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Using drama and storytelling in dementia care: Kick-off meeting for ERASMUS+ 2018 funded project

Using drama and storytelling in dementia care: Kick-off meeting for ERASMUS+ 2018 funded project

Last week, Dr Ben Hicks, I and the European partners from Greece, Romania, Bulgaria and Ireland began the ERASMUS+ 2018 funded project, exploring drama and storytelling in dementia care. The kick-off meeting was held in Bucharest, Romania, where all partners met to discuss the implementation of the project and establish targets for the next two years.

The morning session began with a discussion regarding the process of producing a booklet “Life in a story: creative arts and storytelling use for Alzheimer’s Disease patients and carers”. This will be based on a systematic review, conducted by Bournemouth University, and interviews with professionals who use drama and storytelling as a mean to engage people with dementia. In the afternoon, representatives from The Gaiety School of Acting, Ireland, introduced us to the use of theatre and storytelling. This was by far the most creative and interesting moment from the meeting, as we passed a ball of string amongst ourselves whilst regaling the proudest moment in our life.

The ball of string went around the table and everyone got a chance to tell their story. At the end, we could tangibly see that although we were all individuals, we each had similar stories that bound us together. The partners from Gaiety School of Acting will be creating a training programme using similar methods that focus of theatre and storytelling to train health and social care professionals to better understand, engage and support people living with dementia and their care partners.

 

As the meeting progressed, we also discussed the preparation of a toolkit for family carers to improve communication with people with dementia as well as the policy recommendations required for creating dementia friendly communities and institutions through the use of creative arts.

The meeting went well, and clear targets and future plans were established for the project. Moving forward, Bournemouth University will now begin conducting a systematic review of the area as well as interviews with dementia practitioners. This phase of the research will conclude in April 2019 and will inform the development of a ‘Train-the-Trainer booklet that will supplement the future drama and storytelling workshops (Phase 2).

My first international meeting as a research assistant exceeded my expectations. We received a very warm welcome, tackled the workload with a lot of heated discussions and achieved positive outcomes from the meeting. It was interesting to learn about cross cultural differences in dementia care and the benefits that the creative arts can offer people with dementia and their care partners. However, it was also upsetting to listen to project partners sharing their experiences of battling their Governments to provide even the most minimal of financial support for those living with dementia. Hopefully, this ERASMUS+ 2018 project will not only bring more dementia awareness across European countries, but also enable a wide variety of people to use drama and storytelling in dementia care to improve understanding of dementia and enhance the support provided to those living with the condition. I really look forward to the practical part of this project, when we receive the training from Gaiety School of Acting.

Blog written by Irma Konovalova (Research Assistant in the ADRC).

 

HE policy update for the w/e 7th December 2018

Another lively week in HE policy – starting late last Friday night when the Minister resigned..and we had to wait several days for the new one to be appointed.

New Minister

For those watching HE twitter late on a Friday night, the big news was Sam Gyimah’s resignation over Brexit (amid some whispers from the HE conspiracy theorists that fee cuts are nigh and Sam may have been exiting before the blame falls).  The new HE Minister is Chris Skidmore. We’ve compiled a profile on him here.

Chris is a party loyalist and has maintained an interest in education throughout his career both sitting on the Education Select Committee and authoring a report on SEN children. As a historian he is an interesting choice given the current negative policy rhetoric around graduate outcomes (meaning salary levels) which show lower returns for humanities subjects, and questions about whether these degrees should have the same fees associated with them as other subjects where average rewards may be higher.

  • [We have commented before that there is not always a direct line between choice of subject and career and earnings.  The Minister started an academic career but has strayed into career territory that should surely be occupied by politics graduates?  Honestly, if people keep going off their career path, how are we supposed to compare universities? The current rhetoric is not helped by the fact that so many politicians studied PPE, a vocational training course for politicos.  It might be interesting to know how well students studying PPE do afterwards, but their earnings may not all be down to the university they went to and their choice of degree subject.  Earnings might also depend on whether they choose to work near home rather than in London, what their political views are, whether they actually work in Politics or Economics, or prefer the Philosophy part, whether they come from a disadvantaged or minority group or have disabilities, whether they choose to be teachers or charity workers or take low paid or part-time work to juggle caring responsibilities. Just a thought].

