of Martin Niemöller.

3. Elena Knows (Claudia Piñeiro, 2007)

Argentinian author Claudia Piñeiro’s fifth novel to appear in English is narrated by Elena, a 63-year-old woman with Parkinson’s disease. She measures out her day through doses of medication, between which, she knows, she will barely be able to move. And yet this is not the most interesting things about Elena Knows. Her daughter Rita has died, apparently killing herself. When no one is willing to investigate, she calls for assistance on Isabel – a woman whom she and Rita had earlier dissuaded from having an abortion.

What ensues is a subtle and skilful exploration of how far women have the right to control their own bodies. This has been of particular importance in Argentina, where Piñeiro was at the forefront of the campaign to legalise abortion as recently as 2020. Its readership was huge by South American standards – Piñeiro is the third most widely translated Argentinian writer ever – and its effect has been dramatic.

4. Girl, Woman, Other (Bernadine Evaristo, 2019)

There are so many good things about this book it’s hard to know where to begin. Some readers would have been familiar with the struggles of African-American women through the work of Alice Walker and Toni Morrison. Black British women writers, rightly or wrongly, had not received as much attention. Until now.

The wide varieties of speech used by Evaristo’s women from many different backgrounds makes Girl, Woman, Other a joy to read. Along the way it debunks a number of mistakes about ancestry and race. And the way it handles the often-fraught politics of trans rights is both sensitive and accessible, cutting through to a far more mainstream audience than would normally consider this still-emerging issue.

5. Broken Ghost (Niall Griffiths, 2019)

This is Brexit fiction, or BrexLit. The rapidly changing political landscape of the past ten years has been just too tempting for authors to ignore, but Brexit novels are often tame and twee. Invariably they portray educated cosmopolitan types thrown into disarray. That is, BrexLit often reinforces the social divisions it should be the job of the writer to break down.

Griffiths does something different. His cast of characters – a “slut”, a “junkie” and a “thug” – are worlds away from the middle-class lives of most Brexit novels. When he takes readers to a hippie commune up a Welsh mountain to see what happens to them, they might end up understanding the world from somebody else’s perspective. In healing the divisions in Britain post-Brexit, the importance of this book can hardly be overstated. This is why in the desert of Brexit fiction, Broken Ghost is a novel oasis.The Conversation

Hywel Dix, Associate Professor in English, Bournemouth University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

HEIF February 2022 Open Call – Closing Friday 11 Feb

BU research, Funding opportunities, HEIF, innovation, Knowledge Exchange

HEIF funding now available for Innovative Knowledge Exchange (KE) projects  

Research England provide universities with funding for knowledge exchange (Higher Education Innovation Fund (HEIF)) to enable them to support and develop a broad range of knowledge-based interactions between themselves and the wider world, which result in economic and social benefit to the UK. 

A proportion of BU’s HEIF grant is allocated through an open call for projects lasting up to 24 months in duration. Progress is reviewed on a quality basis and assessed in terms of future viability on an annual basis.  

The primary purpose of the funding is to support a small number of projects: these can be, for example, significant projects that are underway and require a further injection of funds, or for projects with ambition that require a good kick-start or launchpad. 

Please be aware that a significant proportion of the funds awarded must be spent by 31 July 2022. 

Key details

Amount: We anticipate making funding awards of max. £40k per project.

Time frame: Projects should span a maximum of 24 months.

Application closing date: 5pm, Friday 11 February 2022.

Guidance 

Proposals are sought which make a substantive contribution to further Bournemouth University’s Knowledge Exchange strategy and as such, it is anticipated that only a small number of projects will be awarded.  Please be mindful of the specific nature of this call in meeting the following criteria:  

  • Projects should be linked to the BU HEIF strategy
  • Projects must demonstrate how research impact will be accelerated and maximised.
  • Enhance external collaborative engagements with industry partners to further the development of innovative projects
  • Encourage future funding bids (such as from Innovate UK) with external partners

Eligibility

The HEIF February 2022 Open Call particularly encourages Early to Mid-career researchers (ECRs/MCRs) across Bournemouth University, including those who are already working with industry partners and those who would like to build up new networks. 

Further, due to the nature of this fund, we particularly welcome applications: 

  • from ECRs/MCRs 
  • aligned to at least one BU SIA 
  • that demonstrate research interdisciplinarity 
  • that have industry relevance and or application  

Process

Applications will be reviewed by the HEIF Funding Panel with recommendations submitted to the Research Performance and Management Committee (RPMC). Once a decision has been made, this will be communicated to applicants.

Wen Tang, HEIF Panel Chair will be hosting a Q&A drop-in session from 1-2pm on Tuesday 8 February via the following MS Team meeting link 

To apply

Please read the guidance and complete the Application Form. Please read the IP checklist and provide a completed Workplan & Budget from with your application form.

Completed documents are to be submitted to heif@bournemouth.ac.uk by 5pm on Friday 11 February 2022.

BU’s Funding Panels and Research Principles

The following funding panels operate to prioritise applications for funding and make recommendations to the Research Performance and Management Committee (RPMC).

