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Postgraduate Researchers and Supervisors | Monthly Update for Researcher Development

Postgraduate researchers and supervisors, hopefully you have seen your monthly update for researcher development e-newsletter sent last week. If you have missed it, please check your junk email or you can view it within the Researcher Development Programme on Brightspace.

The start of the month is a great time to reflect on your upcoming postgraduate researcher development needs and explore what is being delivered this month as part of the Doctoral College Researcher Development Programme and what is available via your Faculty or Department. Remember some sessions only run once per year, so don’t miss out.

Please also subscribe to your Brightspace announcement notifications for updates when they are posted.

If you have any questions about the Researcher Development Programme, please do not hesitate to get in touch.

Natalie (Research Skills & Development Officer)
pgrskillsdevelopment@bournemouth.ac.uk 

HE Policy Update for the w/e 2nd July 2021

A slower news week. this week, in HE policy terms.  Make the most of the quiet while it lasts…

Contract Cheating

Wonkhe have a petite summary of the OfS blog on essay mills: It refers to growing concern about the use of essay mills, highlights that the consequences for using essay writing services can be severe, and notes that legislation to ban essay mills has been brought in in the Republic of Ireland and Australia.

However, two guest bloggers for Wonkhe argue the ban that Lord Storey hopes to bring in won’t work and to neutralise contract cheating universities need to understand the aspects of their marketing that appeal to students. The researchers looked at 95 essay mill websites and reveal some common themes. The short blog is worth a read. A couple of excerpts.

We analysed the promotional rhetoric on 95 essay mill websites. Unsurprisingly, they all stressed the quality, price, and fast turnaround of their service. Beyond that, most of them reinforced the importance of students succeeding on their course.

But around half of them went further – promoting a distinctly hostile view of higher education. It was characterised as letting students down. Critical commentary mainly focussed on assessment processes, including assignment design. Five distinct propositions recurred in the text and images projected on these sites. 

  • One common framing is that assignment tasks are typically irrelevant to personal ambitions. Tasks were described as not simply “boring”: they were unrelated to the interests and passions that had originally made higher education attractive:
  • Assignment tasks are also framed as a distraction from authentic learning. These tasks “take up invaluable study time and are often responsible for students getting behind”
  • The mills also frame the demands of academic communication as unreasonable.
  • They also like to suggest that tutors fail to support students’ assignment work. Assignment-setting tutors were characterised as disconnected from student experience, indifferent to their needs, imprecise in task specification, and often preoccupied with other matters
  • they frequently suggest that the delegation (of assignments) is a rational and an adaptive practice. In the outside world it is noted that:
  • The majority of successful people practice the delegating of huge and ineffective workloads to well-trained professionals”.

The article continues to discuss how universities can address the problem and highlights A&E style tutorial support during assignment periods. Read more here.

Parliamentary News: Bills

Skills and Post-16 Education Bill

Wonkhe: In the Lords, Jo Johnson has proposed an amendment to the Skills and Post-16 Education Bill. Under the former higher education minister’s plans, a note inserted after Clause 15 would make the Lifelong Learning Entitlement available to all regardless of prior qualification, subject of study, intensity of study, or student number restrictions – and forbid the Secretary of State to restrict access in future.

The Second Reading of the Higher Education (Freedom of Speech) Bill will take place on Monday 12 July.

Research

It’s all Quick News this week:

