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ESRC-AHRC Migration Leadership Team

Funding opportunities

The ESRC and AHRC are inviting proposals for a Migration Leadership Team to provide intellectual leadership for, and maximise the impact of, their combined migration research portfolio.

This is a complex and wide-ranging portfolio, and they anticipate that the appointment will involve a collaboration of two or more individuals bringing complementary senior level expertise in this area.  The team will play a vital role in:AHRC

  • providing strategic and intellectual leadership over ESRC and AHRC’s existing migration research portfolio: mapping, curating and synthesising the portfolio in ways that should maximise potential impact on policy agendas, identifying synergies between existing investments and strategic gaps to support the development of a cohesive portfolio
  • liaising with academics working in this and related fields, connecting and communicating with users, generating evidence and maximising the impact of the portfolio’s policy agenda through engagement with a range of policymakers and stakeholders both in the UK and internationally
  • establishing and exploiting connections with other major migration research programmes and activities in Europe, in the developing world, and elsewhere
  • identifying and advising on opportunities to develop the portfolio through future interdisciplinary activities including international collaboration under the broad theme of migration.

Applications must be submitted through the Je-S system by 16:00 on 8 August 2017.

The appointment is for 24 months in the first instance with the possibility to extend beyond the initial period of funding. The successful team should take up the post on 1 November 2017.

The maximum funding available is £500,000 fEC (full economic cost). In accordance with RCUK policy, the AHRC and ESRC will contribute up to 80% of fEC. This budget is expected to cover the Leadership Team’s salary costs, additional research salary costs, any support staff, as well as networking, travel, dissemination, knowledge exchange and impact activities.

Call documents

If you are interested in applying then please contact your RKEO Funding Development Officer in the first instance.

BU Senior Academic in Events Management Presents at Sussex Impact Day

Images from the Capturing Event Impacts presented by Dr Nicole Ferdinand at the Sussex Impact Day

Dr Nicole Ferdinand, Senior Academic Events Management, was one of the presenters at the Sussex Impact Day, at University of Sussex, Attenborough Centre for the Creative Arts, Falmer, Brighton, June 13th 2017. Her presentation on Capturing Event Impacts by Developing an Event Profile was one of three sessions which were dedicated to Understanding Event Impacts. It was praised for providing useful “practical information” to University of Sussex Academics, who were increasingly “using events to accelerate the impacts of their research” by Megan McMichael, ESRC Impact Acceleration Account (IAA) Project Manager at Sussex University. Key insights from her presentation included: the need to have a dedicated budget to capture impact; the increasing importance of capturing social media impacts and incorporating automation or e-evaluation tools to make event impact capture easier. 

Images from the Plenary Session at the Sussex Impact Day

The University of Sussex Impact team also invited Dr Ferdinand to join other sessions at the Impact Day, including the plenary session featuring external organisations who have first hand experience of working with academics. The speakers were Mr Antonio Capillo, Senior Monitoring, Evaluation and Learning Manager at The Fairtrade Foundation, Ms Tao-Tao Chang, Research Grants manager at The Victoria and Albert Museum, Dr Penny Hawkins, Head of Research Animals Department at the RSPCA and Dr Malcolm Skingle, Academic Liaison Director at GSK.

For more on the Sussex Impact Day have a look at a summary of the day’s events and Dr Ferdinand’s session on Capturing  Event Impacts on  Storify.

HE policy update w/e 16th June 2017

international, Student Engagement

New Parliament – On Monday we sent out a special edition policy update to keep you current on the political arrangements as the new government is formed. If you missed it you can read it here. Locally, all the incumbents were re-elected, meaning the whole of Dorset continues to be represented by Conservatives. A breakdown of the local MPs, the profile of their vote share, and current political interest areas is available here. It has now been confirmed that the Queen’s Speech and state opening of Parliament will take place on Wednesday 21 June. Since Monday’s update it has been confirmed that Jo Johnson remains in post as Universities Science Research and Innovation Minister. Anne Milton is the new Apprenticeships and Skills Minister. Locally Tobias Ellwood will move to the Ministry for Defence.

