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BU Research Matters: What support is on offer for your career stage and how to access it- part 1

Following on from the excellent articles detailing why BU research matters, and the experiences of our academics (big thank you to those who posted articles last week), this week will see a series of posts  outlining the support on offer to BU academics to progress their research activities and how to access that support.

It’s been a challenging year, with many opportunities for development being postponed or delivered online, with the latter losing that ability to make a real connection and interact with peers to form relationships that can lead to collaborative and long-term research opportunities. However, there is still much on offer to support research careers, at all levels, and we’re learning (from some slightly torturous experiences) how to ensure that online delivery is just as engaging as face-to-face. One of the things we’re changing is the delivery of the RDS induction for new academics and researchers. You can sign up here to attend the next induction being held on 19th May 2021.

RKEDF: The Research Development and Support (RDS) team have a range of development and support options available to BU academics. The majority of these are badged under the Research and Knowledge Exchange Development Framework (RKEDF). You can click on the link above to see the range of opportunities available. These cover all research interests and various career stage events. The range of support includes applying to major funders (pathways for Research Councils, International funders (includes EU), charities, academies, and NIHR), how to apply, how to manage your award, how to build a team, impact, publishing, REF, and various options for research career based training.

For a quick overview of what’s coming up, you can click on OD’s calendar of events for the latest development opportunities. The RKEDF events currently run until the end of June 2021 but we are planning a new programme to start from September 2021. Each event listed in the above links will have an online booking process (if a date is given for an event). There are currently events for public engagement, impact, publications, search strategies, and the monthly events run as part of the Early Career Researcher Network (ECRN). Where no dates are given, these may be past events, but we’ll be looking at options for the academic year 21/22 and advertise these from August.

Presentations and support documentation from past events can be found on Brightspace. Just click on ‘content’ and ‘pathways’ and navigate to the pathway that is of interest to you. The right-hand page will show you what’s on offer. As an example, clicking on the ‘research council’ pathway will show presentations from funders who have visited BU, such as AHRC and MRC, an overview of the research councils, how to approach your case for support, confronting your unsuccessful bid, and videos of funder briefings, such as the UKRI’s Future Leader Fellowships scheme. Do have a browse to see what might be of interest to you and help support you in your research activities. If you have trouble accessing the content then please contact RKEDF@bournemouth.ac.uk.

Career stage development: As part of the RKEDF, the Academic Career Pathway to Research Funding identifies what type of external funding you should be aiming for depending on your level of career.  This covers Student, Research Fellow, Senior Research Fellow, Associate Professor, and Professor.  Each of the funding types identified link up to the training and development on offer through the RKEDF. You can view what’s been provided in the past and expectations to what will be on offer for 2021/22. When developing your research plans for the year, three years and even five years, do consider what type of grant will be suitable for you at your career stage and work with your faculty mentor to realise your plans. You can also consult an RDS Research Facilitator who can discuss plans with you and direct you to the right support including the funder briefings that are on offer weekly (see part two tomorrow for further details).

Early Career Researchers Network: As mentioned above, the ECRN, run by academics for academics, offers monthly sessions for ECRs on a range of topics. Chaired by Professor Ann Hemingway (FHSS) and Dr Sam Goodman (FMC), sessions are held for general discussions, networking, and specific topics to support early career researchers. Still to come in 20/21 is:

  • 24/03/2021 General discussion and ECR surgery (15.00 – 16.00)
  • 21/04/2021 Building your Research Profile / Networking, Partnership & Collaboration (15.00 – 16.00)
  • 26/05/2021 Writing Day / Networking Lunch (09:30 – 16:30)
  • 26/05/2021 Networking Lunch only (12:30 – 13:30)
  • 23/06/2021 General discussion and ECR surgery (15.00 – 16.00)

If you’d like to join the network, please contact RKEDF@bournemouth.ac.uk. You can read an article by Dr Rachel Arnold on the benefits of attending the ECRN.

I hope the above has provided a useful outline of the general support that is on offer to you as a BU academic and signposted you to how to get involved. Tomorrow’s post will focus on support for writing and developing research applications for external funding and publications.

Ask the Experts – Briefing on COVID-19

The Parliamentary & Scientific Committee are holding an Ask the Experts briefing on COVID-19 on Monday 15 March from  5.30pm to 7.00pm on Zoom – organised jointly by the Parliamentary and Scientific Committee, the Academy of Medical Sciences, the British Academy, the Royal Academy of Engineering and the Royal Society.

This briefing event is the next in a series of ‘ask the experts’ online briefings and Q&A sessions on COVID-19 organised for Parliamentarians by the National Academies.

As all four nations of the UK begin to ease restrictions, this session will bring together a panel of experts who can answer your questions about:

  • New variants of COVID-19 and our ability to respond to them
    Professor Judith Breuer FMedSci, Director of Infection and Immunity, Professor of Virology at UCL, who sits on the BSI immunology advisory group  
  • Vaccine passports
    Professor Melinda Mills MBE: Fellow of the British Academy, Director, Leverhulme Centre for Demographic Science, University of Oxford & Nuffield College and co-author of Twelve criteria for the development and use of COVID-19 vaccine passports 
  • How we can make spaces COVID-safe and the limitations of this
    Dr Shaun Fitzgerald FREng Royal Academy of Engineering Visiting Professor in Sustainable Buildings at the University of Cambridge and member of the SAGE Environmental Working Group
  • Long COVID
    Professor Charles Bangham FMedSci FRS: Professor of Immunology, Faculty of Medicine; Co-Director of the Institute of Infection, Imperial College London

    The event is free for BU colleagues. Please contact policy@bournemouth.ac.uk to find out how to book your place.

 

Other Forthcoming  Meetings and Events 

Monday 12th April 2021 at 5.30pm, Online 

The UK National Quantum Programme  

In partnership with Innovate UK 

 

Monday 7th June 2021, at 5.30pm, Online  

Natural Capital Initiative  

 

Monday 5th July 2021,  at 5.30pm, Online  

Climate Change    

In partnership with the  Met Office    

 

NIHR RDS Researcher Roadshow – health and social care datasets

 

 

 

NIHR Research Design Service are pleased to offer the opportunity to attend the next in its series of ‘Researcher Road Shows’ – Using health and social care datasets in research: Practical advice to support your research journey. 

This event is taking place via Zoom and is aimed at all those seeking practical guidance on how to find, access and gain approvals to use health datasets, including early career researchers:

Monday 15 March, 10am to 2.30pm: ‘Lifting the Lid on Data – Meet the Data Custodians’

  • HQIP Datasets & top tips for accessing (Yvonne Silove)
  • NHS Digital Datasets & top tips for accessing (Garry Coleman)
  • Morning event close and details of this afternoon (Martin Williams)
  • GP Data (Kathryn Salt)
  • COVID-19 Data (Richard Irvine)

Wednesday 17 March, 10am to 2.30pm: ‘Navigating the system’

  • Research Approvals for Data-Driven Research (Alex Bailey)
  • Introducing the Innovation Gateway – the journey so far (Paola Quattroni & Peggy Barthes-Streit)
  • Recent Changes in Health Data Governance (Alex Bailey)
  • Innovation Gateway working session: from data discovery to access (Susheel Varma)

Find out more.

