Category / ECR Network

HE policy update for the w/e 10th May 2019

Research

The Universities Minister, has delivered the first in a series of four planned speeches on how the UK can best achieve its ambition to invest 2.4% of GDP in R&D by 2027.  It was a surprising speech in some ways, short on announcements, although there were some, and long on wishful thinking.  We’ve pulled out some bits below.  For a healthy dose of cynicism/realism we recommend the annotated version by HE for Research Professional.

Investment – To achieve our target of 2.4%, total UK R&D investment would need to rise to around £60bn in today’s money. More than double our current investment levels. This would require us to have invested an additional sum of over £80bn cumulatively each year from 2017 across the public and private sectors.

People – It doesn’t matter how much money we pump into R&D over the years ahead, it won’t make the intended difference if we don’t have the right people in place. Ensuring a strong pipeline of talent will be essential for bolstering the UK’s research prowess. We are also going to have to substantially increase the numbers of people we have working in R&D in the same period – perhaps by as much as 50%. To put that in figures, that means we need to find at least another 260,000 researchers to work in R&D across universities, across business and across industry.

International staff and students – We are making it easier for international graduates to move into skilled work. International students studying for undergraduate level and above will be able to apply for a visa three months before their course finishes – enabling them to take up skilled work after their degree. They will also be able to apply for a skilled work visa out-of-country under the same preferential conditions as they would experience if they were to apply for a visa in-country. In addition, a reformed sponsorship system will provide a simplified and more streamlined system. This will be less burdensome for employers and will enable businesses to harness the talent they need more easily. We set out a clear ambition in our International Education Strategy earlier this spring: to grow the numbers of international students studying in UK universities to 600,000 by the end of the next decade.

Supporting Researchers

Our current research culture relies on dominant power structures, where doctoral candidates and post-docs are largely dependent on supervisors or PIs for references and progression. This puts the power firmly in other people’s hands. Is it any wonder, then, that less than half of doctoral researchers report they would be likely to disclose any mental health and wellbeing issues to their supervisors? This closed culture urgently needs to change. So, I hope future joint work by the Office for Students (OfS) and Research England into the mental health and wellbeing of doctoral researchers can identify good practice to take forward in this area.

….the Concordat to Support the Career Development of Researchers, first launched in 2008. …I am pleased that an independent review of the Concordat has just taken place to ensure it is up-to-date to meet the needs of today’s researchers. And I look forward to seeing the revised version of the Concordat when it is published later this summer. As Universities and Science Minister, I am serious about taking the Concordat forward. And I am pleased to be hosting a high-level meeting with the Chair of the Concordat Strategy Group, Professor Julia Buckingham. Alongside Sir Patrick Vallance and other key sector leaders, to discuss how we can further improve research careers in the UK.

I also encourage the OfS, Research England, and UKRI as a whole to look more widely at how the implementation of current policies affect researchers on the ground. The three higher education excellence frameworks – namely the REF, TEF and the KEF – are all integral to the way we govern and fund higher education, science, research and innovation. But we need to make sure they are not disproportionately affecting early career researchers and putting extra strains on their work. The recent headlines about universities spending around £87m on non-disclosure agreements since 2017 doesn’t help us to project an image of a sector that cares for its employees.

Academia in industry

For too long, there has been a stigma in this country around pursuing non-academic research careers. So, we should never look down on early career researchers if they opt for a career outside academia. Rather, we should actively encourage our PhDs and post-docs to see the merits of pursuing an R&D career in other sectors and industries. For one, we need to stop talking about jobs outside academia as being ‘second choice careers’ or ‘Plan B options’. For our 2.4% target to work, we need people to be actively considering research careers across the entire science and innovation system.  

So, isn’t it high time we start to better connect graduates with the evident skills gaps we are experiencing right across our labour market?  Yet, this isn’t going to be easy when many of their main role models inside universities know very little about careers in industry. And are themselves either unaware or unconvinced of the strength of research positions outside academia.  There are schemes that aim to address this issue – such as the Royal Academy of Engineering’s Visiting Professors scheme. This funds senior industry practitioners to participate in course development, face-to-face teaching and the mentoring of Engineering undergraduates at a host university. It is a great programme, but it is not widespread practice. The difficulties aren’t just on the side of universities. Some employers are unused to recruiting PhDs and don’t fully understand the benefits that those with higher academic qualifications can bring to their workforce. I think of this as the ‘graduate paradox’ – the higher the academic qualifications you have, the less professionally qualified you may seem. This, I feel, is a particular UK problem we need to address.

