Category / ECR Network

December 10, 2020

HE Policy Update for the w/e 10th December 2020

COVID-19, ECR Network, innovation, international, NHS, open access, parliament, PG research, policy, Research news, Student Engagement jforster

We’re awash with experimental statistics this week! So far it looks as though Covid hasn’t resulted in mass (early) drop outs. There’s more detail on the Lifetime Skills Guarantee and the Education committee has been grilling the Minister on exams.

Sustainability

The Higher Education Policy Institute (HEPI) has published a report Beyond business as usual: Higher education in the era of climate change

The paper describes how four areas of activity for universities:

Redesigning the day-to-day operations of universities and colleges to reduce emissions, nurture biodiversity and adapt to the impacts of a changing climate;
Reinvigorating the civic role of institutions to build ecologically and socially resilient communities;
Reshaping the knowledge structures of the university to address the interdisciplinary complexity of climate change;
Refocusing the educational mission of the institution to support students to develop the emotional, intellectual and practical capacities to live well with each other and with the planet in the era of climate change

And the paper recommends that universities and colleges should:

reconfigure their day-to-day operations to achieve urgent, substantial and monitored climate change mitigation and biodiversity enhancement action in accordance with Paris climate commitments and the Aichi biodiversity targets.
develop a clear operational plan for implementing climate change adaptation measures developed in partnership with local communities.
develop an endowment, investment and procurement plan oriented towards ecological and economic sustainability.
develop a civic engagement strategy that identifies how to build stronger partnerships to create sustainable futures.
explore how they can rebalance their educational offerings to support older adults transitioning away from high-carbon forms of work.
examine the institutional barriers – historic, organisational, cultural – to building dialogue across disciplines and with knowledge traditions outside the university and establish the institutional structures and practices needed to address these barriers.
initiate an institution-wide process to bring together staff and students to develop programmes that are adequate to the emotional, intellectual and practical realities of living well with each other and with the planet in the era of climate change.

Three proposals are made for nationwide interventions that will actively support the proposals above:

The Business, Energy and Industrial Strategy Research Roadmap (in partnership with devolved administrations) should establish a ‘moonshot’ research programme oriented to ensuring that all university and college operations in the UK (including academic and student travel) have zero carbon emissions by 2035, with a 75 per cent reduction by 2030; www.hepi.ac.uk 11
A £3 billion New Green Livelihoods programme should be established to support educational activities that will enable debt-free mass transition of older adults from carbon-intensive employment towards creative sustainable livelihoods;
The year 2022 should be designated a year of ‘Sustainable Social Innovation’ involving a programme of mass public education, in partnership between the BBC, universities and colleges and the Department for Business, Energy and Industrial Strategy; this should engage over two million people in collective learning for the changing conditions of the climate change era.

Research Professional cover the story:

The Higher Education Statistics Agency publishes climate data and, as we covered earlier this year, there has been a steady reduction in university-created carbon emissions since 2017-18—although more than 20 higher education institutions have recorded an increase during that time (they are listed here, if you’re curious).
The People and Planet campaign group, which somewhat glibly ranks universities by how green they are, has also put pressure on universities—particularly with its work on fossil fuel divestment and its criticism of the recently announced (and no doubt well-intentioned) Climate Commission for UK Higher and Further Education Leaders.

Research

Innovation Catapults

The Lords Science and Technology Committee ran two sessions into their inquiry on The contribution of Innovation Catapults to delivering the R&D Roadmap. The second session also covered the performance of the Catapult network in the context of various performance reviews and how Catapults might evolve going forward. Dods have summarised the key discussions from the two sessions here.

Research Repository

Dods report that Jisc have launched

a new multi-content repository for storing research data and articles that will make it easier for university staff to manage the administration around open access publishing.
…it will allow institutions to meet all Plan S mandatory requirements and other funder and publisher mandates for open scholarship.
Developed with input from the research sector, the research repository allows institutions to manage open access articles, research data and theses in a single system.
The research repository is a fully managed ‘software-as-a-service’ provision, which is hosted on a secure cloud platform. Included in the service is an in-built ‘FAIR checker’ to make sure research data is ‘findable, accessible, interoperable and reusable’.
Jisc also offers research systems connect, a preservation service and research repository plus: a single service to manage, store, preserve and share digital research outputs.

Net Zero: The Royal Society has a new report on the planet and digital technologies. It finds that digital technologies such as smart metres, supercomputers, weather modelling and artificial intelligence could deliver nearly one third of the carbon emission reductions required by 2030. The report makes recommendations to help secure a digital-led transition to net zero, including establishing national and international frameworks for collecting, sharing and using data for net zero applications, as well as setting up a taskforce for digitalisation of the net zero transition

Tech industry warns of impact of Covid-19 on R&D activity: techUK have attracted attention through the written evidence they submitted to the House of Commons Science and Technology Committee inquiry on the role of technology, research and innovation in the Covid-19 recovery. techUK stated that technology, research and innovation organisations had to find new ways of interacting, engaging and working with its staff, customers, and partners during the pandemic. They also:

identified barriers to the commercial application of research that have emerged from the crisis, particularly in sectors where firms have had problems accessing study participants for clinical trials or market research
outlined a number of short-term measures the government’s R&D roadmap could take to support research and innovation, including long-term investment in key computing infrastructures and more adaptable and flexible funding support

Open Access Switchboard: Dods report that UKRI, Wellcome and Jisc are among the first organisations supporting the establishment of a new body called Open Access Switchboard. The switchboard will help the research community transition to full and immediate open access and simplify efforts to make open access (OA) the predominant model of publication of research.

PhD Students: UKRI have issued a response to the UCU open letter on treatment of UKRI funded PhD students. Full response letter here. UKRI state they tried to balance a range of factors in developing their policy of support but had to make difficult decisions in the circumstances. They reiterate the financial resources made available, and explain the rationale of their decisions.

Ageing: From Wonkhe: UK Research and Innovation has relaunched the Health Ageing Catalyst Awards, with help from venture capital firm Zinc, to help researchers commercialise work around the science of longevity and ageing. Researchers can apply for up to £62,500, as well as coaching and mentoring over a nine-month period, with a series of workshops beginning in January 2021.

REF Sub Panel: Research Professional write about the announcement of the REF sub-panel appointees.

More than 400 academics have been picked to sit on the Research Excellence Framework 2021 assessment sub-panels.
The sub-panels will assess submissions between May 2021 and February 2022, working under the four main panels that oversee the process and sign off the final recommendations from the sub-panels to be used in the REF.
The REF team said the new sub-panel members “include leading researchers from across a range of universities in the UK and beyond, and experts in the use and benefits of research who will play a key role in assessing the wider impact of research”.
The new appointments bring the total number of panellists, including observers, on the main and sub-panels to 1087. Some further appointments are still to be made, filling remaining gaps in expertise.
The sub panel is expected to recognise the calls for more diversity among panel members

Lifetime Skills Guarantee

Education Secretary Gavin Williamson has announced further detail on the Lifetime Skills Guarantee which will support adults aged 24+ to achieve their first full level 3 qualification (i.e. a technical certificate or diploma, or full A levels) from April 2021. The list of qualifications available under the Guarantee is here including engineering, healthcare and conservation and is expected to flex to meet labour market needs. Awarding organisations, Mayoral Combined Authorities and the Greater London Authority will be able to suggest additions to the list.

The Lifetime Skills Guarantee also includes the Lifelong Loan Entitlement which will provide set funding for people to take courses in both FE colleges and universities at their own pace across their lifetime. (I.e. if you use it all at once that was your bite of the cherry.) The Government say the funding will allow providers to increase the quality and provision of their own offer, as well as directly benefiting individual learners.

The Written Ministerial Statement on the Lifetime Skills Guarantee is here.

International

The Office for Students has updated advice on student visas for international students.

Admissions – Exams

Exams cancelled: Scotland have cancelled their 2021 Higher and Advanced Higher (A level equivalent) exams. Pupils will now receive grades based on teacher assessments of classroom work throughout the year. With Wales having cancelled their exams too renewed noise has erupted over the DfE’s stance for England to continue with exams in the revised format. Questions are raised over whether, with some nations shunning and some taking exams, whether it creates a level playing field for universities admissions. However, the minister for school standards rejected this in Tuesday’s Education Committee session stating that universities were experienced in managing different qualifications from across the world as well as the UK. And as such universities are well placed to ensure equitable decisions regarding places even with differing exam regimes across the UK.

During the first session of the Education Committee meetings on Tuesday Glenys Stacey (Ofqual) responded to the Committee’s concerns of exam grade hyperinflation stating that universities would be able to manage the rise in higher grades through their admissions processes and that the OfS would monitor for fairness.

Exam petitions: If you have a particular interest in following the exams news there was a Westminster Hall debate covering the covid-19 impact on schools and exams and it also considered all four petitions on the matter:

Education Committee: The Education Committee has released 3 letters. The first two are from Gavin Williamson responding to Committee requests on the 2020 exams issues (or rather maintaining his original position and not supplying further information). The third from Committee Chair Robert Halfon trying to obtain the requested information.

Sticking to his guns
Not sharing too much info
And the follow up from the Education Committee stating they still hadn’t received the requested paper

The issue of not sharing information was raised during Tuesday’s Education Committee session too – the Civil Service got the blame. Robert Halfon (Committee Chair) stated the Secretary of State for Education, and the Minister for School Standards, had undertaken to provide the committee with departmental documents pertaining to the school examinations matter and questioned why those documents had not yet been provided.

Nick Gibb, Minister for School Standards, responded that the department intended to be as open and transparent as possible, and had offered to provide summaries of the various meetings that had taken place over the summer and were relevant to the committee’s inquiry. The difficulty with providing further internal documentation, however, related to the privacy of civil servants and the principles of how the civil service operated.

Mearns (a Committee member) raised concerns that the department appeared to be hiding issues that they did not want the committee to know about – Gibb rejected this. He reiterated that the civil service operated on principles that had to be protected and that within those constraints the department would seek to meet the committee’s requests.

Dods have provided a summary of the Education Committee session here.

Grades: Wonkhe have a new blog: We’re used to arguments about how reliable predicted grades are, but how reliable are actual grades? Dennis Sherwood introduces the disturbing truth that in some A level subjects, grades are “correct” about half of the time.

Other Admissions methods: Wonkhe on A level exams:

The commonly cited idea that “everybody else does post-qualifications admissions” is a little misleading. What stands out for us is the absence of high stakes examinations in the years before university study. The dominant model is one that takes into account all of a person’s performance in the final years at school – centre assessed grades, in other words. Couple this with a less stratified higher education sector, and a dominant regionality, and things look very different from what we know in the UK.
The existence of the A level as a totemic “gold standard”, and the peculiarly British hang-up around comparative provider status, means that the UK will always be an outlier. But there is a lot we can take away from understanding how things work elsewhere, and there would be a case for lowering rather than raising the exam stakes in our existing system.