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.

BU project explores potential power of constructive journalism in Covid-19 aftermath

Throughout the Covid-19 pandemic, the news media have played an instrumental role in providing the latest updates and information. An increasing number of people, however, have sometimes avoided the news, finding negative coverage has a detrimental effect on their mood and wellbeing.

A new collaborative project will explore how constructive journalism – also known as solutions journalism – can increase audience engagement and empower communities to tackle the problems they face in the aftermath of the pandemic.

Constructive journalism breaks from traditional journalism’s focus on reporting social problems to also feature how people respond to problems, in order to help audiences to feel more motivated, inspired and empowered to deal with challenges.

Early evidence shows that this style of journalism also leads to greater engagement, with articles read more deeply and shared more widely.

The project is being undertaken by Bournemouth University (BU) in conjunction with Newsquest, one of the UK’s largest publishers of local and regional newspapers, with training and consultancy provided by the US-based Solutions Journalism Network, and the Association of British Science Writers.

Dr An Nguyen, Associate Professor of Journalism at BU, is leading the project, which is funded by the Arts and Humanities Research Council as part of the UK Research and Innovation’s Covid-19 rapid-response research scheme.

He said: “Traditionally, due to their professional dedication to the watchdog role in monitoring and holding powers to account, journalists focus disproportionately on social problems and pay inadequate attention to the ways to solve problems.

“Over time, it has become a bit too much of ‘doom and gloom’ news, which can lead to many people becoming mentally fatigued, desensitised or feeling helpless or powerless, because they can’t see a way out or don’t know how they could take action.

“Constructive journalism does not shy away from the crucial watchdog function but aims to offer a balance, moving away from focusing on problems to also exploring how problems are tackled and solved.”

Dr Nguyen added that the pandemic offered an opportunity to deploy constructive journalism in a large scale to help the UK’s local and regional communities and investigate the potential of constructive journalism in helping the public to deal with the social issues of our time.

“People will face a lot of problems during the transition out of lockdown and will try to find ways to limit the damages and adapt to the ‘new normal’,” he said.

“There is an increasing recognition among news industry that constructive journalism can be valuable. This project is an opportunity to test this concept in the context of one of the biggest issues the world is facing and see whether journalism can help people.”

Journalists across the UK, including journalism students, will receive training to produce constructive journalism through series of online training webinars. About 50 of them will then be mentored on a one-to-one basis by journalists with experience in constructive journalism to produce solutions-focused news for Newsquest’s local and regional titles.

It is hoped that at least 1,000 pieces of constructive journalism will be produced in relation to Covid-19 recovery during this campaign. A new professional network of UK constructive journalists will also be established and launched at the end of the project.

A research team in BU’s Department of Communication and Journalism will conduct in-depth interviews, surveys and experiments with local news audiences, including community leaders, to investigate how solutions-focused news can affect the mental health and wellbeing of the public, as well as civic engagement.

“We are trying to explore what type of constructive journalism would work, what sort of effects it has on audiences and how it might or might not help them to be more optimistic, motivated, inspired or empowered to take actions,” said Dr Nguyen.

The team will also conduct a detailed analysis of the solutions-focused news output from the campaign as well as interview the mentored journalists and their editors about their experience.

Dr Nguyen said: “We’ll look at the content output and see what sort of reporting techniques are used, what are effective and how they engage people throughout the post-lockdown stage of the pandemic.

“We will feed our research findings back to the participating news outlets so that they are informed of the effect of their campaign and, where necessary, what might be done to improve things.”

Conversation article: Three ways to ensure ‘wellness’ tourism provides a post-pandemic opportunity for the travel industry

The effects of COVID-19 vaccination programmes have led to a glimmer of hope that some of the things we used to enjoy may soon be part of our lives once again. High on many people’s priority lists will be foreign travel.

In the UK, the official declaration of a “roadmap” to normality was quickly followed by a surge in online bookings for flights and holidays. This is a welcome development for one of the industries hardest hit by the pandemic. It is good news for countries that depend on tourism, and it is undoubtedly good news for people who are desperate to get away.

Importantly, it is also a step towards an end to the uncertainty and isolation that in 2020 led to warnings of a global mental health crisis.

The pandemic also raised awareness of the importance of “wellness” – a state of physical, mental and social wellbeing – in people’s lives. Even without a pandemic to deal with, attempting to achieve this state is the basis of a global industry said to be worth around US$4.5 trillion a year.

The travel side of this, “wellness tourism”, was worth US$639 billion globally in 2017, a figure expected to increase to US$919 billion by 2022.

And while wellness tourism was growing rapidly before COVID-19 struck, last year saw a reported growth in internet searches about travel to “wellness destinations]”.

Destination-wise, places known for yoga, meditation and pilgrimage routes, such as Chiang Mai in Thailand and Bali in Indonesia, stand to benefit from increased demand.

Our own tourism research leads us to believe that countries which actively improve infrastructure to target wellness tourism will enjoy a particular boost in any post-COVID period.

shutterstock.

To make sure of this, governments and tourism authorities need to optimise wellness tourism resources. Here are three things they should consider:

1. Encourage domestic tourism

One widespread response to the pandemic was the rediscovery of local natural beauty. New Zealanders for example, prohibited from international travel, flocked to the remote and previously under-visited Chatham Islands. Cambodians capitalised on the absence of some three million annual tourists to visit the Angkor Wat World Heritage site.

The pandemic has been seen as a time to reset longstanding social imbalances that barred local people from enjoying their own spaces. Not only would improved domestic tourism help support local businesses at these destinations, but it would also contribute to the wellbeing of the communities who live close to them.

2. Understand differences

Wellness can mean different things to different people and cultures. In Indonesia, the Balinese travel to religious or spiritual sites for rituals linked to their ancestors and families. This runs parallel to most western tourists’ experiences in Bali, who often visit centres targeted at their personal requirements, with spa treatments or yoga classes. Although westerners generate more profits than locals, it is important for the wellbeing of the surrounding community to ensure equal access to these sites.

Local Balinese yoga instructors often lack the marketing and financial resources to attract global wellness tourists. During the pandemic, some foreign-owned facilities (such as Yoga Barn, one of the most popular studios for westerners) sustained their business through digital video platform. Meanwhile, local facilities struggled without the technical skills and hardware to compete. And while large resorts are well positioned to benefit from post-pandemic wellness travel, they usually provide only low-paid jobs to locals. Support should be provided for small, locally owned wellness tourism businesses as well.