Gaps – We still have some way to go to eradicate gender pay gaps in the sector and increase the proportion of women in academic and research leadership. Not to mention the number of Black and Ethnic Minority role models that will inspire others and show them a research career can really be for people like them.

Additional points:

  • The 41 winners of the first ever Future Leaders Fellowships have been announced. The fellowships aim to develop early career researchers who will become world-leaders in their fields, intending for their research to maintain the UK’s reputation for being at the forefront of science and innovation. The winners share £40 million, with the scheme costing £900 million over 3 years. The projects funded include using cloud computing to monitor changes of all glaciers in the Arctic and Antarctic and how children’s adventurous play can lower levels of anxiety in young people.
  • First call for the new Stephen Hawking Fellowships issued. Working with the Hawking family, UKRI will support up to 50 postdoctoral scientists in theoretical physics over the next five years.

 Italian Partnership – Research England have announced their partnership with the Italian National Agency for the Evaluation of the University and Research Systems, ANVUR, which will support research assessment and the evaluation of knowledge exchange in English and Italian universities. David Sweeney, Executive Chair of Research England commented: “ANVUR is at the leading edge in the international landscape of knowledge transfer assessment and it was very helpful to discuss Italy’s research evaluation.”

Master’s Loans

The DfE have published the Postgraduate Master’s Loan evaluation. The Master’s Degree Loan Scheme was launched by the Government in June 2016, and was the first time that Government provided finance to contribute to costs for postgraduate master’s study. The aims of the loan were to:

  • Increase take up of master’s courses
  • Enable progression onto master’s courses for those who could not afford to self-finance or would have to delay starting to save up for a master’s course
  • Improve the supply of highly skilled individuals to the UK economy

The evaluation follows up the first cohort of master’s students who started in 2016/17 with the new loan and found positive outcomes.

  • Data from the HESA Student Record shows that there was a substantial increase in the overall number of Master’s students enrolling at English HEIs. This growth was driven by a 36% increase in enrolments from England-domiciled loan eligible students. (However, these figures may be overinflated as 2015/16 master’s students may have deferred starting their study a year to benefit from the loan in the following year. The report notes BAME students were particularly likely to do this with 61% reporting they deferred entry specifically for this reason.)
  • Most HEIs interviewed (75%) said the number of enrolments from students onto courses eligible for postgraduate loans increased in 2016/17. Among those which reported an increase in numbers, the majority (84%) attributed this at least in part to the introduction of the Master’s Loan.
  • Students themselves confirmed the importance of the Loan in enabling them to study. Nearly three-quarters (72%) of students starting their course in 2016/17 felt that they would have been unable to undertake their specific Master’s course without the Master’s Loan, while around a third (36%) agreed that they would “never even thought about studying a Master’s” if the Master’s loan had not been available.
  • While there were no substantial changes to the age or gender profile of students, the proportion of Black students increased substantially between 2015/16 and 2016/17 (but see above).
  • Quicker – Analysis of the HESA student record indicates a trend towards a greater proportion of full-time study. While the proportion of loan-eligible England-domiciled students studying full-time remained relatively constant in the period prior to the introduction of the loan (at 54-56%), this proportion increased to 62% in 2016/17.
  • Sooner – 90% of master’s loan recipients “agreed that the Master’s Loan had enabled 14 them to begin postgraduate study sooner”. Students in receipt of the Loan were more likely to have progressed from undergraduate to postgraduate study within a year (48%) than those not in receipt of the Loan (23%). The main reason for this given by students in the qualitative interviews was that without the Master’s Loan, they would have had to spend several years building their savings in order to afford it
  • Students in receipt of the Loan were more likely to say that their main reason for studying was to improve their employment prospects (20% compared with 12% of those not in receipt of the Loan). Prior to loan introduction (2013/14 cohort) more stated their main motivation was interest in the subject.
  • Almost all students (94%) expected to receive at least one benefit as a result of their programme, five years after completing their study. 74% believed they would be earning more money, and a similar proportion (73%) expected to have more job choices. Being in a more senior role and being in a more specialist role were each mentioned by 70% of students, and 68% anticipated they would be in a higher pay band.
  • There was no change in the proportion receiving either funding from their HEI or funding from their employer to pay for tuition fees. Hence, so far, there is no indication of the Master’s Loan ‘crowding out’ other sources of funding.
  • 70% of Master’s starters in 2016/17 also worked (35% FT, 35% PT) – it was only 58% that worked in 2013/14. The evaluation notes a higher proportion of starters in 2016/17 funded all or part of their tuition fees through employment than the comparator group of 2013/14. 52% of students stated that without the loan for their living expenses or fees they may not have been able to undertake the course. However, 46% would have self-funded or found other methods to fund their course leading to questions on whether the loan is providing funding for those who could have afforded the course anyway.
  • Interestingly (messages for UG differential fees perhaps?) were that 41% of loan students would have changed their study to afford a masters (a) 25% choosing a cheaper course, (b) 19% choosing a different course, (c) 22% choose same course but at a different institution. BAME students were most likely (33%) to change their plans.
  • The master’s loan contributes up to £10,000 towards the fees/living expenses of master’s study. However, most respondents stated it was not enough and the difficulties of working coupled with the intensity of master’s study meant they had to rely on parents to top them up financially. There are potentially messages in here about inclusivity, hidden barriers to disadvantaged students, and potentially an influence on dropout rates.
  • The evaluation suggested there is evidence that the Loan will help the sustainability of the HE sector. Most HEIs benefited from increased student volumes in 2016/17 and half reported that they believe the Loan will lead to increased revenue for them. There is evidence to suggest that it has benefitted medium-tariff institutions in particular.
  • There is some evidence that the Loan has had an effect of increasing fees for Master’s courses (HEIs more likely to report increases on these courses (57%) than on courses not eligible for fees (41%)). DfE note this may warrant further investigation.