  • Dods tell us: Drafts of the UK’s upcoming Innovation Strategy suggest it will be a 10-point plan focusing on seven key areas including quantum, advanced materials, life sciences, genomics, robotics and artificial intelligence. This is according to a Financial Times storyon Friday citing unnamed government sources, which said the strategy will outline plans for new science-focused schools and better access to private funding for tech-focused companies. The strategy will also suggest new pro-innovation policies, seek to cut red tape and confirm plans to increase annual state investment in R&D to £22 billion and set up the new Advanced Research and Invention Agency, according to the story. A government spokesperson said: We do not comment on individual leaks, but it is no secret that we intend for the UK to stand as a world-leading centre for the development of brilliant ideas, innovation in industry, and jobs for the future. The government says the strategy will set out the steps it will take to boost innovation in the UK, including investing more money than ever before in core research, having pledged to increase investment in core UK Research and Innovation and National Academies funded research by more than £1 billion by 2023 to 2024.
  • The Commons Business, Energy, and Industrial Strategy Committee has releaseda report on the government’s industrial policy, while agreeing that there were problems with it.
  • The report is critical of the Government’s scrapping of the independent Industry Strategy Council (ISC), which had been chaired by chief economist of the Bank of England, Andy Haldane. The report calls the axing of the ISC a ‘retrograde step’, removing valuable independent scrutiny, insight, and expertise.
  • The report warns that the lack of industrial strategy and oversight risks widening the gap between Government and business at a time when delivering productivity improvements, economic growth and decarbonisation is urgent.
  • While acknowledging that many businesses found the 2017 Industrial Strategy inaccessible and remote from their day-to-day concerns, the report expresses fears that scrapping the strategy risks leaving a ‘fragmented’ and piecemeal approach to solving sectoral problems and enhancing growth opportunities.
  • Ensuring open access policy is as permissive as possible for researchers whilst also achieving public value and affordability, and taking account of the changing landscape in publishing agreements in the UK are all key considerations of the [Open Access Policy] review. The outcomes of the review are due to be published this summer… For peer-reviewed research articles the proposed policy start date will be 1 April 2022, while the policy for monographs is proposed to start from 1 January 2024. UKRI will work closely with stakeholders in the lead up to the policy start dates to ensure any questions or issues are addressed.
  • UK Research and Innovation has announceda new funding model for universities to help increase the impact of their research.
  • The new Impact Acceleration Account (IAA) model represents the start of a range of efforts to improve the effectiveness and influence of funding processes.
  • The IAA will offer a UKRI-wide model with a single application and centralised reporting and monitoring that aims to improve strategic planning.
  • The IAA model will incorporate funding through the following UKRI councils:
  • AHRC
  • Biotechnology and Biological Sciences Research Council (BBSRC)
  • Engineering and Physical Sciences Research Council (EPSRC)
  • Economic and Social Research Council (ESRC)
  • Medical Research Council (MRC)
  • Science and Technology Facilities Council (STFC).
  • The opportunity for applications opens on 6 July and will run for three months until 6 October. Following assessment and evaluation, the first of the new harmonised funding awards will then be made from April 2022.

Access & Participation

Care Leavers

The National Network for the Education of Care Leavers launched their new Quality Mark for the inclusion and success of care experienced students awarding it to the 17 institutions who completed the award during the pilot and trail phases. The award has been in production and testing since 2019 and the UPP Foundation funded the initial developmental pilot. Patricia Ambrose, NNECL Director, commented: Our new Quality Mark enables universities and colleges to demonstrate the effectiveness of their support for care experienced students from pre-application through to graduation and beyond.  Building on the excellent legacy of previous work by Buttle UK, the NNECL Quality Mark covers all aspects of the student lifecycle and has been informed by recent research findings and feedback from care experienced students on the types of support they value.

Universities Minister Michelle Donelan has mentioned care leavers in many speeches and letters.  She said: Improving the opportunities available to care leavers as they gain independence and enter adulthood, is a top priority of this government. This new Quality Mark will help ensure students with experience of being in care have the support they deserve, and the information they need to choose the universities or colleges that work best for them. I warmly welcome this evidence-based approach, and encourage all institutions to join this sector-wide effort to provide targeted support for these students, at every stage of their education.

Black Lives Matters and the student voice

A report from Advance HE examines a sample of statements and actions undertaken by UK universities in response to Black Lives Matter (BLM) protests that occurred in the UK and around the world from May 2020.

The report aims to ensure that momentum gathered during the summer of 2020 is not lost and that universities are “encouraged to evaluate their response to BLM and explore the need for further work in terms of anti-racist initiatives and their applicability to other types of intersectional injustice.”

This report does not answer criticisms about how universities responded to BLM nor does it evaluate which universities did what. Rather, it functions as an accessible introduction to how staff working in HE, whether as senior leaders or specifically as EDI practitioners, might ‘build on’ initiatives associated with BLM to advance structural change within their university. The examples identified are not intended as a comprehensive nor representative cut of the HE sector but as an illustrative launchpad for future work. The showcasing of particular initiatives is intended to highlight tactics, wedge points and themes that might inform the design and execution of future actions to address injustice in the sector more widely

It looks at 7 themes:

  • Culture and history
  • Listening and wellbeing
  • Training
  • Research funding, scholarships and internships
  • Tackling the awarding gap
  • Diversity and data
  • Race Equality Charter.