If he survives the turbulent Brexit seas the new Minister may be looking to make his mark on HE. Jo Johnson’s contribution included HERA with its new research structures, the OfS, TEF and KEF.  Sam Gyimah championed students, on a range of issues from mental health to printing costs, and his famous campaign on free speech.  The new Minister may have his own agenda.  It will be interesting to see how he’ll respond if asked if he will now also be the ‘Minister for Students’.   Meanwhile he’ll be on a learning curve to prepare for the imminent Office for National Statistics decision on how student loans will be accounted for (which has the potential to change future HE policy if the new accounting method looks too unpalatable for the Government) and getting a sneak peek on where Phillip Augar’s review of post-18 education and funding is heading.

It seems to always be the case that the sector will complain bitterly about a Minister when he is office and miss him when he has gone – perhaps that’s just fear of what the next one may bring.  Research Professional has an interesting article on Sam Gyimah’s exit and reflects on his time as HE Minister. I  It also ponders what the new minister may bring (it was written before Skidmore’s appointment was announced):

  • …instead, higher education will be faced with a May loyalist who is signed up to the delivery of Brexit, sceptical of a sector in which leading figures have been finding an oppositional voice in recent days, and therefore happy enough to inflict some pain in the interests of career and the shadowy outlines of a plausible ideology.
  • Gyimah’s journey perhaps demonstrates that it is difficult to spend any time in British higher education without coming to appreciate it—even to love it—but his successor may have precious little of that commodity on his or her hands before having to make pivotal decisions.

Also, if you don’t subscribe to Ivory Tower from HE at Research Professional, you should.  This one is one of the best.  Sorry Sam (who?).

Student Mental Health

It’s been a busy week for Damian Hinds since Sam Gyimah stepped down. On Tuesday he urged universities to take action on student mental health by reaching out to student’s emergency contacts when they’re at risk of a mental health crisis. Hinds wrote to the chair of a roundtable on student mental health, from which advice for universities on consent for the disclosure of information about severe student difficulties to third parties will emerge.  His letter said:

  • Ensuring that university students, many of whom will be leaving home for the first time, are supported is a key challenge for my department and the higher education sector as a whole.

Not everyone agrees with his approach, which is consistent with Sam Gyimah’s statements about universities being “in loco parentis”.  We’ll have to see where the guidance comes out.

And in the meantime, the Office for National Statistics has published an analysis of children’s and young people’s experience of loneliness.

Young people (aged 16 to 24 years)

  • 8% of young people said that they were “often” lonely.
  • Nearly half of young men reported that they “hardly ever or never” felt lonely, compared with 32.4% of young women.
  • Those reporting no long-term illness or disability were much more likely to say they “hardly ever or never” felt lonely (44.8%) than those with a long-term illness or disability (19.3%).
  • Young people living in a household with other adults were more likely to say that they “hardly ever or never” felt lonely than those living in single-adult households (over 40% compared with 18.2%, respectively).

Qualitative research with children and young people found that:

  • a range of predictable transitions linked to schooling and the move on from secondary education can trigger loneliness in children and young people
  • children and young people described embarrassment about admitting to loneliness, seeing it as a possible “failing”
  • practical, social and emotional or mental barriers to participating fully in social life and activities can also contribute to loneliness
  • the intersection of multiple issues and triggers to loneliness, or more extreme and enduring life events such as bereavement, disability, being bullied or mental health challenges, may make it more difficult for children and young people to move out of loneliness without help
  • their suggestions for tackling loneliness included: making it more acceptable to discuss loneliness at school and in society; preparing young people better to understand and address loneliness in themselves and others; creating opportunities for social connection; and encouraging positive uses of social media

Student Loans

Hinds also released a ministerial statement clarifying the (critical) queries following the Public Accounts Committee’s inquiry into a previous student loan book sale. The inquiry explored the sale and questioned why the Government sold the loans (with a face value of £3.5bn) for only £1.7bn, why the buyer wasn’t named and the failure of the Government to detail how these sales decrease the long term risk to UK public finances. The Committee’s comment on whether the Government would have been prepared to sell the loans at ‘any price’ (i.e. far greater losses) enflamed media attention of the sale.   Hind’s response reinforced the Government’s commitment and confidence in the sale, he stated:

  • This sale is good for the taxpayer. It releases money that is tied up and serving no policy purpose, to invest in other policy priorities now, whilst keeping within the spending limits we need to strengthen public finances. Government does not sell at any price. Throughout the process, Government’s decision on whether to proceed remained subject to market conditions and a final value for money assessment. This looked at whether we were selling to an efficient market, that can price the asset efficiently, and at a price that was worth more to Government than retaining the loans.