There are eight funding panels:

  1. HEIF Funding Panel
  2. GCRF Funding Panel
  3. Research Impact Funding Panel
  4. Doctoral Studentship Funding Panel
  5. ACORN Funding Panel
  6. Research Fellowships Funding Panel
  7. Charity Impact Funding Panel
  8. SIA Funding panel

These panels align with the BU2025 focus on research, including BU’s Research Principles

The following BU2025 Principles are most relevant to the HEIF Panel:

  • Principle 1 – which recognises the need to develop teams
  • Principle 5 – which sets of the context for such funding panels

If you have any questions please email heif@bournemouth.ac.uk

Future Learn Introduction to Health Economics – Online Course

Uncategorized

Introduction to Health Economics – Online Course – FutureLearn

The study of health economics is important in helping to ensure the efficient use of available resources for maximising health benefits. It is also essential to improving health care delivery, outcomes, and lifestyle patterns through interactions with individuals and health care providers, in different clinical settings.

www.futurelearn.com

 

Apply now for a cluster of postgraduate researchers and postdoctoral research fellows

Funding opportunities, Research news, Strategic Investment Areas

RESEARCH CAPACITY TRANSFORMATION SCHEME – Call for expressions of interest

Apply now for a cluster of postgraduate researchers and postdoctoral research fellows – closing date for EoIs on 7th March

Bournemouth University’s (BU) recognises that postgraduate researchers (PGRs) and postdoctoral research fellows (PDRFs) are critical to a high performing research environment. Working under the direction of academic research leadership, they provide academic staff with research capacity, which enables the production of research outputs, strengthens research impact, and increases grant bidding.

 

Key information

The Research Capacity Transformation Investment Scheme is focused on building capacity to undertake cutting-edge research securing external research funding. A cluster hiring approach will be used to appoint inter- and/or multi-disciplinary teams of PDRFs and PGRs that focus on a common theme to create “clusters” undertaking strategically important and targeted research. The scheme will invest in:

  • 10 PDRFs and 10 PGRs in September 2022, across 2-5 clusters
  • 5 PDRFs and 5 PGRs in September 2023, across 1-2 clusters.

The clusters need to build critical mass in areas of research strength and provide a team-based, fused experience for PDRFs and PGRs that is anchored in one or more existing high performing entities, such as Research Centres or Institutes. Applications must include external match-fund partners for the PGR studentships.

Full details of the scheme, including the policy document, can be found on BU’s staff intranet.

Application Process

The application process will be in two stages:

To ensure there is timely progress, Research Development & Support and the Doctoral College will manage the funding application process 2022, with oversight of the recruitment process.

The indicative timetable for the 2022 allocation and recruitment is as follows:

Date Action
Monday 7th March 2022 Closing date for submission of EoIs (see Appendix 1) at 12 noon
Monday 21st March 2022 Successful applicants invited to provide a full application form (see Appendix 2)

Unsuccessful applicants notified
Monday 25th April 2022 Closing date for submission of full applications at 12 noon
w/c Monday 16th May 2022 Successful outcomes announced and recruitment to commence

Unsuccessful applicants notified
June 2022 Adverts for positions to close
July 2022 Interviews and selection
From 1st September 2022 Successful PDRFs to start (funding available from 1 September 2022)
From  26 September 2022 or 23 January 2022 Successful PGRs to start (funding available from 26 September 2022 with an alternative start date of 23 January 2023)

 

Submission Deadline:

Before completing the EoI or full application form, please ensure that you have read all the relevant guidance (including the policy document) and information available on the Staff Intranet.

Applications should be emailed to researchcapacitytransformation@bournemouth.ac.uk before the following deadlines:

Monday 7th March 2022          Closing date for submission of EoIs at 12 noon

Monday 25th April 2022          Closing date for submission of full applications at 12 noon

 

Supporting Documentation

Recruitment of PGRs will be in line with the BU Match-Funded Studentship Allocative Process .

For additional queries, please email researchcapacitytransformation@bournemouth.ac.uk

 

FAQs

  • What can I request?
    • Each proposal should contain a request for a minimum of 2 PGRs and 2 PDRFs, to a maximum of 5 PGRs and 5 PDRFs, or any combination.
  • Do I have to find a match-funding partner for the PGR element of the scheme?
    • You must be able to produce evidence of external partners providing match-funds at the full application stage.
  • Why can’t I request funding for one PDRF or one PGR?
    • This scheme is intended to provide investment into research teams, rather than discrete pockets of activity.
  • What type of proposal is likely to be supported?
    • It is recommended that you review the criteria against which applications are assessed against to ensure that you demonstrate how your proposal meets the criteria.
    • Colleagues are reminded that reviewers of concepts are likely to be from a wider range of disciplinary areas. Therefore, it is strongly recommended that you write your proposal is a way which is clear for all to understand and avoids highly technical or discipline specific language.
  • I’m still confused. Where do I go for help?

RDS Academic and Researcher Inductions – 2022

BU research, Research Training, RKE development framework

As mentioned in Monday’s article on ‘getting started with research at BU‘, the Research Development and Support (RDS) invite all ‘new to BU’ academics and researchers to a induction.

These events provide an overview of all the practical information staff need to begin developing their research plans at BU, using both internal and external networks; to develop and disseminate research outcomes; and maximising the available funding opportunities.

Objectives

  • The primary aim of the induction is to raise participants’ awareness of how to get started in research at BU or, for more established staff, how to take their research to the next level
  • To provide participants with essential, practical information and orientation in key stages and processes of research and knowledge exchange at BU

Online induction being done a little bit differently

As we continue to hold inductions online, we continue to do these a bit differently (to avoid ‘death by PowerPoint’). As said yesterday, RDS prepare videos in advance so that attendees can watch these when suited to them before the induction day. There are nine videos in total (some are quite short, and the more important ones (on process) run to ~20 minutes) and all are available on Brightspace. The video topics are

  1. Overview of research at BU and Research Development and Support (RDS)
  2. Overview of the Funding Development Team
  3. Overview of the Project Delivery Team
  4. Overview of the Knowledge Exchange and Impact Team
  5. Applying for Research Funding at BU
  6. Managing your awarded grants
  7. Research Outputs
  8. Research Ethics
  9. Research Impact

These are sent in advance (aiming for three weeks’ beforehand) to those attending the induction.