Employment Prospects: Second-general ethnic minority graduates: The Institute for Fiscal Studies has published a report on the educational and labour market outcomes of second-generation ethnic minorities in the UK. It finds:

  • The UK’s second-generation minority ethnic groups are performing well in education, especially in terms of attainment of degree-level education. This is striking because those from ethnic minority groups born or brought up in the UK are much more likely than those from white UK backgrounds to have been disadvantaged in childhood; and we know that childhood disadvantage is in general strongly associated with poorer educational outcomes. 
  • Employment disadvantage of minority ethnic groups still, however, persists.Men and women from most ethnic minority groups have lower employment rates among those economically active than their white majority counterparts. This disadvantage is reduced but not eliminated when we account for disadvantaged family origins. 
  • For those in work, education does offer a route to attaining a higher social class for some minority groups.Indian and Bangladeshi men and Indian and Caribbean women achieve considerably greater levels of occupational success than their disadvantaged family origins might suggest. But this is not the case for Pakistani and Bangladeshi women, despite the fact that they are successful in education

The Telegraph covers the report.

Parliamentary Questions:

Mental Health

The Department for Education has published the results of a study examining the differences in mental health among students and non-students.

The aim of our research project was to improve our understanding of common mental health problems in young people who attend higher education, compared with those who do not. We investigated:

  • whether there were differences in symptoms of common mental disorder between these groups;
  • how these differences changed over time and what might drive them; and
  • whether the mental health of higher education students compared with the general population has changed during the past decade.

We conducted analyses of two large nationally representative cohort studies: the Longitudinal Studies of Young People In England (LSYPE).

Jim Dickinson digs into the detail over on Wonk Corner.

The Department for Education has published a report “Student mental health and wellbeing Insights from higher education providers and sector experts”

Conclusions:

  • HE providers offer a wide range of services and are looking to further develop their services to support their students with their mental health and wellbeing needs and to promote positive mental health and wellbeing. These cover the spectrum from wellbeing initiatives through early intervention activities to targeted support for those with very specific support needs. …..it is clear that many providers view their services in a holistic or fluid manner, with considerable overlap between services to support wellbeing and those to support mental health needs.
  • For many, their work is backed by a clear strategy or policies which have evolved and will continue to evolve over time to address changing environments and emerging challenges. …. However more providers could develop strategies to guide and consolidate their work, following the lead of their peers. The new Mental Health Charter will help providers with this.
  • Providers collect data to try to understand the extent of the demand for support with mental health across their student population drawing on admin data, self-disclosure and in some cases clinical measures. Providers appear to struggle with assessing their students’ wellbeing needs but some use or are planning to introduce student surveys (either bespoke or utilising standardised measures of wellbeing). ….. However, independent external evaluation is rare, and there is a lack of understanding about the real effectiveness of wellbeing support. ….there is a desire to do more to improve evidence and understanding around the influence of HE on students’ mental health and wellbeing, potential mismatches in expectations for and experiences of support, those most at risk and least likely to seek support, and the prevalence and nature of mental health disorders and poor mental wellbeing in the student population.
  • Finally, the research highlights how definitions, language and terminology are still evolving and are sensitive and value-laden which can create challenges for understanding and describing what is happening in the sector and in developing any monitoring. The sector will need to work together – gathering perspectives of mental health experts, providers, and students – to agree a set of terms that will ensure a common understanding.

Sexual Harassment and Wellbeing

We’ve written about the OfS Statement of Expectations before.  Clearly all the pressure around “Everyone’s Invited” has made the Minister feel that she needs to be doing something, so a letter arrived on Friday afternoon.  It’s a combination of reminder and exhortation:

“I wanted to take the opportunity to state how seriously the Government takes this issue, following the recent letter to providers on this subject from the Office for Students (OfS), and meetings I have held with the founder of ‘Everyone’s Invited’ and Universities UK (UUK)”.

There is a threat of further legislation and action on the use of non-disclosure agreements and a reminder that the government considers the OfS document to be a “minimum”.

International

One of the most frequently challenged policies recently has been the Government’s unwavering policy not to permit international students to quarantine in their halls of residence. Instead they are required to pay for hotel quarantine (£1,750 – payment can be spread for those with demonstrated financial need) and there is no guarantee of the level of face to face learning they will received. Wonkhe report on comments by Sanam Arora, from the National Indian Students Union UK, who says that up to 55,000 Indian students are hoping to arrive – but – uncertainty means many are considering their optionsEveryone is deferring their decision till the very last minute… £1,750 on top of fees is quite a significant cost for them. A lot are still in that confused state of should we come, should we not come?

