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Conversation article: Many Australian kids abused in sport won’t ever speak up. It’s time we break the silence

Dr Emma Kavanagh co-authors this article for The Conversation about new research exploring how children talk about – or don’t talk about – their experiences of abuse in sport:

Many Australian kids abused in sport won’t ever speak up. It’s time we break the silence

Shutterstock

Mary Woessner, Victoria University; Alexandra Parker, Victoria University; Aurélie Pankowiak, Victoria University, and Emma Kavanagh, Bournemouth University

Sport is supposed to be a safe place for kids to learn and play.

Too often, however, sporting clubs can be places where children are abused psychologically, physically or sexually.

Imagine, then, a child in your life had been abused, but never told an adult about it.

Our new research shows that’s the case for many children who’ve experienced abuse in a community sport club.

Here’s what we found about how children talk about – or don’t talk about – their experiences of abuse in sport.

Survey shows abuse goes undisclosed

Our research is the first to explore how often children tell adults about abuse in community sport.

Before this, we knew very little about how children spoke about their experiences of abuse.

This data builds on our previous study, focusing on the responses of the 800 adults who had all experienced abuse in community sport as children.

In our new study, our survey tool asked about childhood experiences of abuse in sport. These ranged from psychological violence (excessive criticism and humiliation), physical abuse (throwing equipment, striking someone), sexual violence (sexualised comments or acts) and neglect (ignoring a child after a poor performance).

We found more than half said they never spoke to an adult about it.

Three in four children never spoke to an adult about abuse from a coach.

Rates of disclosure were even lower when the abuse was from a parent, with eight in nine children not speaking to another adult about their experiences.

We also found boys disclose peer abuse in sport less frequently than girls, while girls had lower rates of disclosing to an adult within the sport club (coach/club manager) than boys.

The evidence shows delayed disclosures of abuse (or never disclosing) can have severe and long-lasting impacts on a child’s mental health.

This makes these findings highly concerning.

A man yelling from the sidelines of a running race
Even when children are aware and able to say something is wrong, we found they think twice before speaking to an adult.
Shutterstock

Having a policy is important, but not enough

Clubs often try to stamp out abuse by having policies aimed at protecting children.

But we found while policies can provide guidance on who to report abuse to, even getting that far can be difficult.

First, a child victim/survivor (and adults around them) needs to recognise their experience as abuse. In community sporting clubs, a child would then need to talk to an adult (a club member protection officer, for example). Finally, the adult/child would need to formally report the abuse for the policy to be enacted.

In an environment where abuse has become so normalised, children may not even realise they’re experiencing it.

The response system relies on reports of abuse, but participants are often afraid to come forward, or aren’t believed when they do.

Even when children are aware and able to say something is wrong, we found they think twice before speaking to an adult.

The children often questioned whether their experiences were bad enough, especially when they saw other kids going through the same things.

One participant shared bullying was so widespread that:

[…] it’s [violence] a cultural thing in the sport. And so you just learn to live with it, ignore it.

How we respond to children matters

Often children will not have the words to say “I am experiencing abuse”.

In our study children would simply tell their parents they weren’t enjoying sport.

They often didn’t even think they were talking about abuse. One of the people we spoke to said:

I didn’t know I was disclosing […] I just thought I was reiterating what happened during the day.

In most instances, the responses from adults normalised or rationalised the child’s experience of abuse.

A participant shared her parents’ response was:

Sorry you’re experiencing this, but time to just be resilient. Like, just don’t think about it.

Sometimes, the adult offered a supportive and empathetic response, but this was rarely followed up with long-term support or lodging an official report of abuse.

This leaves the experiences of abuse undocumented and unaddressed.

A young girl being comforted by her mother
Believe children when they say they are uncomfortable, not enjoying sport or feel unsafe, and ask them how you can help.
Shutterstock

Taking action against abuse in sport

We need to talk more about abuse in sport.

The issue is gaining some traction, with the launch of international and national campaigns.

Start To Talk encourages people to have conversations about poor behaviours and improving safety in sport.

Our team in Australia is running workshops on abuse with community sporting organisations.

We have passionate volunteers who want to change the culture, but need support to do so.

Abuse thrives in the shadows, and it is time for more significant action to realise real change. Here is what you can do to help:

  • listen to children, really listen to what they say
  • believe them when they say they are uncomfortable, not enjoying sport or feel unsafe, and ask them how you can help
  • seek support for them and yourself
  • when it’s safe to do so, call out poor behaviours.

