/ Full archive

Taking part in an archaeology field trip: exploring Madinat al-Zahra

Knowledge Exchange

As part of her degree, archaeology student Josie Hagan, had the opportunity to join Professor Kate Welham at a dig in southern Spain.  Josie and Professor Welham formed part of the international team exploring the medieval palace city of Madinat al-Zahra.  Below, Josie shares her experiences of fieldwork.

“When I found out I would be going to Spain I was obviously extremely excited but also nervous!  I had participated in geophysical survey before in Wales and England but I knew that working in an entirely different country would bring different challenges,” explains Josie, “I really wanted to brush up my skills in geophysics (there is always more to learn), experience a different country’s archaeology and their outlook on how to manage archaeologically important sites.”

“I also wanted to meet more archaeologists! There is always so much you can learn from just speaking to other people and it is always nice making new friends across the globe.”

“While I was out in Spain, we used geophysical survey over what was the city at the bottom of Madinat Al-Zahara. We worked in small teams or pairs, as there was so much ground to cover, and this involved getting help from local Spanish archaeology and history students. Their English was amazing, and they were a brilliant team to work with, as everyone seemed keen to learn how to use the equipment.”

“The Spanish students were quite new to using some of the equipment, so it was nice to pass on some of the skills we had learned.  Towards the end of our time there, the Spanish students were taking their own surveys with us assisting.  Teaching someone else is great way of learning how much knowledge you have!”

“At the end of each day we also had the opportunity to help with downloading and processing the data we had gathered. This is really great experience and is also nice to see how our hard work was coming together on the screen.”

“My advice to anyone who is thinking of studying archaeology is to go for it! I didn’t do archaeology at A-level or have any real experience before I came to university but I have absolutely loved the course, found the teaching and content amazing and it’s just such a varied degree.  There is plenty to learn and I really appreciate the variety of lectures, seminars, lab sessions and field work, which keeps it all really interesting. “

“And for anyone thinking of going on a field trip – just go for it!  It will be scary at first but if you are happy to work hard and willing to learn then you will bring so much more to the trip then you can imagine.”

To find out more about the project and Professor Welham’s work, take a look at the latest edition of the Bournemouth Research Chronicle – BU’s research magazine.

The 2017 Bournemouth Research Chronicle can be seen in full here.

Declining sport viewership shows why we should keep it on free TV

Heath McDonald, Swinburne University of Technology and Daniel Lock, Bournemouth University

This article was originally published on The Conversation. Read the original article.

If you’d like to pitch your own article idea to The Conversation, please contact either newsdesk@bournemouth.ac.uk or rbowen@bournemouth.ac.uk.

 

Declining television viewership for sporting events might suggest that those of us who heralded sport as a potential saviour of traditional broadcast media had it all wrong.

In Australia, ratings for the recent one-day cricket matches were dire and the Australian Open tennis was mixed. In the UK, viewership for the British Open golf collapsed by 75% and even the once untouchable English Premier League (EPL) has seen declines in certain timeslots. Meanwhile, Formula 1 is in a slow decline that has been ongoing for almost a decade, and the NFL is down year over year as well.

But putting the numbers under closer inspection reveals other explanations. Many of these leagues are moving onto pay TV or are the victims of changing sporting tastes. Rather than dampening broadcaster enthusiasm for live sport, they show why sport should remain on free TV.

A closer look at the numbers

The Australian Open television ratings are maybe the most interesting of the bunch. The women’s final won the night in Australia, but with fewer viewers than previous years. The men’s final was a huge drawcard and viewing figures were well up from the previous year’s final. Worldwide, however, both the men’s and women’s finals were significantly up on previous years.

So, what happened to Australian tennis viewership when the women’s final was on? More sport! The women’s tennis final was up against the final of the Big Bash League (BBL) cricket, which attracted more than a million viewers to come a close second in the ratings.