3. Support the small scale

The lack of social sustainability has often plagued tourism development schemes. Our concern is that as tourism gradually opens up again, businesses and governments will simply focus on the high-end luxury wellness market. They may look to smaller numbers of wealthy tourists to remedy economic damage, limit the possibility of spreading the pandemic, and mitigate the high costs of hospitalising sick visitors.

But they would be misguided to focus solely on this competitive niche. Many high-value tourism businesses are owned by foreign investors without local involvement or economic benefit. Local governments, tourism authorities, large businesses and international organisations must support community-based, small-scale enterprises in remote areas to build a more comprehensive wellness tourism sector.



Read more:
How Bali could build a better kind of tourism after the pandemic

Overall, wellness tourism programmes should be developed in a way that empowers local communities, helps to reduce economic inequality and creates new livelihoods, especially in rural areas where poverty rates are high. It should also be developed beyond the popular destinations of Thailand and India to include poorer destinations, such as Laos, Nepal and Sri Lanka.

For while wellness tourism was gaining attention before the COVID period, the trend
will probably continue as COVID restrictions (hopefully) ease. And with the necessary pause in arrivals right now, the industry has an opportunity to reflect on how to create a more sustainable approach to everyone’s wellbeing, wherever they live.

Jaeyeon Choe, Senior Academic in Sustainable Tourism Development, Bournemouth University and Michael Di Giovine, Associate Professor of Anthropology, West Chester University of Pennsylvania

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

BU research matters: “The best of times, the worst of times….”

In the final blog post of the week in this series, Dr Ashok Patnaik, shares his insights into overcoming the challenges associated with undertaking social science research during a global pandemic including how he has challenged boundaries in research ethics to ensure research critical for the future of our children can progress. Ashok also openly reflects on the personal challenges the past year has brought and how he drew on the support around him to grow personally and intellectually:

Ashok Patnaik“The lockdown period has been difficult in some respects but also wonderful in some others. It has offered plenty of opportunities for reflection and growth, as a researcher and as a human being. Strange though it may be to say it, it has been very timely and fortuitous in some ways because these extraordinary circumstances have enabled me, and the team I am part of, to achieve things which, during normal times, may have proved much more difficult. Thus, to paraphrase Dickens, it has been the worst of times, and it has been the best of times.

I have the great fortune of being part of a brilliant academic team based in the BUBS which is working on the evaluation of an exciting movement-based mental health intervention for primary school-aged children called ‘Stormbreak‘. As part of the evaluation of Stormbreak, we use a range of data collection methods but the centrepiece of the evaluation is the child well-being survey. We use a pre-post study design for the survey, and had completed the pre-intervention survey in January, 2020.

The immediate impact of school closure in March last year due to the lockdown was the inability to complete the planned second leg of the survey (the post-intervention survey). This was scheduled for the end of the school term (late March). As a result, we had an incomplete dataset and could not calculate the change scores needed to evaluate the impact of the intervention. This meant that we could not add new data to the impact report. This affected our partner organisation’s ability to demonstrate the effectiveness of the intervention and slowed down the expansion of the programme which had begun gathering pace before the lockdown.

While this was, undoubtedly, regrettable, the lockdown proved to be a blessing in disguise in many ways. Doing research with children in schools involves many challenges, but the biggest bottleneck for us was obtaining parental consent. The majority of parents did not respond to schools’ invitations to take part in the study. Our participation rates ranged from 10% to 40% (at best). We were losing a lot of participants. The necessity of contacting parents repeatedly through multiple communication channels was adding extra work for schools and making them re-consider their engagement with the evaluation. The new pressures on schools that arose in the aftermath of the pandemic were fast making the consent process untenable. The viability of the whole project was at risk. We knew that we had to do something.

The principal obstacle was the strong and near universal consensus on active parental consent in research with young school children. The new requirements brought in by the GDPR had reinforced this consensus and made it a kind of orthodoxy. However, there were also several examples of eminent research institutions such as UCL, LSE, and other organisations conducting research on behalf of the UK Government and the Department of Education such as Ipsos-MORI and NatCen bucking the trend and relying on a passive parental consent approach. We knew that we had to move to the latter approach, but given the widespread and strongly entrenched belief in the necessity of active parental consent, we knew that we would have to prepare a compelling case to persuade the Social Sciences & Humanities Research Ethics Panel (SSH REP) to consider our request. It was a daunting task.

Thankfully, the lockdown period gave us the time and the space to work, without distraction, to amend the ethics process. It was a period free from the short-term pressures of data collection. During the peaceful, quiet months of the lockdown, we were able to marshal a wide-ranging body of evidence and a number of strong arguments to support our case for passive parental consent for the child well-being survey. Professor Michael Silk, Dr. Daniel Lock, and I collaborated on this work, which eventually turned into a Master’s Dissertation-length essay, perhaps the longest application considered by the SSH REP.

Our work bore fruit, and our application was reviewed favourably by the SSH REP. We are very grateful to our excellent SSH REP, especially the Chair Professor Jonathan Parker and the Deputy Chair Professor Richard Berger, and Ms. Sarah Bell, for their sympathetic consideration of our application. Their supportive decision removed the biggest constraint on the growth of the study and restored its viability.

With the end of the lockdown in September, we resumed data collection. However, schools’ new risk assessment policies made access to schools difficult. Professor Silk foresaw the need to adapt our ways of conducting the study. He recognised that the previous approach, which involved my visiting schools in person to administer the survey, would not be feasible in view of the restricted access policy of most schools post-pandemic. Further, as the Stormbreak programme scaled up and expanded nationally, personal visits would not be practical. Professor Silk saw the need to fully digitise the conduct of the survey.

Thus began our second major endeavour – to fully digitise the administration of the survey. We worked with the fantastic Red Balloon Media Production Team, headed by the highly creative Stephanie Farmer, and with the brilliant graphics designer and computer programmer Vitor Vilela. With their support, and that of the exceptionally helpful Stormbreak team (especially Dr. Martin Yelling, who kindly and patiently recorded, and re-recorded, and re-re-recorded parts of the script with his children), we have worked through the winter months to create an engaging, child-friendly digital solution, consisting of fun videos and a snazzy questionnaire. This was uncharted territory for us. Thanks to Steph’s and Vitor’s understanding and patient approach, we learnt about this new field and have together produced a digital version of the study that we feel genuinely excited about, and which, we feel, will assist materially in conducting the study remotely. It was also pleasing to note that, in digitising the study processes, we were able to make them more efficient and streamlined.

Personally, the lockdown has been, by and large, a happy period. Relatively free from the administrative work involved in data collection, I have been able to focus on what I love best – quiet periods of reading, thinking, and writing (what the author Cal Newport calls ‘deep work‘). I have been able to live a quiet, productive, monastic life, largely free of disturbance. With the end of the lockdown approaching, that blissful period is ending fast. Over the last two years, balancing the short-term work of data collection (along with the administrative work involved in running a project) with long-term work (skill development, working on journal articles, applying for research funding) has been a constant challenge for me. During the last few months, I have experimented a lot with my routines and have become a little better at organising my work so that I am addressing both short-term and long-term work needs. The flexibility of working at home, and the time and energy saved from not having to go to the office have helped a lot in this regard.