Last week the policy update showcased how Ireland and Australia do admissions. Here are the versions from Finland and Canada.

NSS Review

Wonkhe remind us that the OfS are due to report on the first phase of the review of the National Student Survey before January. Wonkhe say: The English regulator is hampered by the fact that the NSS is a UK-wide initiative, and the unique political pressures that drove the Department for Education to act do not apply in Wales, Scotland, and Northern Ireland. But the latter two nations are not represented on the NSS review group – neither are current students.

And they have a blog – Gwen van der Velden, who was on the group that reviewed the NSS in 2017, fears that this years’ expedited and politicised review could do lasting damage to a sector that is well aware of the value of the survey: A shortened review, done in difficult times, and without proper representation on the review panel will not improve the National Student Survey, says Gwen van der Velden.

Graduate Outcomes

Prospects & Jisc published What do Graduates do? It draws on the HESA Graduate Outcomes 2017/18 data which surveys first-degree graduates 15 months post-graduation. There is a wealth of information in the report which there isn’t the space to do justice to here, including individualised breakdowns for the major study groupings.

The majority of graduates were employed 15 months after graduating
5% were unemployed and looking for work
8% of employed graduates were in a professional-level job
66% went to work in their home region of the UK
12% of graduates were in further study
The average salary for graduates who went straight into full-time employment in the UK was £24,217

The report also includes insights from careers experts across a variety of sectors and subjects. And page 11 looks at understanding graduates feeling through data – and has some interesting insights at subject level. Below we cover OfS’ interpretation of the data generalised to the whole student population below. The value for money section is worth a read too (page 12), here’s a teaser:

The term ‘value for money’ hasn’t so much crept into higher education discourse in the past few years as waded right in and sat itself at the top table.
… So, it would appear at first glance that the graduate voice does start a new narrative to what has been arguably an over-metricised scrutiny of graduate destinations. It demonstrates a real opportunity to draw a subjective narrative of value and success to our understanding of what our graduates progress into. The question remains to what extent such rich information will be utilised across the sector to reinvent how we project the value of higher education for our prospective students. Building a true graduate voice of value and success has to count for something – and why shouldn’t it?

Wonkhe have a blog – Charlie Ball looks to the latest graduate outcome data to tell us whether graduates can expect improved prospects next year.

Graduate Wellbeing: OfS published a summary on the wellbeing of graduates 15-months post-graduation, as reported in the Graduate Outcomes survey, actual data available here. Here are some of the findings:

Graduates rated their life satisfaction and happiness less highly than the general population.
Graduates were more anxious than the general population, with those who had previously studied full-time reporting the most anxiety.
Out of all graduates, those who were unemployed were the least satisfied with their life, had the lowest level of feeling that the things they do in life are worthwhile, and were the least happy. Those who were unemployed were also the most anxious.
In general, older graduates were more likely to score highly for life satisfaction, the feeling that things done in life are worthwhile and happiness than younger ones.
Those graduates who had reported a mental health condition during their studies were more anxious than those who had not.
Female graduates reported higher life satisfaction, the feeling that things done in life areworthwhile and happiness than men, although women were more anxious.

Note – All findings are based on the proportion of graduates scoring ‘very high’ for life satisfaction, feeling the things done in life are worthwhile and happiness, and the proportion of graduates scoring ‘very low’ for anxiety.

Student Covid Insights Survey

The Office for National Statistics (ONS) published experimental statistics from a pilot of the Student Covid Insights Survey (conducted November 2020), which aimed to gather information on the behaviours, plans, opinions and wellbeing of HE students in the context of the pandemic. Key findings:

An estimated 56% of students, who live away from their home (usual non-term address), plan to return home for Christmas.
Of those who responded, more than half (57%) reported a worsening in their mental health and well-being between the beginning of the autumn term (September 2020) and being surveyed.
Students are significantly more anxious than the general population of Great Britain, with mean scores of 5.3 compared with 4.2 respectively, (where 0 is “not anxious at all” and 10 is “completely anxious”).
Student experience has changed because of the coronavirus; considering academic experience, 29% of students reported being dissatisfied or very dissatisfied with their experience in the autumn term.
Over half (53%) of students reported being dissatisfied or very dissatisfied with their social experience in the autumn term.

Access to the data is from this webpage. On Wonkhe: Jim Dickinson says “they were promised blended. They’re not getting it.”

Student Transfers

The OfS have released experimental statistics on student transfers (students transferring course or institution). When analysed by student characteristics some familiar themes emerge. You can read the full report here.

In 2017/18 full time first degree students:

5% transferred internally (same provider) with credit
5% transferred to a different provider with credit
Students tend to transfer (with credit) after their first year, less transfer at the end of year 2. However, of those that do 0.2% transfer externally, 0.1% internally.
Students who want to change course without credit may have to restart a course. For students studying at the same provider, there is more than triple the number of students who restart a different course without carrying credit (1.7%) than students who transfer to a different course with credit (0.5%).
Moreover, this gap has been increasing across time as the proportion of students who restart increases and the proportion of students who transfer decreases.
At a new provider 1% of students who studied the same subject did not carry credit, those with credit studying same subject area (0.4%).

Age group and underrepresented neighbourhoods (POLAR4): Students from the areas of lowest higher education participation (POLAR4 quintile 1) were the most likely to transfer without credit. The most underrepresented students studying at the same provider were more likely to restart their course (4.7 per cent) than more represented students (3.1 per cent of quintile 5 students).

Ethnicity: Black students are the ethnic group most likely to start again when studying the same course at the same provider or the same subject area at a different provider. 9.1 per cent of black students restart the same course, and 2.0 per cent repeat their year when moving to a different provider.

Entry qualifications: Students with BTECs as their main entry qualification are the group most likely to restart a course at the same provider (2.5 per cent on a different course and 7.2 per cent on the same course). They are also the least likely to transfer internally with credit (0.4 per cent).

Sex: Male students are more likely to transfer within a provider than female students. However, male students transferring to a different provider are more likely to carry credit in a different subject area, but less likely to do so in the same subject area.

Disability: Students with a reported disability studying at the same provider are more likely to change course than students with no reported disability. Similar proportions of students with and without a reported disability transfer to a different provider.

Sexual orientation: LGB students are more likely to restart in a different course without credit, and students with other sexual orientation are more likely to restart the same course without credit than heterosexual students.

Care experience: Students who have been in care are more likely to restart their original course or a different course at their provider than other students. For students studying at a different provider, a higher proportion of care experienced students have to start from the beginning, whether or not the subject area was different.

January return

iNews questions whether students will follow the guidelines to stay away from their accommodation until their later January return date without rent refunds. NUS president Larissa Kennedy said: If students are advised not to be in their accommodation from December – February, then the Government must put up more money to support student renters who will be paying hundreds or thousands of pounds for properties they are being told not to live in for months. Students are already struggling to make ends meet without having to line the pockets of landlords for properties they should not use on public health grounds.

Wales and Scotland have also announced the staggered return for students in January.

Student Withdrawals – no Covid effect…yet?

At the end of last week the Student Loans Company published ad hoc experimental statistics on early-in-year student withdrawal to meet the significant public interest in this data in order to contribute towards an understanding of how the COVID-19 pandemic may be impacting students. It covers withdrawals up to 29 November of each year.

SLC has not seen any increase in student withdrawal notifications for the purpose of student finance in this academic year, compared to the previous two years. SLC go on to note it was actually slightly lower in 2020 than in previous years.

However, a caveat:

The irregular start to AY 2020/21 caused by the COVID-19 pandemic has included a number of courses starting later than in previous years, some universities extending the ‘cooling off’ period before the student becomes liable for tuition fees and, more generally, an increase in the potential for administrative disruption. It is possible these irregularities may have resulted in HEPs providing withdrawal notifications to SLC later. Therefore, while the two previous years’ data has been provided for comparison, any conclusions should be made with caution noting the irregularities of this academic year and the early in-year nature of the data sets.

SLC’s analysis is available here. Wonkhe have two related blogs:

New data from SLC shows non-continuation for this term is in line with previous years. David Kernohan thinks there may be more.
In designing student engagement and retention strategies, don’t overlook the role students can play. Gary Guadagnolo breaks down the common attributes of effective peer support schemes.

Access & Participation

HEPI published a new blog – Widening participation for students with Speech, Language and Communication needs in higher education.

It is reasonable to ask why policy should fund widening participation for this group. One answer for this would be that there is a strong link between communication skills and social disadvantage. Factors such as being eligible for free school meals and living in a deprived neighbourhood mean children are 2.3 times more likely to be recognised as having an SLCN. In deprived areas 50 per cent of children start school with delayed language skills. Shockingly, the vocabulary level of children at age five is the best indicator of whether socially deprived children would be able to escape poverty in their later adult life.
Just 20 per cent of pupils with SLCN achieved 5+ GCSEs at grades A* to C including English and Mathematics. This compares to 70 per cent of pupils with no identified special educational needs (SEN) – an attainment gap of 50 per cent.
When asked about what higher education settings can do to widen participation, Nicole [a speech and language therapist] stated:
“When it comes to participation I would say that staff need to know their students’ needs. If they know how students respond and how best they work (need for repetition, visual support, verbal support, 1;1 support) then they can make education more accessible.
Training is important and so is advocacy. Even if universities know how to support students, they also need to advocate and speak up for them! They can’t always do that for themselves which often means that they don’t get what they need and end up in challenging situations.”
There is much that higher education institutions can do but they need to be properly supported by the Government to provide these early interventions that are necessary. Underfunding is a huge issue for those with SLCN and waiting lists ‘are now almost exceeding 18 months’.
With specialised funding into primary level institutions, participation is likely to widen in universities as more students will have been diagnosed and received crucial interventions at an early age when these are most effective. Support post-secondary will help bridge the gap between compulsory education and higher education. This will assist students with SLCN to still receive support in a new environment when facing different scenarios. Finally, awareness and training of staff in higher education will help induce an inclusive atmosphere – one in which some students no longer need to bend to fit an archaic system.

Inquiries and Consultations

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

Other news

DfE: Susan Aclan-Hood has been confirmed as the Permanent Secretary for the DfE, after a short stint as the “acting” head of the Department in Whitehall.

Environment: Dame Glenys Stacey has been selected as the Government’s preferred candidate to become the Chair of the Office for Environmental Protection.