On the day of the induction, we will run an interactive session where attendees can meet their RDS faculty-facing staff, and have the opportunity to ask any questions on any of the topics above, or anything else RDS related that they need more information on. There will be breakout rooms for each faculty, as well as a room for Research Outputs and Ethics, and a room for Research Impact and Knowledge Exchange. The main room will remain open for any questions on strategy and research at BU. This is a great opportunity to meet your RDS colleagues and to get 1-2-1 advice.

The inductions for 2022 will be held on:

Workshop Date Time  Location
RDS Academic & Researcher Induction 27th April 2022 09:30 – 11.00 Online
RDS Academic & Researcher Induction 19th October 2022 09:30 – 11.00 Online

If you would like to attend the induction then please book your place through Organisational Development and you can also visit their pages here.

We hope you can make it and look forward to seeing you.

Regards,

The RDS team (this photo was obviously taken pre-pandemic)

Conversation article: How the sports world is still stacked against top women

Research communication, the conversation

Dr Keith Parry writes for The Conversation about the disparity in pay and opportunities between male and female sport…

How the sports world is still stacked against top women

Keith Parry, Bournemouth University

The Welsh Rugby Union (WRU) recently awarded full-time professional contracts to 12 women players. However, the value of the contracts has not been revealed and the 12 contracts are not enough to make up a full rugby union team, let alone a squad.

These contracts are still unusual and top sportswomen continue to face more funding issues than men at the same level. Contracts offered to top women athletes are often short term, covering the weeks of a sporting competition, or part-time, and, until recently, lacking maternity leave. Women’s teams frequently face poor pitches, lower wages/prize money, and inferior conditions compared to men.

Sport has been (and largely still is) governed by male, hypermasculine former athletes. One theory argues that these managers of sport make decisions that benefit themselves and (white, heterosexual, middle/upper-class) males. As a result, women’s sport has, at many times, been misunderstood and treated poorly.

History of discrimination

Women’s sport is getting more backing, but this comes against a long history of discrimination. Last year’s Women’s FA Cup Final took place 100 years after the Football Association banned women’s football in Football League grounds. This ban fed into historic hostility towards women playing sport.

That has not gone away completely. The International Amateur Boxing Association (AIBA) stoked controversy with its views shortly after women’s boxing was accepted as an Olympic sport. AIBA suggested that women boxers should wear skirts when they competed to help them stand out from the men’s competitions.

While 22-year-old Ema Klinec from Slovenia, the current World Champion, is one to watch for the women’s ski jumping at the Winter Olympics this year, women were excluded from this sport for years. As recently as 2008, the International Olympic Committee cited the “technical merit” of women’s ski jumping as justification for its exclusion. Another reason was also the misguided belief by the governing body that ski jumping would damage women’s reproductive health. Following international pressure and unsuccessful court cases, it was finally accepted in 2011 and appeared for the first time at Sochi 2014.

This type of view has heavily influenced the way women’s sport is treated and its funding and resourcing.

Equal pay

Just over 50 years ago, Billie Jean King and eight other professional tennis players launched their own tennis tour to ensure that they were paid and treated on a par with men’s tennis players. Yet it was not until 2006 that the last Grand Slam tennis tournament, Wimbledon, agreed to pay equal prize money to men and women. The men’s World Number 1 tennis player, Novak Djokovic argued in 2016 that men should earn more than women players.

Even when women’s teams have successes, they are frequently paid significantly less than men. The US Women’s national soccer team filed a wage discrimination act (and later a gender discrimination lawsuit) against the governing body of their sport. Despite winning World Cups and generating more income than the men’s team, they were paid a quarter of what the men’s team earned prior to their legal action.

There are signs that change is coming. The Welsh national football association has recently pledged to introduce equal pay for its men’s and women’s teams by 2026. They have joined a growing number of national associations to have equal pay agreements for their men’s and women’s teams.

In cricket, The Hundred was the first professional tournament that put women’s and men’s teams on an equal footing, with women’s matches played on the same grounds as the men’s. Attendances for the women’s matches was higher than for previous tournaments.

Increased attendance show that when women’s sport is marketed suitably, spectators see greater value in it and are more likely to attend.

At the Winter Olympics, the inclusion of sports such as mixed team ski jumping and women’s monobob mean that there are not only more events for women but also greater opportunities for sponsorship. At the 2020 Tokyo Games, sponsorship of women athletes grew. Sponsors increasingly see value in backing women athletes.

The FA and Professional Footballers’ Association have finally agreed to include maternity and long-term sickness cover in the contract of women footballers. At the same time, the Women’s World Cup and European Championship are likely to be recognised as
two of the protected sports events made available to free-to-air broadcasters.

Progress has been made in women’s sport but until the attitudes of those running sport change, top sportswomen will continue to face more obstacles than men.The Conversation

Keith Parry, Deputy Head Of Department in Department of Sport & Event Management, Bournemouth University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Research Professional – all you need to know

BU research, Funding opportunities

Every BU academic has a Research Professional account which delivers weekly emails detailing funding opportunities in their broad subject area. To really make the most of your Research Professional account, you should tailor it further by establishing additional alerts based on your specific area of expertise. The Funding Development Team Officers can assist you with this, if required.

Research Professional have created several guides to help introduce users to Research Professional. These can be downloaded here.

