Category / REF Subjects

International Composer Residencies for BU academic

BU research, Uncategorized

I was recently selected for two composer residencies in Sweden, first at Elektronmusik Studion (EMS), Stockholm (June 2023), and then at Studio Alpha, Visby International Centre for Composers (VICC), Visby, Sweden (September 2023). Both studios feature immersive multichannel surround sound systems of extremely high quality, enabling me to explore in-depth the compositional possibilities of spatial audio. 

Studio 2 at EMS Stockholm

Studio Alpha at Visby International Centre for Composers

During these residencies I was able to focus on the use of ambisonic sound. Ambisonic sound is used in many areas of the creative industries, such as music and sound recording, music creation, cinema and TV sound design, and game audio. The format allows for spatial audio ‘environments’ to be created within a virtual listening space using computer software, positioning and moving individual sounds around the listening area. Most significantly, this spatial audio can then be decoded for any playback system – from binaural for earbuds, conventional stereo, and on to immersive audio systems of 64 loudspeakers or more, yet always retaining the composed spatial image.

This scalability of ambisonic sound makes it extremely flexible when presenting immersive audio work in different venues of different sizes, and with different loudspeaker layouts. At EMS, I was able to work using their 15.1 Genelec sound system, which features an array of ceiling loudspeakers, as shown in the photo.

These residencies gave me fantastic opportunities to commence composing new electroacoustic work whilst exploring the ambisonic technique in-depth, using a variety of software tools in different music studio environments.

Ambrose Seddon, Department of Creative Technology and EMERGE

 

Opportunity to get more involved in preparing Archaeology REF 2028 submission – impact and engagement

BU research, Impact, REF Subjects

We are looking to recruit 2 x impact champions in UOA 15 (the Unit of Assessment for Archaeology) to help support preparations for our next REF submission in 2027. The deadline for expressions of interest is the 27th October 2023.

These roles are recruited through an open and transparent process, which gives all academic staff the opportunity to put themselves forward. Applications from underrepresented groups (e.g. minority ethnic, declared disability) are particularly welcome.

We are currently preparing submissions to thirteen units (otherwise known as UOAs). Each unit has a leadership team with at least one leader, an output and impact champion. The leadership team is supported by a panel of reviewers who assess the research from the unit. This includes research outputs (journal articles, book chapters, digital artefacts and conference proceedings) and impact case studies.

All roles require a level of commitment which is recognised accordingly, with time to review, attend meetings, and take responsibility for tasks.

This vacancy is for joint impact champions for UOA 15 Archaeology. The roles are available as a job share, on the basis of a combined total of 0.2 FTE (split to be decided in discussion with successful applicants).

Undertaking a UOA role can be enjoyable and rewarding, as one of our current impact champions can testify:

“As a UoA 17 impact champion, I work closely with the UoA 17 impact team to encourage the development of a culture of impact across BUBS. I try to pop into Department / research group meetings when I can to discuss impact, and I’ve enjoyed meeting people with a whole range of research interests. Sometimes it can be tough to engage people with impact – understandably; everyone is busy – so it’s important to be enthusiastic about the need for our BU research to reach the public. Overall, the role is about planting the seeds to get researchers thinking about the impact their work might have in the future (as well as the impact they have already had, sometimes without realising!)”

Dr Rafaelle Nicholson – UOA 17 Impact Champion

How to apply

All those interested should put forward a short case (suggested length of one paragraph), explaining why they are interested in the role and what they believe they could bring to it. These should be clearly marked with the relevant role and unit and emailed to ref@bournemouth.ac.uk by 27th October 2023.

Further details on the impact champion role, the process of recruitment and selection criteria can be found here:

Role Descriptor

Process and criteria for selection

For more information, please contact ref@bournemouth.ac.uk, or the UOA Leader Kate Welham with queries..

The Evolving Landscape and Future Prospects of Mechanical Engineering Education in the UK

BU2025, Centre for Excellence in Learning, Fusion, Fusion themes, Impact, Industry collaboration, innovation

IMechE FL

Mechanical engineering education in the United Kingdom has undergone significant transformation in recent years to meet evolving societal needs and strategic priorities. As the educational landscape adapts, mechanical engineering programs have emerged as catalysts for innovation, sustainability, and societal advancement.

The UK has a rich heritage of engineering achievements, making engineering education an intrinsic part of the nation’s academic fabric. Traditionally, mechanical engineering has been at the forefront of this endeavour, contributing to the country’s industrial prowess. Today, this legacy continues, with mechanical engineering playing a pivotal role in shaping the future.