Nursing shortages: The Health Foundation has published a report on nursing shortages. Excerpts:

There has been some growth in the nursing workforce in recent months, in part as a result of rapid scaling up to meet COVID-19-related surge capacity, but concerns regarding shortages remain.
The current profile of the NHS nursing workforce is characterised by significant vacancies across the workforce. These vacancies are more noticeable in some specialties (eg learning disabilities and mental health) and some geographic regions (eg London).
The four domestic supply routes into UK nursing are markedly different in current volume, and in terms of scope for rapid scaling up.
The main route is the undergraduate entry to a university degree course. This inflow has grown significantly this year (by about 20%) but has a 3-year time lag between entry and qualification and has capacity constraints, along with concerns about clinical placement requirements.
The second route, via the 2-year graduate entry (accelerated) programme is smaller in number but has been identified as having scope for increase.
The third domestic route is the apprenticeship scheme, which is relatively new and reportedly has funding constraint issues, but is now receiving some additional funding. The nursing associate route is the most recent, is growing in numbers and has scope for bridging to an undergraduate nursing course.
The other source of new nurses is international recruitment… An examination of recent trends highlights a significant growth in recruitment from non-EEA countries, and an upward trajectory of active recruitment, with policy changes and NHS funding allocated to support further increases. It is apparent that international recruitment, currently constrained by COVID-19, and potentially facing change driven by the post-Brexit immigration system, will be a critical determinant in the NHS meeting the 50,000 target.

A parliamentary question confirms there are no plans to reintroduce paid contracts for student nurses on placements in NHS hospitals.

The House of Commons Library has published a research briefing on student loans. These are always interesting reminders and usually suggest a question or two from MPs and maybe an upcoming discussion.

Naughty or Nice? Finally, for a little light-hearted relief as we move closer to the Christmas break Opinium polling (page 8) tells us who the nation expects to be on Santa’s naughty and nice list:

Christmas closure

We’ll deliver a light touch policy update (key news only) a little early next week to help you remain up to date as the university moves towards the Christmas closure period.

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December 1, 2020

Training in Developing a Search Strategy

BU research, ECR Network, PG research, Postgraduate Research, pre-award, Research Training, RKE development framework, student research, Training Theresa

Wednesday 2nd December 10:00 – 12:00

Finding literature about your research project is a fundamental step to understand where your project sits and what societal contributions it can make.

Attendees will learn

about accessing and using library resources
developing systematic search strategies
setting up citation alerts and using citations smartly
using analytical tools to aid publication and research

This is suitable for Early Career Researchers and anyone starting work on a new research project.

For more information and to book, please see here.

November 25, 2020

Women Entrepreneurs and Covid-19- Celebrating BU Global Entrepreneurship Week 2020

BU Challenges, BU research, BU2025, Business Engagement, Centre for Excellence in Learning, conferences, COVID-19, Delicious links, Doctoral College, ECR Network, EU, Events, Featured academics, Festival of Learning, Funding opportunities, Fusion, Fusion Investment Fund, Fusion themes, Global engagement, humanities, Impact, international, Knowledge Exchange, Knowledge Transfer Partnership, Public engagement, staff profile pages, Student Engagement, Uncategorized, Women's Academic Network Sukanya Ayatakshi

Women’s representation in entrepreneurship, the barriers women face in entrepreneurship is all well documented and well researched with robust evidence from around the world. From seeking access to external finance, to engaging in those critical business networks, managing the work-family interface- We have all heard and read about the many challenges women entrepreneurs have to navigate .

Women’s entrepreneurship in developing countries is particularly at risk, as women’s anticipated vulnerability is likely to be exacerbated due to the pandemic. Not only are women-led businesses amongst the hardest hit but more than 93% of women report having struggled with finding ways to support their businesses whilst managing their work and family commitments. Even before the pandemic women were already vulnerable spending five times more in childcare and over three times more in household chores than their male counterparts, experiencing an unemployment rate twice that of men (SME Finance Forum, 2020). There is a fear that this pandemic will turn back the clocks on women’s entrepreneurship because women bear the burden of unpaid caregiving including childcare, household responsibilities and elderly care .

With a staggering number of small businesses shutting down, there are disproportionate impacts on women business owners with a 25% drop in small business activity between February to Mid-April 2020 and a 16% drop in number of business ownership for active male and women business owners (Fairlie, 2020). And there is global attention to this as well which is very encouraging.

Hosted by BU Social Entrepreneurs Forum and supported by BU Women’s Academic Network on the 17th of November we led an international event with women entrepreneurs from Brazil, The UK, Oman and Iraq to share their experiences of leading and running a business in the midst of a global pandemic.

We heard from women entrepreneurs and their struggles and pathways to resolution in the face of having to manage the work and family commitments; we discussed issues around how external support in the form of women-centric funding bodies, incubation hubs, accelerators programmes can support more representation and increased success of women in entrepreneurship. What came out, very strongly, from the conversations, was the immense collective force of empowered women who are not just trailblazers but change makers and who, relentlessly, try to empower other women to take charge of their business interests and decisions!

With three parallel discussions in the event on women entrepreneurs and the care-giving role, we heard from the founder of The Mumpreneur Collective, Erin Thomas Wong, who discussed how motherhood was a springboard for her entrepreneurial actions and ambitions and in recognition of the multiple challenges and expectations that motherhood bestows on women she set up this organisation to provide support, mentoring opportunities and peer learning for mothers wanting to fulfil their entrepreneurial ambitions.Other women entrepreneurs, namely, Sarah Ali Choudhury, Forbes’s Curry Queen ; Aira Nascimento, Founder of Josephinas Colab, a social business of female entrepreneurs from the periphery and cultural space that rescues Afro-Brazilian and Indigenous culture in Campo Grande, Brazil; Maryam Al Amri, Founder of Youth Vision, Oman and Gabriela Anastacia, CEO of Gamarc Communications and Founder of (after motherhood) the social impact movement, Papo de Empreendedora [Female Entrepreneur Chat] discussed democratising access to entrepreneurship education for women and the support needed by mother entrepreneurs in the context of the pandemic.

Ranya Bakr, Iraq; Ludmila Hastenreiter, Founder and CEO of Empoderamente Contabil, Brazil and Bia Santos, Founder of Barkus Educational, Brazil led the discussions on access to finance and impediment that creates for women entrepreneurs particularly now in the context of the pandemic and prior to it. Emphasising the importance of financial education to create a fair and just society Bia Santos also highlighted the racial inequality that affects businesses like hers in the context of Brazil.

The issues around incubation hub and accelerator support focused on the needs of women entrepreneurs were discussed in the light of the pandemic with expert entrepreneurs including Adrienne Saunders, Founder of Yes You Can Training, UK; Shaima Murtadha Al- Lawati, Oman; Beatriz Carvalho, Founder of Mulheres de Frentes (Women in Front) and Dayse Valencia, an ASHOKA Social Entrepreneur Fellow and coordinator of projects at Rio based NGO, ASPLANDE, Brazil.

It was a particularly proud moment to celebrate two BUBS students, Ranya Bakr from Iraq, a Chevening Scholar, UNDP project lead, Founder of Storey an architectural firm and her work in Iraq developing incubation hubs for women. We also had the pleasure of listening to Maryam Al Amri from Oman, another BUBS student and Founder of Youth Vision supporting youth employment issues in the Arab world through her exemplary work.

This event was co-hosted with Jiselle Steele who supports women and micro entrepreneurs through her work in enterprise development across Brazil, UK and Sri Lanka and is a Senior Project Lead at _SocialStarters, a social enterprise started by Andrea Gamson, a BU Alumna and Top 100 Women in Social Enterprise who supports enterprise development and business consultation across many countries including the UK, Brazil, Kenya and Sri Lanka.

Ranya Bakr, BU Alumna from Iraq and Founder of Storey, an architectural firm.

Bia Santos, Founder of Barkus Education, Brazil

Maryam Al Amri, BU Student and Founder of Youth Vision, Oman

Erin Thomas Wong, Founder of Mumpreneur Collective, UK

So what is the value of showcase events? Academia affords us the opportunity to create impact through education, research and external engagement. Events such as these raise the profile of the organisation, bring together international audience ( this event welcomed guests from Singapore to Latin America), become part of a global resolution of a huge challenges, support UN SDGs, further BU2025 ambitions and most definitely, lead to research outputs and enhance the student experience. So showcase events may be hard work to put together but absolutely worth every second!

It is a proud moment for us at BUSEF to be celebrating our second BU GEW 2020. Watch the space for more things to come.

November 25, 2020

Refugee Entrepreneurship And Covid-19- BU Global Entrepreneurship Week 2020

BU Challenges, BU research, BU2025, Business Engagement, Centre for Excellence in Learning, conferences, COVID-19, Doctoral College, ECR Network, EU, Events, Featured, Featured academics, Festival of Learning, Funding opportunities, Fusion, Fusion Investment Fund, Fusion themes, Global engagement, humanities, Impact, Knowledge Exchange, Knowledge Exchange and Impact Team, Uncategorized, Women's Academic Network Sukanya Ayatakshi

Melanie Montinard, Mawon, Brazil

Camila Pinto, Migraflix, Brazil

Esther Yanya, South Sudanese Refugee Entrepreneur from Uganda

Noel Lilija, Microfinance Officer, CRESS UK, Arua, Uganda

Abdoulaye Fall, Self Funded Communities ACAF, Barcelona, Spain

Talal Al-Tinawi, Syrian Refugee Entrepreneur in Brazil

Debora Gonzaga Brassau Brazil

Sayma Ahmad, Co-Founder and Honorary Chair, Unity in Vision, Dorset UK

Globally, there are 65 million people forcibly displaced from their homes (WHO, 2019). Achieving legitimacy and acceptance and integration into the host community remains a challenge in most host countries with an increased inflow of displaced populations. What do refugees hope for? Safety, security, an ability to carve out a future for themselves and their loves ones and retaining the dignity of being a human being.

We recently concluded a study in Uganda,Brazil and Spain exploring how displaced populations seek and achieve legitimacy through the routes of entrepreneurship in collaboration with co-host Jiselle Steele. This study allowed us the opportunity to engage with displaced communities and individuals whose resilience, perseverance the the zeal to thrive, not just survive, showcases the true essence of the human spirit. Not only that, with the entrepreneurial offerings they created they are making huge community impacts to support others in the same circumstances as them- an empowerment pathway through entrepreneurship.

With the rapid developments in the pandemic sweeping our world, all the policy discussions around economic recovery has managed to not take into consideration the plight of the displaced populations engaged in business activities, mostly in the informal sectors.

This year, as part of the Global Entrepreneurship Week 2020, BU Social Entrepreneurs Forum (BUSEF), organised an event to celebrate the work of refugee entrepreneurs and support organisations that empower the displaced populations in integration and their entrepreneurial ambitions.