Below we included a parliamentary question on the hotel quarantine highlighting that the Government has not undertaken any special liaison with universities to ensure sufficient hotel quarantine places are available for the peak autumn influx. Instead the Government recommended that international arrivals booked their quarantine place ahead of time to secure a spot.

This week the Scottish Government has approved a trial for incoming international students to quarantine in their on-campus accommodation. The trial will need to demonstrate that the on campus quarantine will meet the stringent safety measures enforced at quarantine hotels. Wonkhe report: It’s not straightforward – some universities would be unable to meet the requirements necessary and there’s nothing similar on the cards for English universities – yet. UUKi’s Vivienne Stern welcomed the news but told the i news: “I think there are going to be questions about how the DHSC in the end feels about travel distance from port of entry to point of quarantine. So it’s not resolved, there’s no discussion of a pilot, it’s simply that we’re in that information sharing phase.” So Scotland’s on campus quarantine isn’t certain yet and the Government maintain that international students entering English universities will use the hotel quarantine system.

Immigration Minister, Kevin Foster, has announced flexibility for visa arrangements to account for the continued uncertainty over the autumn term teaching model. International students are not required to enter the UK until 6 April 2022 to retain their visa.

This concession will extend to cover the first two semesters of the 2021-2022 academic year, until 6 April 2022. This date is encouraged to be seen as a deadline, not a target, and will help avoid a surge in travel and the associated resources needed to comply with quarantining measures, and help manage the arrival of students….An extension to these concessions helps in protecting international students from being further disadvantaged due to circumstances outside their control and allows a greater element of flexibility to start and continue their studies safely. 

Research Professional also have a write up on the visa flexibility and cover other topics such as international students perception of online learning.

Graduate Work Visa: The two-year graduate visa route officially opened on Thursday, meaning graduate can stay for an additional two years without an employer sponsor or minimum salary. There are no limits on the number of graduates able to access this new immigration channel. The specifics are here. And in the face of continued Covid travel restrictions (and the online learning start to the year) the Government has confirmed that student who commenced courses in 2020 that wish to qualify for the visa must enter the UK by 27 September 2021. As mentioned above international students commencing the 2021/22 academic year online will need to enter the UK by 6 April 2022.

Research Professional have a short write up on the graduate visa in their usual entertaining style:

  • the two-year graduate visa that was hard won, in the face of Home Office opposition, by a parliamentary amendment jointly sponsored by former universities minister Jo Johnson and Labour’s Paul Blomfield. It has been on the cards for some time, after the government was shamed into it during the last parliament.
  • As the Home Office put it, “international graduates must have completed an eligible course at a UK higher education provider, with a track record of compliance with the government’s immigration requirements, to apply to the graduate route”. That would be almost everyone.
  • The Home Office says: “Graduates on the route can work flexibly, switch jobs and develop their career as required.”
  • While universities will be celebrating a significant victory at a time when wins are hard to come by with this government, the truth is that the UK is facing a major skills shortage because of both a squeeze on immigration and the effects of Covid.

Careers & Placements

Here are some of this week’s blogs and publications

Digital Curriculum

Various media discussed digital content in the curriculum this week. Below are a selection of the blogs.

Wonkhe’s blogs:

THE blogs:

Higher Technical Qualifications – publications

The Education and Skills Funding Agency published information and guidance on reforms to higher technical education, and the Institute for Apprenticeships and Technical Education unveiled a new quality mark to accompany the Higher Technical Qualifications. The DfE published the Government’s response to the higher technical education consultation and details on their higher technical education reforms.

PQs

  • Universities are eligible for the Higher Technical Education Provider Growth Fund – as long as they meet the criteria.
  • Prevent – feedback from providers
  • Government pleased will the response and volume of applications to the Turing Scheme so far,
  • Study Abroad Programmes 2021-22
  • Students isolating but at the end of their accommodation tenancy agreement can move back home if there is no other choice – under The Health Protection (Coronavirus, Restrictions) (Self-Isolation) (England) if someone is legally obliged to move, they are allowed to do so even if isolating.

Inquiries and Consultations

Click here to view the updated inquiries and consultation tracker. Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations.