Sport has so much power for good, but we all must play our part in ensuring it is first and foremost, a safe environment.

If this article has raised issues for you or if you’re concerned about someone you know, call Lifeline on 13 11 14, or Kids Helpline on 1800 55 1800.The Conversation

Mary Woessner, Lecturer in Clinical Exercise and Research Fellow, Institute for Health and Sport (iHeS), Victoria University, Victoria University; Alexandra Parker, Executive Director of the Institute for Health and Sport, Professor of Physical Activity and Mental Health, Victoria University; Aurélie Pankowiak, Research Fellow, Institute for Health and Sport, Victoria University, and Emma Kavanagh, Associate Professor in Sport Psychology and Safe Sport, Bournemouth University

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

Research by BU academic on NFTs, Blockchain and IP law cited in Parliamentary Report

Fusion themes, innovation, REF Subjects

A report on ‘NFTs and the Blockchain: the risks to sport and culture’ recently published by the Parliamentary Culture, Media and Sport Committee (CMSC) cites research by Bournemouth University’s (BU’s) Professor Dinusha Mendis.

The report follows the consultation that was conducted by the Department for Culture, Media and Sport (DCMS) in November 2022 and outlines how Non-Fungible Tokens (NFTs) and blockchains should be tackled in the future, particularly in relation to art and culture; professional sport and advertising.

In relation to intellectual property rights (IPRs), the report cites copyright infringement, limited recourse and redress (for consumers and creators), the scale of infringement, consumer confusion and the inflexibility of transferring IP as the main issues that needs consideration.

In responding to these issues, the report cites the research by Prof. Mendis calling for more protection for consumers and creators as a result of rising IP infringements, scams and frauds. The report also identifies the unique nature of NFTs and blockchains and cites Prof. Mendis’ research in demonstrating how current laws – such as ‘notice and takedown’ or ‘the right to be forgotten’ – which apply in other circumstances relating to piracy and counterfeiting, may not necessarily apply to online marketplaces. As such, the report recommends a code of conduct to be adopted by online platforms dealing with NFTs.

The hype surrounding NFTs was short-lived and in mid-2022, investors saw a collapse in the NFT market. However, as the report states, “cryptoassets such as NFTs continue to have advocates … [and] even if NFTs never again reach the peak they achieved over the last few years, areas of concern [in relation to regulation] remain”.

As such, based on the research presented in this report relating to intellectual property, the CMSC recommends that the “Government engages with NFT marketplaces to address the scale of infringement and enable copyright holders to enforce their rights”. In relation to sports, the report identifies the financial risks and harm which NFTs present to fans and the reputational harm it presents to clubs and recommends that “any measurement of fan engagement in sports, including in the forthcoming regulation of football, should explicitly exclude the use of fan tokens”.

Finally, in relation to advertising, and once again citing the research by Prof. Mendis, the report recommends that the Government respond to misleading and/or fraudulent advertising for NFTs.

For further information and for the full report, please see here: https://committees.parliament.uk/publications/41611/documents/205745/default/

Impact Essentials: creating your impact development Plan

Training

This session is aimed at academics and researchers at all career stages and at all stages of the project lifecycle – from formulating research questions and preparing grant applications to developing a potential impact case study.

This practical workshop provides the tools, advice and time to start putting together your own plan to achieve impact.

By the end of this session, you will have created a detailed impact development plan, tailored to your particular needs and stages of impact development.

Impact Essentials: creating your impact development Plan

Tuesday 28th November

13.00 -15.00  at Talbot Campus

To book onto this session, please complete the Booking Form. 

For any queries regarding this workshop, please contact RKEOKnowledgeExchangeImpactTeam@bournemouth.ac.uk

RKEDF:November workshops under the “Post-award” pathway

Knowledge Exchange, Post-award

Tuesday 14th November, Online 15.30-16.00

Introduction to RED – The Research & Enterprise Database

This session is aimed at all academics to provide an overview of the Research & Enterprise Database,

including how to access the system, the information available to view, budget management via RED,

and how to use RED to identify your supporting pre and post award officers.

 

Thursday 15th November Talbot Campus, 14.00-15.00

Principal Investigation – Post Award for RKE

This session is aimed at any researcher who is, who plans to be, a Principal Investigator for an externally funded research or knowledge exchange project.