On the 18th of November, 2020, BUSEF brought together refugee entrepreneurs and support organisations from Uganda, Brazil, Spain and the UK. Esther Yanya, a 27- year old South Sudanese refugee, living in a displacement camp in Arua, Northern Uganda shared with us her harrowing story of walking across hundreds of miles with two very young children and arriving to no support, no food and so shelter. The work of Cress UK-led by Caroline Lamb (Founder and Chair or Trustees) and Noel Lilija, Project Lead at CRESS Arua, an aid organisation working to support refugees in medical care, education, agricultural training and microentrepreneurship- was the turning point in Esther Yanya’s life and now she not only leads a savings group based business in tailoring (She was wearing the most stunning dress similar to these Peaches Boutique white dresses for prom she crafted herself) but is also empowering other women in the displacement camp to achieve financial independence and a future for themselves.

Talal Al-Tinawi joined us from Brazil where he is a Syrian refugee and a gastronomy business owner. Having had to leave his mechanical engineering business in Damascus, Talal shared with us the role that society plays in integrating refugees like himself. The institutional barriers not withstanding, the role of social inclusion in allowing emotional security to refugees is something that is not well researched or discussed. Supported by Migraflix, Talal set up his gastronomy business, in the absence of being able to get employment.

What is quite extraordinary about both Talal and Esther is that, not withstanding their personal circumstances, they think of the community around them and how to support, how to empower. Talal has been working tirelessly to provide food to those vulnerable during this pandemic.

In addition to the refugee entrepreneurs, the event brought together Migraflix, Mawon, Brassau from Brazil and Cress UK with team from UK and Uganda, Self Funded Communities ACAF from Spain and Unity in Vision, Dorset, UK.

So what was the potential impact of an event such this? The obvious answer is of course, raising awareness and building the momentum in this conversation but also and critically, gaining increased visibility for the individuals who identify themselves and refugee entrepreneurs and the critical work that the support organisations do independent of and with very little state/institutional support.

November 19, 2020

Programme Available | The 12th Annual Postgraduate Research Conference

BU research, Doctoral College, ECR Network, Events, Featured, PG research, Postgraduate Research, Research communication, student research nstewart

The 12th Annual Postgraduate Research Conference, Wednesday 2 December

The conference programme for oral presentations is now available.

Booking for the conference via Eventbrite is open, you can book to attend the full day or select specific sessions to fit around other commitments.

All student and staff are invited so please spread the word and come along to support the BU postgraduate research community.

I look forward to seeing you there.

Posters will be available for viewing on the conference webpage from Monday 30 November.

#BUPGRConf20 | #BUDoctoralCollege

November 6, 2020

RKEDF: Research Training Events in November

BU research, ECR Network, Events, PG research, Postgraduate Research, Research Ethics, Research news, Research Training, RKE development framework, Training Theresa

The following events are coming up this month. These are all online events.

Wednesday 11^th November 10:00 – 11:00

British Academy Newton International Fellowships – Information Session

This session provides support for preparing an application to the British Academy Newton International Fellowships. Potential BU mentors and international candidates are welcomed.

You will gain an understanding of the Newton International Fellowship Scheme, and it’s aims and objectives. Support will be provided for those considering applying, but this is also suitable for those who are not sure if this is the right fund to apply to.

Wednesday 11^th November 15:00 – 16:00 – ECR Network Meeting

Calling all ECRs, this is an opportunity to meet other Early Career Researchers and to get advice and support for any research-related queries and concerns.

Monday 16th November 10:00 – 12:00

Enhancing research impact: understanding and navigating bibliometrics

Bibliometric analysis uses data to measure the “output” of individuals, research teams, institutions etc., and it is increasingly being used to assess the “impact” of research in order to evaluate and quantify it. This session will cover how research impact is measured, how you can maximise it, and the role of social media in promoting research.

Tuesday 17^th November 10:00 – 12:00 – Navigating the Ethics Checklist

This workshop is designed to assist Researchers in the process of obtaining ethical approval.

The review and approval process will be discussed, including how risk is identified. What makes a good an application and how to create and submit an online ethics checklist.

Wednesday 18^th November 10:30 – 15:00 – UK Research Office Update

This event is comprised of a number of sessions:

· UK Participation in Horizon 2020. An update on Horizon Europe developments

· H2020 Evaluation process and proposal writing hints and tips – session for PIs involved in the Green Deal Call proposal submission

· H2020 implementation matters – informal session with post-award team (based on questions submitted in advance)

· 1-1 sessions if time allows

For further information and to book, contact Ablaudums@bournemouth.ac.uk

Thursday 19^th November 10:00 – 11:00 – Royal Society Overview

This workshop will provide important information for potential applicants applying to the Royal Society, including tips on applying that will increase the likelihood of success.

Wednesday 25^th November 10:00 – 11:00

Leverhulme Early Career Fellowships Information Session

This workshop will provide important information for potential applicants applying to this external funding call, including tips on applying that will increase the likelihood of success.

To book, please email OD@bournemouth.ac.uk with evidence of approval from your Head of Department or Deputy Head of Department.

You can see all the Organisational Development and Research Knowledge Development Framework (RKEDF) events in one place on the handy calendar of events.

If you have any queries, please get in touch!

November 5, 2020

Fusion event: Three Nation Consortium ‘Business strategies and decision making’ inviting PGT students, PGRs, ECRs 😇 is on the way! 16th November 2020, 9:00-11:00

BU2025, ECR Network, Fusion, Global engagement, PG research, Postgraduate Research Hiroko Oe

‘Business strategies and decision making’

This is a research seminar to share the research ideas and plans with three internaitonal universities from UK (BU), Greece, and Japan.

The presenters are PGRs and ECRs with an interdisciplinary themes in the social sciences.

Date: 16 November 9:00am (UK)/11:00am (Greece)/18:00 (Japan) (1.5-2 hours session by ZOOM)

Moderators:

Professor Takuji Takemoto (University of Fukui, Japan)

Professor Jason Papathanasiou (University of Macedonia)

Dr Hiroko Oe (Bournemouth University, UK)

Participants: Students from the universities above will make their presentations on their research projects which are followed by the discussions. All virtual participants are invited for the discussions.

Agenda

Opening remark (Dr Hiroko Oe)
Presentations and Q&A discussions

Team Japan: Three presentations will be made by the MSc students on the research ideas on the theme of regional development and the business contribution (SDGs, design thinking, and public sector-universities’ interventions).

Discussants: Dr Yamaoka (The Open University of Japan) Ms Sandy Zhu (BU)

Team UK: Two presentations will be made on their research ideas and plan. Mr. Sitsada Sartamorn (BU MSc IM) will discuss his research outline of ‘immersion marketing and emotional value’ which will be followed by Mr. Herschel Pandits (BU PGR) who will discuss the outline of his research project on ‘luxury consumption’.

Discussants: Dr Ayane Fujiwara (Nottingham Trent University) and Ms Sandy Zhu (BU)

Team Greece Three presentations will be made by three researchers in the decision-making field (Mr. George Tsaples (PGR), Ms. Panagiota Digkoglou (PGR), and Dr Anastasia Blouchoutzi (ECR)).

Discussants: Dr Hiroko Oe (BU) and Dr Ayane Fujiwara (Nottingham Trent University)

Overall discussion and Q&A
Review and comments from the Professors
Further activity planning

This session will provide an opportunity to build a network for ECRs/PGRs by sharing their research ideas and plans from an interdisciplinary perspective. This session will also discuss themes in line with the UN Sustainable Development Goals (SDGs), such as ‘Goal 9: Industry, Innovation and Infrastructure’ and ’Goal 17: Partnerships for the Goals’, and also it aligns with BU2025 strategic investment areas (SIAs), Simulation & Visualisation and Assistive Technology.

The BU ECRs, PGRs, and MSc students are welcome to this session.

*For more details, please email to hoe@brounemouth.ac.uk

November 2, 2020

Bournemouth University Social Entrepreneurs Forum Celebrates Global Entrepreneurship Week 2020

BU2025, Business Engagement, Centre for Excellence in Learning, conferences, COVID-19, Doctoral College, ECR Network, Events, Fusion, Global engagement, Impact, international, Knowledge Exchange, Knowledge Exchange and Impact Team, Public engagement, staff profile pages, Uncategorized, Women's Academic Network Sukanya Ayatakshi

BU Social Entrepreneurs Forum BUSEF is proud to present Global Entrepreneurship Week 2020 with not one but two stellar events!

Last year we celebrated the very first Global Entrepreneurship Week at BU with two mega events on campus and although this year the world is different but what’s stopping us from celebrating and raising the bar even higher?

It is a proud moment for us to introduce this year’s events- Women Entrepreneurs in The Times of Covid-19 supported by the Women’s Academic Network at BU on the 17th of November 1400-1600 GMT (online) and Refugee Entrepreneurs and Covid-19 18 November 1400-1600 Online.

These events are aligned with the purpose of BU Social Entrepreneurs Forum in supporting the BU2025 commitment to UN SDGs and creating Fusion-led activities supporting research and student learning and experience.

BUSEF, created in partnership with the Association of Sustainability Practitioners, Dorset and The Rotary Club at Poole Bay is a collaborative, inclusive forum to support the knowledge exchange between academia and the developing landscape of socially focused businesses in the region. In the past one year BUSEF has facilitated a number of student-led projects across BU, organised a number of free skills-based workshops, showcased GEW 2019 and is continuing to support local businesses through online workshops and events.

October 30, 2020

Apply for an Award Lectureship from the British Science Association

BU research, conferences, ECR Network, Events, Funding opportunities, Impact, Public engagement, Research communication, Training Adam Morris

Are you, or do you know, an exceptional early career researcher?

Every year the British Science Association asks for applications for the seven Award Lectureships available to early career academics who are skilled at engaging people with their research. These Award Lectures aim to promote open and informed discussion of science and related disciplines. Awards are available in seven different areas:

Social sciences
Engineering, technology and industry
Environmental sciences
Agricultural, biological and medical sciences
Physical sciences and mathematics
Digital innovation
Science and the arts

More information, including the application process can be found here:

https://www.britishscienceassociation.org/award-lectures

or you can contact Hannah at hannah.lawrence@britishscienceassociation.org with any questions.

The selected lecturers receive an all-expenses paid trip to the British Science Festival where they will present their lecture, as well as public speaking coaching and a £250 honorarium. There may also be other opportunities to present the Award Lecture at other science festivals in the UK.

The deadline for applications is 17.00 3 December 2020.

October 8, 2020

HE Policy Update for the w/e 9th October 2020

COVID-19, ECR Network, hate crime, innovation, international, NHS, parliament, Parliamentary Office of Science and Technology, PG research, policy, Postgraduate Research, Research news jforster

The virtual Conservative Party Conference took place – we’ve coverage of the relevant fringe events below; the Science and Technology Committee ran an interesting session on ARPA, and university adoption of the definition of anti-semitism is back on the agenda.

What next for HE policy?