Other news

Finance: HESA published the HE Provider Finance Data. Research Professional pick out the elements they find interesting from the data for the unusual end to the financial year as the UK entered the Covid lockdown. You can read their analysis here. The very short version is: …the Hesa data for 2019-20 suggest that the bank balances of most universities were healthy enough, with decent surpluses reported from the Russell Group through to specialist institutions. Perhaps this does not reflect a hit taken in the final quarter of the financial year at a time when the final outcome for the 12-month period had been mostly set. We look forward to next year’s data as a clearer indication of how the pandemic has affected universities.

Exam feedback:  Wonkhe – Should students get individual feedback on exams? Andy Grayson thinks so, and he has ways of delivering it that aren’t onerous.

Student Support: Wonkhe – Post the pandemic, Ellen Buck argues that being more cognisant of the support that students need to transition between spaces, experiences and identities should be core.

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JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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

Enabling an Equitable Digital Society: an unmissable interdisciplinary EPSRC funding call!

The Enabling an Equitable Digital Society call has at its very core the ethics and socio-economics of global digitisation. The EPSRC seeks in accordance with its digital economy theme to fund the creation of human-centred transformational digital technologies and services that enable an equitable digital society. The fund will support research to rapidly realise the transformational impact of digital technologies on aspects of community life, cultural experiences, future society, and the economy.

It is expected that technical outputs will be delivered, that “support novel, adventurous multidisciplinary, sociotechnical and co-created research to create an equitable digital society”.

Details to Note:

  • Date open: 22 June 2021
  • Closing date: 14 September 2021
  • Max. award: £625,000 – £1,250,000 (of total fund of £5 million) at 80% Fec

All research should be grounded in an understanding of:

  • human-centred design of digital technologies
  • equity, fairness, inclusivity, and barriers to equitability in the digital economy
  • the nature of inclusion in digital environments
  • the nuanced experience of marginalised groups online
  • the intersectional effects of the digital economy on people’s welfare

Your team must include:

  • researchers from at least two disciplines across the EPSRC, ESRC and AHRC portfolio
  • at least one early-career researcher at lecturer level as principal or co-investigator
  • at least one researcher co-investigator at postdoctoral level

At its core, the equitable digital society priority area is about improving people’s lives, and projects should seek to benefit marginalised and vulnerable people and groups, clearly identify citizens’ needs, and explain how these will be addressed as an outcome of the research.

For further details, see Enabling an equitable digital society

Contact Nicolette Barsdorf-Liebchen at nbliebchen@bournemouth.ac.uk should you be interested in this call.

Still time to register… NIHR Grant Applications Seminar ONLINE – 6th July 2021

  

Last chance to register:

Dear colleagues

– Do you have a great idea for research in health, social care or public health?
– Are you planning to submit a grant application to NIHR?

Our popular seminar continues online and will take place on Tuesday 6th July 2021 from 10.00am – 12.30pm.

The seminar provides an overview of NIHR funding opportunities and research programme remits, requirements and application processes. We will give you top tips for your application and answer specific questions with experienced RDS South West advisers.

We also have a limited number of 20-minute 1-to-1 appointments available after the seminar should you wish to discuss your proposed study with an RDS adviser.

Find out more and book a place.

Your local branch of the NIHR RDS (Research Design Service) is based within the BU Clinical Research Unit (BUCRU)

We can help with your application. We advise on all aspects of developing an application and can review application drafts as well as put them to a mock funding panel (run by RDS South West) known as Project Review Committee, which is a fantastic opportunity for researchers to obtain a critical review of a proposed grant application before this is sent to a funding body.

Contact us as early as possible to benefit fully from the advice

Feel free to call us on 01202 961939 or send us an email.

Research impact at BU: developing character animation techniques; assessing economic effect of airport expansion

A series of posts featuring BU’s impact case studies for REF 2021. (These are edited versions of the final submissions – the full impact case studies will be published online in 2022.)