The increased popularity of the BBL shows fans aren’t cutting out or cutting down sport consumption. Instead, they are substituting one format of cricket, or one sport, for another. Cricket Australia launched the BBL for this exact reason, and it has been a tremendous success.

As BBL shows, the decline in one sport can be driven by consumer sport preferences changing, rather than people abandoning sport altogether.

The EPL and Champions Leagues, previously bastions of strong viewership, have also experienced fluctuations in audience figures. That said, a closer look implies that a lack of marquee fixtures in the EPL and the qualification of historically smaller clubs (i.e., Leicester) have diminished audience interest to some extent.

Moving to pay TV

Another explanation for declining audience figures concerns sports that have moved from free-to-air broadcasters to pay television. In the UK, the transition of the British Open from the BBC to Sky television led to a 75% drop in viewing figures. The highlights package broadcast on the BBC following the conclusion of the event drew almost half a million more viewers than the live coverage on Sky. This suggests that short-run events (at least in the initial stages of the relationship), such as the Open might be insufficient to translate British Golf fans into Sky subscribers.

In Australia, Optus gained the rights to EPL by paying almost three times the amount Foxtel was paying to show it previously. This has been the subject of a large amount of fan anger ever since. Viewership through these channels is difficult to track, but Optus subscriptions do not appeared to have increased markedly since the deal. Meanwhile, ratings for the home-grown A-league, which airs on Fox Sports and SBS, are up, possibly because fans are switching from EPL for their soccer fix.

But the money being offered to move to pay TV is hard to turn down.

It looks like the next five year BBL rights could go for up to $A300 million – a three-fold increase from the A$100 million Ten paid for the initial five year deal. A big part of the BBL’s success has come from it being broadcast every night of the week, on a major free-to-air channel, at a relatively non-competitive time of year. Broadcast it on pay TV and things might change. Sure, some people will subscribe, but BBL is largely a family sport and the added subscription costs could price out a substantial proportion of the consumer market.

Still a golden opportunity for free TV

Restricted broadcast threatens the future of a sport league. All brands grow by increasing the number of people who consume them. Only free TV gives that to sports brands. The EPL story defies this logic, demonstrating exponential growth since its transition to Sky Sports in the early 90s; however, if brands choose to limit distribution to narrow channels like pay TV, the chances of brand growth are severely limited.

Advertisers and sponsors, already confused about where they should be advertising, are also big losers if sport isn’t shown on free-to-air TV. As Professor Mark Ritson explains quite colourfully, traditional media gets much better results than social media advertising and other alternatives. But to do so, it must have wide reach – it needs to be attracting large audiences. If free to air television was to lose big draw card sport broadcasts, audiences shrink and advertising there becomes much less powerful.

Whatever it costs to retain sports on FTV, it is probably worth it for both advertisers and broadcasters. And it’s not just the sports that are big right now that they should focus on. Australia’s appetite for sport is not diminishing, but it is reshaping.

A recent survey we conducted of 4,000 people Australia-wide showed that interest in the AFL women’s league (AFLW) is strong. Around two thirds of AFL fans will either watch or attend at least one game of AFLW during this upcoming season. Across all people surveyed, around 27% said they were likely to attend a game of AFLW and 38% intended to watch at least half a match on television. Even allowing for the usual difference between what people intend to do and what actually ends up happening, these numbers are strong. The AFL has wisely moved games to bigger venues in anticipation of much larger crowds than the initial 5,000 per match estimates.

AFLW stands a very good chance of being Australia’s dominant women’s sporting league – in its very first year. For a savvy broadcaster, this represents a golden opportunity.

The ConversationHeath McDonald, Professor of Marketing, Swinburne University of Technology and Daniel Lock, Senior Lecturer in Sport, Bournemouth University

Funding opportunity – Innovation in health and life sciences 2

Business Engagement, Funding opportunities, innovation, Knowledge Exchange

InnovateUK_LogoA_Interim_RGBx320govuk[1]

Innovate UK – Innovation in health and life sciences 2 – Call now open!