My experience during the lockdown has kept the subject of mental health at the forefront of my mind. Like others, I have struggled at times with isolation and loneliness (especially when I returned from leave and was in quarantine). The lockdown has also clearly reinforced the incredible importance of physical activity in creating positive feelings. Running or playing basketball or Table Tennis brought a smile to my face on days when there were few other things to feel happy about.

There was a period of about ten days during the summer when my mental health was severely affected. It was a very difficult period. What helped me most during this time was conversations with family members and the support of my line manager, Professor Michael Silk. He very kindly and swiftly sourced support for me from the BU Employee Assistance Programme. He was there for me, and his support taught me an important lesson about leadership, loyalty, and caring. The lockdown has also made me recognise the importance of communities – personal and professional. It has helped me gain perspective and see more clearly what truly matters in life and to make space for it in my calendar. The challenge will be to remember those lessons and keep them uppermost in my mind as we move towards normality and the old, all-too-familiar pressures attempt to sway me from the high road. Already, I can see myself slipping back into old, unproductive routines as the urgent crowds out the important. This battle will continue for a long time.

In summary, I would say that I feel incredibly grateful for the unexpected opportunities resulting from the lockdown. There are things I have accomplished with others during this period which would not have been possible but for the unique circumstances created by the lockdown. There have been ups and downs, but many, many more ups than downs. On the whole, I find myself having grown and matured significantly – as a researcher and as a human being – during the last year, and I would not trade this experience for anything.”

HE Policy Update for the w/e 4th March 2021

Business Engagement, Industry collaboration, innovation, Knowledge Transfer, PG research

After a string of very long and detailed policy updates, we have a slightly lighter one for you this week, as most government attention has been on the budget and therefore, for once, HE has not been much in the spotlight.  There have been a lot of very boring answers to Parliamentary questions but since they don’t move anything on we are letting you off.  Even the OfS has been quiet this week.

We are expecting a “big year” for HE policy, so this is a moment to catch our breath.  If you are wondering what we can look forward to, the first thing is likely to be the review of plans to allow students to return to campus “by the end of the Easter holidays”.  And at some point there will be a deluge of announcements and consultations linked to the mega list of upcoming changes announced in January and GW’s letter to the OfS about priorities.  If you haven’t already seen it, you can read more about what is coming in our latest Horizon Scan here.

Budget – big news but not for HE

As expected, not much in the budget for higher education. Press release: with links to the detailed documents here.  And other related documents via links here.

The Build Back Better plan is what it suggests, with some nods to R&D but really not a lot, and some things to look forward to.  A full response on the Review of Post-18 Education and Funding within 12 months (we were told to expect it in the November Autumn Statement). Lifelong loans consultation within 6 months.  And the Research and Development Places Strategy and People and Culture Strategy within 6 months too.

In the press, John Morgan in the THE writes about visas and the fee cap (which was already announced):

  • The government’s interim response to the Augar review had previously said it would “freeze the maximum tuition fee cap to deliver better value for students and to keep the cost of higher education under control”, which would be “initially be for one year” with “further changes to the student finance system…considered ahead of the next comprehensive spending review”….
  • But the budget document contained mention of a freeze in the English tuition fee cap, currently at £9,250, for 2022-23.

Research news

After the announcements about the Advanced Research and Invention Agency, which we noted last week, the bill to establish it has now been published. As usual with a draft bill there is also a set of explanatory notes.

From the explanatory notes, the section entitled ARIA model explains what it will actually do:

ARIA is expected to emulate key features of the US ARPA model tailored to the UK R&D landscape. This may include: 

  1. Organising ambitious research goals around the long-term programmes of work which are led by so-called Programme Managers. Programme Managers facilitate cohesion between individual research projects in pursuit of transformational breakthroughs. Programmes may include basic research through to the creation of prototypes and commercialised technologies.
  2. Significant autonomy for Programme Managers who are able to take advantage of innovative and flexible approaches to programme funding.
  3. A tolerance to failure in pursuit of transformational breakthroughs embedded in its culture. Only a small fraction of ambitious goals will be achieved, however ARIA will provide value from its failures, including spill-over benefits gained from intermediary outputs. For example, a particular goal may not prove technologically viable but in pursuing it, scientists may happen across another promising technology.

There is a bit in the Bill is about purpose:

In exercising its functions, ARIA must have regard to the desirability of doing so for the benefit of the United Kingdom, through—

(a) contributing to economic growth, or an economic benefit, in the United Kingdom,

(b) promoting scientific innovation and invention in the United Kingdom, or

(c) improving the quality of life in the United Kingdom (or in the United Kingdom and elsewhere).

Section 3 of the Bill is supposed to be the big distinguishing feature of ARIA. To get round the natural small-c conservatism and caution that government agencies usually have, with the Public Accounts Committee and the National audit Office breathing down their neck.

  • Section 3 Ambitious research, development and exploitation: tolerance to failure In exercising any of its functions under this Act, ARIA may give particular weight to the potential for significant benefits to be achieved or facilitated through scientific research, or the development and exploitation of scientific knowledge, that carries a high risk of failure.

And there is a bit more in the explanatory notes on what tolerance for failure section is intended for:

  • ARIA may set highly ambitious research goals which, if achieved, would bring about transformative scientific and technological advances. These advances would yield significant economic and social benefit. These goals may be highly ambitious meaning that it is likely that only a small fraction will be fully realised. The Bill allows ARIA to have a high tolerance to project failure. 
  • The ambitious research goals may require multi-year programmes of work where pay-back may be highly uncertain and success may not be realised for some years. It is likely that at least a proportion of projects are ones that would not be undertaken by other bodies. ARIA may fund opportunities which are untested and untried, but best suit its ambitious research goals.     
  • In performing these functions, the forms of support undertaken by ARIA may themselves carry high risk, for example, taking equity stake in a start-up company. 
  • ….Furthermore, in pursuing highly ambitious research goals, ARIA will be able to bring together high-calibre individuals and bodies from across the public and private sector R&D communities which might not otherwise have been brought together. These connections may endure, spurring future innovation under the leadership of ARIA or others.

Schedule 1 has a bit more technical info.  There’s loads of stuff about hiring and firing and procedures and pay and committees

David Kernohan reviews it for Wonkhe, who compares it to UKRI’s powers.  David suggests that the implication of the reporting requirements are that ARIA may not be supporting doctorates, and also flags the important and interesting point that ARIA is not subject to the Freedom of Information Act.  So all that high risk investment will only be as transparent as the reporting obligations require – mainly an annual report to parliament.