Developing character animation techniques to improve production practice in the animation sector and create economic impact on Humain Ltd

Research area: Computer Animation

Staff conducting research: Dr Shaojun Bian, Professor Lihua You, Professor Jian J. Zhang, Jon Macey

Background: Since 2008, BU researchers have been tackling the problem facing animation studios of producing high-quality virtual characters within a short time scale. BU developed two new techniques to improve skin deformation (the representation of skin and its transformations and movements); was a partner in a European Commission-funded project looking at geometric modelling, image processing and shape reconstruction; and worked with Humain Ltd to develop new techniques of facial blendshapes. The findings of the BU research team comprise:

Facial rigging tools

  1. Hybrid facial rigging tool. Integrates facial blendshapes and bone-driven facial animation to create various facial expressions easily and quickly.
  2. Automatic correspondences for deformation transfer. To tackle the problem of deformation transfer in manually specifying correspondences of facial landmarks, this achieves full automation and avoids manual operations.
  3. Machine learning-based 3D facial expression production. Combines a 3D face morphable model with machine learning to reuse existing datasets for reducing manual work in producing facial animation from a single image.

Skin deformation techniques

  1. Automatic rigging. Automates the process of placing a skeleton in a 3D character model and creates an animation skeleton in a few milliseconds.
  2. Analytical physics-based skin deformation. Obtains the first analytical solution to physics-based skin deformations to create the animation of a horse model with 10,128 vertices at 205 frames per second.

Character modelling methods

  1. Fast character modelling with sketch-based partial differential equation (PDE) surfaces. Enables a simple, easy-to-use, efficient, and sketch-based character modelling tool for fast creation of detailed character models.
  2. Character model creation with ordinary differential equation (ODE) based C2 continuous surfaces. Avoids tedious and time-consuming manual operations of existing techniques in stitching two separate patches together to achieve the required continuities, significantly reduce data size, and provide more flexible and powerful shape manipulation handles.

The impact:

Before developing the new techniques, getting a 3D virtual character into production took anything from a few days to a few months. The new techniques enabled Humain Ltd. to reduce the time frame for creating models with realistic facial expressions from 30 days to minutes, resulting in significant time and cost savings.

As well as saving time, BU’s new techniques helped make the company’s workload more streamlined and efficient. Producing high-quality 3D virtual character requires experts, modellers and animators from different disciplines to work together, and involves heavy and time-consuming manual operations in the production process. The new methods have been integrated into the company’s product offerings, transformed its facial development pipeline from a labour-intensive process by highly specialised artists to a simple command line interface everyone in the company can run.

Transforming Humain Ltd.’s ways of working changed its external reputation – the techniques developed by BU researchers at the company enabled them to work with world-leading organisations in the technology and entertainment industry, such as Activision and Google. They also contributed to the successful delivery of a £500,000 project to Microsoft and served as the basis for a successful application to the Audience of the Future Immersive Technology Investment Accelerator in 2019. Over the past three years, the company has worked on 16 different projects, generating revenue of more than £1 million.

Using economic modelling to inform UK airport expansion

Research areas: Economics and Econometrics

Staff conducting research: Professor Adam Blake, Dr Neelu Seetaram

Background: Economic impact research has evolved since the 1970s with the use of input-output models, although these typically estimated static economic impacts are limited in their applicability. Building on these earlier models, Professor Blake was one of the first to introduce computable general equilibrium models to tourism economics. More recent research at BU, in which Blake was instrumental, extended and enhanced economic impact modelling in the following ways:

  • The inclusion of forward-looking dynamics in economic impact modelling of tourism, which takes techniques for applied dynamic economic models used in other contexts and adapts them for tourism impact modelling. The dynamic nature of these models allows the estimation of the economic impact that tourism has over time, while their forward-looking nature allows for the estimation of investment and other effects that will come about because of future demand.
  • The inclusion of uncertainty and stochastic random effects in dynamic economic models of tourism allows the impacts of investment to be assessed based on uncertain anticipation about future tourism demand by allowing different growth paths to be modelled, giving the ability to estimate the effects of this uncertainty as well as of changes in the potential future growth paths.
  • Demonstrating the importance of segmentation in econometric modelling of tourism demand, both in terms of tourists’ purpose of visit and country of origin and showing that models that do not include these effects are systematically biased.

The impact:

BU research was instrumental in the UK government’s 2018 decision to progress with building a third runway at Heathrow. The Airports Commission funded Professor Blake and Dr Seetaram to investigate the economic effects of various forms of future airport expansion in the UK. Building on Professor Blake’s previous use of economic modelling by purpose of visit and nationality, they constructed and used an econometric model of tourism demand into and out of the UK, with different estimations of elasticities based on mode of transport and destination (for UK outbound) or origin (for UK inbound). These estimates were then used to construct and test a spatial dynamic computable general equilibrium of the UK economy. The spatial element contained different regions of the UK, with the South East and the local areas around both Heathrow and Gatwick airports included as separate regions. The dynamic element followed the model methodology developed by Professor Blake.