Quick Start Guide: Explains to users their first steps with the website, from creating an account to searching for content and setting up email alerts, all in the space of a single page.

User Guide: More detailed information covering all the key aspects of using Research Professional.

Administrator Guide: A detailed description of the administrator functionality.

In addition to the above, there are a set of 2-3 minute videos online, designed to take a user through all the key features of Research Professional. To access the videos, please use the following link: http://www.youtube.com/researchprofessional

Research Professional are running a series of online training broadcasts aimed at introducing users to the basics of creating and configuring their accounts on Research Professional. They are holding two monthly sessions, covering everything you need to get started with Research Professional. The broadcast sessions will run for no more than 60 minutes, with the opportunity to ask questions via text chat. Each session will cover:

  • Self registration and logging in
  • Building searches
  • Setting personalised alerts
  • Saving and bookmarking items
  • Subscribing to news alerts
  • Configuring your personal profile

Each session will run between 10.00am and 11.00am (UK) on the second Tuesday of every other month. You can register here for your preferred date:

8th March 2022

10th May 2022

12th July 2022

13th September 2022

8th November 2022

These are free and comprehensive training sessions and so this is a good opportunity to get to grips with how Research Professional can work for you. Previous recordings can be found here if you can’t attend a session.

Have you noticed the pink box on the BU Research Blog homepage?

By clicking on this box, on the left of the Research Blog home page just under the text ‘Funding Opportunities‘, you access a Research Professional real-time search of the calls announced by the Major UK Funders. Use this feature to stay up to date with funding calls. Please note that you will have to be on campus or connecting to your desktop via our VPN to fully access this service.

The ACORN Fund Round 4 Results

Research news, RKE development framework

To support BU’s Early Career Researchers with the most promising talent, the ACORN Fund (Acceleration Of Research & Networking) Round 4 was announced in November 2021. This time, two options for ECRs were available – to apply for Standard Grant up to £5,000 or Large Grant up to £10,00; each applicant was allowed to only submit one proposal for Round 4. Before the closing date, 14 eligible applications were received.

After application evaluation and careful consideration at the panel meeting in early January, the ACORN panel suggested the Research Performance and Management Committee (RPMC) to fund 10 proposed projects according to their final ranking – two Large Grants and eight Standard Grants. All winners have returned signed Award Notification letters and we are glad to announce the results.

Large Grants have been awarded to:

PI Samuel Rennie (FST), project tittle ‘Ancient Migrations through the “Mesoamerican Corridor”

PI Melanie Stockton-Brown (FMC), project tittle ‘Copy Tatts: Copyright within Tattooing Culture’

Standard Grants have been awarded to:

PI Liam Wignall (FST), project tittle ‘An international study of pup play communities’

PI Reece Bush (FST), project tittle ‘Personality and gambling: An eye-tracking study on attention to responsible gambling messages and promotional content on webpages’

PI Matthew Armstrong (HSS), project tittle’The effectiveness of a physical activity behavioural modification intervention to promote activities of daily living in those with long term symptoms of COVID-19′

PI Sarah Collard (FST), project tittle ‘Physical activity levels of people with Epilepsy in the UK’

PI Samuel Hills (HSS), project tittle ‘Weather conditions and UK drownings: Progressing data reporting and targeted water safety policy’

PI Guljira Manimont (BUBS), project tittle ‘Exploring the role of FoodPorn in culinary precinct attractiveness: a case of Dorset, UK’

PI Mallika Tamvada (FMC), project tittle ‘Challenges under the Mandatory Form of Corporate Social Responsibility in a Globalised World – Can Collaborative CSR be a way forward for addressing the most compelling societal problems?’

PI Kate Terkanian (FMC), project tittle ‘Bournemouth and Beales: Department Stores, Community, and the Decline of the High Street’

Congratulations to all winners!

These awards support BU’s commitment to the Concordat to Support to Career Development of Researchers and are made possible by BU’s QR (Quality Research) allocation for 2021/22 financial year.

We believe, our ECRs will be able to gain experience of managing and leading their own pilot research projects and successfully apply for external funding in the future.

On behalf of the ACORN panel, let me wish the best luck with implementation of your projects.

Digital Arts | Refugee Engagement: Invitation to Virtual Event

Uncategorized

11th February 2022, 11-1 (UK time)

Digital Arts and Refugee Engagement (DA-RE)

The DA-RE project is led by the Centre for Excellence in Media Practice.

This virtual event on 11.2 will be chaired by Isabella Rega from CEMP and Sara Marino from London College of Communication.

Digital Arts and Refugee Engagement (DA-RE) is a Global Challenges research project using arts-based activities in combination with digital literacy for developing the capabilities of refugee youth in Turkey and Bangladesh.

DA-RE’s participants co-create arts and media and connect and share using digital tools and platforms to narratives from their situated perspectives and lived experiences to develop the skills of engagement and agency in a digital ‘third space’.

DARE’s research team brings together expertise in digital literacies, arts, literacy and agency, adult learning and vocational education, with academic partners and community practitioners working with refugee youth and research assistants in Turkey and Bangladesh.

This panel will connect the refugee youth participants in Turkey and Bangladesh to share the creative work generated by the project, followed by an academic panel with the project partners and facilitators in the two refugee youth settings.

During this virtual event, we will explore the role of digital literacy in combination with the arts in developing the capabilities of refugee youth and facilitating ethical listening to the seldom heard.