 Widening participation

A new report by the Education Policy Institute (EPI), funded by the Nuffield Foundation, finds that poorer students in sixth forms and colleges trail their more affluent peers by as many as three A level grades when taking qualifications at this level.  The report is light on recommendations as it is focussed on understanding, rather than solving the issue that it raises.

They offer this set of conclusions in the executive summary:

  • Whilst much of the focus should be on earlier phases, for the disadvantage attainment gap to close, a concomitant increase in efforts to limit the impact of disadvantage during the 16-19 phase is required. If disadvantaged young people are to avoid falling yet further behind, addressing this gap should be central to the government’s reform agenda for the 16-19 phase and for further education.
  • Our findings also strengthen the case for including student level disadvantage measures within the 16-19 funding formula, alongside the area-based measures currently used. Introducing such funding as a Student Premium, alongside the associated accountability and transparency requirements for providers, would help heighten the focus on disadvantaged students during this phase.
  • Critically, these results also predate the Covid-19 pandemic and the resulting lost learning and disruption to exams; factors which may have exacerbated the disadvantage attainment gap. To ensure that existing and emerging inequalities are identified and addressed we will continue to review and refine the provisional methodology presented in this report and monitor the 16-19 disadvantage attainment gap through 2020 and beyond.

Key findings:

The disadvantage gap in sixth forms and colleges Based on a new, exploratory analysis of the disadvantage gap at this phase, the research finds that:

  • There is a large gap in attainment, equivalent to almost three A level grades, when comparing (on average) the best three qualifications of disadvantaged students (those who had claimed free school meals in secondary school) and the best three qualifications of their non-advantaged peers.
  • For the very poorest sixth form and college students – those classed as “persistently disadvantaged” – who were on free school meals for over 80% of their time at school – the gap is even wider, equivalent to four A level grades.
  • There was no progress in closing the 16-19 gap between 2017 to 2019 and this is likely to now be worsened by the unequal impact of the pandemic on learning loss, along with the very different approaches to assessments seen in academic and vocational qualifications during 2020.

Which factors explain the disadvantage gap at sixth form and college level? When exploring the contribution of different factors to the large gap at this phase, the research finds that:

  • A large proportion of the gap (39%) at the 16-19 education phase can be explained by students’ prior attainment at school (GCSE). Poorer students enter sixth form and college at a significant disadvantage compared to their more affluent peers, having on average, achieved far lower grades previously at school.
  • The type of qualifications taken by poorer students also explains a large part of the gap in 16-19 education (33% of the gap): disadvantaged students are more likely to enter fewer, and lower-level qualifications.
  • However, while poorer students’ previous level of academic achievement and type of qualification play a strong role in the gap at 16-19, socio-economic disadvantage may be contributing to these students falling even further behind during this phase. 
  • When controlling for student’s prior attainment and qualification type, poorer students are still shown to achieve poorer grades compared to their more affluent peers – around the equivalent of half an A level grade. This is significant, as it shows poorer students face an extra attainment penalty during the 16-19 education phase.

How does the sixth form and college gap vary across the country? While on average, poorer students in sixth forms and colleges trail their more affluent peers by the equivalent of three A level grades, there are great disparities across England:

  • Poorer students are the equivalent of five whole A level grades behind their more affluent students nationally in Knowsley (5.4 A level grades behind) North Somerset (4.8 grades behind) and Stockton-on-Tees (4.7 grades behind).
  • In sharp contrast, in many London areas, poorer students are level with or even ahead of their more affluent peers nationally. The areas with the lowest disadvantage gaps in the country are Southwark (poorer students are 1.2 A level grades ahead), Redbridge (0.5 grades ahead) and Ealing (0.5 grades ahead).
  • Of the 20 local authorities in the country with the smallest 16-19 disadvantage gaps, almost all of them are situated in or around the London area, with the exception of Redcar and Cleveland (20thsmallest gap).

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BU research explores the use of comic artistry and storytelling in public health information

Research at Bournemouth University is looking at the effectiveness of comic artistry and storytelling in the sharing of public health messaging.

Funded by the Arts and Humanities Research Council (AHRC) the project will catalogue and analyse comic-style public health graphics, specifically those created during the Covid-19 pandemic, and seek to make recommendations on how the comic medium can be effective at delivering public health messaging to help drive behaviour change.

The idea for the research began as Dr Anna Feigenbaum, the lead researcher, and her colleagues Alexandra Alberda and William Proctor shared clever comic-style graphics with one another that had been created and shared on social media about Covid-19. These single, sharable, comic-style graphics blend the artistry and storytelling of comics with the Covid-19 messaging we have seen throughout the pandemic.

Dr Feigenbaum, an Associate Professor within the Faculty of Media and Communication at Bournemouth University, said, “What we saw from these comic graphics was the way that the artistry and storytelling combined to share messages in a more emotive and interesting way. This built on work we were already doing on how public health messaging could utilise this medium to make their own messaging more engaging and even lead to better behavioural outcomes.”

José Blàzquez, the project’s postdoctoral researcher, has started work in collating over 1200 examples of comic-style Covid-19 messaging with the aim of understanding what makes them so compelling, and how this genre of communication could be further used to create what the project’s research illustrator, Alexandra Alberda, calls an “accessible, approachable and relatable” style of messaging when communicating important public health messages. The team aims to build a database that archives these comics, including information about their artistic and storytelling techniques, audience engagement, circulation, and what implications they may have for the sharing of health messaging in the future.

The final outcomes will be shared as a report and an illustrated set of good practice guidelines. Results will also be shared in the team’s edited collection Comics in the Time of COVID-19 and a special journal issue for Comics Grid. It is hoped these guidelines will inform public health communicators, as well as graphic designers and educators.

The team has even created their own Covid-19 web-comics, published by Nightingale on Medium. https://medium.com/nightingale/covid-19-data-literacy-is-for-everyone-46120b58cec9

Dr Feigenbaum continued, “Data comics are on a real upsurge as people look to make sense of the world through data visualisation, and there are some wonderful examples from amateur artists who have been incredibly clever and creative in taking what are, essentially, public health messages, and turning them into emotive comic-style stories.

“These sharable comic graphics are engaging and informed – there is a lot to learn here about the way we make sense of the world and how this genre could help us to see the communication of important messages in a whole new light. What we’re researching now could be seen as best practice in years to come.”

In addition to the main team of Dr. Feigenbaum, Dr. Blàzquez and Alexandra Alberda, this research will be conducted with Co-investigators Dr. Billy Proctor, Dr. Sam Goodman and Professor Julian McDougall, along with advisory partners Public Health Dorset, the Graphic Medicine Collective, Information Literacy Group and Comics Grid.

More information about the project will soon be available at www.covidcomics.org.