Jonathan Simons of Public First writes Ambitious Minds for Research Professional aiming to provide insight into the Government’s thought processes behind their HE agenda. The quick read is illuminating (even if you aren’t a policy geek).

Technical education

The Lords debated the Lifetime Skills Guarantee and Post-16 Education on Tuesday (we mentioned Boris and Gavin’s announcements for this in the policy update last week). Debate followed similar lines as last week plus University Technical Colleges and parity of esteem were discussed.

Lord Storey triggered a chuckle in his enthusiasm for extra funding for FE colleges: My Lords, this is very good news. I do not have to sit on the Bishops’ Bench to say hallelujah. Later he raises: There is no mention of university technical colleges, which have done an excellent job. Does the Minister see an enhanced role for them?

Lord Baker of Dorking echoed this: I am very grateful for the mention of the colleges that I support, the university technical colleges. At the moment, they are by far the most able and successful technical schools in the country. We are having a record year in recruitment and we have incredible destinations. Last year, one of our colleges on the north-west coast of England produced 90% apprentices, which is absolutely incredible when the national average is 6%.

He continued: The trouble is that, since 1945, there has been a huge drive to send people to universities, which is good for social mobility but it means that graduates have had disproportionate esteem, disproportionate political influence and disproportionate reward compared with those who make things with their hands. This is the time when we have to elevate the intelligent hand: to train not only the brain but the hand as well.

Baroness Berridge (Minister for Schools): My Lords, I assure the noble Lord that there is no snobbery in the Department for Education; we want to promote parity of esteem for vocational and technical qualifications across our sector. The Prime Minister and the Secretary of State are behind this.

Maintenance Support

Meanwhile the Centre for Progressive Policy has published Beyond hard hats – What it will take to level up the UK and some of the recommendations chime with delivering the Lifetime Skills Guarantee. The report calls for a Learners’ Living Allowance to support those undertaking part- or full-time training, as an equivalent to maintenance loans available for higher education students, to be paid back under the same conditions upon employment.

HE at the Conservative Fringe

There was a Conservative Party fringe event: Back in business: what can modern universities do to support Britain’s recovery? (sponsored by HEPI and MillionPlus). Universities Minister, Michelle Donelan, was on the panel. The event discussed changes within the FE and HE, the recent Lifetime Skills Guarantee announcement, and how universities can provide quality education in a post-Covid world. Also: technical qualifications, up-skilling and re-skilling, the Augar review, and institutions’ roles within their local community.

The Education Policy Institute (and Sheffield Hallam University) ran Higher and further education in post Covid recovery: Competitors or Collaborators? Former HE minister Jo Johnson was on the panel along with the CEO of the Association of Colleges (David Hughes), the public policy editor of the Financial Times (FT), Sheffield Hallam university, Sheffield College and EPI.

The level 4 & 5 ‘regulatory jungle’ was discussed, FE & HE working collaboratively, the FT pointed out that the forthcoming demographic bulge meant there was no shortage of students to go around, and suggested that ensuring a blend of FE and HE was the best way to meet the rising need. Skills were discussed with Jo stating he’d pushed for both credit transfer and modular funding during his HE Minster tenure, but neither are easy to achieve nor implement well. He also called for the removal of the ELQ rule across all subject areas. You can read the rest of the session coverage in this summary.

Wonkhe report specifically on Jo Johnson’s speech: Speaking on an Education Policy Institute panel yesterday, former minister Jo Johnson reported that snobbery about further education was an “artefact”, and there was currently an “aggression” towards higher education in the media. He also noted he had experienced “push back” from some more established universities in developing a national credit transfer framework. TES has the story. The recognition of the media aggression was a welcome acknowledgement from a former minister.

There was also an event on engineering.

Education Committee – HE Minister

The Education Committee held two accountability sessions this week (these are a regular occurrence and question a Minister or senior public figure on the handling of current business). Colleagues interested in disadvantaged school children, catch up, county lines, and educational inequalities will be interested in the summary of the first session here (prepared by Dods).

The second session questioned Michelle Donelan, sadly it was more watery than juicy. She stated that she did not know how many students were currently under lockdown at universities in England instead highlighting that C-19 rates were still relatively low at universities. Donelan said that most students were abiding by the guidelines but that a minority were socialising in a way that was driving spikes in infection. She confirmed the Government was committed that all students could return home at Christmas and various measures were under consideration as to how this would be achieved. Recent sector press has speculated that the DfE were completely unprepared for the guidance the Secretary of State promised would be issued to the sector guiding institutions on how to achieve this. And Wonkhe have confirmed the DfE will launch a Covid-19 helpline for both institutions and students. Donelan was unclear if this would be an automated system or a real person on the end of the line. On the guidance Research Professional report that Donelan was reticent, stating it was being drawn up and will contain a “robust” Q&A session, but it is not quite ready for publication yet….but that one approach being looked at was the quarantining of students in the two weeks before the end of the winter term

Donelan also commented on the perennial fee refund topic stating it was a matter for individual universities, rather than the government, to determine whether students should receive refunds, however she stated that online and blended learning was working well. She also took a strong stance and stated that universities that had not yet adopted the IHRA definition of anti-Semitism would ultimately be forced to do so by Government (more on this below).

Wonkhe have a blog covering the Committee session and considering some of the aspects arising within a sector context. David Kernohan writes: the hearing was just more evidence that DfE is not on top of the situation when it comes to keeping students safe. Guitarists will find fine resonance with the beginning of the blog.

Drop the boo boo

Labour didn’t want to drop the Secretary of State’s mistaken statement last week (that £100 million was available to universities for digital access – it isn’t, it’s for schools) and raised a Point of Order because the mistake hadn’t been corrected in Hansard. Gavin Williamson managed to weasel out of outright confirming he’d got it wrong instead he said: As the House will know, the Government have made available more than £100 million for electronic devices. Those youngsters who are in care and going on to university can access that funding to enable them to have the right type of devices, whether that is a laptop or a router. If a student’s family circumstances change while they are at university, they can go to the Student Loans Company to have their maintenance grant re-assessed. Although the original record hasn’t been amended Kate Green has raised this enough now to have made her point about Gavin’s mistake.

Anti-Semitism Definition

The House of Commons debated universities (not) adopting the IHRA definition of anti-Semitism on Tuesday. Ahead of the debate the Telegraph reported that only one fifth of universities have adopted the IHRA definition of antisemitism.

Sarah has added some key snippets from the full debate below. You’ll spot from the summary that parliament were disdainful of the reasons the sector has given for not adopting the definition.

…in January this year, the Secretary of State for Housing, Communities and Local …(Robert Jenrick) wrote to all universities demanding that they adopt the IHRA definition of antisemitism or face funding cuts…. This debate—and, indeed, previous requests by Members to universities—is intended not to be a stick with which to beat the higher education sector… (Christian Wakeford)
I am disgusted that we stand here today, in 2020, to condemn the ways in which universities have not only refused to engage with or listen to students…The institutional hijacking of freedom of speech that is currently being used as a façade for universities and professors to scurry behind is appalling. (Jonathan Gullis)

Vicky Ford (Parliamentary Under-Secretary of State) stood in for Michelle Donelan to give the ministerial perspective on the debate:

Universities have a big role to play. We expect them to be welcoming and inclusive to students of all backgrounds, and the Government continue strongly to encourage all higher education providers to adopt the IHRA definition, which would send a strong signal that higher education providers take those issues seriously. However, they are autonomous institutions and that is also set out in law. As such, the decision on whether to adopt the definition rests with individual providers… The Government will continue to call on providers to adopt that important definition. It is a decision for vice-chancellors, but I urge them all to listen to their staff and students, as well as to the wider community and, indeed, our proceedings.
Without doubt, the university experience of many Jewish students is overwhelmingly positive. However, the number of antisemitic incidents in the UK remains a cause for concern…in the first six months of this year, the number of incidents of antisemitism involving universities rose by an alarming 34%…That is absolutely unacceptable and shows how much further the sector has to go to tackle the issue.
Our universities should be inclusive and tolerant environments. They have such potential to change lives and society for the better. I am sure that our universities are serious in their commitment to tackle racism and hatred, but much more work remains to be done

At the end of this week’s Education Committee session Chair, Robert Halfon, stated:

It was “strange”, Halfon said, that so many universities had not adopted the definition when they were so quick to “pull down statues” that were deemed offensive. He posited that many institutions “seem to turn a blind eye” to antisemitism.
There was no lack of clarity in Donelan’s response to this. “I want every university to adopt this definition. So did my predecessors, who have written several times to universities on this matter.” Williamson had also written, she said, but it had “not shifted the dial”.
“We are not seeing enough…universities adopting the definition and it is simply not good enough,” Donelan continued, adding that she and her department were looking at “other measures…to make it happen”.
“I urge universities to do this,” she said, or the Department for Education will find ways “to ensure that you do so”.

Research news

ARPA – The Science and Technology Committee held a particularly juicy session on the potential new ARPA style research funding agency. A summary of the two sessions is here and the full session content will shortly be available here.

In the first session the witnesses thought it right that Government should set broad strategic goals and research direction for the agency, particularly those centred on specific challenges (such as health, energy and defence policies). A witness suggested there was no need to wait for consultation outcome on ARPA – that set up could run parallel. Neither witness felt UKRI should run ARPA – that it should sit at a high Government cross-sector level, and that UKRI don’t currently have a challenge-setting role. Walport railed against this statement in the second session stating UKRI could be guided towards a more ARPA-like model without the need for a new body by giving UKRI more freedom and money to work on specific challenges.

The second session witnesses were Sir Mark Walport (UKRI’s previous CEO) and Jo Johnson (previous Universities Minister). Both were responsible for setting up UKRI and both were concerned that an ARPA body would be beneficial. Johnson stated a new body could work but it would have to complement the existing organisations. Furthermore, that there was still no clarity over what purpose a UK ARPA would serve and a new green or white paper should establish this. Overall, he was in favour of ARPA becoming a part of UKRI. Hosting ARPA outside UKRI could fragment the coherence and oversight of the UK research sector. The geographical location of where to locate ARPA was discussed.

Do read the summary here as the above only touches on part of the discussion.

Life Sciences – Two Conservative party fringe events touched on Life Sciences. Here are the summaries:

The Future of Life Sciences – panellists spoke on levelling up in the context of life sciences and the future impact that the sector could have the on the health and wealth of the UK. Data access within the NHS and speeding up access to new and innovative medicines were also mentioned.

Healthy Boost: Putting Life Sciences innovation at the heart of Levelling Up – panellists discussed the need to effectively integrate the life sciences in any future plans to rebuild the UK economy. The unequal effect of Covid on areas was discussed, alongside improving health outcomes and living healthier lives through prevention and Government investment. Manufacturing within the life sciences was mentioned alongside maintaining progress with medicines and medical devices. Universities were mentioned as anchor institutions.