Technical Education

Damian Hinds spoke on Thursday to outline his plan to ensure more people move into skilled employment. It provides hints for technical education and continues the current Government policy line which values Universities whilst expecting them to diversify and for new and alternative education routes to open up. The Secretary of State said:

  • “For too long, we’ve had too many of our young people leaving school without the necessary skills or direction… I am determined to change this.
  • Matching German productivity would allow government to spend tens of billions of pounds a year more in our public services… Our high employment rate is a great strength of our economy…
  • But the challenge now is more people working in highly productive industries, in rewarding jobs with the opportunity to progress and earn more…not just in work, but getting on in work.
  • In 2017, employers reported difficulties finding the right skills, qualifications or experience for 42% of skilled trades vacancies. Our country needs more computer programmers…more engineers…more electricians and chefs… We need more technicians in fields from advanced manufacturing to healthcare …construction to telecommunications.
  • As a nation I’m afraid we’ve been technical education snobs. We’ve revered the academic but treated vocational as second class – when we do it well, law, engineering, medicine – then we don’t even call it vocational. Let me be clear, the answer is not just encouraging more and more people to go to university…It is introducing clear, high quality, technical paths to skilled jobs… Paths that are as respected and as easy to understand as the A-level-to-degree route.
  • We can’t guarantee young people that a qualification is a clear path to a job unless we’re working side by side with the people who have the vacancies and the skills needs. That’s why we’re putting employers at the heart of every reform we’re making to technical education.
  • Starting today I’m publishing guidance on the role of our Skills Advisory Panels – local partnerships between public and private sector employers, local authorities and colleges and universities – setting out how they will work together to decide what skills are really needed in each local area. Each Panel will get £75,000 to analyse their local skills needs, which could include employing a labour market analyst.
  • Today, as part of our T Level Action plan, I am also announcing the next set of T Levels we will roll out in 2021…[Health, Healthcare Science, Science, Onsite Constructive, Building Services Engineering, Digital Support and Services, and Digital Business Services].
  • And I’m pleased to be announcing today that UCAS has agreed to give a T Level UCAS tariff points in line with 3 A-levels. This reflects the size and complexity and demands of the qualification.
  • By investing in our technical education now, we can make sure that everyone is qualified for the jobs of today and tomorrow… That all our young people have the opportunities they need to succeed”.

On Wonkhe: David Kernohan analyses Damian Hinds’ interesting intervention on technical education, wondering whether it will help fix the parity problem.

Widening Participation

From the Sutton Trust website:

In 2011, the Sutton Trust published Degrees of Success, which looked at university acceptance rates and how they differ by school type and area, finding state school pupils were considerably less likely to go to top universities than independent or grammar school pupils.

Access to Advantage returns to the issues raised in this report, with findings showing little has changed. In the UK, whether someone goes to university, and if so at which institution they study, is still highly impacted by an individual’s socioeconomic background, the school they attend and where in the country they are from.

Authored by Sutton Trust Research Fellow Rebecca Montacute, this report uses UCAS data to analyse university acceptance rates for the 2015-2017 cohorts by school type and region, and discusses what schools and universities can do to help close the gap in Higher Education participation rates in England.

It’s all about the Russell Group, and the press have focussed on the headline about Oxbridge (more students from 8 private schools than from all the state schools put together…), but the recommendations could apply to all universities:

    1. Universities should make greater use of contextual data in their admissions process, to open-up access to students from less privileged backgrounds. Highly selective universities in particular, where low and moderate-income students are substantially under-represented, should make greater use of contextual admissions, including reduced grade offers, to recognise the differing circumstances faced by applicants.
    2. There should be greater transparency from universities when communicating how contextual data is used, including the use of automated ‘contextual data checkers’. In order for contextual admissions to have an effect, it should be communicated clearly to potential applicants where they may benefit from a contextual offer. Otherwise, they may never apply in the first place. Universities should publicise the criteria for contextual admissions clearly, along with how they are taken into account. For example, through an easy-to-use lookup tool on university websites allowing candidates to enter their details and find out whether they qualify.
    3. A geographic element should be included in future university access agreements, including a focus on peripheral areas. There is a notable lack of provision of university outreach in peripheral areas in stark contrast to working-class schools and colleges in London, which often receive high levels of engagement. Oxbridge and other selective universities should target schools in such neglected areas.
    4. Universities should work to reassure students and families who may be reluctant to move substantial distances to university. Outreach activities, open days and summer schools such as the Sutton Trust’s Summer Schools can help to reassure such students – and their parents – about travelling by offering more opportunities for them to visit those universities.