TEF update

Do you know your pilot from your parliamentary review?  What are the metrics used in the latest version of TEF and did you know that the criteria have changed?  We’ve been updating staff at BU on the latest on the TEF, and on the staff intranet policy pages you can find links to our latest slides and a more detailed briefing note, as well as a link to BU’s submission to the Parliamentary review call for views.

Election fever

Everyone has a view on what happened in the local elections and what it means for national politics – it means get on with Brexit, it means abandon Brexit, it means everyone is just fed up and protest voting for smaller parties and independents….  Your policy team are a bit idealistic sometimes (despite watching a lot of politics), and we are subscribers to the “people are probably generally voting on local issues locally” theory.  We hope so – because these local politicians will be responsible for things that will happen locally for the next 4 years.  So feelings about the council mergers and hospital changes, for example, will have had an effect in Dorset and BCP.

Of course national politics will have had an impact.  There may be a general dissatisfaction with the Conservatives and some of that may be Brexit-related, but it could also be driven by concerns about social care and local authority funding more generally.  It doesn’t seem to make sense that across the country many people abandoned the Tories for the Lib Dems if they genuinely want a no-deal Brexit. They may have been formerly disaffected Lib Dem voters going home – but in that case they almost certainly don’t want a no deal Brexit.  The focus on climate change recently will of course have helped the Greens – people voting for green candidates who will drive local changes.

If you want to look at trends, the Commons Library has a lovely map.  Otherwise we suggest there is a huge risk in leaping to too many conclusions and we recommend everyone turns their mind to who they will vote for in the EU elections.  There is still a chance that MEPs will take their seats and keep them for some time so they could have a voice in the EU Parliament.  And here in the South-West we have some sparkling candidates.  You can’t vote for them, though – because of the list system (see this Research Professional illustration if you missed it before).  Tactical voting will be a thing in these elections.

Brexit is still missing

The impasse continues.  It seems unlikely that there will be a breakthrough in the short term.  It could be a long summer of speculation and not much happening until another frenzy of last-minute-itus breaks out in September ahead of the Halloween deadline.

Last weekend Theresa May came under further pressure to resign, or to state a specific date for her departure.  TM at least thinks that the local election results were a verdict on how she (and Parliament) has handled Brexit. She apologised for poor Conservative local election results (the Conservatives lost 1,300+ seats) stating: It is clear that the voters delivered their judgment in large part based on what is happening – or not happening – at Westminster. And, as Prime Minister, I fully accept my share of the responsibility for that. Meanwhile Jeremy Hunt and Dominic Raab appeared in high-profile newspaper profile pieces over the bank holiday weekend with their families – not too subtle positioning for an upcoming leadership contest. The PM continues to refuse to set out a timetable for her departure and is unlikely to step down until the Withdrawal Agreement is passed. Her spokesperson said she is here to deliver Brexit in phase one and then she will make way for phase two.

It has been confirmed that the UK will participate in the EU elections. However apparently Theresa May intends to make a fourth attempt to pass her Brexit deal through Parliament ratifying the deal by end of June so that UK MEPs do not take their seats in July.  Maybe.