Innovate UK is investing up to £15 million in projects addressing technical or commercial challenges in health and life sciences (H&LS).

The H&LS sector focuses on agriculture, food and healthcare. It is supported by bioscience technology, medical research and engineering and physical sciences expertise. The aim is to increase competitiveness for UK small and medium-sized enterprises (SMEs).

Grants can be awarded to projects led by a UK-based business of any size. In certain circumstances a research and technology organisation (RTO) may also be eligible to lead. (See section 5 of the briefing document.)

SMEs are encouraged to lead on projects. An SME can apply on its own for funding up to £100,000. All consortia must involve at least one SME.

We expect projects to last from 6 months to 3 years and range in size from total project costs of £50,000 to £2 million.

There are 2 options for applications to this competition:

  • £5 million for projects that last from 6 months to 1 year with total project costs from £50,000 to £100,000
  • £10 million for projects lasting from 1 year to 3 years with total project costs between £100,000 and £2 million

Key dates:

  • Competion opens 6 February
  • Register by midday 5 April
  • Apply before midday 12 April

Competion brief and more information: Click here.

If you are interested in submitting to this  call you must contact your  RKEO Funding Development Officer with adequate notice before the deadline.

For more funding opportunities that are most relevant to you, you can set up your own personalised alerts on Research Professional. If you need help setting these up, just ask your School’s/Faculty’s Funding Development Officer in  RKEO or view the recent blog post here.

If thinking of applying, why not add notification of your interest on Research Professional’s record of the bid so that BU colleagues can see your intention to bid and contact you to collaborate.

New BU research magazine published

Knowledge Exchange

Cover image

The latest edition of the Bournemouth Research Chronicle (BRC) is now available.  The magazine shares just a small selection of the research taking place at BU, from working with local hospitals to shaping conservation practices in Indonesia to improving sports equipment.

Complex global challenges are a defining feature of today’s world and universities can play a key role in addressing these challenges.  Here at Bournemouth University, we encourage our researchers to work together with our students and external organisations – businesses, charities, and hospitals to name just a few – to find solutions to these issues.  We believe that by bringing together research, education and professional practice, we can make a real difference through our work.  We call this Fusion.

This edition shares some of our examples of Fusion in action.  You’ll discover how our academic community is working together to co-create solutions to global challenges and to better understand society and the world around us.  You can also read about some of our newly awarded research grants and projects being undertaken by some of our PhD students.

Our students are a key part of our academic community and are involved in a wide range of research projects at BU.  In this edition of the BRC, you can find out about their fieldwork in Indonesia, Nepal and Spain, where they have been able to develop skills and gain experiences which will enhance their employability and help them later on.  In Indonesia, our students have been working with local charities to improve conservation practices, while in Nepal, student journalists have been reporting on the aftermath of the 2015 earthquake.

Locally, our researchers are collaborating with partner organisations in the region to extend our impact and make a real difference.  One example is our work with the Royal Bournemouth Hospital, where staff, former patients and BU researchers have been exploring the idea of ‘humanised care’ and how this can improve patient experiences.

We also encourage and support our researchers to work alongside businesses and other external organisations, enabling them to create projects that provide new, innovative ideas and drive industries forward.  Just one of the ways we support this is through Higher Education Innovation Funding (HEIF), which allows us to support a wide range of knowledge-based interactions between universities and the wider world.  In this edition of the BRC, you can read about two of our newest HEIF projects and challenges that our researchers are tackling.

The Bournemouth Research Chronicle gives an insight in to the exciting work taking place at Bournemouth University every day.

The 2017 Bournemouth Research Chronicle can be seen in full here.

Call for project proposals – T/REFF funding

Centre for Excellence in Learning, Fusion, REF Subjects

cel-logo-web                  cemp-logo

We are happy to announce this first TREFF call for proposals

TREFF (German word) – meeting point / coming together (thanks to Stephen Jukes!)