And after the UCAS report on unconditional offers, their next release for the 2018 end of cycle report looks at applicant characteristics.  Splits by ethnic group, free school meals status and the multiple equality measure, will follow in January 2019.

  • The entry rate of pupils from POLAR4 Q1 increased by 1.8 per cent proportionally, from 19.3 per cent in 2017 to 19.7 per cent in 2018, while that of Q2 experienced the largest increase of any quintile, rising by 2.3 per cent proportionally since 2017.
  • In contrast, the entry rate of pupils living in the most advantaged areas, those in POLAR4 Q5, had the smallest increase of any quintile, rising by just 0.8 per cent from 46.1 per cent in 2017, to a value of 46.5 per cent in 2018[1].
  • Overall, the gap is still large.
  • Women have been more likely to enter higher education than men since the 2006 cycle. In 2018, the increase in UK 18 year old entry rate was reflected across both men and women, with 28.0 per cent of men, and 38.3 per cent of women entering higher education – the highest recorded proportions of each gender.
  • The proportional increase for women was nearly twice that of men, however, meaning the entry rate gap between these genders increased.

EU Staff

The Home Office has updated the EU Settlement Scheme information in the event of a no deal exit from the EU. The Government:

  • confirms that if there is no deal, the EU Settlement Scheme will continue to be implemented, enabling EU citizens and their family members living in the UK by 29 March 2019 to secure their status and continue to be able to work, study, and access benefits and services in the UK on the same basis after the exit from the EU as they do now. The scheme will be fully open by 30 March 2019 as planned.
  • confirms that the Home Office will continue to look to grant status rather than refuse and in line with the UK commitment to be more generous in certain respects than the draft Withdrawal Agreement, a person will not be refused status under the EU Settlement Scheme because, for example, they are not economically active or they do not hold comprehensive sickness insurance.

There will be some changes to the EU Settlement Scheme if the UK leaves the EU without a deal (the detail is in the policy document). Notably, no deal would mean dropping the agreed implementation period with the application deadline brought forward to 31 December 2020. The Government reminds action does not need to be taken now (unless you are involved in one of the pilot schemes which provides early settlement – Universities are) and emphasises that the scheme will be fully open by 30 March 2019.

Higher Education Data on BME student retention and outcomes

This week SUBU’s Sophie Bradfield talks BME student retention and outcomes.

The Office for Students (OfS) published a Topic Briefing on Black and minority ethnic (BME) students this week, highlighting that despite a rise in numbers of students from BME backgrounds participating in HE, there remain issues in retention, outcomes and progression especially when coupled with socio-economic disadvantage. The report is focused on home students and looks at access and participation plans across different institutions. A key aspect of the briefing by the OfS raises an issue with the umbrella term ‘black and minority ethnic (BME)’ and the limitations it has, as the experience of students from different ethnic backgrounds is different. Interestingly the report shows the disparity between students from different ethnic backgrounds in outcomes, especially when compared with entry into HE; “the proportion of BME students achieving a first or 2:1 is lower than their white peers. For the majority of entry qualifications the largest differentials exist between black and white graduates” (Figure 4, pg.4-5). The OfS goes on to explain that the difference in outcomes “may be associated with… factors such as institutional structures and curriculum”. BU’s Access and Participation Plan for 2019-20 can be seen here and notes a target to ‘increase BME students’ attainment of good degrees in line with expectations for qualifications on entry.’

A report published last year by the UPP Foundation and SMF Foundation, ‘On course for success? Student retention at University’ found that whilst steps have been taken by Universities to increase diversity of students attending, dropout rates have increased (p.6) with ethnicity being a factor among others (p.15). Further to this, OFFA’s ‘Outcomes of access agreement monitoring for 2015-16’ report found that “Black students are almost 1.5times more likely to dropout than White or Asian students” (p.19). The UPP/SMF report found “contributing factors could include: lack of cultural connection to the curriculum, difficulties making friends with students from other ethnicities, or difficulties forming relationships with academic staff due to the differences in background and customs.” (p.18) Earlier this week the Equality and Human Rights Commission (EHRC) announced an inquiry into racial harassment in Higher Education, noting a link between “being made to feel unwelcome and attainment” (See Telegraph). The inquiry will look into routes for reporting racial harassment and how effectively incidents are dealt with, which is vital in ensuring institutions are welcoming to a diverse community of students and staff. The Students’ Union at BU (SUBU) and BU have a long history of working together to make BU welcoming and accessible to all, for example last year, SUBU and BU worked together to communicate guidance on reporting hate crimes. SUBU and BU have also worked hard to lead by example, with SUBU achieving the Investors in Diversity Stage 2 accreditation in June last year, which included all staff having unconscious bias training; and BU is a proud member of the Race Equality Charter since 2016, an initiative managed by the Equality Challenge Unit (ECU). BU’s Equality and Diversity Steering Group (EDSG) also meets every term as part of BU’s strategic commitment to dignity, diversity and equality.