Research Professional also cover the Life Sciences sessions.

REF Review – UKRI have publicised the REF Review which will consider researcher’s perceptions and experience in preparing and submitting to REF 2021. It aims to understand attitudes towards REF 2021 and the affect it has on the academic environment. It also intends to capture views on the challenges and opportunities; whether REF is a driver of research behaviours and culture; and reflection on the practical preparations for REF 2021 at the institution, including lessons learned and changes from REF 2014.

REF Modifications Survey – During lockdown REF was put on hold while new dates were agreed and a survey proposed modifications to the REF exercise. REF have published the summary of the 164 responses to the survey which examined the appropriateness of the modifications for outputs, impact and the environment. A majority of respondents were happy with the modifications although many felt further detail was needed.

REF have also updated information on:

FAQs
Guidance on submissions
Panel criteria and working methods
Audit guidance
Institutional-level environment pilot: supplementary guidance on submissions and panel criteria and working methods

Global Research – Wonkhe tell us about the Wellcome Trust’s Global Research report:

The Wellcome Trust has released a new report – “The UK’s role in global research”. Among 24 recommendations to government, it calls for the full implementation of the BEIS R&D Roadmap, an increase in QR and other funding that promotes research flexibility, and measures to improve the experience of international researchers and collaborators in working with and in the UK.
Research Professional also covered the report (from half way down this link): The terms ‘science superpower’ and ‘Global Britain’ are now used frequently by the government as a shorthand for its ambitions for research.
International collaboration is not restricted to universities…and must also hold for industries with a strong research focus, such as the pharmaceuticals and aerospace. This is how Global Britain will stay competitive.
The UK must also be strategic and not waste resources on duplicating infrastructure that is available elsewhere. The country should use its reputation in science “for good”, combining research and diplomatic strengths to work with multinational organisations such as the UN, the World Health Organization and the G7.
To put it bluntly, if not upfront because the reference appears 10 pages into the report: “Full association to the EU’s Horizon Europe research programme must therefore be at the heart of the research strategy for Global Britain.” However, the country should also forge partnerships beyond Europe, says Wellcome, and this could be financed out of quality-related funding dedicated to international collaboration.
The research funder wants to see the government “commission an ‘international’ equivalent of the Department for Business, Energy and Industrial Strategy’s R&D Roadmap that sets the overall vision for Britain’s place in the world for research. This should become the ‘North Star’ for government decision-making, based around clear goals.”
There is a lot to unpack in the Wellcome report, including the idea of a “single front door” for investment in UK science; bilateral funding schemes; and making the UK a champion of “regulatory diplomacy”. The funder wants to see the cost of visas reduced for researchers and provision for research collaboration written into free trade agreements.

Postgraduate Research Students – UUK, OfS, UKRI and Vitae have published their collaboration – Supporting mental health and wellbeing for postgraduate research students which consider the 17 projects addressing PGR wellbeing that were supported by Catalyst funding. They describe the programme reach: The 17 successful projects covered a wide range of activities targeted at PGRs and supervisors, including workshops, mentoring programmes, peer networks and training embedded into induction events. Co-production was a positive theme, with 171 PGRs directly involved across 11 projects… A variety of resources have been developed for use by the sector available on the OfS website: these range from training materials to wellbeing apps, blogs, online hubs and videos… Fifteen projects have provided case studies that outline their activities, impact and challenges.

Two-thirds of the projects reported improved mental health from their PGRs involved including that PGRs were more aware of how to support and improve their own mental health, and had improved knowledge of where to get help and support. You can read more on the projects here, and the recommendations are on pages 8-9. The report concludes that while the quality of the supervisory relationship is key, all university and college staff have a part to play in supporting the mental health and wellbeing of PGR students.

This week’s research related parliamentary question:

UKRI’s open access policy: international collaboration between UK and overseas researchers; the impact of the open access policy on research-intensive universities; the economic effect of the open access policy

Areas of Research Interest to policy makers

The Parliamentary Office of Science and Technology (POST) have released a new opportunity for research colleagues:

In April POST ran a survey of experts on the COVID-19 outbreak expert database that resulted in the publication of syntheses about the future effects of COVID-19 in different policy areas. From this survey POST developed Parliament’s first Areas of Research Interest (ARIs) which are lists of policy issues or questions that policymakers are particularly interested in.

Currently only the ARIs which are linked in some way to Covid have been released. However, they are not all health based and touch on a range of themes from Crime, economics, inequalities, trade, supply chains, mental health, education, sustainability across several sectors, and so on. Do take the time to look through the full question list to see if it touches upon your research area. Non-researcher colleagues can share the list with academic colleagues within their faculty.

Alongside the publication of the ARIs is an invitation to experts to add current or future research relevant to the topics to a repository that Parliament may use to inform future policy making and Parliamentary work. Research with relevant research across any of the disciplines are invited to submit their work.

BU colleagues are strongly encouraged to take advantage of this rare opportunity to present their research to policy makers The Policy team is here if you need any help.

R&D Place Advisory Group

The Government have announced the R&D Place Advisory Group that will advise Ministers on the R&D places strategy which will build upon the R&D Roadmap and deliver the levelling up strategy across the public, private and voluntary sectors. The press release states that the aim is to build on local potential so that all regions and nations of the UK benefit from a R&D intensive economy. The Place Advisory Group support this by:

proposing, challenging & testing potential policy options to make the most of R&D potential to support local economic impact in areas across the UK, including how best to increase the place focus in public R&D investment, factor place into decision-making across the R&D system, and foster greater local and national co-creation and collaboration to make better decisions on R&D
contributing to the evidence base, including identifying priorities for long-term development
exploring other relevant issues as requested by the Minister

The press release also states the group will advise the ministers in confidence. So proceedings may be hard to come by.

The group will be chaired by Amanda Solloway as Minister for Science, Research and Innovation. You can read her speech launching the group here. The secretariat function will also be provided by her department – BEIS. The group is expected to meet monthly while the Government develops the place strategy.

Admissions – Level 2/3 Exams

In Scotland the National 5 exams are to be cancelled for 2021 and replaced with teacher assessments and coursework. Higher and Advanced Higher exams will go ahead but will commence 2 weeks later than usual on 13 May. The BBC explain it as: like using coursework and tests for GCSEs while carrying on with slightly later exams for A-levels.

Scotland’s Education Secretary John Swinney stated that going ahead with all exams during the continuing Covid pandemic was “too big a risk”…it couldn’t be “business as usual” for exams but also “there will be no algorithm”. And if Highers cannot be taken, there would be a contingency plan to use grades “based on teacher judgement”.

There are rumours the Government is less certain that exams will go ahead in England. This week they stated universities could start later in Autumn 2021 to accommodate a delay to A level exams. An announcement from the Government on exams is expected later in October. This was confirmed in response to a Parliamentary Question calling for clarity before students submit their UCAS applications. Donelan also confirmed a statement was forthcoming. During her Education Select Committee hearing when she commented that it would be inappropriate if she were to pre-empt and “steal his [Williamson’s] thunder” by making any announcement. And on potential disruption to the start dates for the 2021-22 academic year, the minister added that “if term time needs to be moved slightly to accommodate any potential change in examinations, that is something that can be done quite straightforwardly”. (Source.)

In their article the BBC pose the two key questions:

How can exams be run fairly when so much teaching time has been lost because of the pandemic?
And how do you make a definite plan for such an indefinite situation – where it’s impossible to know how much more disruption might lie ahead?

Concluding that the Government really does need to get its skates on!

International

Wonkhe report that: Government information on sponsoring an international student has been updated to reflect the new student visa route. There’s also detailed technical guidance on the new route, and a guide for sponsors with material on English language requirements, certificates of sponsorship and record keeping provisions.

UUK also blogged on the topic: Government must act now or risk losing European students for years to come outlining 5 steps they want policymakers to adopt to stabilise demand for UK HE:

Continuing to promote the new student route so that all international students are aware of the changes being introduced. This is particularly important for EU / EEA students.
Improving and extending the Study UK campaign into key markets in Europe by coordinating existing campaigns currently in European markets and increasing investment in Study UK to £20 million a year.
Providing targeted financial support for EU students such as through an expanded or newly developed EU scholarship offer.
Lowering immigration route application costs so they are in line with the UK’s international competitors.
Committing to continually reviewing immigration requirements in light of the Covid-19 pandemic

Disability

The Higher Education Commission convened by Policy Connect have published Arriving at Thriving – Learning from disabled students to ensure access for all. It highlights that despite higher numbers of disabled students accessing HE the barriers they face when they get here are still numerous and unacceptable in today’s inclusive society. The report makes 12 recommendations to improve disabled students’ experience of HE and have a positive knock on effect on their attainment, continuation and graduate outcomes. The report states:

Many of our findings make hard reading, and we cannot shy away from the fact that our evidence demonstrates an unhappy situation for many disabled students. Much progress has been made over the past few decades… However, our findings make clear that the road to progress has not ended, and it is vitally important to continue to call attention to the needs and experiences of disabled students.
There are numerous practical changes that HEPs can and are implementing themselves to improve disabled students’ experiences…the focus of the majority of our recommendations is on what the government and the Office for Students can do to create and ensure improvement across the HE sector.

In setting out the key information here we focus on what is lacking, however, the report contains case studies and examples of success too aiming to share and spread good practice throughout the sector.

Key findings:

Teaching and learning isn’t accessible enough – e.g. regularly being physically unable to get to or sit in lecture theatres or other academic spaces; unable to access learning materials; not receiving lecture capture where it has been promised; and not receiving other reasonable adjustments set out in their support plans, including adjustments to assessments. Student support services professionals are frustrated at the lack of change and adjustments they can enact within their institution – and not for lack of trying. Some students reported they felt there was no accountability, including at senior level, for ensuring access to learning.
The bureaucratic burden of applying for funding and support is too much – the Disabled Students’ Allowance admin and timeliness was particularly criticised. Complaints processes were also seen as working against some disabled students. Funding doesn’t cover enough of the additional costs a disability entails when studying at HE level.
The lack of accessibility occurs across social activities, clubs and societies too. The report finds there is a widespread lack of awareness or care among the wider student cohort for the existence of disabled students and their needs. Although some Students Unions are recognised for their awareness and culture changing work.
Disclosing the disability to the HE institution remains a barrier which impedes the transition to HE.

The report concludes:

All of our twelve recommendations – and we could have made many more – require implementing in their own right if we are to achieve lasting change. The ideal would be for this to take place as part of the system transformation we set out in recommendation five – for the government to create a new system to support disabled people from the classroom to the workplace.