Mechanical engineering education in the UK is intimately connected to national priorities:

Energy Sustainability: The global concern for energy sustainability is reflected in the curriculum. Mechanical engineering programs focus on energy technology development, equipping students to address pressing issues in renewable energy, energy efficiency, and sustainable power generation.

Health-Related Technologies: Mechanical engineers are at the forefront of healthcare innovation. They contribute to the development of health-related technologies, such as medical devices and healthcare robotics, bridging the gap between engineering and medicine to improve patient care.

Longevity of Structures: Ensuring the longevity of critical structures and infrastructures is paramount. Mechanical engineers learn to design and maintain durable and resilient structures, contributing to economic stability and public safety.

Wider Sustainability Context: Mechanical engineering education has broadened to encompass sustainability principles. Graduates are well-versed in sustainable design, circular economy concepts, and eco-friendly manufacturing processes, addressing sustainability challenges effectively.

In a pioneering move, Professor Zulfiqar Khan worked closely with the Institution of Mechanical Engineers (IMechE) on their accredited Further Learning Programme (FLP). He assumed the role of scheme coordinator and integrated Bournemouth University’s existing educational and enterprise provisions into the IMechE FLP. This collaboration achieved IMechE accreditation in July 2011 as a Further Learning Programme, marking a significant milestone for academic year 2012-13. This was a historic achievement as it marked the first IMechE accredited program in an English Higher Education Institution (HEI).

Recognising the need for lifelong learning and professional development in engineering, Professor Khan championed the creation of a flexible learning degree tailored for industry professionals. This innovative program allows working engineers to obtain academic qualifications while continuing their careers. It enables industry professionals to achieve academic qualifications required for professional recognition as incorporated or chartered engineers, further contributing to the engineering workforce’s expertise and professionalism.

Building on the success of the IMechE FLP accreditation, Professor Khan played a pivotal role in establishing a successful mechanical engineering course at Bournemouth University. This course, with its industry-relevant curriculum and strong ties to the IMechE, quickly gained recognition and attracted students enthusiastic about pursuing careers in mechanical engineering.

Central to the success of these programs is the fusion of research-informed education with a strong industry and professional interface. By aligning educational provisions with the latest research and industry needs, students benefit from a dynamic learning experience that is both academically rigorous and practical. This approach enhances their employability, as graduates are well-prepared to apply their knowledge in real-world scenarios.

Moreover, research-informed education underpinned by industry applications also yields significant societal impacts. Graduates are equipped to address environmental challenges through sustainable design practices, contribute to social well-being through healthcare innovations, and drive economic growth by applying their skills in industry sectors.

Professor Zulfiqar Khan’s impact extended beyond the classroom and curriculum. He used the successful accreditation of the IMechE FLP program as evidence to support the repositioning of Research Excellence Framework (REF) Unit of Assessment 15 to UoA 12. This strategic move was initiated well before the launch of the Lord Stern review of the REF in 2015. It sought to ensure that research in mechanical engineering received appropriate recognition and support within the REF framework.

The Lord Stern Review of the REF was officially launched in 2015, led by Lord Nicholas Stern. Its objective was to assess the role and operation of the REF and make recommendations for the future, including how research excellence and impact are evaluated, funded, and rewarded.

Professor Zulfiqar Khan’s contributions to mechanical engineering education in the UK extend beyond the classroom. His vision, dedication, and collaboration with industry and professional bodies have not only led to the establishment of successful academic programmes but have also influenced the strategic positioning of research in mechanical engineering within the REF framework. As mechanical engineering continues to evolve, such contributions are pivotal in shaping its future impact and significance, fostering a dynamic and impactful fusion of education, research, and industry interface.

Acknowledgment. This article is researched, produced and written in collaboration with GAI.

SPARC Seminar: Cities of (physical) culture 25/09/23

BU research, Research Centres, RKE development framework

Cities of (physical) culture

 “Green” Urban Infrastructures, Physical Activity Promotion, and their Margins

 

Amid a worldwide growth in urban populations and an increasing policy focus on creating “smart”, “sustainable” and “wellness” cities, the relationship between cities and physical activity has been changing from the end of the 20th century.

Previously confined in specific urban areas, the pursuit of active physicality has been progressively seen as contributing to a range of urban functions (from health promotion to social cohesion) in the city itself. This has been particularly relevant for urban leaderships facing the need to regenerate dismissed industrial areas and to promote urban diversity and citizenship in increasingly unequal cities.

Yet, as urban initiatives aim to build “the city of the future” including by changing how urban residents move within it, what forms of urban citizenship these interventions envision, and what hierarchies of belonging and deservingness do they (re)produce? How are these processes lived and negotiated by urban dwellers differently positioned at the social and spatial margins of the city?