  • Student voting preferences: YouGov’s post-election poll states that 64% of full time students voted Labour, 19% for Conservatives, 10% Lib Dems. For graduates Labour got 49% and Conservatives 32%.
  • Effect of age: The survey states that young turnout was not as high as the media initially reported – 59% of 20-24 year olds voted. The survey highlights that age is a new dividing line in British politics. For every 10 years older a voter is, the likelihood they will vote Conservative increases.
  • Effect of education: The survey reports that education is also an electoral demographic divide with support. In the recent election support for the Conservatives decreased the more educated a voter was, with the reverse for Labour and the Lib Dems. Age is a factor, the young have more qualifications than the old, however YouGov report even accounting for this the Conservatives still have a graduate problem.

Longitudinal Education Outcomes (LEO) data – The full longitudinal education outcomes (LEO) data was released this week. It shows graduate earnings and employment outcomes from 2014/15 taking data from the students graduating 1, 3 and 5 years before 2014/15. The methodological of how the data measured prior attainment has changed and ethnicity identifiers have been removed from the dataset for this release. LEO will be published alongside the Key Information Set on Unistats. Wonkhe ran a live LEO blog on release day (BU got a mention) and have an assortment of articles discussing the LEO findings as well as university rankings for each subject area. Polar data is available so comparison of the class effect on graduate earnings is possible even at a subject level. BU is generally positioned well within the LEO data, which is consistent with our DLHE outcomes data.

Gender pay gaps: Wonkhe reported on the first trial release of LEO data highlighting that the pay gap between women and men is visible from graduation. Wonkhe have explored this gender pay gap through the full LEO dataset released this week. Their new article identifies that, while the gender gap remains, subject area has an affect and where there are lower numbers of men than women on a subject, e.g. nursing, the men outperform the women’s pay by an even greater margin. The article questions whether universities are failing to prepare women to enter the most well-paying graduate jobs, and failing to encourage women’s aspirations on the same par as men. The article also anticipates that when the pay data can be cut by ethnicity that further gender racial divides will been seen. The Guardian also report on the gender pay gap.

Brexit – residency rights for EU citizens wishing to remain in the UK post Brexit are not as black and white as it seems. This report from Migration Watch UK on the EC’s negotiating position explores the shades of grey. There are ongoing rumours of pressure to soften the approach to Brexit but no indication of it – the formal negotiations with the EU start on Monday.

Higher Education and Research Act (HERA) – With Jo Johnson, Justine Greening and Greg Clark’s continuation of their cabinet roles the sector anticipates that both TEF and the HE and Research Act will move forward with more certainty now. UUK have published a briefing on the implementation of the Higher Education and Research Act 2017. UUK remain positive in their approach to the act whilst acknowledging the potential risk to institutional autonomy. The act replaces HEFCE with the OfS, establishes the combined UKRI, and begins to establish the new regulatory system for the sector. UUK call for universities to engage and influence how OfS and UKRI approach their remit and to consider the implications of these split bodies with reference to the relationship between teaching and research within universities.

Regulation: The sector will be regulated through the register of HE providers. The OfS can vary the conditions applied to providers (as the pool of providers will be wider) and requirements relating to access and participation. A technical consultation on registration fees is expected during autumn 2017. Student protection plans will be a requirement of registration, including transparency in enabling provision for student transfers. The OfS will consult on whether there are appropriate bodies that could perform quality assessment and data collection in advance of April 2018 and that would command the confidence of the sector.

Teaching quality: During amendment through parliament conditions of registration relating to quality and standards of teaching meant conditions should relate to sector recognised standards. The detail and ownership the sector will have over the definition of standards is unclear. However, amendments within the Lords ensured that ‘quality’ and ‘standards’ should be properly defined and separate and the independent ability of institutions to set their own standards was protected. The UK-wide standing committee on quality assessment is working to coordinate a shared regulatory baseline and is also reviewing how the quality code, including standards, may need to evolve in the context of the new regulations. HEFCE is also expected to conduct a review of the Annual Provider Review in the autumn.

Degree awarding powers: will be subject to independent quality advice from either the designated quality body or an independent committee, and replicates much of the role of the QAA’s Advisory Committee on degree awarding powers (Section 46). A consultation on how the OfS should exercise its new powers, including ‘probationary’ degree awarding powers, and the removal of degree awarding powers is expected. There are additional conditions to be met before OfS can vary or revoke degree awarding powers or university title, royal charters cannot be revoked in full. There is to be additional ministerial oversight of new providers without a validation track record. Amendment discussions secured tightened regulation around degree awarding powers and university title to protect both students and the sector reputation on sector entry for new providers.