These reports highlight a number of areas to work on to improve the retention, outcomes and progression of BME students in HE but a key starting place for an individual institution is understanding the experience that BME students have on that campus and steps that can be taken. This is something that SUBU’s VP Education, Lenrick Greaves, is working on through campaigns and research in collaboration with BU’s Equality and Diversity Adviser, James Palfreman-Kay, supported

Other news

Essay mills: YouTube have deleted thousands of videos promoting essay mills and the QAA have been calling on Facebook and Google to stop advertising them and Paypal to stop processing payments to them.  The BBC have investigated and the Adverting Standards Authority have taken enforcement action for the second time this year.

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Policy Advisor                                                                     Policy & Public Affairs Officer

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

[1] POLAR4 is a geography-based measure of disadvantage, classifying local areas (middle layer super output areas [MSOA]) into five quintiles based on the proportion of the young population (18 and 19 year olds) who enter HE from that area. Areas classified as POLAR4 quintile 1 (Q1) are those that show the lowest rates of HE participation, and are considered to be the most disadvantaged areas, while those in quintile 5 (Q5) are considered to be the most advantaged areas.

 

MIDIRS reproduced Afghanistan paper

Dr. Rachel Arnold’s paper ‘Parallel worlds: an ethnography of care in an Afghan maternity hospital’ [1] originally published in Social Science & Medicine (Elsevier) has been reprinted in full in MIDIRS.  This is quite an accolade and should help this paper reach a wider audience.  Rachel graduated with a Ph.D. from the Faculty of Health & Social Sciences in 2016, illustrating that some of the best papers get into print (long) after completing one’s Ph.D. thesis.

 

 

Reference:

  1. Arnold, R., van Teijlingen, E., Ryan, K., Holloway, I. (2018) Parallel worlds: an ethnography of care in an Afghan maternity hospital, Social Science & Medicine 126:33-40.

seca mBCA Body Composition Demonstration – 4th December, 2pm, RLH


Just a reminder that BUCRU will be hosting a demonstration by Seca UK who will be showing BIA body composition analysers.  Tuesday 4th December at 2pm, R508, Royal London House. The standing mBCA 515 and portable mBCA 525 are multi-frequency, and offer medically precise measurements of fat mass, fat free mass, visceral fat in litres, hydration status, energy, fat-mass to muscle-mass ratio, segmental skeletal muscle mass, BIVA Chart, phase angle, and cardiometabolic risk, with results presented in just 17 seconds in a motivational and visually appealing format.  seca mBCA BIA products are clinically validated against the “gold standard” for body composition – MRI, ADP, DEXA, NaBr, D20.

 

The demonstration will last approx. 45-60 minutes, which will be sufficient time to view the demonstration and analyse the results and plenty of time for questions/discussions.

 

Please email BUCRU to advise if you plan to attend.

 

Supporting literature & validation papers for the mBCA 515 available upon request.

BU Humanising Practice 6th December

 

We have two great presentations:

  • Humanising higher education by practicing with an embodied relational understanding. Dr Camila Devis-Rozental, Senior Lecturer, OVC, BU
  • Humanising education through digital stories: the human side of technology Dr Sue Baron Lecturer in Adult Nursing FHSS BU

For more details please go to https://research.bournemouth.ac.uk/2017/04/bu-humanisation-special-interest-group/

On:  6th December 2018, From 2pm to 4.30 pm, 

At: Room B225 Bournemouth House Bournemouth University, Lansdowne Campus, (BH1 3LH)

At meetings we discuss issues following two presentations, and share our on-going work into humanising practice in education, practice and research.