Two projects will be funded (£750 maximum each). One TREFF project will be funded in FMC by CEMP and one from UoA25 for non-FMC staff.

With the forthcoming Teaching Excellence Framework and the new version of REF, after the STERN report, ahead of us, we are keen to explore ways of working that converge pedagogic innovation with educational research in BU’s subject areas. Our view is that separating TEF and REF is problematic and that the STERN report and TEF together provide rich opportunities for higher education practitioners to align teaching excellence with impactful research.

Towards this, we are offering 2 small grants of £750 to fund T/REF pilot projects (TREFF).
The funding must be spent by the end of July 2017 and be supported by line manager(s), with the following outcomes:

An action research intervention that aims to make a significant difference to learning and teaching, related directly to the criteria for TEF;

The submission of a journal article reporting on the findings of the project and their significance for educational research (or a related field) outside of BU;

A presentation to faculty staff / CEL on how the project converged TEF and REF criteria (for unit of assessment 25 – Education)

More info on TEF: https://www.timeshighereducation.com/news/teaching-excellence-framework-tef-everything-you-need-to-know

FMC proposals should be submitted to both Isabella Rega and Julian McDougall

Non-FMC proposals should be submitted to both Debbie Holley and Julian McDougall

 

Proposals should be submitted by email, consisting of 2 elements:
A succinct proposal for the action research project, including the proposed outcomes (no more than 2 sides of A4)
A detailed expenditure plan for the funding – maximum £750.
Line manager support must also be confirmed at the point of application.

Deadline for proposals – Feb 28th 2017

Projects to be completed / funding spent by 31.7.17

________________

Student Research Assistantship – academic applications now live

Funding opportunities, Fusion Investment Fund, Student Engagement, student research

Academics are invited to submit applications for the semester-based round of the SRA programme.  Application deadline is 1st March 2017.

The programme is funded by the Fusion Investment Fund and this year has a focus to support departments in their co-creation targets whilst supporting students to undertake paid work under the guidance of an experienced academic in a research position that is directly related to their career path and/or academic discipline.  Each department has it’s own allocation of funding and we encourage collaboration between departments for this scheme.

The academic applications will be assessed against the following criteria which you will need to demonstrate within the application form:

  • Student-centred
  • Co-creation and co-production
  • Fusion
  • External engagement
  • Impact
  • Cross-Faculty
Summer programmeThis placement is for successful students to work for 30 hours a week for a total of four weeks in June/July 2017.

The SRA programme is coordinated via RKEO and the Faculties.

Academics will apply for the funding via an application form. A Faculty based panel will review all staff applications and decide which applications to continue to the student recruitment stage of the scheme.  The application deadline for this round is 1st March 2017.

Approved academic applications will be advertised as SRA positions to students with student applications being received, processed and managed centrally within RKEO and distributed to the relevant academics after the closing date. The academics will be responsible for shortlisting, interviewing and providing interview feedback to their own candidates. Successful students will need to complete monthly timesheets, signed by their supervisor for payment and processed by the relevant Faculty.

These SRA vacancies will be available to taught BU students only, where SRA applicants must be able to work in the UK, be enrolled during the time of their assistantship and also have an average grade of over 70%.  Staff are permitted to have multiple SRAs.

If you have any queries, please contact Rachel Clarke, KE Adviser (KTP and Student Projects) –  sra@bournemouth.ac.uk

Spotting an opportunity – A research journey from face blindness to super recogniser

Business Engagement, HEIF, innovation, Knowledge Exchange, Knowledge Transfer

Sarah Bate image

“The entrepreneur always searches for change, responds to it, and exploits it as an opportunity.” – Peter Drucker[1]

What’s your job? is a question I’m regularly asked by family and friends. For me, one of the easiest ways to explain this is to use some of the research and project collaborations I have the chance to be involved within my role at the university; as examples.