Theresa May is expected to offer a customs union offer to Labour (for a temporary period); however, the Labour/Conservative front bench talks have extended beyond the original timescale and the issue of a second referendum continues to be a sticking point. There has been no breakthrough with the Government insisting the negotiations have been constructive and detailed, however,  Rebecca Long Bailey (Labour) was critical stating the Government had made no movement on their red lines. Talks continue…

In the meantime:

  • The UK Government has signed a deal with Ireland to guarantee reciprocal Irish and British citizens rights are retained in each country in the event of no-deal.
  • EU Settlement Scheme: The EU settlement scheme is now fully open and live. The Home Office communications state that during the testing phase 95% of EU citizens were able to use the mobile app to prove their identity remotely within 10 minutes. The application link is here.

Mental Health & Well-being

HEPI have issued a policy note Measuring well-being in HE covering HE staff and students. They argue for a differentiation between mental health and well-being so that the sector can better consider and understand the broader overall health of staff and students. They recommend more data is collected and published, ideally the markers being consistent across the UK and multi-year for applicants and graduates (as well as students and staff):

“Consistency across the UK allows for comparison in well-being between the different regulatory and funding systems across the four countries. International measurements would similarly allow for comparison between different models of higher education. Data collectors should work together to enable tracking of cohorts, allowing us to track the same cohort of students and staff over time.”

Rachel Hewitt, HEPI, author of the Policy Note said: ‘If we are to get a grip on the mental health crisis in young people that is heavily impacting on universities, we need to be collecting the right information to understand it. At the moment statistics on well-being and mental health are often combined, despite these being two separate issues with different ways they can be tackled. For universities to take the necessary action to address this issue, they need to better understand what they’re dealing with. 

It is shocking that we have no public information on the well-being of staff that work in our universities. If universities are collecting this information, they are not being open about what the results are showing. This is at a time when staff in universities continue to be under pressure, with increasing workloads and insecure contracts rife. We need a consistent, public dataset on the well-being of university staff.’

In the meantime,  the role of sport at university has been highlighted: Wonkhe has two articles on sport via its new Student Union service.  Ben Vulliarmy, CEO of the SU at the University of York, writes about their Varsity programme with Lancaster (by the way, congratulations to BU for this week’s resounding win against Solent in our own Varsity event – well played all).  And Richard Medcalf of the University of Wolverhampton writes about the need for evidence if sport is to be taken seriously as a contributor to student (and staff) outcomes:

At Wolverhampton we’re trying a few small steps to make this happen. We’ve developed a university sports board to connect this agenda into the decision making bodies of the university. We’ve combined the academic provision of sport with the participatory and performance arms of our offer to students and staff, to align the intentions of both under one organisational framework. And, importantly, we’re attaching student sport engagement to our student records system so we can see if there’s any relationship between students who participate and the wider university KPIs.

Care Experienced Students

The Centre for Social Justice have released 12 By 24 revealing that despite 10 years of intervention still only 6% of care leavers are attending University. It states: Looked After Children aren’t less clever than other children they are just less lucky and a care leaver is more likely to end up in a prison cell than a lecture theatre. The publication aims to increase care leavers at universities to 12 by 24.

This report shows that too many young people growing up in care feel university isn’t for them. They told us it is simply not what happens when you leave the care system…Improving attainment at school will always be the best thing we can do to help children from disadvantaged backgrounds get on. This report sets out the extent to which care experienced children still fall behind their peers. The message from a roundtable of experts conducted during this report was clear: If we want to see more children from disadvantaged backgrounds accessing university and higher education, we need to engage our young people in care much earlier to ensure that where they have fallen behind, they are given the help they need to catch up. The evidence contained in this report shows that if we act early enough, we will see more young people leaving the care system and entering higher education. Among all the facts and figures, this report presents a simple challenge to government and the higher education sector to do more to help young people who have had the worst start in life to have the best future. Many universities are working hard to improve these figures, but this report shows that barely a third of universities have set out detailed plans to take action to change the number of care leavers on their courses.

The report goes on to state there is too much variability in the focus and efficacy of Universities care leaver support schemes. Pages 15 and 38 are key reading, chapter 6 sets out what support mechanisms universities are currently offering and chapter 7 describes the ‘gold standard’ the Centre propose and call on the DfE to endorse. Read more here.

There’s a HEPI blog by Steven Spier, Vice-Chancellor of Kingston University about their approach to care leavers (and estranged students).