Link to join (11-1, UK time, on 11th February 2022)

https://bournemouth-ac-uk.zoom.us/j/88189140123?pwd=VzhQeXA4QVBIMW5ZcXdkMmVibG9YQT09

More about the project

See the DA-RE project website.

The project has two centres of activity:

Turkey

Gate of Sun works with young Syrian refugees on the production of digital artistic projects, delving into the lived experience of the young participants to address issues related to their lives as refugees and the interaction with the host community.

Bangladesh

The DARE research activities in Bangladesh take place in the Kutupalang and Balukhali Rohingya refugees camps located in Ukhia, a sub-district of Cox’s Bazar, a Southeastern part of Bangladesh.  Rohingya refugee youth participants are painters, photographers, youtubers, social media activists, musicians and digital storytellers. They work with  a Rohingya youth research assistant and four anthropology graduates from the host community who are trained and skilled in the documentation of refugee art-based activities.   

In both settings, DA-RE seeks to better understand how refugee youths’ digital literacies can be combined with arts-based approaches for learning, narrating and voicing pain & pleasure, past & future, identity, ethnicity and aspiration. 

The Project Team

Amr Ajlouni is a filmmaker from Damascus, Syria. In 2012, he graduated with a bachelor’s degree from Damascus University, Faculty of Media and Communication. In 2017, he established Gate of Sun production House. Since then, he has been widening his experience in entrepreneurship and start-up with experts from Inno Campus, Habitat Turkey, and Impact Hub Istanbul.

Dr Nasir Uddin is a cultural anthropologist and Professor of Anthropology at the University of Chittagong. His latest book is “The Rohingya: An Ethnography of ‘Subhuman’ Life” (The Oxford University Press, 2020).

Dr H. Özden Bademci holds an associate professorship in clinical psychology at Maltepe University in Istanbul. She is the Founder Director for Research and Application Centre for Street Children (SOYAÇ) at Maltepe University.

Dr Sara Marino is Senior Lecturer in Communications and Media at London College of Communication, University of the Arts. Her research focuses on the intersections between migration, material cultures and media technologies. Her latest book “Mediating the refugee crisis. Digital Solidarity, Humanitarian Technologies and Border Regimes” (Palgrave Macmillan, 2021) uniquely examined how communication technologies have become central to governance, resistance, humanitarianism and activism.

Dr Isabella Rega is an Associate Professor in the Faculty of Media and Communication at Bournemouth University (UK). Her research focuses on the role of digital media to promote community development and social change. She is also involved as Co-I in two GCRF projects, one funded by Leicester University, Lockdown Stories and one by Bournemouth University, Sister Communities, both exploring the potential of community tourism and digital storytelling.

Mohammad Zarzour is a filmmaker and Television program director from Damascus, Syria. he is the manager of the Creative Production Department at Gate of Sun Film Production Company

Professor Julian McDougall is Head of the Centre for Excellence in Media Practice, leads the Professional Doctorate (Ed D) in Creative and Media Education at Bournemouth University and convenes the annual International Media Education Summit.  In the fields of media education and media literacy, he is the author of a wide range of books, articles, chapters and research reports and has provided numerous research projects for research councils, media industry, charities and non-profit organisations, most recently the British Council and BBC Media Action.

 

 

NERC standard grants (est. July 2022 deadline) – internal competition launched: internal EOI Deadline 11/3/22

BU research

NERC introduced demand management measures in 2012. These were revised in 2015 to reduce the number and size of applications from research organisations for NERC’s discovery science standard grant scheme. Full details can be found in the BU policy document for NERC demand management measures available here.

BU has been capped at one application per standard grant round. The measures only apply to NERC standard grants (including new investigators). An application counts towards an organisation, where the organisation is applying as the grant holding organisation (of the lead or component grant). This will be the organisation of the Principal Investigator of the lead or component grant.

BU process

BU has a process for determining which application will be submitted to each NERC Standard Grant round. This takes the form of an internal competition, which will include peer review. The next available standard grant round is estimated to be in July 2022. The deadline for internal Expressions of Interest (EoI) which will be used to determine which application will be submitted is 11 March 2022.  The EoI form, BU policy for NERC Demand Management Measures and process for selecting an application can be found here: I:\RDS\Public\NERC Demand Management.

Following the internal competition, the Principal Investigator will have access to support from RDS, and will work closely with Research Facilitators and Funding Development Officers to develop the application. Applicants will be expected to make use of External Application Reviewers.

RDS Contacts

Please contact Ehren Milner, RDS Research Facilitator – emilner@bournemouth.ac.uk if you wish to submit an Expression of Interest.

Research Seminar Series (AKA Having Fun With Research!)

Uncategorized

The BU Law Community is launching its Research Seminar Series (AKA Having Fun With Research!) which will run on Wednesday afternoons throughout this semester.

It will bring together law academics and students to meet as fellow legal scholars and share an exciting smorgasbord of our research and demonstrate research methodologies in practice.

Full details can be found at: www.bournemouth.ac.uk/law-community

HE policy update for the w/e 28th January 2022

COVID-19, innovation, international, NHS, parliament, policy, Research news

The big news this weekend was the quiet announcement of at least part of the government’s response to the Augar review – a freeze on the inflation linked threshold increase for student loan repayments.

Student loan repayments

The statement that generated a fair amount of weekend press coverage is here.  It looks like a very technical announcement but this is at least part of the long awaited response to the Augar report – fiddling with repayment arrangements to reduce the overall cost of HE to the government.  They have not (yet) done the other things that were rumoured, like change (reduce) the interest rate or extend the repayment period but of course none of that has been ruled out.