Managing the Higher Education Innovation Fund (HEIF) portfolio at BU means I have the chance to work with many innovative and sometimes “quirky” projects. HEIF whilst not the only fund that encourages innovation and knowledge exchange often provides funding where there may not be such a natural fit from some of the more traditional funding sources. Many project teams use HEIF to leverage further research and grant opportunities, having developed relationships and networks with organisations as part of their HEIF project.

Research into Prosopagnosia (Face Blindness) formed part of Dr Sarah Bate’s early years as both a student and academic. Funded by the ESRC and MRC Sarah’s doctoral research examined eye – movement  strategies in people with prosopagnosia.(2009)

Much of  Sarah’s work examines the nature of face-processing difficulties in both adults and children, with a particular focus on ‘prosopagnosia’ or ‘face blindness’, where people cannot recognise others from their faces alone. Including a Roundtable discussion in the House of Commons, development in this area of research subsequently informed policy  with the NHS recognising this as a condition  – NHS Choices Website.(2014)

Sarah’s more recent research  has progressed to the other end of the facial recognition spectrum moving from prosopagnosia, the inability to recognise familiar faces, to super-recognisers who have exceptional face processing skills.

In 2009, the first report of people with extraordinary face recognition skills (so-called “super-recognisers”) was published, followed by a further investigation in 2012. Both papers examined the performance of super-recognisers on laboratory-based tasks, using tests that are typically used to assess those with prosopagnosia.

These so-called “super-recognisers” may be of particular use in policing and national security settings, such as passport control or when hunting for a wanted or missing person. The lab at BU is now developing a specific line of expertise in forensic face recognition.  Funding from HEIF has helped with this development. (2015 – 2017.) Collaborations with organisations such as the police have progressed from  local to national and international  relationships, in addition to the security agencies.

Being agile and adaptable to  look at different  funding opportunities and changes within the external environment has provided Sarah with the opportunity to consider how her research can make an impact beyond the NHS as her research goes form strength to strength to address the practical applications and need,  utilising super-recognisers for policing and border control.

————————–

[1] https://www.virgin.com/richard-branson/my-top-10-quotes-on-opportunity

 

British Academy Visit and British Academy Bid Writing retreat– reserve your place now!

REF Subjects, Training, writing

As part of the Research & Knowledge Exchange Development Framework “Funding from the Academies” pathway, two staff development opportunities are now available for booking.

 

  • The British Academy is returning to BU on 8 March 2017.  This is an invaluable opportunity to find out more about the international and domestic funding available through the organisation.  For those of you who are not familiar with the British Academy, it is the UK’s leading independent body for the humanities and social sciences, promoting funding, knowledge exchange and providing independent advice within the humanities. 

The session will last just over  1 hour (13:00-14:15) and will comprise a presentation focusing on international and domestic funding opportunities along with an overview of the British Academy, followed by a Q&A session.

Representatives of the British Academy will be available to answer any individual queries not covered in the presentation or Q&A session, and members of the Research and Knowledge Exchange Office will be on hand should you wish to discuss BU’s processes for bidding to the organisation.

Places for this event can be reserved through Organisational Development here.

  •  A workshop, the “Bid Writing retreat- British Academy small grant” will be held Monday April 3rd, 2017 (9:30-16:00). The workshop will offer helpful tips from past British Academy Small Grant winners as well as focused support from team members of the Research & Knowledge Exchange Office.  Participants are asked to have a draft application for the British Academy Small Grant in preparation in advance of this workshop that they can develop during the day.  You can book your place here.

Members of BU interested in discussing either of these training opportunities please contact Ehren Milner, Research Facilitator (emilner@bournemouth.ac.uk).

New projects in the Student Project Bank w/c 30/01/2017

There are new projects in the Student Project Bank for the following subject areas:
  • Business, management and marketing
  • Health and social care
  • Media and communications
  • Sciences
  • Social studies
Projects are available to all undergraduate and postgraduate students at BU and can be used for their dissertation, assignment, unit or group work. Members of staff may also choose a project to set to their students. A complete list of projects is available here.