Still no news from the Augar team

A Parliamentary question this week confirms (again) that it will be released “shortly”.  We predict (based on our own speculation rather than inside knowledge) that it won’t be until after the EU elections.  It could come quickly as a major distraction from the mess after that.  Or not.

Q – Gordon Marsden: whether postgraduate (a) loans and (b) other financial assistance will be included in his Department’s response to the review of post-18 education.

A – Chris Skidmore: The government’s review of post-18 education and funding is looking at how we can ensure there is choice and competition across a joined-up post-18 education and training sector. The review’s focus includes how we can encourage learning that is more flexible (for example, part-time, distance learning and commuter study options) and complements ongoing government work to support people at different times in their lives. The independent panel will report shortly, and the government will then conclude the overall review later this year. We will not speculate about potential recommendations, as we do not wish to pre-judge the outcome of the review.

Welsh PG student finance: Wonkhe report that postgraduate students domiciled in Wales will benefit from the most generous postgraduate student finance package in the UK, according to a Welsh Government announcement this morning. The variable mixture of loans and grants available has risen from £13,000 last year to £17,000 from August this year. All eligible students will receive a non-repayable universal grant of £1,000, plus a means-tested grant of up to £5,885 for students with a household income of up to £18,370. A loan will also be available, taking the total support up to £17,000, and funds will be available pro-rata for part time students.

Consultations and inquiries

Click here to view the updated consultation and inquiries tracker. Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations or inquiries.

New consultations and inquiries this week:  UUK and Guild HE consultation on the draft Knowledge Exchange Concordat, linked to the KEF. RDS will be leading on preparation of a BU response.

Other news

Financial Deficit: BBC report that the number of English universities in financial deficit increases.

Unconditional Offers: The Times reports that some universities have taken legal advice following Damien Hinds’ calls to stop “conditional unconditional” offers and reduce the number of unconditional offers made overall. HE policy legal commentator Smita Jamdar confirms that Ministers can guide but not instruct the OfS in this area and that guidance must not relate to the criteria for student admissions – something Sarah has heard the Universities Minister confirm in person. Some Universities are calling on UUK to seek a judicial review. The Guardian story is here and includes a defence of the practice as well as attacking Damien Hinds for his intervention.

Industry input: The Cambridgeshire and Peterborough Combined Authority has announced that employers are being surveyed on what sorts of courses and skills they wish to see as part of ongoing plans to develop the University of Peterborough.  The vision for the University is to be a trailblazer for other higher education institutions by embedding advanced technical learning within the curriculum. The aim is for the University to provide both the skills that local businesses urgently need, while also giving young people better access to well-paid, secure jobs and improved career prospects.

Mayor James Palmer said: “For the University of Peterborough to deliver on its ambition to be aligned with the needs of the local economy, we need to ensure we are reaching out to the business community to see what their demands and skills challenges are. The Combined Authority and its partners want the University to be turning out the kinds of skills that will allow our young people to hit the ground running in the 21st Century workplace. We know our economy has significant skills shortages, and a productivity gap, and so the input of local employers will be crucial in shaping the future of the University”.

Economic Justice: The Institute for Public Policy Research has published their economic justice report Prosperity and Justice – A Plan for the New Economy. It sets out a 10 point plan for economic reform and argues that economic policy should aim for both prosperity and justice. You can read a short summary of the report here.  There are four recommendations relevant to the HE sector:

  • The government should introduce a ‘Technology Displacement Fund’ to support workers displaced by technology to be retrained and supported back into the labour market. diffusion of digital technologies across the economy.
  • Apprenticeships are important, but firms need to be able to deploy funds for a broader range of approaches to develop the skills of their workforces. They therefore propose that the current apprenticeship levy is abolished, and replaced by a ‘productivity and skills levy’
  • At the same time, there is an important opportunity to give workers a better means of increasing take-up of skills training by giving them more autonomy. They therefore recommend the introduction of Personal Training Credits, to provide low-paid workers and unemployed adults with up to £700 a year to invest in their own skills.
  • The adoption of a new immigration framework aimed at supporting the UK’s economic strategy as well as the vitality and cohesion of our communities and the dignity of migrants

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

Follow: @PolicyBU on Twitter                   |                       policy@bournemouth.ac.uk

Calling all ECRs!

Do you want to meet with fellow BU ECRs in an informal setting to discuss  the highs and lows of being a Early Career Researcher?

Then … come and join the BU Early Career Researcher Network!