Supervising Doctoral Studies: Views on new online Epigeum course wanted

PG research

We have been given the opportunity to trial a new edition of Epigeum’s Supervising Doctoral Studies. Epigeum provides online courses designed to help universities deliver their core activities. The course for supervisors has been developed in collaboration with a panel of expert advisors, authors, reviewers and partner institutions. Professor Stan Taylor, Honorary Professor of the School of Education at Durham University is one of the Advisory Board, who was instrumental in working with UKCGE on their Good Supervisory Practice Framework.

Epigeum say that their programme aims to offer:

“A comprehensive, flexible and engaging training in the core principles and practices of doctoral supervision to equip new and more experienced supervisors to support doctoral candidates’ development into independent researchers.”

The online programme is modular in approach, and recognises research supervision as a distinct academic practice. It has been designed to enable supervisors to guide a diverse range of PGRs towards successful and timely completion, by providing guidance in the most effective and up-to-date supervisory techniques. It uses video interviews, case studies, and thought-provoking scenarios and activities to highlight best practice and to encourage supervisors to reflect on their own approach.

We wish to get current supervisors’ views on this programme before 2 April 2021. Whatever your level of experience, if you would be interested in taking a look and telling us what you think, please contact Dr Julia Taylor or Dr Fiona Knight in the Doctoral College and we will send you the details on how to access it.

BU now part of BMJ Transformative OA journal deals

open access, Publishing, writing

BU have successfully signed up to the BMJ Read and Publish Pilot for 2021. This means that qualifying funded research articles can be published Open Access without paying for an Article Processing Charge (APC).

  • To qualify, your research must be funded by : a UK Research Council (AHRC, BBSRC, EPSRC, ESRC, MRC, STFC, NERC), British Heart Foundation, Blood Cancer UK, Cancer Research UK, Parkinsons UK, Versus Arthritis or the Wellcome Trust;
  • Articles eligible for funded publication under the Publish and Read deal: original research articles (original articles reporting on primary research) in our Transformative Journals (Standard collection)
  • Coverage: Original articles reporting primary research (not reviews, commentaries or rapid communications) in 28 subscription journals
  • Creative Commons Licence: CC-BY
  • Journal titles

Annals of the Rheumatic Diseases

Archives of Disease in Childhood

Archives of Disease in Childhood: Education & Practice edition

Archives of Disease in Childhood: Fetal & Neonatal edition

BMJ Evidence-Based Medicine

BMJ Quality and Safety

British Journal of Ophthalmology

British Journal of Sports Medicine

Emergency Medicine Journal

Evidence-Based Mental Health

Evidence-Based Nursing

Frontline Gastroenterology

Gut

Heart

Injury Prevention

Journal of Clinical Pathology

Journal of Epidemiology and Community Health

Journal of Medical Ethics

Journal of Medical Genetics

Journal of NeuroInterventional Surgery

Journal of Neurology, Neurosurgery and Psychiatry

Medical Humanities

Occupational and Environmental Medicine

Postgraduate Medical Journal

Journal of Neurology, Neurosurgery and Psychiatry

Medical Humanities

Occupational and Environmental Medicine

Postgraduate Medical Journal

Practical Neurology

Sexually Transmitted Infections

Thorax

Tobacco Control

See publisher webpage for more details.

Meet members of the Research Ethics Panels

Research Ethics

This morning we meet members from the Social Sciences & Humanities Research Ethics Panel (SSH REP).

Dr Parisa Gilani, Senior Lecturer in HR and OB, BUBS
I joined the Social Sciences and Humanities Ethics Panel in November 2019 as the departmental representative for People and Organisations (BUBS). As an Early Career Researcher I welcomed the opportunity to actively contribute towards the research community and meet and learn from knowledgeable colleagues across the university. I had also attended a number of SSH Ethics Panels as a researcher and found the experience to be a positive and rewarding one that enhanced the quality of research projects I had been involved in.

I joined the Panel at an interesting time – with the Pandemic hitting just a few short months after joining. I only had the pleasure of meeting my fellow Panel members in person once before we switched to virtual working. The current situation has also challenged our way of thinking about research in the current context. A lot of our recent discussions have focussed on researcher and participant safety and formulating suitable ethical protocols for online forms of data collection – particularly the use of Zoom and Microsoft Teams.

One of the things I have most enjoyed about being an SSH REP member is having the opportunity to learn about the exciting, innovative and important research that goes on across BU – outside of my own discipline. Every month I’m blown away by the innovative research projects that I have the pleasure of reading about. Many of these address current challenges such as the Covid Pandemic, well-being and links to the UN Sustainability goals.

Over the last few months we have changed the way we review Ethics documents that come to the Panel. Each research project is now assigned a lead reviewer and a secondary reviewer, which allows us the space and capacity to really delve into each project we are assigned to in-depth.

Working with fellow Panel members has also enhanced the quality of the Ethics documents I produce and enabled me to further support my own students as they embark on the Ethics process. Sometimes Ethics is seen as a tick box exercise, but if anything being a part of this Panel over the last year has reinforced to me the important role that Ethics plays in ensuring our physical and psychological safety, that of our participants and in strengthening the quality of research.

Finally, there is sometimes apprehension experienced over being asked to present research at Ethics Panels, however I can safely say that we are all a very supportive group of people, who strive to provide proportionate, consistent and high quality of research across the University. I have personally thoroughly enjoyed being part of the Panel. So if you are submitting your Ethics documentation – good luck and we hope to see you at a Panel soon!

Dr Osi Okwilagwe, Lecturer in Strategy, BUBS

A few years ago, whilst fresh out of my PhD journey and as a new member of staff, I joined the SSH REP. As an Early Career Researcher, I was indeed new to the world of research ethics and was especially pleased to be offered a place by Dr Sean Beer who was Panel chair at the time. In my four years on the role and currently working with a new Panel chaired by Prof Jonathan Parker, I have come to appreciate how large the industry of research is and how important it is for the members of the SSH REP to have a real interest in supporting Social Sciences & Humanities research at BU and in protecting potential participants’ interests – to give their opinion on whether the research methodology is ethical and fair. For me it has been an eye opener working with senior and more experienced colleagues reviewing each month an array of ethics checklists submitted by staff and postgraduate research students, all who conduct very interesting research.

I suppose when people think about ethical research, they think of rules for distinguishing between what is considered acceptable and unacceptable behaviour – right from wrong! Submitting ethics checklists for an ethics review or attending an interview with the Panel for a submission assessed as above minimal risk is really not daunting contrary to popular opinion. The SSH REP understands the sometimes complex issues involved in reaching ethical decisions; bear in mind that the Panel’s aim is to promote and facilitate research at BU. Staff and postgraduate research students who submit their ethics checklist should also not despair if the feedback from the Panel entails a long list of suggestions or amendments, as the role of the SSH REP is to ensure that all research carried out, is conducted to the highest possible ethical standards for research and to provides support to staff and students planning research projects. The mixed experiences and backgrounds of members that make up the Panel allow for wide perspectives as possible. Panel members take a robust approach to the consideration of risk and benefits of a research project. Each member brings their own valuable perspective, knowledge, and experience, as well as concern of the ethics checklist submitted for a particular research project to the Panel’s deliberations. Hence, the feedback given are usually suggestions for researchers to take on board to amend the ethics checklist or to improve the participant’s information sheet; invariably helping towards increasing the likelihood of participant recruitment and of generating quality and publishable research results.