Topics covered include:• What is post award?• Roles and responsibilities• Systems• Key policies• Starting your awarded project
• Making changes to your project and reporting• Hints and tips

By the end of the session, attendees will have a strong foundation of what to expect when being responsible for their awarded projects.

 

To book your space please complete the Booking Form. 

For any queries regarding this workshop, please contact Alex Morrison, Post Award Programme Manager morrisona@bournemouth.ac.uk

RKEDF: Academic Publishing – hybrid workshop 08/11/23

Publishing

This session is aimed at ECRs who are new to or who have experience of academic publishing and wish to find out more.

The session will offer insight into the point and process of academic publishing in journals, edited collections and monographs. It will offer advice and guidance on pitching, developing ideas for publications, how to respond to reviewer feedback, and how to write a monograph proposal.

By the end of the session, attendees will have acquired greater knowledge of academic publishing and greater confidence in pursuing publications relevant to their career stage and development goals.

Wednesday 8th November from 13.00 – 14.00 

Talbot Campus – MS Teams  

 

To book onto Academic Publishing session, please complete the Booking Form.

This workshop facilitated be the ECRN Academic leaders Prof. Sam Goodman sgoodman@bournemouth.ac.uk and Prof. Ann Hemingway aheming@bournemouth.ac.uk

The Conversation launches new online, on-demand training courses

BU is a partner of The Conversation, a news analysis and opinion website with content written by academics working with professional journalists.

In addition to the training sessions run by Conversation editors throughout the year, they have now created four new asynchronous online courses to help you learn more about working with The Conversation and what they are looking for from pitches and articles.

Four short courses are now available for you to complete online at your leisure:

The courses are open to all BU academics and PhD candidates who are interested in finding out more about working with The Conversation. They will help you to understand how The Conversation works, the editorial support provided, and develop the skills to write for non-academic audiences.

The courses are being mapped to Vitae’s researcher development framework to help further contribute to professional development at all levels.

The courses can be accessed at: https://theconversationuktraining.teachable.com/

Why write for The Conversation?

The Conversation is a great way to share research and informed comment on topical issues. Academics work with editors to write pieces, which can then be republished via a creative commons license.

Since we first partnered with The Conversation, articles by BU authors have had over 9.5 million reads and been republished by the likes of The i, Metro, National Geographic Indonesia and the Washington Post.

You can learn more about working with The Conversation on the Research and Knowledge Exchange Sharepoint site

2024 BU Studentship Competition – Now open

PG research

Bournemouth University is committed to continue supporting the growth of our postgraduate researchers (PGRs) through the BU match-funded studentship scheme. As such, we are delighted to announce the launch of the allocative process for projects due to start during 2024-2025 academic year.

There are up to 10 match-funded studentship projects available, with a focus on supporting the BU research themes. There are no fully-funded studentships on offer. Match-funded studentships will only be offered in conjunction with guaranteed external match-funding.

The allocative process will be overseen by the BU Studentships Funding Panel and administered by the Doctoral College.

Full details, including the allocative process and other documentation can be found on the Doctoral College Staff Intranet.

Applications must be completed fully and submitted, by the lead supervisor, to the Doctoral College via email: phdstudentshipcompetition@bournemouth.ac.uk.

 

The deadline for submission of applications is 5pm on Monday 11 December 2023.

If you have any questions about your application, please speak with your Deputy Dean for Research and Professional Practice (DDRPP) or the Heads of the Doctoral College: Dr Fiona Knight (for FST or FHSS enquiries) or Dr Julia Taylor (for BUBS or FMC enquiries).

 

Deadline approaching | Call for abstracts | The 15th Annual Postgraduate Research Conference

PG research

The deadline is approaching to get your application in to present at the 15th Annual Postgraduate Research Conference 2023. 

The conference will take place on Wednesday 29 November. This is a great opportunity for postgraduate researchers to showcase and promote their research to the BU community whether they have just started or are approaching the end of their journey at BU.

Attending the conference is a great opportunity to engage and network with the postgraduate research community and find out more about the exciting and fascinating research that is happening across BU.

Abstracts are invited from postgraduate researchers to present via oral or poster presentation.

For full details on how to apply please visit the Doctoral College Conference Brightspace.

Closing date 09:00 Monday 23 October 2023.

Registration to attend will open in November, all members of BU are welcome!

For any questions, please email pgconference@bournemouth.ac.uk and a member of the Doctoral College conference team will get back to you.