Financial powers: OfS will have the ability to make grants or loans to a HE provider, replicating HEFCE’s powers to provider funding for high cost or strategic/vulnerable subjects. It’s likely any support for providers in financial difficulty would require DfE and Treasury input.

Fee limits & TEF: Fee limit changes require (active) approval by both Commons and Lords, even if the increase is below inflation. An approved access and participation plan is required. There are three levels of fee limits:

  • the higher amount which will ordinarily increase by inflation (LINKED TO TEF)
  • an intermediate cap LINKED TO TEF (but won’t be implemented before 2020)
  • a basic cap (currently set at £9,000)

Until the academic year 2020/21 all providers participating in TEF with approved access plans will be permitted to charge the full inflationary increase up to the higher amount. Before differential fees determined by TEF rating can be implemented an independent review of TEF must take place. The review would need to take place in winter 2018/19 for differential fees to be implemented in 2020/21. The review will cover:

  • the process by which ratings are determined under the scheme and the sources of statistical information used in that process
  • whether process and statistical information are fit for purpose in determining ratings under the scheme
  • the names of the ratings under the scheme and whether those names are appropriate
  • the impact of the scheme on the ability of higher education providers to which the scheme applies to carry out their functions (including in particular their functions relating to teaching and research)
  • an assessment of whether the scheme is in the public interest
  • any other matters that the appointed person considers relevant

Subject level TEF have been delayed by an additional year but will be piloted in 17/18 and 18/19.

UKRI: will operate from April 2018 and is expected to commence by drafting its research and innovation strategy in collaboration with the sector. Research England will have to consult on the terms and conditions attached to the quality-related funding it provides. The government must publish details of the funding provided to UKRI, the terms and conditions attached, and the amount granted to each of the seven councils. This is designed to give public oversight of the process, and to encourage responsible allocation of funding to the different councils. The dual support system will not be undermined. The Act enshrines the Haldane principle within the legislation ‘decisions on individual research proposals are best taken following an evaluation of the quality and likely impact of the proposals (such as a peer review process)’. UKRI should give equal regard to all nations of the UK.

Widening Participation – The Social Mobility Commission have published the Social Mobility Barometer surveying the public’s attitude towards UK social mobility. The Barometer is new and there will be follow up polls each year until 2021. It was run by YouGov. Press coverage: BBC; TES focus on the belief education will be better in the future.

  • 48% of the public believe that where you end up in society today is mainly determined by your background and who your parents are; 32% believe everyone has a fair chance to get on regardless of their background.
  • 79% believe that there is a large gap between the social classes in Britain today.
  • A large majority of people believe that poorer people are held back at nearly every stage of their lives – from childhood, through education and into their careers.
  • 71% believe opportunity is dependent on where a person lives (something the government’s intended Industrial Strategy aims to tackle)
  • Young people increasingly feel they are on the wrong side of a profound unfairness in British society. The report links this dissatisfaction with the recent election where record numbers of young people voted.
  • Personal finances, job security and housing are key issues.
  • 76% of the public say poorer people are less likely to attend a top university and 66% say poorer people have less opportunity for a professional career.

Fees and Funding

The House of Commons Library have published a clear briefing paper on HE funding in England. It covers the 2012/13 higher fee increase, removal of maintenance grants and student loan repayment threshold decisions. It also summarises the public spend on HE (within England) and the impact of student loans on the national debt.

Jane Forster                                   Sarah Carter

VC’s Policy Adviser                                    Policy & Public Affairs Officer

New BU publication in Public Health

international, open access, Publishing, writing

This week the Oxford Encyclopaedia published our contribution on religious organisations and health promotion [1].  The paper in question ‘Faith Communities and the Potential for Health Promotion’ is co-authored by scholars based in England, Scotland and Canada. This new publication is part of a growing number of publications at Bournemouth University on the contribution of faith communities to public health.

Faith communities often have multiple resources, existing networks and an infrastructure that can be applied to health promotion programmes for their own membership or as an outreach to the wider community. Health programmes in a faith community in high-income countries may include targeted initiatives, ranging from walking groups or weight checks, health events, or health assessments, to diabetes self-management. These activities can be organised by charities and NHS organisation and held at local churches, synagogues or mosques which is referred to as faith-placed health promotion.  If the health promotion is part of the ministry of the religious organisation it is referred to as faith-based health promotion.