This seminar draws on research conducted in Italy (Turin) and Brazil (Sao Paulo) to explore how “sustainable” urban policies and the urban spaces and infrastructures they create shape the ways in which urban inequalities are manifested and negotiated through leisure and physical activities in contemporary cities.

This seminar will be held on Monday 25th September

from 14:00-15:00 at F109 Fusion, Talbot Campus

For more information, please contact:

Sport and Physical Activity Centre (SPARC) futurestudents@bournemouth.ac.uk

Nicola De Martini Ugolotti, Senior Lecturer In Sport, ndemartiniugolotti@bournemouth.ac.uk

Alessandra Bueno, Visiting fellow BUBS abueno@bournemouth.ac.uk

A catalyst for knowledge exchange at the CBI

Business Engagement, HEIF, Industry collaboration, innovation, Knowledge Exchange, Knowledge Exchange and Impact Team

The Confederation of British Industry (CBI) acts as the catalyst between industry and government to drive positive change in the UK economy. As such, they were an ideal partner to host an Executive Round Table event that examined the role of ‘leadership and strategic communications as twin pillars of business resilience’.

The HEIF project was run by Prof John Oliver (FMC) with nearly 30 senior executives attending the event from sectors of the UK economy that included aerospace, defence, management consulting, strategic communications, journalism,governance and policy.

Keynote presentations were given by Professor Lucy Kung, Strategic Advisor & Senior Research Associate, Oxford University, Professor John Oliver (BU), James Gater and Tom Sharpe OBE (Special Project Partners Ltd) and Juliet Eccleston (Chair, CBI Sharing Economy Council).

Professor Oliver said “many thanks the CBI for hosting our Executive Round Table discussion, the keynote speakers and an enthusiastic group of senior executives” whilst James Gater of commented that the “eclectic group made for a brilliant and thought-provoking discussion on leadership, nurturing the right culture as well as overcoming chronic underperformance through effective communications”.

Researchers discover huge Neolithic monument on the Isle of Arran

BU research, Fusion themes, Impact, REF Subjects, Research communication, Research news

Bournemouth University researcher involved in groundbreaking discovery on Scottish island.

by Stephen Bates

A team of researchers have discovered what is believed to be a complete Neolithic cursus set within a rich prehistoric landscape on the Isle of Arran, Scotland.

This monument type is amongst the first that was built by farmers in Neolithic Britain and is huge – measuring 1.1km long and 50 metres wide.

A cursus is a vast Neolithic monument comprised of one or more rectangular enclosures. The cursus on Arran is defined by a large stone, earth and turf bank running around the entire perimeter of the enclosure. Constructing this monument would have involved staggering amounts of labour, transforming the entire local landscape.

This monument type could date to perhaps as early as 3500 BC, researchers say. It is the most complete example of this site type found in Britain and the opportunity to investigate a cursus bank is very rare and hugely exciting.

Prehistoric field boundaries, clearance cairns and round houses, at least some of which may be contemporary with the monument, have also found in the same landscape, all preserved within peatland, sealing the archaeological layers. Ancient soils representing the original Neolithic land surface, together with cultivated soils from the Bronze Age period, provide an unparalleled opportunity to understand how contemporary farming practice and settlement interacted with the cursus monument and how early farmers transformed this place.

Dr Emma Jenkins, Associate Professor in Archaeology at Bournemouth University, co-led the landscape geoarchaeology and environmental science work at the site, supported by Dr Sarah Elliott, Deputy Head of Department, Life and Environmental Sciences (LES) and Harry Manley, Demonstrator in LES.

This involved excavating areas near the cursus into the Neolithic land surfaces and Bronze Age field systems which will allow samples to be taken for dating and other environmental evidence. This will help the team to understand how people used and managed this important landscape and feed critical information into the rewilding strategy about the landscape history of the area.

Dr Jenkins said, “The Isle of Arran is well known for Machrie Moor with its Prehistoric stone and timber circles; standing stones and burial cairns but the discovery that these may be part of a much larger complex which included this enormous cursus elevates this into a region of global significance on a par with other ceremonial landscapes like Stonehenge. As an environmental archaeologist I am particularly excited by the discovery of well-preserved soils, contemporary with the creation of the cursus which means we can investigate how people used and modified this landscape from the time of the first farming communities in Britain.”

This research will provide invaluable information about landscape history and past ecosystems that will feed into the Rewilding strategy currently being put together by landowner David Bennett and the Northwoods Rewilding Network and wider work by Arran Geopark.  The team also supported participation by members of the local community in the research process and are exploring future learning and creative opportunities responding to the investigations.  Artists from the region were supported by North Ayrshire Council and Arran Theatre and Arts Trust to explore the excavation.