We meet monthly and have a programme of topics for the year. The next meeting is on Wednesday, 13th March, where we will be discussing how to find research funding

The network is open to those BU academics who define themselves as ECRs and includes PTHP. The Brightspace group is also open to others across BU who wish to support our ECRs.

If you would like to come to this event, or find out about future events by signing up to the ECRN community on Brightspace, just let us know.

 

Enter the Innovate UK Funding Zone – by improving your Technical Bid Writing

 

You are invited to a half day technical writing workshop where the art of writing successful grants will be unpacked by a successful bid writer who has won them, spoken with the assessors to learn how to win even more of them, and is almost in daily contact with the funder Innovate UK.

After the workshop attendees will have the opportunity to have a one-to-one session with the bid writer to discuss project ideas and to explore suitable grants.

The workshop is being held on Monday 4th March on the Talbot Campus from 09:30 – 16:30. Booking is essential.

Are you a BU Early Career Researcher? Read on….

Launched in September 2018, the Early Career Researcher Network welcomes Early Career Researchers, including those on fixed and PTHP contracts!

Indicative content for our forthcoming monthly meetings:

  • Locating research funding
  • Research methods – where to get help
  • Equality, Diversity and Inclusion in research
  • A full day writing retreat with support
  • The opportunity to share your research within an informal setting with your ECR peers

To be added to the Brightspace community and to find out more, please contact Research Development & Support via  RKEDF@bournemouth.ac.uk and we will add you to the group.

 

Leverhulme Research Leadership Awards – internal expression of interest

Bournemouth University invites expressions of interest from early and mid-career researchers at Bournemouth University, looking to build a research team to tackle a distinctive research problem.

The purpose of this scheme is to support talented scholars who have successfully launched a university career and are now looking to build a research team of sufficient scale to tackle a distinctive research problem. This  opportunity will allow for the development and demonstration of research leadership of a modest team, whose research has potential to significantly change the established landscape in a particular field of inquiry.

Institutions are permitted to submit only one application. Applicants should have held a university post for at least two years, but not have developed their research such that the trajectory of their contribution has not been firmly established.

More information about the scheme is available from the Leverhulme Trust. Candidates are advised to check the eligibility criteria very carefully.

Candidates who are interested in making an application to the Leverhulme Research Leadership Award are asked to first submit the following  application Leverhulme Research Leadership Awards- EOI 2018-2019 to kerrij@bournemouth.ac.uk no later than 22nd February 2019.

Procedure For applicants

Should you be interested in applying, please note that your expression of interest application will be assessed by the relevant Faculty in the first instance.

If more than one expression of interest is received, a panel will be convened for internal review and one application will be selected. Candidates can expect feedback by 11th March 2019.

The institutional candidate will have the opportunity to work with a research facilitator on their application.

The internal deadline for submitting applications via the Leverhulme Trust’s Grants Management System system will be 5 working days before the external Leverhulme deadline (10th May 2019) – this is to allow time for institutional approval of your application, a requirement by the Leverhulme Trust.

If you have further questions or queries please contact Ehren Milner (emilner@bournemouth.ac.uk) to discuss your suitability for this opportunity.

GCRF Collective Programme Pre- Call Announcements

WATCH THIS SPACE! The Global Challenges Research Fund (GCRF) Collective Programme calls will be announced shortly.  If you are interested or require support please contact Alexandra Pekalski or call on 01202 961204. You can also find deadlines, town meeting information and expected launch dates here

Applicants from all relevant disciplines are encouraged to apply for each call and proposals should be challenge-led and interdisciplinary in nature notwithstanding which council is leading. The UK Research and Innovation (UKRI) GCRF Collective Programme is a series of calls designed to enhance the overall impact across the six strategic GCRF Challenge portfolios:

  • Cities and Sustainable Infrastructure
  • Education
  • Food Systems
  • Global Health
  • Resilience to Environmental Shocks and Change
  • Security Protracted Conflict, Refugee Crises and Forced Displacement

The programme is an interdisciplinary programme delivered by UK Research and Innovation and steered by the GCRF Challenge Leaders.

Please contact Alexandra Pekalski or call on 01202 961204 for further information and support.

Education Research with Impact: Introducing the 3D Pedagogy Framework

My research, teaching and professional practice have always been centred on equality and social justice, especially in relation to race, ethnicity, culture and gender.

Prior to joining BU in 2014, I established an influential network of intellectuals and scholar-activists committed to the cause of race equality – Black British Academics. A primary consultancy activity we’ve been involved in over the past few years is addressing the lack of ethnic and cultural diversity in the higher education curriculum.