On top of this encyclopaedia entry, the Open Access journal African Health Sciences [Impact Factor 0.66] accepted our paper in the same field a few weeks ago.  This  paper ‘Influence of faith-based organisations on HIV prevention strategies in Africa: a systematic review’ formed part of the first author’s M.Sc. in Public Health [2]. Our previous papers reported on a study of faith-based and faith-placed health promotion in and around Dundee [3-4].

 

Professor Edwin van Teijlingen

Centre for Midwifery, Maternal & Prenatal Health

 

References

  1. Kiger, A., Fagan, D., van Teijlingen, E. (2017) Faith Communities and the Potential for Health Promotion. In: Encyclopedia of Health and Risk Message Design & Processing, Parrott, R. (ed.) New York, Oxford University Press. (http://communication.oxfordre.com/).
  2. Ochillo, M., van Teijlingen, E., Hind, M. (2017) Influence of faith-based organisations on HIV prevention strategies in Africa: a systematic review. African Health Sciences (accepted June).
  3. Fagan, D., Kiger, A., van Teijlingen E. (2010) A survey of faith leaders concerning health promotion and the level of healthy living activities occurring in faith communities in Scotland. Global Health Promotion 17(4): 15-23.
  4. Fagan, D., Kiger, A., van Teijlingen, E. (2012) Faith communities and their assets for health promotion: The views from health professionals and faith leaders in Dundee, Scotland, Global Health Promotion 19(2): 27-36.

Festival of Learning: Test your maths skills in Magic Land

Festival of Learning

Pedagogy and the way children learn are changing rapidly with the introduction of widely accessible computer technologies, from mobile apps to interactive educational games. Digital games have the direct impact on how children learn. By embedding learning supports through the widely accredited visual, auditory, reading, and kinesthetic (VARK) model,  digital games can offer a flexible learning environment for large-scale education that is beyond classrooms.

Professor Wen Tang and her team at the Centre for Games and Music Technology Research have developed three fun maths games to test your maths skills in the magic game land.

Come join our math game competitions with other families and children of similar age on Saturday 8th July, 11am-4pm to indulge your gaming skills.

1 MathRun is an infinite runner game to challenge your skills in dodging pumpkins, navigating rivers, collecting treasures and earning virtual currency.  With the ‘money’ in hand,  you can dress up your character and make her your favorite avatar. 2 Magic Land is a farming game that gives you chances to sell your magic potions brewed  from your own fruits and vegetables to the wizard of oz.  You must be clever, resourceful, and most of all BE PATIENT.

3 Game number three is our mystery game to keep you in suspense.

All images are creations of the Centre for Games and Music Technology & copyright to BU.

RKEDF Event Reminder – Engaging with a Business Audience – 22nd June

Business Engagement, Knowledge Exchange, Knowledge Transfer

We have three spaces left for the next RKEDF Working with Business pathway event.

Join us next week on Thursday 22nd June for an event dedicated to colleagues who are interested in working with business audiences.

Held off-site at the Marriott Hotel in Bournemouth, this event aims to focus on developing your personal skills where key learning outcomes are: communication, persuasion, influence within a business engagement context.

This event is ideal for colleagues who wish to work with industry on projects such as contract research or KTP.

To find out more, please contact Rachel Clarke, KE Adviser on 01202 961347 or email clarker@bournemouth.ac.uk

To book your place, please email od@bournemouth.ac.uk

The Release of Game Analytics Platform

The BU Game Analytics Platform (BUAP) is now made available for researchers and  developers, teams or companies to use (https://bu-games.bmth.ac.uk/home).

BUAP is an analytics platform for digital games, gamification, virtual reality (VR) and augmented applications (AR) or indeed any interactive multi-modal applications .  It is the first platform specifically designed to address the need of inter-disciplinary projects, which gives researchers and developers an easy access to powerful analytics tools without the learning curve. BUAP has been evolved from the beginning as a research project into a fully-fledged research led service product.