All staff, students and external visitors are welcome

If you would like directions to the venue, have any queries OR If you are not already a member of the Humanising SIG e-mail list and would like to be informed of future events, please contact Caroline Ellis-Hill at cehill@bournemouth.ac.uk

We are a group of academics and practitioners who have an interest in what makes us Feel Human and how this is linked to Health, Wellbeing, Dignity and Compassion. As part of the Centre for Qualitative Research CQR we use Lifeworld approaches, embodied knowing and subjective experience as the basis for our understanding. For more information please click here

Two papers rejected the day after submission in same week

This week we had this enviable record of two academic papers on health topics being rejected the day after submission.  The first paper was submitted on Monday to Issues in Mental Health Nursing.  Our paper reported the Content Analysis of a review of the nursing curricula on mental health and maternity care issues in Nepal. The journal editor emailed us the next day to inform us that the topic was interesting, but not relevant enough to the journal’s readers.

The second paper submitted by a different configuration of staff was submitted last Friday to the Journal of Youth & Adolescence.  The second paper reported a qualitative study on students views on abortion in the south of England.  This journal’s rapid reply came the next day (yesterday) stating that:

Unfortunately, the editors have completed an internal review of your study and have deemed your manuscript inappropriate for our journal. Although your manuscript has important strengths, the journal has moved away from supporting qualitative work (unless it would be part of a journal special issue). Please rest assured that our decision has nothing to do with the quality of your study or findings.

On both occasion we had discussed potential journals and we thought we had targeted appropriate journals for the respective manuscripts.  Moreover, in both manuscripts we managed to cite at least one paper published in the journal to which we had submitted it.  The general message to my colleagues is that it does not matter how many papers you have written and submitted, you will: (1) occasionally opt for the wrong journal; (2) continue to face regular rejection by journal editors; and (3) have an opportunity to submit to another journal.

 

Prof. Edwin van Teijlingen

Centre for Midwifery, Maternal & Perinatal Health

Bournemouth University Professional development courses for tourism and hospitality 18 March – 22 March  2019

Bournemouth University Professional development courses for tourism & hospitality 18 March – 22 March  2019

Department of Tourism and Hospitality Bournemouth University

Information  https://www.bournemouth.ac.uk/about/our-faculties/faculty-management/our-departments/department-tourism-hospitality/professional-development-courses

Booking https://www.eventbrite.co.uk/e/professional-development-courses-for-tourism-hospitality-professionals-tickets-51803261951?_eboga=1715778101.1516471310

Professional development courses for tourism & hospitality professionals

Our series of half-day courses will be delivered through interactive workshops and networking with leading academics and students. They will support managers, supervisors and their teams in their operational and strategic thinking. Our half-day courses will focus on the following areas:

  • The power of technology Professor Dimitrios Buhalis
  • Digital marketing and social media Dr Elvira Bolat
  • Managing tourism destinations, economic impacts and development Professor Adam Blake
  • Heritage interpretation at visitor attractions Dr Duncan Light
  • The greener conference Dr Julie Whitfield
  • Managing self and others Dr Lia Marinakou
  • Looking after your workforce Professor Adele Ladkin
  • Managing a multicultural workforce Dr Charalampos (Babis) Giousmpasoglou
  • Upcoming Asian and Chinese Markets – Attracting new customers Dr Philipp Wassler and Dr Daisy Fan
  • Managing hospitality food waste Dr Viachaslau Filimonau

View the full schedule of short courses and click below for more detail about each course.
Information  https://www.bournemouth.ac.uk/about/our-faculties/faculty-management/our-departments/department-tourism-hospitality/professional-development-courses

Booking https://www.eventbrite.co.uk/e/professional-development-courses-for-tourism-hospitality-professionals-tickets-51803261951?_eboga=1715778101.1516471310

Please feel free to forward this email to interested parties.

Our Professional development courses for tourism & hospitality professionals are primarily for our partners and help us to develop the competitiveness of the tourism and hospitality industries of the future.  Join us to learn how you can develop your potential and competitiveness through managing your staff, developing your product and service, understanding your customers and using digital marketing. You will also have access to our resources and networks to develop your competitiveness. The courses are delivered through interactive workshops and networking with leading academics and students and will support managers to develop contemporary knowledge of critical business aspects that influence their profitability and performance. We pride ourselves on the cutting edge knowledge and professional excellence we cultivate. The combination of staff expertise and enthusiasm, knowledge excellence and co-creation with industry, generate innovation and best professional practice. We have developed a suite of professional development courses for the tourism and hospitality industry to support managers in their operational and strategic thinking. They will bring you the tools and techniques to help grow your business.