  • I intend to bring forward regulations that will keep the repayment threshold for Plan 2 student loans [post 2012 loans] – the income level above which post-2012 student loan borrowers are required to make repayments – at its current level for the financial year 2022-23. The threshold will be maintained at its financial year 2021-22 level of £27,295 per year, £2,274 a month, or £524 a week.
  • The post-study interest rate thresholds that apply to Plan 2 loans will also be kept at their current levels in accord. For financial year 2022-23, the lower interest rate threshold will remain at £27,295 – to align with the repayment threshold – and the upper interest rate threshold will remain at £49,130.
  • I can also confirm today that the repayment threshold for postgraduate student loans will remain at its current level of £21,000 per year, £1,750 a month or £404 a week for financial year 2022-23.

As Jim Dickinson points out for Wonkhe, in an article which is worth reading:

  • The announcement officially marks a first formal break in policy on loans since Theresa May’s “British Dream” – in the speech where she launched the Augar review, she also raised the repayment threshold to £25,000 and announced it would be annually uprated by earnings, “putting money back into the pockets of graduates with high levels of debt”.
  • As such, the Institute for Fiscal Studies (IFS) saysthat the announcement effectively constitutes a tax rise by stealth on graduates with middling earnings.

Ah, the days when the government was worried about having lost the student vote.

Student Loan Rate: Wonkhe tell us that the Telegraph has an explainer on student loans and repayments as the loan interest rate hits 4.4 per cent.

PQs:

Parliamentary News

Antisemitism on campus remains a key focus for Education Secretary, Nadhim Zahawi. This week he hosted a closed door antisemitism summit with this news story setting the scene. Wonkhe have a short piece on the topic and there is a Government news story.

Michelle Donelan blogged for Conservative Home: Our new plan to crack down on low-quality higher education. The blog sweeps through the intent behind the regulatory changes we explained in last week’s policy update and then continues to trot through a reiteration of previously trailed Government intent for several policies related to HE.

Michelle Donelan also launched a campaign for every university to sign a pledge to end the use of non-disclosure agreements (NDAs) when handling complaints of sexual misconduct, bullying and harassment. Speaking about the “#CantBuyMySilence” campaign, supported by former equalities minister Maria Miller, she told BBC Woman’s Hour: This is a moral contract and I don’t think any vice-chancellor is going to look me in the eyes and not do this. Taking to Twitter she added: Victims of sexual harassment in universities should no longer be silenced by NDAs. I’m committed to stamping out sexual harassment on our campuses. That’s why I’m campaigning for every university to sign the pledge to end the use of NDAs in these circumstances. The DfE also issued the press release: Ministers and campaigners back new pledge to end the use of Non-Disclosure Agreements within universities to silence complainants in sexual harassment cases.

PQ: NDAs in schools

Finally the DfS is considering restructuring their staff and activities.

Research

Quick News

  • The Association of the British Pharmaceutical Industry reporteda lack of digital skills among those currently working in the life sciences sector, they intend to work with HE institutions and industry placements to increase the needed digital skills.
  • Science, Research and Innovation Minister George Freeman has made an announcement on the future uses and considerations of genomic science. And the Government Office for Science has published a report on genomics beyond healthcare
  • The reproducibility and research integrity inquiry continues (see here), the last session centred around AI.
  • Former universities minister (and current chair of the University APPG), Chris Skidmore, has been appointed as a member of the UK delegation to the new UK-EU Parliament Partnership Assembly. Skidmore has saidhe aims to highlight the need for continued partnership and collaboration in R&D, higher education and approaches to tackling climate change.
  • UK’s future exhaustion of intellectual property rights regime – consultation outcome inconclusive

Blogs:

Parliamentary Questions

Student Statistics

HESA published their HE Student Statistics for 2020/21, their summary here. It is interesting data because 2020/21 was the first full academic year within the Covid pandemic bringing nuance to the statistics. Wonkhe have a chew through the data here and highlight the key points as:  HESA puts an 8% increase in student numbers down to a combination of demographics, pre-existing trends; more students meeting offers due to centre assessed grades, and a 16 per cent increase in students deciding to progress to postgraduate study. There’s been a dramatic drop in the number of students studying abroad for part of the year, and following a drop in qualifications awarded in all categories in 2019–20, there has been an increase everywhere except postgraduate research for 2020–21.

The ONS also published the experimental statistics from the Student Experiences Insights Survey which surveyed final year HE undergraduate students on their behaviours, plans, opinions and well-being within the influence of Covid. Main points are here.

Complaints: Wonkhe – The Office of the Independent Adjudicator (OIA) has published its Operating Report for 2021, which saw record numbers of complaints and a six per cent increase on the 2020 numbers. OIA was successful in settling 15 per cent of cases. The Operating Plan for 2022 has also been released which focuses on four key areas; reviewing student complaints, sharing learning, effective working with others, and continued organisational development. Operating Plan here.