BUAP offers researchers and developers  an intuitive, flexible and powerful framework to evaluate various design and research aspects of their projects using a data-driven approach.  BUAP is applicable to a wider range of application:

  • Using BUAP in games and gamification apps to track users usage and engagement, effectiveness of the game structure and game mechanics
  • Using BUAP in VR and AR applications to assess Human Computer Interaction (HCI) design and evaluate the human aspect of HCI
  • AR developers can use BUAP to collect physical geolocation data
  • Research teams can use BUAP for user studies and evaluations to collect, analytics and generate comprehensive report.

BUAP has been developed by Professor Wen Tang, Victor Leach and Karsten Pedersen in the Centre for Games and Music Technology Research at Bournemouth University. Developed by researchers for researchers, BUAP’s innovation lies in bridging powerful analytic tools to everybody including all the industries.

There are a  set of unique features that separate BUAP from commercial and mainstream analytics tools.

  • BUAP provides a variety of simple drop in plugins for common programming languages (C++, C#, JavaScript, Python, Java, and Swift) and game engines (Unity and Unreal Engine 4) to aid the application development process
  • BUAP allows uploading of schema-less and nest-able documents for complex data structures to be represented without hassle. Adding additional document fields at a later date is also seamless and requires no back end changes
  • BUAP has no restrictions on data types, which mean a great flexibility for various types of projects in different disciplines
  • With all the heavy lifting being taken care of by the BUAP framework, research teams and independent developers can forget about network communication, database management and sever hosting. Data is always encrypted while traveling across the internet and researchers can be sure it stays private
  • The end user orientated design of the BUAP platform means that researchers can run experiments with ease and test different gameplay variables in no time. All developers need to do is to conduct experiments and watch the data appear on BUAP’s web interface
  • BUAP allows data exporting for people who wish to use other data visualization tools.

BUAP has been used in a number of research projects led by Professor Tang .

  • PLUS is a scenario based training system for police. We have used BUAP to collect data on playtime sessions, dialogue interactions, player actions and many more.
  • MathRun is a 3D runner game designed for 7-11 years old children to practice mental arithmetic. We are using BUAP to evaluate procedural generated math questions with children’s play experience and leaning engagement.
  • Magic Land is a 3D farming game for children to learn algebra. It is a fully functional game that implements the National Key Stage 2, Year 3 maths curriculum in England. We use BUAP to analysis the effectiveness of motivational game design patterns to engage children with algebra concepts in a fun way.

Research teams, individual developers and companies can use BUAP via different models:

  • Analytics System Only Model: If your team already has digital game or VR expertise or existing games, BUAP team can work with you on the design of game data types or even implement the data types in your applications using the BUAP API.
  • Game, VR and AR Research Collaboration Model:  If your research projects require digital game and VR expertise, the BUAP team can help with the game and VR development as well as the data analytics design and the integration with the BUAP platform.
  • Game Analytics Training Course: You can sign up our short training module to gain in depth knowledge and practical skills on how to use BUAP in your projects and the general knowledge of game analytics

For more details on research collaborations with the BUAP team, please visit https://bu-games.bmth.ac.uk/home/apply.

£2,000 prize for arts and humanities research films

Funding opportunities

Academics and filmmakers are being encouraged to enter their work into the 2017 Research in Film Awards, organised by the Arts and Humanities Research Council.

The competition closes on Thursday 6 July at 16:00 hours. 

These awards are designed to recognise and reward the considerable body of work created at the interface between research and film and to acknowledge the world-leading work of researchers, practitioners and filmmakers in the arts and humanities research community.

There are five categories in total, including four aimed at the research community. These include Best Research Film of the Year, Best Doctoral or Early Career Film, Innovation Award and the International Development Award: Mobilising Global Voices. The Inspiration Award returns for the third year and offers a fantastic opportunity for members of the public to be involved while receiving recognition for their work.

The winning filmmakers in each category will receive £2,000 towards their filmmaking activities and will be honoured at an awards ceremony this November at the prestigious 195 Piccadilly in London, the home of BAFTA.

The films will be judged by a panel of academic and film industry experts, including Richard Davidson-Houston, Head of All 4, Channel Four Television, Professor Andrew Chitty, AHRC Creative Economy Champion, British film critic Antonia Quirke, and Matthew Reisz from Times Higher Education. Once again Jan Dalley, Arts Editor of the Financial Times, will chair the judging panel.