ABOUT BOURNEMOUTH UNIVERSITY DEPARTMENT TOURISM AND HOSPITALITY

The Department of Tourism and Hospitality, Faculty of Management, Bournemouth University is a top university in the world for the study of tourism and hospitality, ranked 8th in the world for hospitality and leisure management according to the QS University Rankings 2018 and 12th in the world for hospitality and tourism management according to the Shanghai Rankings of Academic Subjects 2018 and 3rd in the UK for hospitality, event management and tourism in the Guardian League Table 2019. We are recognised globally as a leading contributor to knowledge creation and dissemination in tourism and hospitality. A team of 29 academic staff and over 1,000 undergraduate, postgraduate and doctoral students make us one of the biggest and most prolific departments in the world. The combination of staff expertise and enthusiasm, knowledge excellence and cocreation with industry, generate innovation and best professional practice. Our approach is about creating value with everyone we work with, locally and globally, and to share the benefits with society.

Look forward to welcome you to our Professional Development courses.

Professor Dimitrios Buhalis
Head of Department Tourism and Hospitality
Bournemouth University

Shaping Media Policy and Regulation

Following a business engagement event on Digital Strategy and Business Transformation and subsequent publications in academic and practitioner journals, Dr Oliver’s work on the strategic digital transformations of the UKs Creative Industries and media firms has been credited with shaping Ofcom’s media policy and regulation. Ofcom recently commented that his research into the how Sky Plc had managed the digital transition over the past twenty years provided them with a unique insight into Sky’s strategic approach, and it enabled them to “think differently about their ‘growth strategy’ and diversification into new markets such as broadband, fixed and mobile telephony”. Ofcom concluded that Sky had in fact contributed to increased levels of competition in those sectors.

Ofcom also confirmed that the research had helped them to consider their remit as a communications regulator and the potential areas where they could use their expertise in the future, most notably in terms of the potential future regulation of the internet.

Dr Oliver’s research – ‘Strategic Transformations in the Media’ can be found on BRIAN.

BU PhD student PROSPERO publication

Congratulations to BU PhD student Dimitrios Vlachos who had his PROSPERO protocol published [1].   Dimitrios working on a project promoting the Mediterranean-style diet in childbearing age, he is supervised across faculties by Dr. Fotini Tsofliou and Prof. Katherine Appleton.

Well done!

Prof. Edwin van Teijlingen

Centre for Midwifery, Maternal & Perinatal Health (CMMPH)

 

Reference:

  1. Tsofliou, F., Appleton, K., Vlachos, D. (2018) Barriers and facilitators to following a Mediterranean style diet in adults: a systematic review of observational and qualitative studies. PROSPERO 2018 CRD42018116515

 

 

 

New paper on Nepal by FHSS’s Dr. Nirmal Aryal

Many congratulations to Dr. Nirmal Aryal, postdoctoral researcher in FHSS for his new publication ‘Blood pressure and hypertension in people living at high altitude in Nepal’ in Hypertension Research [1]. Hypertension Research is a prestigious journal published by Nature (Impact Factor of 3.4).

This is the first study of its kind to collect cardiovascular disease and risk factors related information at four different altitude levels above or equal to 2800 m and from ethnically diverse samples. This paper highlighted that despite known hypoxia-induced favourable physiological responses on blood pressure, high altitude residents (>2800 m) in Nepal might have an increased risk of raised blood pressure associated with lifestyle factors and clinicians should be aware of it. The authors previously published a systematic review paper summarizing global evidence on the relationship between blood pressure and high altitude [2].

This publication is available online at: https://www.nature.com/articles/s41440-018-0138-x and pre-refereed version is available in BURO.

Well done!

Dr. Pramod Regmi & Prof. Edwin van Teijlingen

 

References:

  1. Aryal N, Weatherall M, Bhatta YKD, Mann S. Blood pressure and hypertension in people living at high altitude in Nepal. Hypertension Res 2018 doi: 10.1038/s41440-018-0138-x[published Online First: Epub Date]|
  2. Aryal N, Weatherall M, Bhatta YKD, Mann S. Blood pressure and hypertension in adults permanently living at high altitude: a systematic review and meta-analysis. High Alt Med Biol 2016; 17: 185-193.

new paper published  Volchek, K., Liu, A., Song, H., & Buhalis, D. (2018) Forecasting tourist arrivals at attractions: Search engine empowered methodologies. 