Conversation article: Artificial coral reefs showing early signs they can mimic real reefs killed by climate change – new research

Professor Rick Stafford and Zach Boakes write for The Conversation about their research exploring whether artificial reefs in the tropics can function in the same way as natural ones…

Artificial coral reefs showing early signs they can mimic real reefs killed by climate change – new research

Alexey UW/Shutterstock

Rick Stafford, Bournemouth University and Zach Boakes, Bournemouth University

Earth’s average temperature in September 2023 was 1.75°C above its pre-industrial baseline, breaching (if only temporarily) the 1.5°C threshold at which world leaders agreed to try and limit long-term warming.

Persistent warming at this level will make it difficult for the ocean’s coral reefs to survive. The same goes for those communities who rely on the reefs for food, to protect their coastline from storms and for other sources of income, such as tourism. Recent Intergovernmental Panel on Climate Change assessments have predicted that even if global heating is kept within the most optimistic scenarios, up to two-thirds of all coral reefs could deteriorate over the next few decades.

It will not be possible to restore all the reefs lost to climate change. But we are scientists who study how to preserve these habitats, and we hope that artificial structures (made from concrete or other hard materials) could replicate the complex forms of natural reefs and retain some of the benefits they provide.

We know artificial reefs can attract fish and host high levels of biodiversity – often similar to natural reefs. This is partly due to them providing a hard surface for invertebrates like sponges and corals to grow on. Artificial reefs also offer a complex habitat of crevices, tunnels and other hiding places for species that move around a lot, such as fish, crabs and octopus.

Until now though, scientists were unsure if artificial reefs attracted wildlife which would otherwise live on nearby coral reefs or whether they helped support entirely new communities, enlarging existing populations. This is important, because if natural reefs do die, these artificial structures must be self-sustaining to continue benefiting species, including our own.

A fisher casts a net over the camera in shallow water at sunset.
Millions of people worldwide rely on fish as their main source of protein.
BankZa/Shutterstock

Our recent study is the first to examine whether artificial reefs in the tropics can function in the same way as their naturally formed counterparts. The answer is: not yet, but these concrete structures are beginning to mimic some of the key functions of coral reefs – and they should get better at it over time.

Follow the nutrients

Coral reefs support lots of different species in high numbers despite growing in tropical waters low in nutrients (chemicals such as nitrates and phosphates which boost plant growth). This puzzled naturalist Charles Darwin, and it became known as Darwin’s Paradox. We now know reefs achieve this by circulating nutrients extremely rapidly through the invertebrates, corals and fish that live on them.

In a healthy coral reef system, nutrients from dead animals and faeces are rapidly consumed by animals living on the reef, such as small fish or invertebrates, and these small animals are frequently eaten by larger animals. This ensures these nutrients cannot accumulate and so they remain at low levels, preventing algae from overgrowing and smothering the reef.

If artificial reefs perform a similar function to natural reefs then we would expect them to rapidly process nutrients entering the system and keep overall nutrient levels low too. This would indicate they are also highly productive ecosystems, similarly capable of supporting diverse and abundant wildlife even if many natural reefs die.

We tried to make an accurate comparison of natural and artificial reefs by comparing nutrient levels and how they are stored between the two.

From concrete to corals

Our study was conducted in north Bali, Indonesia. A local non-profit, North Bali Reef Conservation, which Zach co-founded, has been making artificial reefs for the last six years with the help of international volunteers and local fishers who use their boats to drop them offshore.

While over 15,000 reefs have been deployed so far, they only cover around 2 hectares – roughly the size of two football pitches.

But these structures are beginning to show signs of functioning like coral reef communities. In water we extracted from just under the sand near the artificial reefs we found high levels of phosphates – evidence of a large number of fish excreting. And in water samples from above the sediment, levels of all the nutrients we measured were low and similar to those recorded on natural reefs, indicating the artificial reef was rapidly recycling these nutrients.

However, the sediment around the concrete structures we tested appeared to be storing less carbon than that surrounding the natural reefs. We think the difference may be related to the relative abundance of invertebrate species such as hydroids (plant-like relatives of corals which feed by sifting detritus from seawater). These were common on the natural reefs we studied, but were only found in small, but increasing numbers on the artificial reefs. We think, as more of these species colonise the concrete over time, the reefs will function even more like their natural counterparts.

The study offers some hope that over time, artificial reefs can mimic more of the processes maintained by natural reefs. Our findings are an early indication that artificial reefs may be able to support local communities affected by reefs lost to climate change.