SPB036: Employee Engagement Globally: A research project based on Merlin Entertainments

Employee Engagement Globally: What engages different people globally, from different geographic regions to different personas and job types. How do they want to be recognised, and what does recognition mean to them? Research trends in engagement DRIVERs per geographic region, job role and persona, as well as recognition recommendations for different groups.

SPB037: Evaluate the effects of companion planting of Brassicas with Mint and/or Nasturtium

Set up and monitor a field trial exploring the effectiveness of companion planting of Brassica species with a mixed regime of Brassica and Mint and/or Nasturtium in reducing pest-related crop damage.

SPB038: Benefits of Assistance Dogs for Children with Autism and Down’s Syndrome

Research and document the benefits an assistance dog can provide to a child with Autism/Down’s Syndrome and provide theories as to why the benefits occur, financial benefits for the NHS, Education Authorities and Social Services. The objectives of the project are to increase understanding of why benefits occur, to document benefits achieved through the provision of an assistance dog, potential financial benefits for local communities and promoting greater understanding and inclusion of Autism and Down’s Syndrome.

SPB039: Social media marketing plan for QuietSphere Student Mentoring

Create a social media strategy aimed at university students and parents of university aged children/ university students in order to raise the profile of QuietSphere Student Mentoring.

SPB042: Promotional video for High Mead Community Farm

Create a 3-4 minute promotional video of High Mead Community Farm that will give the co-farmers, volunteers and staff an opportunity to share their stories of working on the farm. Capture the people, the animals and the land that make up the farm.

Apply now

If you would like to find out more and apply for one of the above projects, send us an email to request a project brief and an application form.

Secure Societies Brokerage Event

Funding opportunities, Info Days

horizon 2020The Network of Secure Societies National Contact Points – SEREN3, in collaboration with the European Commission is organising this brokageage event, which will give details of the calls for proposals H2020-CIP 2017, H2020-SEC 2017 and H2020-DS-2017, which will be published on 1 March 2017 under the Societal Challenge – Secure Societies: Protecting freedom and security of Europe and its citizens.

The event will take place on 6 & 7 March 2017, at the Radisson Blu Royal Hotel, Brussels. The event is free but you must register by 4th March 2017.

Main Topics

  • Critical Infrastructure Protection
  • Disaster Resilience: Safeguarding and securing society
  • Fight Against Crime and Terrorism
  • Border Security and External Security
  • General Matters on Security
  • Digital Security

Why to participate?

  • Information about the calls
  • Networking possibilities
  • Answers to your questions linked to call areas
  • Details on the legal and procedural conditions

Find out more and register.

CEMP awarded a Marie Curie Fellowship.

Awarded & submitted bids, REF Subjects

MarieCurie-fellowship     cemp-logo

CEMP’s Richard Berger has been awarded a Marie Curie Fellowship. The Fellowship seeks to provide professional development opportunities for an early careers researcher in an innovative research environment. The award is a recognition of CEMP’s recent activities, specifically its international conference, two journals and unique Doctor of Education (EdD) programme – which the Fellow will join as a tutor and supervisor.

To that end, Dr. Annamaria Naeg (currently at the University of Nottingham’s China campus) will join CEMP and the EdD programme in September 2017. Over the next two-years, Annamaria will work on the EU funded project ‘MediaLitRefYouth’, supervised by Richard.

In 2015 alone, almost 90.000 unaccompanied minor asylum seekers registered in the EU. Mass media reported intensely on how smart phones became crucial tools for young people during their journey. Unaccompanied children and teenagers have to navigate through European public systems, cultures, languages and institutions. The ‘MediaLitRefYouth’ project aims to discover and aggregate how unaccompanied minor refugees are using digital technology after receiving asylum in their host countries. Moreover, the project will use the results of the study to design creative educational interventions aiming to develop young refugees’ media literacy as the EU has stressed media literacy’s vital importance for digital engagement, economic growth and job creation. To achieve this, Annamaria will collaborate with an NGO which works with young refugees through creative arts and participatory action research (PAR). The tangible outputs of this project will be educational materials for civic engagement through media.