It was from these origins that I developed the final year optional unit in the Faculty of Media and Communication – Media Inequality in 2014/15. The unit centres on critical engagement with historical and contemporary issues around race, ethnicity and culture and their relationship with power across the media and in communications practice. It aims to facilitate the development of cultural competencies that can be applied in a professional context to a range of communication industries.

The unit has run for two academic years in 2016/17 and 2017/18 and during this time I collected quantitative data via an end of unit survey through which students reported high levels of critical consciousness and agency and perception of greater levels of cultural competence. It attracted praise from the external examiner and two SUBU ‘You’re Brilliant’ awards that mention the unit and its focus on social justice. In 2018/19 I won the Academic Excellence Award in the Dorset Ethnic Minority Awards and I was presented with Staff Member of the Year Award by SUBU at their BME Awards last week.

The sector, student and community recognition of my pedagogies around social justice and equality created a strong motivation for me to extend impact beyond my own teaching practice. Over the years I have shared my teaching strategies with the international academic community through education conferences in Hawaii, Washington DC, New York and Austin, Texas, between 2016 and 2018. The positive feedback and engagement I received led me to develop the 3D Pedagogy Framework; an inclusive teaching strategy that aims to decolonize, democratize and diversify the higher education curriculum.

In May of this year I applied for ACORN funding through the Early Career Researcher Network and was successful in gaining a major award. This enabled me to develop and pilot a 3D Pedagogy workshop that I delivered at BU, De Montfort University and the Canada International Conference on Education in Toronto to a total of 27 participants.

The findings from this study documented in a forthcoming journal article suggest 3D Pedagogy is an effective approach to enhance the cultural competencies of educational practitioners and promote critical reflection; important steps towards transforming the curriculum and the student learning experience.

My teaching, research and professional practice on issues around race and equality over the past few years have occurred during an era of increased media and political focus on the curriculum and student outcomes. Proportionally, more students of colour attend university and with increased competition for student recruitment, ignoring longstanding racial disparities in higher education has financial implications for HEIs.

It is within this climate that the Office for Students recently announced plans to publish national data on attainment gaps by institution to incentivise HEIs to develop concrete measures to address ethnic disparities in progression and attainment. Access and Participation Plans require HEIs to demonstrate how disparities in progression and attainment are being tackled and evaluated with documented evidence.

The Access Excellence and Impact Committee (AEIC) was formed in 2017/18 in response to these sector changes to lead education activities, replacing the Fair Access Group.  Membership includes all Executive Deans and relevant Heads of Professional Service, the Head of the Centre of Excellence in Learning (CEL), and SUBU representation.

In July this year the AEIC put out a call for projects aligned with its priority themes of access, success and participation and especially strategies to address gaps in progression and attainment. Having just completed my ACORN project, with preliminary findings of the 3D Pedagogy Workshop being extremely positive; I applied and was successful in gaining an award.

As a result, 3D Pedagogy (which is fully endorsed and supported by SUBU), is to be embedded across BU through delivery of the workshop to all 20 departments, as part of a two-year project. The workshop will be integrated into the PG Cert in Academic Practice offered through CEL and embedded into Academic Quality through future revision to 2B: Programme Structure and Curriculum Design Characteristics. It is being developed as a case study for BU2025 (inclusivity) and will also be promoted through the HEA Fellowship route as an opportunity to develop a case study that meets the UKPSF across Activity (A1, A2), Core Knowledge (K2, K3) and Professional Values (V2, V4).

In addition to a forthcoming paper in the International Journal of Technology & Inclusive Education that documents my pilot study funded by the ACORN award; I have also secured a book contract with Routledge for a forthcoming title that incorporates 3D Pedagogy centred on media education. The book is part of a series on media literacy co-edited by Prof Julian McDougall, Head of the Centre for Excellence in Media Practice (CEMP), of which I am a member and through which I have been developing my education research.

*My AEIC Award provides funding for a research assistant at grade 6 to support the project, working one-day a week for the duration. The role will involve data collection and analysis as well as administration of the project, including assistance in the development of electronic resources. While this post is being advertised externally, internal applications are welcome, ideally from PGRs with an understanding of issues around race, ethnicity and culture in higher education as well as experience of handling quantitative and qualitative data.

I’m pleased to have the opportunity to lead a major project driving changes to education practice at BU, which was facilitated by the ACORN Award, enabling me to pilot the 3D Pedagogy Workshop, and look forward to developing more research in this area.