Former HE Minister Chris Skidmore, who set up the Disabled Students Commission in 2019, blogs for Wonkhe to launch the HE Commission’s report. He states:

This report provides welcome evidence for the Disabled Students’ Commission’s work, not just by illuminating the obstacles that exist, but also by promoting the wealth of good practice already taking place in the sector. During this time when it has become necessary to rethink modes of higher education delivery, the sector must harness the opportunity to embed accessibility into course design, and to make consideration of disabled students’ needs the norm.
I know that many of us share a vision for disabled students to have a positive experience in higher education, able to expand the horizons of their knowledge and to develop social capital which will support them to succeed in life. To achieve this, we must break down the barriers which have been uncovered by this inquiry, and work to create a future of equal access and inclusion for all students. I hope that this report will help to provide the momentum needed to carry us into that future.

Professor Geoff Layer, Chair of the Disabled Students’ Commission, praised the report. He stated:

The Disabled Students’ Commission welcomes the findings of this report. The issues and challenges raised in the Disabled Students’ Inquiry report are consistent with the work of the Commission and highlight the need to improve access to higher education and the experience of disabled students.
The Commission will be using the findings of the report to move forward with plans to inform and advise higher education providers about improving support for disabled students.

Students

Hillary Gyebi-Ababio, NUS Vice President for Higher Education spoke at the All-Party Parliamentary Group for Students on Tuesday warning MPs not to repeat previous mistakes by ignoring students during this pandemic. She raised the safety of students returning to campus, being locked into tenancy contracts and a lack of access to online learning. She called on the Government to give students the right to leave their course or accommodation without financial detriment and address the financial pressures within the education system (see this). Hillary said:

Students have been ignored time and time again during this pandemic, whether it was not providing them with hardship funding when they were in financial need or denying them the A-Level grades they deserved because this government were more concerned with grade inflation than social justice.
And now we are in the worst of all scenarios. Students are being forced en masse to return to campuses across the UK, without adequate procedures in place to keep them safe and coronavirus infection rates rising. It seems like every day we hear a new report of a mass outbreak on a university campus. But this is not the fault of students, who have been following the advice they have been given and abiding by the rules. This is the failure of government and university leadership to keep us safe.
I want you as MPs, and even those of us that are student leaders and students here to reflect on 2010, for a moment. Students were outside parliament marching together because they felt let down and betrayed by the government of that day. They were a generation who felt unheard, unseen and uncared for. Students today are feeling the same. They are fed up of being ignored, but now, just like in 2010, they are unmistakably fired up. Students are more politically engaged than ever and they are willing to take action to fight for the education they deserve. Students deserve better.

The APPG for Students Twitter feed highlights the other issues that were raised including digital poverty and the shift to online learning, Muslim students concerned about Test and Trace, and quality of teaching on courses which don’t suit digital delivery.

Student Fees

Research Professional talk of the continued policy intent to not charge HE fees or a graduate contribution in Scotland.

On calls for fee refunds due to Covid teaching changes the Office of the Independent Adjudicator has published an update. The key message that a blanket ban on fee refunds is unacceptable continues and the site has FAQs for students on whether a partial refund might be appropriate or not.

Also making news this week was the decision by the University of St Andrews which means first-year students can leave at any point before December without paying any course fees (accommodation fees are still accumulated). Research Professional speculate the decision could lead to a string of similar demands at other UK universities.

Governance

Advance HE published Diversity of Governors in HE. (Press release here.)

9% of governing board members were women, compared to 54.6% of staff members overall.
Around nine in ten governors were white (89.2%), 5.3% were Asian and 2.6% were Black.
4% HE governors were disabled, and a long-standing illness or health condition was the most commonly reported impairment among disabled governing board members.
In general, the age profile of governors was higher than for staff overall, but a higher proportion of governors were age 25 and under (reflecting the inclusion of student members on the majority of HEI boards).
A higher proportion of HE governors were UK nationals compared to staff overall (93.2% compared to 79.0%), and nearly 1 in 5 BAME governors (18.9%) were non-UK nationals.
A fifth (21.7%) of boards had 50% women members or more. In over two in five, 41.6%, women made up fewer than 40% of governors.
A fifth (21.1%) of governing boards had no BAME members, and over a third (35.6%) of boards had no disabled members

PQs

Please note – several parliamentary questions haven’t been answered within the required Parliamentary. If a link is not showing an answer check it again in 3 working days. The link is good, the Government are just slow in responding this week.

Students

Repayment of student loans during maternity leave – (a) steps to ensure women don’t face unfair financial hardship; (b) how many people made student loan repayments whilst on maternity leave in last 5 years (the Government stated it would be too expensive to obtain the answer to this question).
Ensuring that university maintenance loans reflect student living costs
Steps to increase the diversity of students taking STEM subjects
What recent assessment has been made of the accessibility of HE for part-time mature students
The Student Loans Company is still deciding what to do about a student’s maintenance loan when they switch from living away to living at home due to Covid.

Covid

Whether the Government undertook a risk assessment prior to September, of the impact of students returning to universities on the transmission of COVID-19
Assessing the longer term effect of C-19 lockdown on university students.
Steps to support universities to deliver safe (a) teaching and (b) student services during the covid-19 outbreak.
What steps the DfE has taken to respond to covid-19 outbreaks in group university accommodation (and steps to supply enough tests).
What assessment has been made of potential for job losses in HE sector (due to C-19 institutional closure); similar Q on insolvency; ensuring student focussed jobs are protected
Making C-19 tests available for all returning students; practice testing policy for returning students (asymptomatic)

And from Prime Minister’s questions this week:

Matt Western (Lab, Warwick and Leamington) said that universities were struggling to contain the coronavirus, with 5,000 cases reported in recent weeks. More local and immediate access for communities was needed, he said. In Leamington, he was told that Deloitte would not deliver testing facilities until the end of this month, weeks after students would have arrived in the town. He asked the PM if the Government was not expecting students to return to universities.

The PM responded it was important that students returned to universities and praised students for complying with the new regulations. There were particular problems in certain areas and the Government would be pursuing measures to bring the virus down, he added.

HE Sector

The affordability and availability of academic ebooks
Potential merits of introducing an immigration checking service for Student Finance to check student eligibility similar to that of the employer checking service.
Whether funding is available for new applications from students or education institutions for support with digital access. (Emma Hardy, Shadow Universities Minister, asked this one so it is probably just a political point score after the Secretary of States gaffe on the tech funding last week.) And a similar one here.
If you’re interested in the number of study visas granted in 2020 the answer is given as a link within this parliamentary question.
The Government will present the TEF report (and their response will be published at the same time) in due course.

On social mobility from Prime Minister’s Questions this week: David Johnston (Con, Wantage) said that just 12% of journalists and chief execs came from a working class background and just 6% of doctors and barristers. He called for a renewed focus on social mobility to make better use of all of the country’s talent.

Inquiries and Consultations

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

There are no new consultations and inquiries relevant to HE this week.

Other news

Midwifery: The Royal College of Midwives has published a report on supporting midwifery students through a global pandemic and beyond.

Mental Health Nursing: Despite 1 in 4 people experiencing a mental or neurological condition at some point during their life mental health nursing remains an unpopular profession (despite making up one third of the UK mental health workforce). A new research report Laying foundations Attitudes and access to mental health nurse education by the Nuffield Trust considers how to attract more people to study mental health nursing and the reasons behind why numbers are currently limited.

C-19 student test results: The BBC raises the issue whereby new students C-19 test results are going to their home GP rather than the university area in which they now reside. This topic has been mentioned several times in Parliament this week with the Opposition pushing the Government to respond.

Dyslexia: The Data & Marketing Association (DMA) has published an employer guide to inclusivity in the workplace. They highlight that dyslexia in the workplace remains misunderstood and the guide aims to help employers support a diverse workforce. They state:

Our Dyslexia Employer Guide is the latest instalment in our neurodiversity guidance series, offering organisations free advice on how to create a positive, supportive, and flexible workplace culture that permeates all levels of the business.
The guide provides comprehensive guidance and recommendations on reasonable adjustments that employers can make to recruitment processes, the workplace environment, support networks, and most importantly, how to treat employees as individuals.
In addition, it features case studies offering advice for dyslexic people written by dyslexic professionals, from junior marketing executives all the way to managing director level, on useful coping mechanisms they apply on potentially problematic areas and how their skillsets have helped them to thrive in the creative industries.

Balance: Wonkhe report that The Women’s Higher Education Network has published research into the experiences of parents working in higher education professional services during the lockdown. Drawn from a survey of 1074 parents, the report found that traditional gender roles still influence the division of domestic responsibilities. The report recommends that employers provide guidance to parents on workloads and expectations, and encourage them to work flexibly.

Similarly, HEPI has a piece on the difficulties student parents face studying at home during the pandemic.

Teaching via social media: Wonkhe have a blog about the wins and pitfalls of utilising the tech that students prefer and teaching through sites such as WhatsApp with notifications through Twitter. The comments are a must read for both sides of the discussion. There are also two other blogs on the adjustment HE lecturers underwent to teach online during Covid – one from a healthcare educator and one charting the human experience.

DfE: The Information Commissioner’s Office reviewed the DfE (who cooperated fully) and have found them in direct breach of data protection law. A DfE spokesperson said:

We treat the handling of personal data – particularly data relating to schools and other education settings – extremely seriously and we thank the ICO for its report, which will help us further improve in this area.
Since the ICO completed its audit, we’ve taken a number of steps to address the findings and recommendations, including a review of all processes for the use of personal data and significantly increasing the number of staff dedicated to the effective management of it.

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October 6, 2020

SWEEP EXPO event 20-22 October 2020

conferences, ECR Network, Events, PG research, Postgraduate Research, Research communication, Research news Theresa

The South West Partnership for Environmental and Economic Prosperity (SWEEP) is now 3 years into its 5-year NERC-funded programme. With over 20 diverse projects under its umbrella, the SWEEP team are keen to share some of the results and success they have achieved to date in their mission to support the adoption of natural-capital led strategies and investments in the South West and beyond.

SWEEP are hosting a virtual ‘Natural Capital in the South West’ Expo over 3 days, 20-22nd Oct 2020, where attendees can ‘pick and mix’ from a range of themed sessions focusing on Natural Capital approaches for marine, land, coastal change and whole-catchment settings. There’s also a session which will explore the importance of Natural Capital for a green recovery. The event will be of interest to all those involved in managing the natural environment, and specifically how it can be protected and enhanced whilst also producing gains for business, government and society. Register for this free online event.

October 1, 2020

Career Pathways of Postgraduate Research Students – The British Academy

Doctoral College, ECR Network, Featured, PG research, Postgraduate Research, Research news nstewart

Sector Publication – Taken from UKCGE Newsletter

The British Academy— Career Pathways of Postgraduate Research Students

The British Academy has published resources that highlight and support the high-level skills that are developed through the study of arts, humanities, and social sciences at doctoral level, as well as the value of doctoral graduates from these disciplines to a variety of employment sectors.