The climate threat to coral reefs will not be solved by artificial reefs. Only rapidly eliminating emissions of greenhouse gases can preserve a future for these ecosystems. But our research indicates that, where reefs have already been lost, through pollution, destructive fishing or coastal development, it may be possible to restore some of the lost benefits with artificial structures.

Our study suggests it can take up to five years for artificial reefs to begin functioning like coral reefs, so these recovery programmes must begin right away.

Imagine weekly climate newsletter

Don’t have time to read about climate change as much as you’d like?

Get a weekly roundup in your inbox instead. Every Wednesday, The Conversation’s environment editor writes Imagine, a short email that goes a little deeper into just one climate issue. Join the 20,000+ readers who’ve subscribed so far.The Conversation

Rick Stafford, Professor of Marine Biology and Conservation, Bournemouth University and Zach Boakes, PhD Candidate in Conservation, Bournemouth University

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

Congratulations to Xin Zhao, Catherine Talbot and Tabitha Baker for winning BA seed funding!

Awarded & submitted bids

Huge congratulations to Catherine Talbot, Xin Zhao and Tabitha Baker who were all successful in winning BA seed funding.  There were 40 applications reviewed across the British Academy South West hub and only nine awards, three of which went to BU!

Catherine Talbot in SciTech secured £1414 to support their project titled “Dementia Grant Development and Knowledge Exchange: Building Cross-University Partnerships” which includes partnership development by conducting a research visit to the Institute of Population Health Dementia Research at the University of Liverpool with the aim of developing grant proposal.

Catherine says, ‘I am delighted to have been awarded seed funding from the British Academy Early Career Researcher Network, which will allow me to conduct a research visit at the University of Liverpool with Dr Clarissa Giebel, a leading expert in dementia research. This funding will open doors to conducting meaningful and impactful research in dementia care, and represents the perfect next step towards my long-term career aspirations.’

 

Xin Zhao in FMC secured £1025 to support their project titled “Building stakeholder relationships with UK-based East and Southeast Asian community organisations” which includes Network development to build stakeholder relationships with UK-based East and Southeast Asian community organisations.

Xin says, ‘Building stakeholder relationships with UK-based East and Southeast Asian community organisations is the foundation for my dedication to exploring strategies to fight against anti-Asian racism from a media and communication perspective. BA Seed Funding provides me with the perfect support for the relationship building. This will pave the way for my following design of a community-oriented research project.

 

Tabitha Baker, also in FMC, secured £1700 to support their research titled “Local Democracy in a Time of Crisis” which includes development of stakeholder relationships with local public sphere and civil society organisations in Bournemouth, Christchurch and Poole area through the creation and screening of a short film.

Tabitha says, ‘This project aims to address low engagement and trust in local democracy in BCP, by exploring local government in challenging national contexts. Dr. Ian Gwinn (Co-I) and I seek to reshape understandings of local politics and regional identity, engage the public in conversations about local democracy, and assess its potential to promote social justice and active citizenship, building on my previous research.’

 

What a fantastic outcome so well done to all involved in this wonderful achievement!

 

 

Stories of childbirth: participants needed

HEIF

Interview participants needed! Are you:

  • Female aged 18-49
  • Active social media user
  • Resident in the UK
  • Not yet had children

A HEIF (Higher Education Innovation Funding) backed project led by Dr Julia Hibbert (BUBs) is exploring how women aged 18-49 understand stories of homebirth found on social media and the potential effect this may have on future decisions linked to childbirth.

We are looking for people to take part in online interviews lasting approximately 1 hour; we will reimburse your time with a £40 Amazon voucher.  If you meet the above criteria and would be interested in taking part in an interview, please contact Dr Rachel Arnold rarnold@bournemouth.ac.uk or Anna Marsh amarsh@bournemouth.ac.uk by email for further information.

[BU research ethics ID: 44223]

*Please feel free to share this post and spread the word

 

 

Advancing young people’s transferable skills and transition to work

According to the World Economic Forum, the top in-demand skills by 2025 will include creativity, problem-solving, active learning, initiative, and flexibility. However, the OECD’s 2021 Survey of Socio-Emotional Skills shows that adolescents, especially those from disadvantaged backgrounds, report lower skills like creativity and curiosity, emphasising the importance of early interventions for young people to prevent them from being marginalised or excluded from the labour market in the future.