Professor Nicki Whitehouse, Professor of Archaeological Science, University of Glasgow,  said: “The initial discoveries reveal a highly unusual combination of a ceremonial monument within a prehistoric farming landscape. It is part of a continuum that likely linked to the ritual site at Machrie Moor, probably forming part of something much more extensive. The science work will allow us to understand about the animals and plants people farmed, how people impacted the landscape and its ecosystems and transformed their soils for cultivation – and what we may learn from this today.”

The combination of investigating all these elements together is highly unusual and has also involved experts from Universities of Birkbeck, Reading, Coventry, Birmingham, and Southampton as well as archaeologists from Archaeology Scotland and Historic Environment Scotland.

The discovery has seen widespread media coverage, including in The National, The Guardian, The Times (paywall) and The Scotsman (paywall).

Proofreading your article accepted for publication

BU research, Featured academics, international, open access, Publishing, Research news, Research Training, Uncategorized, writing

It is always a pleasure to see your own paper in print.  If all is properly organised at the publisher, the first time you see you paper as it will look in its final version when you receive the proof copy.  It is the authors’ task to proofread this final copy and pick up any mistakes you may have made or the journal has made putting your word file into the journal’s layout.  More and more journals now ask you to do the proofreading and editing online.  The first message here is that proofreading is exact business and most certainly time consuming.  Moreover, feeding back mistakes you may find in the proofs is not without its trials and tribulations.

Yesterday we received the proofs for a paper accepted by BMC Health Research Policy & Systems [1]. The BMC is part of the publisher Springer , and it uses an online proof system eProofing to which the authors get temporary access, to read and correct text.  This system looks good online, but beware the online version you get to edit does not look the same as the version that will appear in print.  The draft print version generated by eProofing has line numbers which don’t appear online when you are editing the proofs.  So we had to write on the online system separately that we found a set of quotes glued together, as the system does not allow authors to change the lay-out (for obvious reasons). In this case,  we had to write details like: “There needs to be a space after first quote line 421.”  What might look okay in the eProofing version didn’t do so  in the print version, where it was it is wrong.  This is illustrated in the example picture below.

 

Last month we battled with the proofs of another BU paper forthcoming in the journal Women and Birth [2], which is part of Elsevier.  Again, it has an online system for proofs.  This system does not allow the authors to correct mistakes in in the line spacing.  So we ended up writing to journal manager, not the editor, things like: “There is a very big gap between the end of section 3.7. and Overview of findings section – please could the text be rearranged to get rid of this big gap.”  We also asked for a summary section to be kept on one page, not having an orphan two words on the next page, but that appeared to be too difficult a request.  We think we a little flexibility, i.e. a human intervention the lay-out could have been improved.  See illustration below with text as it appears in the current online-first version.

We like to stress our advice to set plenty of time aside to read and edit the proofs, and to send details instructions to the journal manager or editor about what needs changing.  Changes include typos, grammar and style, but also lay-out of text and illustrations, boxes in the text, tables and figures.  “It is also important to check tables and figures during the proof-reading as the formatting can often go astray during the typesetting process” as we highlighted by Sheppard and colleagues [3].  Also double check correct spelling of names of co-authors and the final author order in the proofs.  Many years ago, I received the proof of pages of a midwifery article [4].

I dutifully read and edited  the proof of the actual text, but I never check the short introduction with the authors’ names which an editor had added to the final proofs.  When the paper came out in print to transpired that this editor has changed the author order, i.e. my name was first, probably because I had submitted the paper on behalf of my co-author.  This cause some problems with my co-author, made all the worse since I am married to her.

 

Prof. Edwin van Teijlingen

Centre for Midwifery & Women’s Health

References:

  1. Wasti, S.P., van Teijlingen, E., Rushton, S., Subedi, M., Simkhada, P., Balen, J., Nepal Federalisation of Health Team (2023)  Overcoming the challenges facing Nepal’s health system during federalisation: an analysis of health system building blocks. Journal of the Health Research Policy & Systems. (forthcoming).
  2. Arnold, R., Way, S., Mahato, P., van Teijlingen, E. (2023) “I might have cried in the changing room, but I still went to work”. Maternity staff managing roles, responsibilities, and emotions of work and home during COVID-19: an Appreciative Inquiry, Women & Birth (online first) 
  3. Sheppard, Z., Hundley, V., Dahal, N.P., Paudyal, P. (2022) Writing a quantitative paper, In: Wasti, S.P., van Teijlingen, E., Simkhada, P., Hundley, V. with Shreesh, K. (eds.) Writing and Publishing Academic Work, Kathmandu, Nepal: Himal Books, pp.78-87.
  4. van Teijlingen E., Ireland, J.C. (2014) Community midwives on the go. Midwives 1: 54-55.