Last year, Bournemouth University’s Sue Sudbury won the Innovation Award – new approaches to storytelling in film.  You can watch the film here.

FMC will be a hosting a series of researcher skills development training in June

PG research, Training

The Faculty of Media and Communication will be welcoming Dr. John Willison from the University of Adelaide for a series of researcher development training open to all academic staff, PGR’s and colleagues in RKEO.

Dr Willison is a highly engaged and widely published academic whose expertise include the creative blending of teaching and research, researcher development and the evolution of research-oriented curricula. He is a senior lecturer in the Department of Higher Education, School of Education at the University of Adelaide, South Australia, where he coordinates the Graduate Certificate in Higher Education (GCHE) for academics from all faculties. He is currently leading a major initiative funded by the Office for Learning and Teaching considering Research Skill Development (RSD) and assessment in undergraduate and postgraduate degrees across disciplines from all faculties.

Dr Willison’s principal research interest centres on the ways that academics conceptualise and implement the development of their students’ research skills in content-rich courses. He examines the close conceptual connection between the skills associated with research in a discipline, and the skills required and developed in problem-solving, critical thinking, clinical reasoning and Work Integrated Learning. His research with graduates from various disciplinary contexts is pointing to the value graduates place on research skills once they are employed.

Click here for further details and a range of resources.

FMC have scheduled a series of tailored training events. The faculty are keen to hear the discussion and share new thinking widely across BU.

All events will take place in the Fusion Building, Talbot Campus – Room F201

The sessions are outlined below:

Thursday 29th June

Session 1: 10.00-12.00: Research Skill Development First Year to PhD

This workshop will be of interest to all academics at BU. It provides an introduction to the Research Skills Development (RSD) framework, which provides a systematic approach to the scaffolding of research into learning for students at all levels. The session will also look at how RSD can be integrated into and complement the Research Development Framework developed by Vitae, which is currently used at BU for PGT and PGR training

Session 2: 14.00 – 16.00 Enabling Research Skill Development for Higher Degree Researchers and Early Career Academics

This workshop will be of primary interest to Deputy and Associate Deans, Heads of Department, Heads of Research, Research Centre Directors, and colleagues in RKEO, amongst others who have a role in the support of postgraduate students and early career academics. It examines how the Research Skill Development (RSD) framework can be used to assist PGR students and ECRs to achieve successful outcomes at these most crucial stages in their academic careers.

Friday 30th June

Session 3: 10.00-12.00: Models for Engaged Learning and Teaching (MELT): MELT your students’ minds

This workshop will be of interest to all academics at BU. It provides an introduction to the Research Skills Development (RSD) framework, which provides a systematic approach to the scaffolding of research into learning for student at all levels. Its main focus is on the adaptation of the RSD framework to meet the particular needs of different disciplines. It will demonstrate how this adaptation can be carried out to enhance the student experience in different disciplines without losing the core strengths and consistency that the framework provides for scaffolding student learning.

Session 4: 14.00 – 16.00 Engaging teachers to enable dynamic student learning

This workshop will be of primary interest to Deputy and Associate Deans, Heads of Department, Heads of Education, Programme Leaders, and colleagues in CEL, amongst others, who have a role in the support of curriculum design, the enhancement of the student learning experience, and the conduct of research into university education. It examines how the Research Skill Development (RSD) framework can be used to scaffold learning and assessment design across curricula at all course levels. It will use data from a series of large-scale research projects that provide a critical analysis of the use of RSD in a wide range of disciplines.

Impact training – spaces avaliable

Over the course of the summer, RKEO has been running a number of training sessions with Vertigo Ventures aimed at supporting academics to develop the impact of their research.

The next two sessions are booked for Monday 3 July (one between 9am – 12:15pm and one between 1:15pm – 4:30pm) and will take place at an off campus location.  Lunch and refreshments will be provided.

The aims of the training as follows:

  • Attendees will have identified what their intended impact could be by 2020 and what knowledge exchange/impact acceleration activities they should be looking to do over the next year
  • Attendees will have developed a workable plan for their  potential (REF2021) impact case studies between now and 2020
  • Attendees will have identified what kind of evidence will be gathered and how this will be obtained.

The session is being run by Laura Fedorciow and Shireen Ali-Khan of Vertigo Ventures, one of the few established specialist firms operating in this arena.