The invaluable experience I have gained from reviewing submissions and working with the SSH REP, has allowed me to appreciate the diverse nature of research carried out by our colleagues at BU and has also ingrained in me that as researchers, a key duty is to promote ethical research.

Here are 3 top tips I like to share when considering making an ethics checklist submission:

1. If researchers are new to research, do ask for help, perhaps from a more experienced colleague/supervisor or send an email to the Research ethics team with any questions.

2. Complete the ethics checklist carefully and read the guidance on the documents to be submitted along with the checklist.

3. Spend a considerable amount of time on the Participant Information Sheet; the adequacy of consent is important. So do identify any contentious issues there may be in conducting the research.

BU research matters: Tectonic shifts within and beyond BU

Bio | Roman's labDr Roman Gerodimos is an Associate Professor of Global Current Affairs in the Faculty of Media & Communication. In today’s blog post he reflects on the seismic shifts the pandemic has accelerated in research practice and the serendipitous benefits of this change: 

“The pandemic forced us to adapt and transform the way we do research, teaching and professional practice across the board. The restrictions to domestic and international travel have eliminated physical conferences and workshops, and have severely limited the amount and types of fieldwork we can carry out.

Yet, at the same time, we have observed the emergence of two very important trends: new modes of dynamic, collaborative research work and mutual support within BU; and an exponential increase in opportunities for participation in external events, which can greatly boost our global engagement.

Within BU: last summer, along with a few colleagues at the department of Communication & Journalism, we started to organise Virtual Research Days. We “borrowed” the format of our Writing Retreats – which in the good old days used to take place at the Miramar and the Green House Hotel: we picked a day of the week, then blocked our calendar for 5 hours (10am-3pm), joined a Teams call and had two focused sessions (10.00-12.15, 12.45-3.00) on a piece of research that we had chosen (this could involve any research-related task, from a bit of data analysis to writing a few paragraphs, and from sending emails to co-authors to reviewing a journal article). We used the first 15 minutes of each session to share our goal for the session with our colleagues, and the last 15 minutes to debrief and reflect on how the session went. The rest of the time we worked individually, with email and phones being switched off.

This simple format worked wonders: our productivity immediately shot up, while our short reflection session proved invaluable. I think I now understand more about my colleagues’ individual research interests and projects than at any other time over the last 20 years at BU, while seeing how everyone struggles with and overcomes creative, intellectual and practical barriers has been really interesting and made this work feel less solitary. Our summer ‘retreats’ became so successful that we decided to pilot and then formally roll them out throughout the academic year, so we now have at least one designated day each week for C&J colleagues and PGRs to come together and work on their research.

We have seen similar patterns across all our research sessions: attendance in our research seminars, research practice seminars, lunchtime sessions, and even our various conferences and workshops has been higher than ever, as the online format makes them much more accessible to people who may not be on campus, while it also allows participants to multitask and join conversations as needed, none of this would have been possible in the conventional physical format.

Beyond BU: the shift to online events has removed physical access barriers making both them and us available to a global audience. During the last few days, I have given a talk at Oxford University, delivered a keynote at a TechCamp conference organised by the US State Department, met with stakeholders from the European Parliament and Transparency International, participated in seminars with leading journalists from all over Europe, and next week will be giving an endowed lecture and doing a separate film screening and Q&A at Simon Fraser University in Canada. Last summer and autumn, I spoke or participated at countless conferences, seminars, book launches and media interviews organised by a very diverse range of external stakeholders, while I now get an average of one invite a day. Obviously, giving Zoom talks is not quite the same as being in Vancouver or Washington DC or even Oxford, and the convenience of doing this from home does change the cost/benefit calculation, putting a lot of pressure on us as academics to accept invites. But, while nothing can replace the experience of physical co-presence and the importance of random encounters that come with travelling, the opportunities for global engagement and networking are very significant.

All these tectonic shifts in our research practice happened within an extremely compressed period of time: academia’s equivalent to ‘overnight’. Seeing the way our teams have come together and embraced this new mode of working, as well as the opportunities for outreach and engagement that this has created, has been quite affirming and, despite all the challenges that we have been facing, makes me feel very optimistic about our future as a research community.”

Two new COVID-19 papers in FHSS

international, Publishing, writing

Today FHSS Prof. Jonathan Parker published an article (online first) on structural discrimination and abuse associated with COVID-19 in care homes in The Journal of Adult Protection [1].  Whilst Dr. Preeti Mahato, Prof. Edwin van Teijlingen and FHSS Visiting Professor Padam Simkhada had a COVID-19 paper published in the Journal of Midwifery Association of Nepal (JMAN) in late-January 2021 [2], although an electronic copy only reached their email inbox today.

 

  1. Parker, J. (2021) Structural discrimination and abuse: COVID-19 and people in care homes in England and Wales, The Journal of Adult Protection, Online ahead-of-print. https://doi.org/10.1108/JAP-12-2020-0050
  2. Tamang, P., Mahato, P., Simkhada P., Bissell, P., van Teijlingen, E. (2021) Pregnancy, Childbirth, Breastfeeding and Coronavirus Disease: What is known so far? Journal of Midwifery Association of Nepal (JMAN) 2(1): 96-101.

Funding Development Briefing – Spotlight on: NIHR

Funding opportunities

The RDS Funding Development Briefings now occur weekly, on a Wednesday at 12 noon.

Each session covers the latest major funding opportunities, followed by a brief Q&A session. Some sessions also include a spotlight on a particular funding opportunity of strategic importance to BU.

Next Wednesday 10th March, there will be a spotlight on NIHR. 

We will cover:

  • Aims and scope of NIHR
  • Overview of NIHR funding programmes
  • Q & A

Please note this will be a brief overview of NIHR, with more detailed NIHR sessions planned for later in the year.  Support for NIHR applications is available to Bournemouth University staff and people working locally in the NHS through BUCRU, and depending on the support you require, is mostly free of charge. There are no general restrictions on topic area or professional background of the researcher. To discuss your NIHR research please get in touch through bucru@bournemouth.ac.uk.

For those unable to attend, the session will be recorded and shared on the Teams site under the ‘Files’ section, and also saved on the I Drive at I:\RDS\Public\Funding Pipeline\Funding Development Briefings.

Please email RKEDF@bournemouth.ac.uk to receive the Teams invite for these sessions.

Meet members of the Research Ethics Panels

Research Ethics

On Monday we focussed on the work of the Research Ethics Panel and yesterday we heard from Dr Orlanda Harvey who visited the Social Sciences & Humanities Research Panel as part of her PhD journey.

