Category / Fusion themes

Sustainable Seas

Colleagues with an interest in the sustainability of the seas may be interested in this summary of an Environmental Audit Committee Sustainable Seas session.

Click this link to read the summary. The summary has been provided by Dods political monitoring consultants and is only available to BU staff and student readers.

Alternatively you can view the session on Parliament TV here.

Creating Impact on Business Practice and Strategy

Business Engagement, Industry collaboration

The future of YouTube was a co-created research project between Emma Parrett, Strategic Partnerships Director at OMD UK and Dr John Oliver (FMC). OMD are a strategic communications and planning agency that employs over 8,500 people in more than 120 offices globally and are the most awarded agency network in the world.

One of OMDs clients are YouTube and the challenge they faced was how to develop long-term market insight and strategic solutions in a rapidly changing media environment.The project combined imaginative and systematic thinking in a way that provided a unique insight into future media environments and how YouTube could compete using multiple strategic options.

The impact of the project and the scenario planning methodology has influenced OMD’s business practices in a number of ways. They believe that their media planning team were better able to make sense of often conflicting macro-environmental trends and are now able to find more advanced strategic insight. Additional positive outcomes were evidenced by increased usage of scenario planning, as well as staff and client understanding of a methodology which they ultimately regarded as a way of obtaining strategic solutions in a rapidly changing business environment.

Dr Oliver commented that the benefits of academics working with industry professionals to create knowledge and instrumental impact on business practices has been evidenced in this project. ​

Furthermore, the YouTube project has been written up and published in both industry and academic journals and the level of publisher downloads has run into the thousands.

The article can be accessed at: https://authors.elsevier.com/a/1Wbaj1lnoC6sq

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

Industry collaboration, NHS

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.

The Impact of Digital Strategy and Business Transformation

Business Engagement, Industry collaboration, Knowledge Exchange

In April 2017 Dr John Oliver co-hosted a business engagement event on Digital Strategy and Business Transformation with The Hackett Group (London). The Hackett Group are leading management consultants providing expert advice on digital transformation and benchmarking to major corporations and government agencies, including 97% of the Dow Jones Industrials, 89% of the Fortune 100 and 59% of the FTSE 100.

The event formed part of a British Academy/Leverhulme Trust funded research project and was attended by senior business executives from the likes of Ofcom, the Financial Times, Astrazeneca and Bell Pottinger. At the time, the delegates commented that it was an “excellent event” that provided different perspectives on digital transformation and new ideas on how to manage strategic digital transformation within their firms.

After 18 months, a clearer picture has emerged of the impact that the presentation of findings and subsequent discussion has had on business practice. Chris Davenport, a Senior Director at The Hackett Group, recently commented that “the event influenced our strategic approach to the development of a new Digital Strategy and Analytics service for our clients. This new consultancy service has been now been launched and several of our FTSE100 clients (among others Tesco, John Lewis and Unilever) have gained insight from this. Some of these clients have already decided to invest millions of pounds into resources creating many new jobs in Digital services and Analytics departments in their firms and we expect many more to follow”.

The research findings have been published in several practice management journals, whilst the academic papers are in the final stages of peer review.

HE Policy Update for the w/e 5th October 2018

Funding opportunities, Student Engagement

Conservative Party Conference

The Conference ended with the PM’s speech, in which she declared the end of austerity and tried to fight back on Brexit.  This came after a predictably colourful speech from Boris Johnson calling for the party to be more positive – and #chuckchequers.  Neither talked about HE.

Education was on the agenda at the conference, though.  Damien Hinds gave a speech mainly focusing on schools.  He listed three key imperatives (all Ps):

  • Progress – “each generation should have better opportunities than the last and every year we need to raise our sights higher and we need to reach wider”
  • The prospects and prosperity of the country – productivity depends on education of this generation
  • Preparedness – being ready for an uncertain world. He mentioned global trade and technological change

And to deal with these challenges, he said that the plan was to focus on:

  • Academic standards (and there is an ongoing row about his statistics)
  • Basic essential skills (32 primary schools and 21 colleges to be centres of excellence for early literacy and post 16 Maths)
  • Behaviour management (£10m to support best practice in this area)
  • And of course, vocational and technical education (and announced a £38m capital pot for investment in colleges delivering T-levels)
  • Careers advice – doubling the number of trained careers leaders in schools
  • Reviewing level 4 and level 5 qualifications that are the direct alternative to university (this is not new, see below)

He also talked about character, workplace skills and extra-curricular activities.