Places are being offered on a first come, first serve basis.  Please email Rachel Bowen rbowen@bournemouth.ac.uk to book your place.

Next Vitae hangout event – 20/06/17 – ‘navigating your digital profile’

We would encourage our BU academics to participate in this upcoming Vitae event and pick up useful tips and information. As part of their current Focus-on theme of ‘navigating the research environment’, the next #vitaehangout ‘navigating your digital profile’ will take place at 10.00am on Tuesday 20th June.

In this #vitaehangout  you will be able to learn more about what a digital identity is, the benefits of using your personal brand, and how to effectively use online platforms to promote your research, as well as the opportunity to shape the discussion by submitting your own questions.

Their panellists will join their moderator to take and discuss the audience questions and give expert advice and tips based on their own success.

Follow this link to find out more and to access the hangout.

Vitae is an organisation set up to promote career development in both postgraduate researchers and academic staff. Their Researcher Development Framework is intended to help people monitor their skills and plan their personal development. At BU we will be using this framework to format the training on offer for the postgraduate research students and academic staff.

The Vitae website is an excellent resource and the organisation regularly runs free training events for researchers, PGRs and those involved in research development.

The Researcher Development Framework (RDF) is the professional development framework to realise the potential of researchers. The RDF is a tool for planning, promoting and supporting the personal, professional and career development of researchers in higher education. It was designed following interviews with many successful researchers across the sector and articulates the knowledge, behaviours and attributes of a successful researcher. 

 

Dr Ambrose Seddon premieres new composition at Klang! Électroacoustique festival 2017, Montpellier, France

international

On 2nd June 2017 Ambrose Seddon (Creative Technology, EMERGE) premiered his new electroacoustic composition Traces of Play at the Klang! Électroacoustique music festival in Montpellier, France. The festival took place over five nights at Opéra Orchestre National Montpellier.

Ambrose’s work was programmed and performed alongside many respected composers from the field of electroacoustic music. The composition was created for 4 channels of audio and was spatialised (diffused) live in concert over the 58-channel Klang! ‘acousmonium’ (loudspeaker system).

Initial work on the composition was carried out during two short residencies at Elektronmusic Studion (EMS), Stockholm with support from Creative Technology.

 

 

 

 

 

 

 

Ambrose Seddon is a lecturer in Music and Audio Technology at BU.

 

Festival of Learning 2017: ‘Migrant and Refugee Leisure and Well-being’ & ‘Shahre Farang: Memories made real’

Festival of Learning: Migrant and refugee leisure and wellbeing

On Saturday 8th July, as part of the Festival of Learning 2017, we invite you to join a socially-engaged art event entitled: ‘Shahre Farang: Memories made real’ organised by our community partner b-side (local art organisation). An interactive discussion session accompanies this art event, this discussion will explore ‘Migrant and refugee leisure and wellbeing’.

Both events encourage audience members to think about the places, spaces and people they can no longer visit.

Migrant and refugee leisure and wellbeing:

Existing academic research indicates that leisure activities and spaces can be positive experiences for groups and individuals who feel marginalised in society. Research findings show that migrant and refugee groups value a range of leisure, including sport, arts, culture and heritage. To date, we know very little about leisure behaviours of migrant and refugee groups living in Dorset. We will discuss these aspects more fully in this one-hour interactive session. Individuals, community groups and charities, and schools and colleges are invited to attend and contribute to this BU research project on leisure and migrant and refugee wellbeing.

Date: Saturday 8 July
Time: 11am – 12pm
Location: Talbot Campus

For more information: https://microsites.bournemouth.ac.uk/festival-of-learning/events/migrant-and-refugee-leisure-and-wellbeing/

Shahre Farang: Memories made real:

“If you could never return home, what would you do and where would you go if you were granted just one minute to be there?”

Iranian photographer Farhad Berahman presents the memories of 20 Iranian asylum seekers who are unable to return home. Look into the beautiful Shahre Farang (an Iranian peepbox used by wandering storytellers) and see their memories made real. Meet the artist and join in with discussion and activities led by Counterpoint Arts.

Date: Saturday 8 July
Time: 11am – 4pm
Location: Talbot Campus

For more information: https://microsites.bournemouth.ac.uk/festival-of-learning/events/shahre-farang-memories-made-real/

We look forward to welcoming you and interacting with you at our events!