Tags:

British Academy Flagship Skills Project – The value of Arts, Humanities and Social Sciences

british_academy_logoThe British Academy is launching an exciting new project which aims to articulate, for the first time, the skills that are inherent to the study of arts, humanities and social sciences (AHSS), their value to the individual, and the contribution they do make and could make in future to society.

Building on the success of its Languages and Quantitative Skills (LQS) Programme, the British Academy is developing a new programme of work on skills. The flagship project of this programme aims to articulate the skills that are inherent to the study of arts, humanities and social sciences (AHSS), their value to the individual, and the contribution they do make and could make in future to society as well as those that are important for educators of AHSS students to introduce directly. The Academy hopes to stimulate and facilitate a national debate about the nature and value of these skills, as well as setting the agenda for its own Skills Programme to 2020.

The project will seek to intellectualise what is meant by skills, and look at questions such as what skills should studying AHSS develop? What skills do individuals who have studied AHSS demonstrate? What contribution do individuals with AHSS skills make to society and the economy? What skills do employers want? What skills will be needed in the future

To find out more, download their introductory booklet here

The Call for Evidence document is available to download here

People talkingWho should respond?

The Academy is seeking the views of a broad range of stakeholders in the education and skills sector, including but not limited to education providers, learned societies, careers advisory services, students, employers and policy-makers.

How to respond

Please ensure that all responses are in Microsoft Word format (not PDF), and that they include concrete examples wherever possible and are fully referenced where appropriate. Responses should not exceed 3000 words and should be as clear and succinct as possible. Please submit your completed response to skills@britac.ac.uk by Wednesday 15 March 2017.

Research Professional – all you need to know

Funding opportunities

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

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

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

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

Administrator Guide: A detailed description of the administrator functionality.

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

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

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

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

28th February 2017

28th March 2017

25th April 2017

23rd May 2017

27th June 2017

25th July 2017

22nd August 2017

26th September 2017

24th October 2017

These are free and comprehensive training sessions and so this is a good opportunity to get to grips with how Research Professional can work for you.

RKEO Academic and Researcher Induction

Guidance

The Research and Knowledge Exchange Office (RKEO) invite all ‘new to BU’ academics and researchers to an induction.

Signpost with the words Help, Support, Advice, Guidance and Assistance on the direction arrows, against a bright blue cloudy sky.This event provides an overview of all the practical information staff need to begin developing their research plans at BU, using both internal and external networks; to develop and disseminate research outcomes; and maximising the available funding opportunities.

Objectives

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

Indicative content

  • An overview of research at BU and how R&KEO can help/support academic staff
  • The importance of horizon-scanning, signposting relevant internal and external funding opportunities and clarifying the applications process
  • How to grow a R&KE portfolio, including academic development schemes
  • How to develop internal and external research networks
  • Key points on research ethics and developing research outputs
  • Getting started with Knowledge Exchange and business engagement

For more information about the event, please see the following link: http://blogs.bournemouth.ac.uk/research/research-lifecycle/developing-your-proposal/

The sixth induction will be held on Tuesday, 7th March 2017 on the 4th floor of Melbury House.

Title Date Time Location
Research & Knowledge Exchange Office (R&KEO) Research Induction Tuesday 7th March 2017 9.00 – 12.00 Lansdowne Campus

9.00-9.15 – Coffee/tea and cake/fruit will be available on arrival

9.15 – RKEO academic induction (with a break at 10.45)

11.25 – Organisational Development upcoming development opportunities

11.30 – Opportunity for one to one interaction with RKEO staff

12.00 – Close

There will also be literature and information packs available.

If you would like to attend the induction then please book your place through Organisational Development and you can also visit their pages here. We will directly contact those who have started at BU in the last five months.

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

Regards,

The RKEO teamRKEO