The compulsory closure of schools following the pandemic altered the conventional teaching and learning landscape. Despite the instant and shared shock of the pandemic, the swiftness of young people’s adjustment to remote learning differed across family, regional, and socio-economic contexts. The absence of a structured in-school learning environment necessitated the question of young people’s ability to self-direct their learning and cope with sudden changes, indicating the relevance of socio-emotional competencies.

Also, the loss of direct supervision meant that teachers alone could not guarantee students learning during the pandemic, emphasising the value of a collaborative approach to learning.

According to a member of staff in one of the schools that participated in the project:

“SPEED-You-UP has benefitted our students by improving their knowledge of self. They can now identify what skills they possess for future endeavours. It also showed them that anything is possible. They are more positive in their outlook, confident, and work better in groups.”

A critical post-pandemic question is how are schools, universities, and local training services responding to young people’s well-being needs and equipping them for the transformations in the labour market?

If you have any questions about the SPEED-You-UP project or are interested in potential collaboration, please get in touch.

________________________________________________

Written by Dr Esther Anwuzia on behalf of the BU SPEED-You-UP team.

 

SOARing to Digital Transformation: Insights from a collaborative project with three Vietnamese universities

international

The “SOARing to successful Digital Transformation in Vietnamese Universities” is a visionary initiative aimed at propelling the successful integration of digitalization into Vietnamese Higher Education. This project, supported by the British Council’s Going Global Partnerships Programme, is an epitome of knowledge exchange in innovation and best practices in managing change related to digital transformation (DX).

A screen capture of people on a Microsoft Teams callThe initiative brings together four universities: Bournemouth University (UK), British University Vietnam, University of Economics Ho Chi Minh City (UEH), and Tra Vinh University (TVU), with the BU partners being from the North (Hanoi), the South (Ho Chi Minh City) and the deep South (Tra Vinh province) in Viet Nam. In addition to these institutions, the project also involved two students from the BU MBA programme that worked on a consultancy project related to the DX project.

The first major event on this project, a symposium simply labelled as Immersion Forum1, took place on the digital stage on June 26, 2023. This resulted in developing a shared understanding of individual universities approaches and a collaborative picture of educational excellence in digital context.

A powerpoint slide outlining BU 2025 strategy objectivesSession 1, led by Bournemouth University, was delivered by the project PI, Dr. Milena Bobeva, Internationalization Lead of the Bournemouth University Business School, and the Co-I on the BU side,  Assoc. Prof. Dr. Gelareh Roushan, Head of the Fusion Learning Innovation and Excellence Center (FLIE). This enlightening session delved into Bournemouth University’s organizational structure, its visionary 2025 strategy, and strategic outcomes. The spotlight was on FLIE, the driving force behind the university’s digital transformation. Dr. Gelareh Roushan provided valuable insights into FLIE’s support for academic staff in designing, delivering, and evaluating exceptional educational practices, using online resources, masterclasses, and bespoke sessions. The effectiveness of the university’s virtual learning environment, Brightspace, was apparent, offering numerous benefits for both staff and students.

A screenshot of a powerpoint slide outlining the process of implementing soft skills trainingSession 2, led by Tra Vinh University (TVU), featured a dynamic team of speakers who unveiled the university’s remarkable strides in digital transformation. Ms. Nguyen Thi Mai Khanh and Mr. Nghi Vinh Khanh, introduced the university’s visionary roadmap, aligning technology with a commitment to educational excellence.

Mr. Nguyen Thai Toan then shared TVU’s innovative Soft Skill Training Management System, a solution that streamlines the management of over 100 courses each month with just three part-time staff members. This efficient approach saves resources, optimizes time, and enhances the learning experience for both educators and students. Ms. Phan Thi Phuong Nam added to the discussion with insights into the Course Assessment Portfolio (CAP) System, addressing the challenges of traditional assessment by digitizing student outcomes data. This move not only simplifies data management but also provides valuable insights for informed decision-making at TVU.

A powerpoint slide saying 'Minding the Gap'Session 3, presented by British University Vietnam (BUV), featured Dr. Mike Perkins, Senior Lecturer and Head of the Center for Research and Innovation, and Mr. Benjamin Robinson, LMS Curriculum Designer. BUV’s innovative approach to digital transformation was highlighted through the upgrade of its Learning Management System (LMS), enabling a fully blended mode of education. The university’s clever use of familiar tools like Excel empowered academic staff, facilitating the creation of digital courses and improved data utilization. Notably, BUV’s work on a generative AI chatbot, designed to ethically support students, promises to be a significant future advancement.