The results from BU’s modelling formed part of the evidence base that led to the Airport Commission deciding to support a new runway at Heathrow instead of expansion of Gatwick or extension of the current Heathrow Northern runway. In June 2018, based on this recommendation, the government formally approved plans for the new runway at Heathrow. In the final announcement of this approval, the Secretary of State for Transport gave the wider economic benefits as one of the key benefits of the Heathrow expansion

Overall, BU’s development of a novel, robust economic modelling technique provided the Airports Commission and the UK government with a more accurate and detailed analysis of the airport expansion options than could otherwise have been obtained. This led to a much greater evidence base for the decision over airport expansion, and to more confidence within government about the option to be chosen. The modelling approach that was developed has expanded the capability of economic impact modelling to analyse the impact of proposed major investment projects in the future.

Research Professional – all you need to know

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 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 each month. You can register here for your preferred date:

13th July 2021

14th September 2021

9th November 2021

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.

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.

Benefits of depositing your data

Depositing your data is a key activity when a research project is concluded. Key benefits to doing so are:

Long-term preservation

When archiving/ depositing your data, you are taking the first step in maintaining your data for the long-term. Data repositories will store and preserve your research data securely and that means you do not have to think about the prospect of losing your data in the foreseeable future. Repository staff are then responsible for the curation, discoverability, and accessibility of your data.

Get published, get cited

Depositing your data does not replace the process of publishing a research article. It enhances it. In fact, funders increasingly require data publication when they are providing a grant, and journals are aligning themselves with this process by asking the data to be published alongside with your article.

Citations are important to demonstrate impact and depositing your data can have a positive impact to your research profile through citations of your research data when re-used by other researchers. Sharing your data can also lead to further collaborations.

An image that describes 4 benefits of depositing research data. The benefits are, one) Improve your research profile two) better research impact three) tackling the reproduceability crisis and four) Meet funder and journal requirements

Image 1: Benefits of depositing research data

Enable further research

Datasets can complement other research efforts and generate new results when examined in new contexts. Moreover, when depositing your data, you are enabling the research community to benefit from your data, ensuring research efforts of your peers are directed into new areas. Finally, sharing your data transparently contributes to tackling the wider re-produceability crisis, whereby publishing your data you are allowing other researchers to test and verify the validity of your results.

 Where to deposit

Ideally, when your research project has been finalised, you will deposit your data to a repository that is related to your discipline.  You can identify suitable services using the Registry of Research Data Repositories (re3data). Note that there are charges associated with some repositories.

Alternatively, you can deposit your data with BU’s own data repository (BORDaR). There is no charge, and a Digital Object Identifier (DOI) will be generated which you can pass on to publishers to link any outputs to the original data.

It is helpful to consider where to deposit your data at the start of a research project, and to plan for any resources needed to prepare your data for publication. To this end, a Data Management Plan (DMP) should be completed at the start of every research project.

Further guidance can be found in the Library’s Research Data Management guide. If you have any specific questions, you can also email us at: bordar@bournemouth.ac.uk.

New obstetrics publication by PhD student Sulochana Dhakal Rai

Congratulations to Mrs. Sulochana Dhakal Rai on the publication today of her PhD article ‘Classification of Caesarean Section: A Scoping Review of the Robson classification‘ in the Nepal Journal of Obstetrics & Gynecology [1].  Sulochana’s PhD project in the Centre of Midwifery, Maternal & Perinatal Health (CMMPH) is supervised by Dr. Pramod Regmi, Dr. Juliet Wood and Prof. Edwin van  Teijlingen at BU and she is supported in Nepal by Prof. Ganesh Dangal [Professor of Obstetrics and Gynaecology at Kathmandu Model Hospital] and senior obstetrician Dr. Keshar Bahadur Dhakal [Karnali Province Hospital, Nepal].  Sulochana has already published two earlier papers from her PhD thesis research [2-3].