Today you get to meet some of its members with the focus on the Science, Technology & Health Research Ethics Panel (STH REP).

 

Dr Liam Wignall (Psychology Department)

My research explores different aspects of sex and sexuality, looking at sexual identities and the experiences of non-heterosexuals; changing sexual practices, including during COVID-19; kink activities and the changing role of the internet. Given my research interests on the often personal topic of sexuality, I am keenly aware of the need to consider the ethical implications of any research conducted. I have sat on numerous ethics panels and had fascinating discussions about my research and the ethical considerations. This has ranged from thinking about the wording of the questions and how participants may perceive them, to making sure I think of my own safety when collecting data in the field. These discussions forced me to think about how I conduct research and providing justifications for each step, ultimately improving my studies.

I became a member of the panel so that I could offer the same advice to others when they were conducting research, asking other researchers the same questions that I was once asked: “What precautions have you taken should things go wrong?”; “How are you protecting yourself when conducting research on a sensitive topic?”; “Do participants know what will happen to their data?” Often when conducting research, we can become so focused on one aspect of the project that it’s helpful for others to ask these questions – I see this as one of the jobs of the ethics panel.

The principal role of the STH REP is to ensure that all research is conducted in an ethical way, following principles and procedures set out by BU and associated bodies (e.g., British Psychological Society). I see my role on the panel as encouraging researchers to consider how they can follow these guidelines to conduct great research. Ethics is not about preventing research from being done, it’s thinking about how good research can be done in an ethical way.

On a personal note, it’s also amazing to see the range of research projects being conducted at Bournemouth University. Being on the panel allows me to chat with colleagues across the faculty and ask them about their research. As a panel, we have had ethical discussions relating to how technology can improve the lives of people with physical disabilities; the intricacies of how dating profiles are used; and how to explain research to children to ascertain consent. Three-hour meetings can just fly by…

Dr. Sofia Meacham (Senior Lecturer in Computing Department of Computing and Informatics)

“Why did I become a member?”

I became a member of the STH REP three years ago through my strong interest on the subject as part of my own research. Specifically, ethical considerations for Artificial Intelligence decision making and their acceptance from scientific and wider community was the matter that I came across first in my research. This raised an interest in how the two worlds: technical achievement and ethical considerations can be combined and the challenges arising from this combination can be overcome. Finding a community of like-minded academics from several fields was obviously the next step to progress this interest, get accustomed with BU’s processes on the matter and contribute through my previous knowledge on technical and ethical matters. Last but not least, ethics has been an integral part of my education from an early stage such as primary school through ancient Greek philosophy and family traditions.

“What do you like about being a member?”

After becoming a member and although the participation is voluntarily, I enjoyed every aspect of it. Without exaggeration, I have been given the option to reduce my workload by stepping down which I have rejected! Being a member, the panel discussions once a month provide a multi-disciplinary approach opening my personal horizons and patterns of thought. There is a democratic handling of all opinions and there is not a single meeting that was not beneficial and enjoyable. Although the panel meetings are taking place with a pleasant environment, the responsibility that the committee has to academia and the society is being taken very seriously.

Last but not least, I would like to emphasize that ethical considerations are of increasing importance in todays rapid technological and other developments. Academia should play integral role to ensure that research developments are performed in alignment with ethical considerations and STH REP is an excellent place within our BU academic community.

Thank you Liam and Sofia!

Tomorrow you get to meet members from the Social Sciences & Humanities Research Ethics Panel

Postgraduate Researchers and Supervisors | Monthly Update for Researcher Development

PG research, Training

Postgraduate researchers and supervisors, hopefully you have seen your monthly update for researcher development e-newsletter sent yesterday. If you have missed it, please check your junk email.

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.

I am also in the planning phase for the RDP 2021-22 and need your input to help shape your development support for the next academic year. PGRs, please take some time to complete this researcher development needs survey.

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 

BU Research Matters: ADRC adapt their approach in the time of COVID-19

In today’s blog post, Dr Michelle Heward, explores how the fantastic work of the Ageing & Dementia Research Centre has adapted to enable community engagement during the pandemic. Our older population, especially those who are extremely clinically vulnerable, have risked not being able to participate in shaping our future research owing to the restrictions in place over the last year. This engagement aspect is so important for ensuring research benefits society, and offers the bonus of social interaction for those who are having to isolate! Here Michelle explains how it is done: 

Michelle Heward

“The COVID-19 pandemic has had a detrimental impact on face-to-face interaction. To meet UK Government guidance and stop the spread of the virus, we have been unable to meet up with family, friends, and colleagues in the ways that we are used to. For older people, people with dementia and family carers, this has exacerbated many existing difficulties and problems they face, whilst also further intrenching feelings of loneliness and isolation. Technology has been a saviour for many and has proved invaluable in connecting people with their loved ones. The team from the Ageing and Dementia Research Centre (ADRC) have overcome the barriers by using digital approaches to continue our engagement and expand our networks with members of the public, service users and carers.  We have achieved this by developing a new series of monthly virtual ‘coffee mornings’ hosted on ZOOM.

We have designed each coffee morning to have a different theme/topic that may be pitching new ideas for research or sharing new findings. The group are invited to share their ideas, thoughts and ask questions. Ensuring that older people, people with dementia and family carers remain at the heart of our research activities has been central to the coffee mornings. The sessions have been well attended and the group have really engaged with the research topics and attendees are starting to get to know one another socially – many are returning each month which is fantastic!

So far, the group have contributed to discussions about nutrition with Prof Jane Murphy and wayfinding with Prof Jan Wiener. In the next session they will discuss nursing training in response to COVID-19 with Dr Michele Board. The discussion and questions raised have offered ‘food for thought’ for the presenters and will no doubt help us to shape future study ideas and generate new ideas for research.  In fact, one of the key challenges has been keeping within the allocated time for the session as there has been so much discussion!

The sessions are facilitated by Dr Michelle Heward (Post-Doctoral Research Fellow and ADRC Service User and Carer Involvement Lead) and Caroline Jones (ADRC Administrator). On reflection it has been beneficial to have two facilitators; one to lead the session and the other to be on hand to help with IT issues and check the chat messages. We also offer support for people who have had little or no experience of using ZOOM beforehand to make sure they are comfortable using the technology and its functions prior to attending a session.

We acknowledge that the idea for the virtual coffee morning was drawn through our collaborative working with the Wessex Public Involvement Network (PIN), who shared their successes and experiences of developing a similar engagement model with us. This work has also been undertaken in consultation with BU Public Involvement in Education and Research partnership to ensure we are following current policy/procedures.

Although we recognise that not everyone is able to access the internet from home, we will continue to offer these sessions for the foreseeable future as they provide an alternative to those who may find it more difficult to travel or take part in our existing face- to-face approaches. Anyone interested in presenting their ideas or research in ageing or dementia that might be of interest to the group please contact Michelle to discuss.”