A powerpoint slide outlining digital transformation in universitiesThe closing session, led by the University of Economics Ho Chi Minh City (UEH), featured Mr. Huynh Duc, Executive of UEH International Office, and Dr. Vo Ha Quang Dinh, Head of the Department of Information Technology. UEH shared its comprehensive strategy, focusing on eight aspects of digital transformation across three pillars of Administration, Training, and Research. Noteworthy was the university’s pioneering efforts in preparing for the future, including plans for big data utilization to create datasets for research and administration, as well as the anticipation of utilizing ChatGPT to support students and staff.

The awareness that came though the Immersion forum was complemented by the work done by the MBA students. Following extensive review of frameworks related to DX and digital competencies and with the help of funding from the Turing programme, the student team spent a month in Viet Nam, working with Vietnamese students from the partner organisations for developing a vision board of digital transformation that captures the views of the younger generation in Viet Nam. The work captured on padlets is insightful of the perspectives of the BUV, UEH and TVU students.

We are currently to commence another major stage in the project: the assessment of the digital maturity of the Vietnamese partners. Milena Bobeva and Geli Roushan are in Vietnam for the first assessment session that will be run with BUV senior management team on the 17 October 2023. More details on the outcomes from this stage and how it impacts on institutional decision making and beyond are to follow.

The partners are committed to embracing digital transformation and managing the transition smoothly and effectively, and though collaboration with their own partnership networks and the British Council UKVN Higher Education Network, to positively influence the DX journey across Vietnamese Higher Education.

To stay connected with this community of practitioners driving digital transformation, visit the project’s fanpage at https://www.facebook.com/UKVNHEDigitalTransformation.

BU MSc Student, Sarah Clark, gives a presentation at EDS ECHO Fatigue Summit 0n 21st October

Sarah is giving a Community Voice presentation at the EDS ECHO Summit Series: Fatigue – Causes and Management at 4.32pm UK time in the “Exercise, Pacing and Diet” section, sharing some of her own tips and tricks for life managing several complex chronic health conditions.    This will be followed by participation in the live online Q&A session at approx 4.45 pm UK time.

 

Sarah, who has hypermobile Ehlers-Danlos syndrome, is a Masters student at BU studying Clinical and Developmental Neuropsychology.  Sarah sits as a patient expert in the EDS International Consortium, Psychiatric and Psychological Aspects Working Group.

Sarah presented her BMJ paper “Help me trust you after my misdiagnosis” at The EDS Global Learning Conference in Dublin in August.

Sarah was diagnosed in May 2022 with Autism spectrum condition, a realisation she only made thanks to attending the autism lectures on her MSc course here at BU!  She recently completed her qualitative MSc Research Project, supervised by Dr Emily Arden-Close, on “What are the daily experiences of autistic people living with hEDS?” and has just started working on writing her dissertation up for submission to a journal.

Sarah is studying part-time at BU due to the time-consuming nature of managing several complex conditions. But alongside managing her wellbeing, Sarah regularly engages in public awareness work, volunteering and charity fundraising work. She is also a keen photographer, writer and yogi and was featured in Hotpod Yoga’s Move with Purpose Campaign recently where she talked about her late-autism diagnosis: https://hotpodyoga.com/move-with-purpose/

Sarah is hugely grateful to the BU Community for the support and encouragement she’s had over the past few years which has allowed her to make great leaps in improving her own health and wellbeing, as well as giving others hope.  You can read more about Sarah’s inspirational journey on her website.

 

Call for abstracts | The 15th Annual Postgraduate Research Conference

PG research

One week to go till applications close!

The 15th Annual Postgraduate Research Conference 2023 will take place on Wednesday 29 November, and the deadline for applications is fast approaching.

The conference is a great opportunity for postgraduate researchers to showcase and promote their research to the BU community whether they have just started or are approaching the end of their journey at BU.

Attending the conference is a great opportunity to engage and network with the postgraduate research community and find out more about the exciting and fascinating research that is happening across BU.

Abstracts are invited from postgraduate researchers to present via oral or poster presentation.

For full details on how to apply please visit the Doctoral College Conference Brightspace.

Closing date 09:00 Monday 23 October 2023.

Registration to attend will open in November, all members of BU are welcome!

For any questions, please email pgconference@bournemouth.ac.uk and a member of the Doctoral College conference team will get back to you.