 

 

References:

  1. Rai SD, van Teijlingen E, Regmi P, Wood J, Dangal G, Dhakal KB. (2021) Classification of Caesarean Section: A Scoping Review of the Robson classification. Nep J Obstet Gynecol. 16(32):2-9.
  2. Dhakal-Rai, S., Regmi, PR, van Teijlingen, E, Wood, J., Dangal G, Dhakal, KB. (2018) Rising Rate of Caesarean Section in Urban Nepal, Journal of Nepal Health Research Council 16(41): 479-80.
  3. Dhakal Rai, S., Poobalan, A., Jan, R., Bogren, M., Wood, J., Dangal, G., Regmi, P., van Teijlingen, E., Dhakal, K.B., Badar, S.J., Shahid, F. (2019) Caesarean Section rates in South Asian cities: Can midwifery help stem the rise? Journal of Asian Midwives6(2):4–22.

Congratulations to Sara Stride

Congratulations to Sara Stride and her PhD supervisors on the publication of ‘Identifying the factors that influence midwives’ perineal practice at the time of birth in the United Kingdom’ in the international journal Midwifery [1].  The Obstetric Anal Sphincter Injuries (OASI) Care Bundle is designed to reduce the incidence of obstetric anal sphincter injuries. However, introducing behavioural change requires an understanding of current practice. This national study aims to establish midwives practice at the time of birth, and the factors that influence this.  The paper concludes that there has been a growth in the number of midwives using “hands on” at the time of birth but midwives feel that they require additional training in regards to identifying an OASI. The study should be repeated following the roll out of the OASI care bundle, to identify its impact on midwives’ perineal practice.  This nation-wide study identified the need for improvements in the recognition of OASI by midwives, and in future repeating the study would identify whether the OASI care bundle has influenced midwives’ practice.

Well done!

Prof. Edwin van Teijlingen

CMMPH

 

Reference

  1. Stride, S.L., Hundley, V.A., Way, S., Sheppard, Z.A. (2021) Identifying the factors that influence midwives’ perineal practice at the time of birth in the United Kingdom, Midwifery, 103077

Congratulations to Debora Almeida in FHSS

Congratulations to Debbie Almeida (in the Department of Midwifery & Health Sciences) who had another article published last month.  This latest academic article “Dominant versus non-dominant hand during simulated infant CPR using the two-finger technique: a randomised study” appeared in Resuscitation Plus [1].  Debbie’s BU co-authors are Carol Clark, Ursula Rolfe and Jon Williams.

Reference:

  1. Gugelmin-Almeida, D., Clark, C., Rolfe, U., Jones, M., Williams, J, (2021) Dominant versus non-dominant hand during simulated infant CPR using the two-finger technique: a randomised study, Resuscitation Plus, 7:
    100141

Participants wanted for Self-awareness research project

Participants wanted for Self-awareness research project

In addition to our snapshots of friends and family, holidays and special events, some of us also take pictures of things just because they caught our interest. We were thinking about something else, when suddenly – as if with a tap on the shoulder – our attention was drawn to the sight of two children playing in a park, an old house, or a bicycle lying by the side of the road. But we don’t know those children, or the people who lived in that house – and that’s not our bicycle.

This project explores the possibility that, when our attention is attracted to images and scenes with which we have no logical or personal connection, it may be because we intuitively recognised the scene (or the elements within it) as an symbolic description of the way we see the world – or perhaps as an allegorical self-portrait of the person we have become.

This project will encourage participants to reflect on the possible significance of their apparently ‘random’ snapshots – and to consider them as potentially valuable sources of personal insight.

Over the course of (approximately) two months, participants will be asked to:

  1. Meet three times (online) for approximately one hour each time (twice with the researcher and the other participants – and once one-on-one with the researcher)
  2. Take photographs of scenes to which your attention is intuitively attracted
  3. Describe and discuss your thoughts and reactions to the things you have photographed

Full anonymity is guaranteed.

The following are regrettably excluded from participation:

  • Those under 18 years of age
  • Undergraduates

If you are interested in taking part in this project, please contact Rutherford@bournemouth.ac.uk

 

Research staff ‘virtual writing workshop’ 29 June 13.30-16.30pm

This is a reminder about our ‘Virtual Writing Workshop’ on 29 June 13.30 – 16.30pm. We will have 2 blocks of writing (just over an hour each and then a break in the middle to get a coffee and chat to other researchers if you wish). If you can’t make 13.30 you can join a bit later – no worries.

This is for anyone (PhD student, academic, full time researcher) who wants to/needs to write and would like to do that in the company of colleagues from across the university.

Please come prepared with something you are working on. We recommend turning off email notifications and anything else that could distract to help us get the most out of the time – but your decision – it’s your time!

Please click this Zoom link to join us.

Kind regards, BU Research Staff Association