Admissions

UCAS End of Cycle provider level data (2021 cycle) was released. UCAS set out the top analysis points here. They include

  • 606,645 people of all ages applied to HE in 2021 (+5% on 2020), with 492,005 accepted (+1%).
  • 81% of students gained a place in their first choice university or college (up from 76%).
  • Overall, 38.3% of UK 18 year olds gained a placed in 2021 (up from 37% in 2020 and 34.1% in 2019).
  • 9% of students eligible for FSM entered higher education – a record high. 2021 also saw a record proportion of students from the most disadvantaged areas enter university or college.
  • The number of applicants achieving the top A level grades almost doubled compared to 2020 (19,595 from 12,735) and nearly quadrupled from pre-pandemic levels (5,655 in 2019). As a likely result, 103,010 UK young people were accepted at higher tariff providers, up 11% from 92,650 in 2020.
  • UCAS’ Career Finder apprenticeship searches jumped 50% in a year to 1.5 million, with half of UCAS pre-applicants telling us they are interested in learning about apprenticeships as well as traditional undergraduate degrees.
  • UCAS state the UK remains globally attractive UCAS, with their recent ‘Where Next: the experience of international students connecting to UK higher education’ report indicating that nearly 9 out of 10 students find the UK a positive place to study. (Other key points from the report here.)
  • Internationally, a total of 142,925 people of all ages applied (-5% on 2020), with 70,005 accepted (+1%). 111,255 people applied from outside the EU (+12%) with 54,030 accepted (+2%); while 31,670 people from within the EU applied (-40%) with 16,025 were accepted (-50%).
  • Unconditional offer-making fell from a high of 15.7% of all offers made in 2020 to 3.3% in 2021, with ‘conditional unconditional offers’ all but eliminated within this cycle.

Wonkhe have a quick data run through with their usual charts and short explanations style highlighting some of the key points and nuanced anomalies.

Clare Marchant, Chief Executive at UCAS, said:

  • “The 2021 cycle was the first admissions cycle that took place end to end during a global pandemic, and the tremendous hard work and resilience of students has been justly rewarded with the increase in placed applicants as well as those getting their first choice…Today’s data also shows a significant move away from unconditional offer making as universities have sought to provide greater stability to students and address concerns from schools and colleges.
  • This year sees the return to exams and is the second year of what will be a decade of growth of 18 year olds in the UK population. As we are set to hit a million applicants by 2026, it will be even more important that the higher education admissions system meets the needs of students in this increasingly competitive environment.

Alistair Jarvis CBE, Chief Executive of Universities UK said:

  • The data on unconditional offers shows that universities have responded to recommendations in our Fair Admissions Review, aimed at building greater levels of transparency, fairness, and trust in the system, and worked hard to provide stability during the uncertainty caused by the pandemic.
  • To build on this progress, we are currently working with UCAS, universities and school leaders to develop a new admissions code of practice that will further improve fairness, deliver for students, and continue universities’ commitments to widening access and participation in higher education.

PQ: 2022 exams going ahead and outline of adaptations. The latest DfE exams explainer to students is here.

Another Wonkhe blog considers whether there is diversity of access within the increased student numbers– in essence the answer is ‘yes – but…’!

80 HE providers (including BU) have confirmed they will accept the new T level qualification for entry onto at least one courses. Of the 80 providers 10 are Russell Group members. Here’s the list of HE institutions accepting T levels.

The content and assessment of GCSE French, German and Spanish will change. Contact us if you’d like a short summary.

Access & Participation

The Office for National Statistics (ONS) has published Education, social mobility and outcomes for students receiving free school meals in England: initial findings on earnings outcomes by demographic and regional factors. These are experimental statistics delving down to a deeper level than previously possible as the education data is linked with LEO’s earnings data at the population level.  Key points:

  • At age 25 years, 23% of free school meal (FSM) recipients recorded earnings above the Living Wage (42% were below the threshold; 29.2% recorded as no earning).
    Comparison: 43.5% of people not eligible for FSM recorded earnings above the Living Wage. For both females and males, the difference between FSM recipients and non-recipients earning the living wage was broadly similar in every region.
  • Females earn less – 18% of FSM females recorded earnings above the Living Wage compared with 28% of FSM males. Non-FSM people recording earnings above the Living Wage were 39.3% (female) and 47.5% (male). In every region, the proportion of males who received FSMs earning above the Living Wage was larger than the proportion of female FSM recipients.
  • The East of England had the greatest proportion of FSM recipients with recorded earnings above the Living Wage (29.5%), the smallest proportion was in the North East (19.9%).

PQs:

Care Leavers

Wonkhe: The Student Loans Company has published new data on the number of care leavers and estranged students who received student finance between 2017-18 and 2021-22 which are lower than in 2020–21 but still show an increase on 2017.

Ofsted has published findings from a survey of children in care and care leavers on the planning and preparation that happens before they leave the system. Over a third of care leavers feel that they left care too early, regardless of whether they were ready or not. And care leavers’ experience of preparation has been varied.

Ofsted set out the key findings as:

  • More than a third of care leavers felt that they left care too early. This was often because the move out of care happened abruptly and they were not ready for all the sudden changes.
  • Of those who did feel that they left care at the right time, not all felt they had the required skills to live more independently. Many care leavers told us that they were not taught essential skills, such as how to shop, cook or manage money.
  • Many care leavers felt ‘alone’ or ‘isolated’ when they left care and did not know where to get help with their mental health or emotional well-being. Many care leavers had no one they could talk to about how they were feeling or who would look out for them. A third of care leavers told us they did not know where to get help and support. For many, no plans had been made to support their mental health or emotional well-being when they left care.
  • Although statutory guidance requires that young people should be introduced to their personal adviser (PA) from age 16, over a quarter of care leavers did not meet their PA until they were 18 or older. Care leavers saw PAs as helpful in preparing to leave care, but a fifth felt they met them too late. Two fifths of the children still in care told us that they did not yet have a PA, meaning that some about to leave care still did not know who would be helping them.
  • Some care leavers could not trust or rely on the professionals helping them to prepare for leaving care. Care leavers needed someone they could rely on for help when they felt scared or worried, but sometimes they felt that professionals were ‘rude’ or ‘uninterested’, or showed a lack of respect, for example by cancelling meetings, turning up late or ignoring their feelings.
  • Care leavers were not involved enough in plans about their future. Around a quarter of care leavers reported they were not at all involved in developing these plans. Some felt that, even when they expressed their wishes, they were not listened to, or that they did not fully understand the options. Some felt that plans did not match their aspirations. For many, this had a long-term impact on their education or career path, as well as their emotional well-being.
  • Many care leavers had no control over where they lived when they left care, and many felt unsafe. Only around a third of care leavers had a say in the location they’d like to live in and even fewer (a fifth) in the type of accommodation. One in 10 care leavers never felt safe when they first left care. Many care leavers were worried about the area or people where they lived. Sometimes the area was completely unfamiliar to them or was seen as a crime and exploitation hot spot. Many care leavers also felt unsafe living on their own.
  • Many care leavers felt unprepared to manage money. Some were not aware of what bills they needed to pay, or how to budget. In some cases, this led to them getting into debt, losing tenancies, or not being able to afford food or travel. Some care leavers were still in debt years later. When they were asked what made them feel unsafe when they first left care, being worried about money was the most common reason reported. A few care leavers reported getting into crime when they left care in order to get money, or because they were not able to manage their finances.
  • Some care leavers said they did not find out about their rights until they were already in serious difficulties. In some cases, care leavers were already in debt or homeless before they were told about the help they could access. Only around half remembered being told about the support and services available in the local care leaver offer. A similar proportion reported being told how to complain and even fewer were told how to get advocacy support. Care leavers (or their carers) who had engaged advocacy services had found this help to be vital.

The National Foundation for Educational Research in England and Wales warns that the changes to Free Schools Meals eligibility will make tracking the progress of disadvantage pupils ‘almost impossible’. Full report here.

Student accommodation

The Scottish Government is considering regulating purpose built student accommodation.

PQs:

PQs

Other news

Green Jobs: The Government  published its response to the Environmental Audit Committee’s report on green jobs. The committee’s report found that the Government was not sufficiently grappling the skills gap needed for net zero, resulting in missed opportunities. The Government’s response outlines the Government’s actions on green jobs and confirms that the new Green Jobs Delivery Group will include ministers from multiple departments alongside an industry co-chair.

Non-vaccinated nursing students: Wonkhe – Nursing students in England who have not been double vaccinated against Covid-19 by April will not be able to undertake clinical placements, risking their ability to complete and join the register. Newly updated guidance published by Health Education England (HEE) on changes to vaccination rules notes some temporary exemptions for unvaccinated nursing students who have recently had a confirmed Covid-19 infection which prevents them from having the jab for 28 days after, and for those who are pregnant and may choose to take a “short-term medical exemption”. The Royal College of Nursing continues to call for a delay to the implementation of the policy.

Skill Shortages: The Department for Digital, Culture, Media and Sport (DCMS) has published experimental statistics on skills shortages and skills gaps in the DCMS sectors for 2019.

 Skills Shortages

  • 4% of DCMS Sector vacancies were attributed to skills shortages (i.e. applicants did not have the right skills, qualifications and/or experience), lower than 24.4% for All Sectors.
  • 2% of DCMS Sector businesses have at least one skills shortage vacancy, compared with 5.5% of All Sectors.

 Skills Gaps

  • 8% of the DCMS Sector workforce had skills gaps (staff judged to be not fully proficient in their role), slightly higher than 4.5% for All Sectors.
  • 2% of DCMS Sector businesses have at least one skills gap, the same as for All Sectors (13.2%).

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

Follow: @PolicyBU on Twitter                    |                       policy@bournemouth.ac.uk

Request for feedback – MHRA clinical trials consultation

BU research, Clinical Governance, nhs, NHS, Research communication, Research Ethics, research integrity, Research news

The Medicines & Healthcare products Regulatory Agency (the MHRA) have launched a public consultation into clinical trials.

The aim of the consultation is to streamline approvals, enable innovation, enhance clinical trials transparency, enable greater risk proportionality, and promote patient and public involvement.

There will be a 1 hour meeting on Monday 14th February at 1pm until 2pm, where you can offer your thoughts and feedback for BU’s institutional response.

If you wish to attend the meeting, please get in touch to be added to the invitation.

If you are unable to make the above time but wish to offer your thoughts, please email clinicalresearch@bournemouth.ac.uk to ensure your feedback is included.

Getting started with research at BU – videos

BU research, Research Training, RKE development framework

Research Development and Support (RDS) run induction sessions for all new starters and those who want a refresher in research. We revamped these last year so that we could have more interactive conversation on the induction day. In order to do this, we created a series of videos, which were sent to attendees three weeks’ beforehand.

These videos are available to all BU staff who want to get started with research at BU or want a refresher.

The videos can be found on Brightspace. The link should take you to the section ‘RDS Academic and Researcher Induction’ (if it doesn’t, you just need to scroll down to this section). There are nine videos in total (most are quite short and the longest one (five) runs to ~20 minutes). The video topics are:

  1. Overview of research at BU and Research Development and Support (RDS)
  2. Overview of the Funding Development Team
  3. Overview of the Project Delivery Team
  4. Overview of the Knowledge Exchange and Impact Team
  5. Applying for Research Funding at BU
  6. Managing your awarded grants
  7. Research Outputs
  8. Research Ethics
  9. Research Impact

If you can’t access the Brightspace link, please contact us at ResearchDev@bournemouth.ac.uk.

As a reminder, you can find a whole host of supporting information on research at BU on the research blog under ‘research toolkit‘ and ‘research lifecycle‘.