Good practice guidance document and case studies can be found on their website here:

https://www.thebritishacademy.ac.uk/programmes/employment-and-skills/career-pathways-postgraduate-research-students/

The first of these resources focuses on the provision of careers guidance for postgraduate research students and brings together current examples of good practice from across the UK’s higher education sector and beyond.

Alongside this sit case studies that offer personal insights into the pathways of doctoral graduates from arts, humanities, and social science disciplines who pursue careers beyond academia, or roles which traverse the normal distinctions between academia and other sectors.

If you have any questions about the publications or would like to propose other case study participants (the British Academy would particularly welcome those from otherwise underrepresented groups), please email Dr Joanna Thornborough.

September 29, 2020

BU Social Entrepreneurs Supporting Business in the Times of Covid-19

BU2025, Business Engagement, Centre for Excellence in Learning, COVID-19, ECR Network, Events, Fusion, Global engagement, Knowledge Exchange, Knowledge Transfer, Public engagement, Student Engagement, Uncategorized, Women's Academic Network Sukanya Ayatakshi

Covid-19 has created tremendous uncertainty, to state the obvious mildly, particularly for small social businesses and social entrepreneurs where there is not much focused and specific support to go around.

A year ago we embarked on a journey, via the BU Social Entrepreneurs Forum (BUSEF), formed in collaboration with the Association of Sustainability Practitioners and the Poole Bay Rotary Club to develop the landscape of socially focused businesses in the community, to encourage knowledge transfer projects between BU and socially focused businesses and to provide a collaborative, inclusive forum to support business transition to socially sustainable yet economically viable models.

BUSEF is now offering free, focused, workshops online on the theme of ‘Coping with Covid-19’. Our very successful and well received session in August was on legal structures of social businesses and sources of funding with experts from YTKO , Jonathan Dixon, Head of Grants Programme and NatWest Community Business Funding support officers John Murray and Mairead Taylor .

Now, we have our next workshop on the 09th of October (online) where The Operations Director of Dorset Growth Hub, Nick Gregory; Director at Association of Sustainability Practitioners and lifelong environmentalist, Linda Farrow and Economic Development Officer at BCP Council, Claire Main will speak about the various types of direct support available, share experiences of business during Covid-19. And if that was not enough, we are also launching our BUSEF Clinic sessions! From this event onwards, we invite expressions of interest from local social SMEs and social entrepreneurs (via email to Sukanya at sayatakshi@bournemouth.ac.uk) to have their own particular case discussed live with an expert panel to seek a collective resolution and personalised support.

BUSEF is now in the final phases of developing its own website, in partnership with Worksity a social business founded by an ex-BU student Amin Pasandideh. Watch the space for our next exciting steps!

September 15, 2020

“Data is King!” Grant extensions and protecting your datastreams.

Awarded & submitted bids, ECR Network, Fusion phartley

Touker Suleyman of Dragon’s Den fame, said that, in business, ‘Cash is King’. Gender-dependent references aside, I’d say it’s data that tops the hierarchy in research. Whilst leading grants is a complicated, bureaucratic and often thankless task, it is balanced by the joy and reassurance of data rolling in. With data, the mind is stimulated, the reasoning begins and interpretations are developed. These datastreams feed the outputs, they feed the applications. Data is the cash of research. As the datastream dries-up, the returns on research investment dwindle. Research eventually goes bust and talented people are lost from the system.

The hiatus to research activity caused by lockdown has been double edged. Researchers have used what was otherwise wasted commuting time to develop new grant proposals, helping shift an equilibrium from the fiscal reliance on students towards fully economically costed grant income. By doing so, the future of research-led university teaching is more secure; that synergy between research, practice and teaching has been reinvigorated by new logistics and necessity. On the other hand, lockdown has been a nightmarish experience; a threat to the datastreams we rely on. Labs have been closed, projects are on hold, careers are in jeopardy.

Grant awarding agencies have mitigated the negative outcomes of lockdown, by providing extensions to staff contracts as well as no-cost extensions. It’s important that researchers at all career stages appreciate the existence and importance of extensions. The medical science grants I’m associated with have received very generous no-cost extensions (thank you Kidney Research UK!), allowing us to sustain our efforts but they’ve also indirectly helped by allowing me to completely re-write a major grant application affected by lockdown. Circumstances have dictated that I apply for extensions a few times, to support staff and protect projects. In my experience, most awarding agencies employ a flexible (yet diligently cautious) approach to extending grant deadlines. This provides security for early career researchers and research assistants, which therefore protects that all important datastream.

Thankfully, the response to the current situation has seen extensions being applied across all areas of research activity. It’s in everyone’s interest to request and be given these extensions. They protect people and by doing so, the datastream.

Not all early career researchers are aware of extensions but you should be, they are an important means for successfully managing your future team! All grant awarding agencies have extension policies and I’d recommend re-reading the information posted by BU’s RDS team with links to the UK funding agencies Covid-19 info. https://blogs.bournemouth.ac.uk/research/contact/rds-advice-to-academics-during-covid-19/uk-funder-news/

Best wishes,
Paul.

September 7, 2020

Early Career Researcher – NERC Paleo Seminar Series

BU research, ECR Network, Events, PG research, Postgraduate Research, pre-award, Research communication, Research news Theresa

From 8th September, the Natural Environment Research Council (NERC) are launching a weekly zoom for early career researchers working in the broad field of Paleo sciences.

PERCS (Paleo EaRly Career Seminars) is a weekly seminar series that promotes and features work by Early Career Researchers in a range of paleo sciences including paleontology, paleoecology, paleoceanography and paleoclimatology. While the speakers will be Early Career Researchers, the seminar is for people at every career stage. PERCS take place on Zoom, and consist of a live streamed short (~30 min) seminar followed by a Q&A session and an opportunity for small group discussion and networking with other attendees using break-out rooms. Recordings of most PERCS will be available to participants unable to attend live seminars. Seminars are (mostly) weekly on Tuesdays at 1500 UTC. PERCS are intended as a venue to share research, strengthen our global community, and facilitate collaboration between the Palaeo sciences. All palaeo-researchers and fans (regardless of career stage) are enthusiastically welcome.

NERC strive towards diversity, equity, inclusion and accessibility with a diverse line-up of speakers from around the world, and a strong commitment towards fostering an inclusive environment. They also implement live auto-captions, and have both synchronous and asynchronous viewing options.

To be added to the email list that receives seminar invitations and announcements, please review their code of conduct and then sign up through a google form.

The full schedule of events and the speakers/topics is available on the website. https://paleopercs.com/.

August 18, 2020

BU Social Entrepreneurs Forum offers FREE workshop on legal structures and funding for social businesses

BU2025, Business Engagement, Centre for Excellence in Learning, conferences, COVID-19, ECR Network, Events, Featured academics, Fusion, Global engagement, Knowledge Exchange, Knowledge Exchange and Impact Team, Public engagement, Uncategorized, Women's Academic Network Sukanya Ayatakshi

More than a year ago ( in June 2019) BU Social Entrepreneurs Forum BUSEF was formed in partnership with Association of Sustainability Practitioners and Poole Bay Rotary Club.

Its overarching ambition is to support the development of the landscape of social businesses in the region.The forum’s objectives are underpinned by its commitment to the UN Sustainable Development Goals

In one year we have come a long way.We celebrated the first Bournemouth University Global Entrepreneurship Week in November and worked with local social entrepreneurs on student-led projects on business planning and model innovation and digital and social media marketing.

Sukanya says in the Dorset Biz News “We paused briefly, in solidarity with the rest of the world, during Covid-19 lockdown in the UK to reflect on how best to support our local community of existing and aspiring social entrepreneurs.

“Now, and celebrating our first year virtually, BUSEF is offering the first of many free workshops and interactive sessions.

“The first virtual session, on Wednesday August 19, from 2.30pm to 3.30pm, is on ‘Legal Structures and Sources of Finance’.

“We will be joined by Jonathan Dixon, Head of Grants Programme at YTKO and Mairead Taylor, Director, Commercial and Business Banking at NatWest.”

June 8, 2020

ZOOM workshop ‘UK-Japan dialogue on community business development during COVID-19 lockdown’ 😇is on the way (10am, 9th June)

BU2025, COVID-19, ECR Network, Global engagement, PG research, Uncategorized Hiroko Oe

ZOOM workshop ‘UK-Japan dialogue on community business development during COVID-19 lockdown’ is on the way (10am, 9th June)

MSc International Management student and I will have a remote workshop ‘UK-Japan Dialogue: community business development with local network members: Focus on COVID-19 impact’ on the 9th June 10:00-11:00 by ZOOM.

From Japan, Professor Takemoto (Fukui University) and his lab members (Innovation & Management Laboratory).

From the UK, Dr Ediz Akcay (BU), Dr Ayane Fujiwara (Nottingham Trent University) are also participating as discussants.

The agenda is as follows:

1 Open remarks: Hiroko and Professor Takemoto

2 Introductions of the participants with research interests from the Japan team

3 Introductions and presentations from BU students

4 Open discussions

5 Closing and some notes for the plenary session in July

(Student discussants from BU: Sonia, Haaris, Gideon, and Adriano)

This session will share unique viewpoints focusing on the community development during COVID-19 pandemic and also, we will discuss the theme in line with the UN Sustainable Development Goals (SDGs), such as ‘Goal 9: Industry, Innovation and Infrastructure’ and ’Goal 17: Partnerships for the Goals’.

This session also aligns with BU2025 strategic investment areas (SIAs), Simulation & Visualisation and Assistive Technology.

The BU ECRs, PhD researchers, and MSc students are welcome to this session.

*For more details and the ZOOM link, please email to hoe@brounemouth.ac.uk

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Wednesday 2nd December 10:00 – 12:00

We will have a seminar session with the guest lecturer, Professor Natsuko Minamino (Toyo University, Faculty of Human Life Design, Department of Human Care and Support). This research seminar is conducted via ZOOM.

Professor Minamino will present her research topic ‘how to develop inclusive society with education/activities in early childhood to support disabled children.’ Her research focuses on the the principle of respecting human diversity in early childhood education.

This seminar is held in line with the UN Sustainable Development Goals (SDGs), such as ‘Goal 4: Quality Education’, and ’Goal 5: Gender Equality’, and ‘Goal 17: Partnership for goals’.

This session also aligns with BU2025 strategic investment areas (SIAs), Simulation & Visualisation and Assistive Technology.

The BU ECRs, PhD researchers, and MSc students are welcome to this session.

The session will be facilitated by Dr Hiroko Oe and Ms Sandy Zhu, a business consultant from Canada.

*For more details, please email to hoe@brounemouth.ac.uk

What next for HE policy?

Technical education

HE at the Conservative Fringe

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