*Interested parties should contact Dr Deborah Gabriel for further information about the post by email to: dgabriel@bournemouth.ac.uk

Will you take part in AcWriMo – Academic Writing Week?

We have received this announcement from CREST (Consortium for Research Excellence Support and Training):

Logo Consortium for Research Excellence Support and TrainingCREST is delighted to be participating in this year’s Academic Writing Month, or #AcWriMo. AcWriMo was created in 2011 by Charlotte Frost, founder of PhD2Published. It is a month long festival of writing hoping to create some good writing habits or help you get some writing done.

The CREST team has developed a set of activities to support you and encourage you with your writing. We will be holding online twitter conversations throughout November, suitable for researchers at any career stage. We will be available online between 8am  and 10am on Tuesday, Wednesday and Thursday each week for writing together sessions on Twitter and Slack.

How to take a part

  • Sign up to CREST AcWriMo 2018 to get updates
  • Follow @crestuk on Twitter and join in discussion. Remember to use #CRESTAcWriMo and #AcWriMo2018 in your posts
  • Join us on  Slack every Tuesday, Wednesday and Thursday between 8 and 10 am.
  • Post to CREST AcWriMo 2018 Wall. We are asking all interested in taking part to publicly announce their intention to write. In this way you are more likely not to give up as it creates a feeling of taking a part in a ‘real and not online event’.
  • Track your Progress

What to do

  • Make a plan and research your topic in advance
  • Book some time in your diary for writing
  • Set yourself a daily goal (can be anything, we are suggesting 300-500 words or more), start writing and document your progress
  • Update your column in the CREST AcWriMo 2018 Progress sheet as often as you can (we suggest writing daily and updating daily)
  • Tweet us some photos of how is your writing going, how is your desk looking or of the view from your writing space. Don’t forget to include #acwrimo2018 #CRESTAcWriMo
  • There is a writing retreat in November 2018 but this is only open to those from CREST member institutions (BU is not a member)

Looking forward to writing with you!

Your CREST team,
Tijana, Rachel and Matthew

Early Career Researcher Network – Update

Following the launch of the Early Career Researcher Network in September, the academic leads has been busy finalising the schedule for the coming year.

If you are already registered on the ECR Network community on Brightspace, you can access the calendar and sign up for each monthly meeting, using the link given in the calendar entries. Forthcoming events include career planning, deadline with academic rejections, who can assist with research methods queries, mentoring support and, of course, the opportunity to share your research experiences with your peers.

Within the community, there are discussion boards and surveys, where you can participate between the monthly meetings.

If you do not yet have access to this community and you are an ECR (including PTHP) or wish to support ECRs at BU, then contact us and we will add you to the ECR Network’s Brightspace community

 

Early Career Researcher Network Launch

networkingThe Early Career Researcher Network at BU was launched at a full day event on 12th September.

The event was attended by many of BU’s Early Career Researchers, from across all four faculties, and other academics with a passion for supporting the career development of our ECRs.

The day opened with a rousing welcome to all attendees by Prof Jens Hölscher, Head of Department in Accounting, Finance & Economics (Faculty of Management) and elected Academic Staff Member on the Bournemouth University Board. The joint academic leads, Prof Ann Hemingway and Dr Sam Goodman (himself an ECR), then led the audience through the rest of the day hosting sessions where ECRs discussed what they would like to see in their Network and how they, themselves, can contribute to the delivery of sessions.

In the afternoon, all six of the BU ECR Acorn Award recipients for 17/18, presented to the audience, all keen to ask questions and engage with developing their research further:

Other ECRs, including recipients of the smaller Acorn Awards also showcased their research, as the attendees took the opportunity to network and discuss their research experiences informally:

A final panel comprising Prof Ann Hemingway, Dr Sam Goodman, Prof Jonathan Parker, Prof Iain MacRury and Elaine Sheridan (BU’s HR Reward Manager) gave their personal reflections on the importance of networking for all academics, but especially ECRs.

Going forwards, the schedule for the monthly 18/19 events will be announced shortly, based on the feedback received from participants at the launch event.

The event also saw the launch of the ERCN area on Brightspace. All those attending are being added to this network – please check that your access has been given.

If you do not yet have access and would like to join this network, please request this via RKEDevFramework@bournemouth.ac.uk. It was agreed at the launch that this network would be open to all those at BU who identify themselves as ECRs (including Part-Time Hourly Paid staff) and other staff with a desire to support ECRs in their career development.

Thank you to everyone who contributed to making this day a great success!