new paper published  Volchek, K., Liu, A., Song, H., & Buhalis, D. (2018) Forecasting tourist arrivals at attractions: Search engine empowered methodologies. Tourism Economics. https://doi.org/10.1177/1354816618811558

Abstract

Tourist decision to visit attractions is a complex process influenced by multiple factors of individual context. This study investigates how the accuracy of tourism demand forecasting can be improved at the micro level. The number of visits to five London museums is forecast and the predictive powers of Naïve I, seasonal Naïve, seasonal autoregressive moving average, seasonal autoregressive moving average with explanatory variables, SARMAX-mixed frequency data sampling and artificial neural network models are compared. The empirical findings extend understanding of different types of data and forecasting algorithms to the level of specific attractions. Introducing the Google Trends index on pure time-series models enhances the forecasts of the volume of arrivals to attractions. However, none of the applied models outperforms the others in all situations. Different models’ forecasting accuracy varies for short- and long-term demand predictions. The application of higher frequency search query data allows for the generation of weekly predictions, which are essential for attraction- and destination-level planning.

Keywords: artificial intelligence, attractions, forecasting, Google Trends, search engine, tourist demand

Highly topical BU article on BREXIT

Congratulations to Dr. Rosie Read and Prof. Lee-Ann Fenge in the Faculty of Health & Social Sciences who just published in the academic journal Health and Social Care in the Community.  Their paper is called What does Brexit mean for the UK social care workforce? Perspectives from the recruitment and retention frontline’ [1].  You can’t have a more topical academic paper and it is freely available on the web through Open Access!  

The paper is based on research on research they undertook last year on the impact of Brexit on the social care workforce.  A key finding is that, irrespective of whether they employ EU/EEA workers or not, research participants have deep concerns about Brexit’s potential impact on the social care labour market. These include apprehensions about future restrictions on hiring EU/EEA nurses, as well as fears about increased competition for care staff and their organisation’s future financial viability. This article amplifies the voices of managers as an under‐researched group, bringing their perspectives on Brexit to bear on wider debates on social care workforce sustainability.

Congratulations!

Prof. Edwin van Teijlingen

 

Reference:

  1. Read R, Fenge L‐A. (2018) What does Brexit mean for the UK social care workforce? Perspectives from the recruitment and retention frontline.
    Health Soc Care Community [online first] :1–7.    https://doi.org/10.1111/hsc.12684

 

 

CoPMRE Fifteenth Annual Symposium: Globalisation and Healthcare Report

 

CoPMRE held its Fifteenth Annual Symposium  Globalisation and Healthcare: Opportunities and Challenges in October.  The conference was a success thanks to the inspiring speakers and received excellent feedback.  You can read a full report on the conference here and authorised presentations can be found here.

Congratulations to Denyse King

Congratulations to Denyse King, who is currently attending the Future Technologies Conference, FTC 2018; Vancouver, BC; Canada (15-16 November).  Her conference paper ‘NoObesity apps – From approach to finished app’ has been published in Advances in Intelligent Systems and Computing [1].  Denyse is part of the Centre for Midwifery, Maternal & Perinatal Health (CMMHP) where she is a Lecturer (Academic) in Midwifery based at BU’s campus in Portsmouth ,

Obesity is still a growing public health problem in the UK and many healthcare workers find it challenging to have a discussion with service users about this sensitive topic. They also feel they are not competent to provide the relevant heath advice and are seeking easily accessible, evidence-based, mobile health learning (mHealth). mHealth applications (apps) such as the Professional NoObesity and Family NoObesity (due for release late 2018), have been designed to: support families with making sustainable positive behaviour changes to their health and well-being, ease pressure on practitioners’ overweight and obesity care related workloads, as well as to support the education of professionals, students and service users. This paper describes the process of designing the apps from the inception of the idea, through the stages of research, app builds and testing. The processes of collaborative working to design and develop the apps to meet the needs of both service users and health professionals will also be reflected upon. Childhood obesity is an complex problem and whilst it is recognised that the NoObesity apps cannot singlehandedly resolve this health crisis, it is proposed that they can support families to identify and reduce the barriers that prevent them from living healthier, happier lives. 

Reference:

King D., Rahman E., Potter A., van Teijlingen E. (2019) NoObesity Apps – From Approach to Finished App. In: Arai K., Bhatia R., Kapoor S. (eds) Proceedings of the Future Technologies Conference (FTC) 2018. FTC 2018. Advances in Intelligent Systems and Computing, vol 881. Springer, Cham, pp. 1145-1157.