  • “..we need to move forwards with our reforms. We need to ensure that the vocational and the technical, are absolutely on a par with the academic. We need to make sure that we extend our reforms in all regions, in all parts of the country. That all parts of our society have equal opportunity, that everywhere we see raised expectations and raised aspirations, and when that happens, then we will be able to say, this is a world class education for everyone.”

Level 4 and 5 qualifications have been discussed a lot recently  – see the August report  by Professor Dave Phoenix, VC of South Bank University has written for HEPI “Filling in the biggest skills gap: Increasing learning at Levels 4 and 5”.

The DfE are conducting a review of classroom-based, level 4 & 5 technical education launched in October 2017 (interim findings here) which will inform the ongoing Review of Post-18 Education.

Industrial Strategy – Creative Industries

A new £8 million funding competition will enable virtual, augmented and mixed reality experiences – also known as immersive content – to be created faster and more efficiently by UK content creators.  The competition is part of the Industrial Strategy Challenge Fund’s audience of the future programme. Up to £33 million is available to develop new products and services that exploit immersive technologies.  Funding is provided by UK Research and Innovation through Innovate UK.

Immigration

Also while the Conservative Party Conference was going on, announcements were made about future immigration rules post Brexit.

From Dods:  a White Paper outlining how the system will work to be published in the autumn, ahead of legislation next year. The proposals largely mirror the recommendations of the Migration Advisory Committee from September, and offer no preferential treatment for EEA citizens coming to the country. Notably, there is a commitment under the new system not to cap the number of student visas. (there is currently no such cap)

Under the proposals:

  • The passports of short-stay tourists and business people from all “low-risk” countries would be scanned at e-gates – currently only EU citizens can do this
  • Security and criminal records checks would be carried out before visits, similar to the system of prior authorisation in the US
  • Workers wanting to stay for longer periods would need a minimum salary, to “ensure they are not competing with people already in the UK”
  • Successful applicants for high-skilled work would be able to bring their immediate family, but only if sponsored by their future employers
  • The new system will not cap the number of student visas

Theresa May said:

  • “The new skills-based system will make sure low-skilled immigration is brought down and set the UK on the path to reduce immigration to sustainable levels, as we promised. At the same time we are training up British people for the skilled jobs of the future.”
  • “Two years ago, the British public voted to leave the European Union and take back control of our borders. When we leave we will bring in a new immigration system that ends freedom of movement once and for all. It will be a system that looks across the globe and attracts the people with the skills we need. Crucially it will be fair to ordinary working people. For too long people have felt they have been ignored on immigration and that politicians have not taken their concerns seriously enough.”

And meanwhile, at the conference, the Home Secretary announced a new “British values” test for those applying for UK citizenship, which will be “significantly tougher” than the current test, which he said was like a pub quiz, and would be accompanied by strengthened English language tests.

Degree apprenticeships

The Office for Students (OfS) has published new analysis of degree apprenticeships.

  • Compared with other levels of apprenticeships and higher education generally there were relatively few degree apprentices in 2016-17, but the number of starts are growing. In 2016-17 there were 2,580 degree apprentices registered in higher education, of which 1,750 started their apprenticeship that year.
  • The two most popular degree apprenticeships are:
    • Chartered Manager – 34 per cent of entrants
    • Digital and Technology Solutions Professional – 29 per cent of entrants.
  • Most of the degree apprenticeships currently available are within the science, technology, engineering and mathematics (STEM) subject grouping. Within the arts, humanities and social sciences subject areas, the majority of degree apprentices are taking chartered management courses.
  • There was a roughly equal number of young and mature entrants undertaking degree apprenticeships, with young students (entrants under 21) more likely to be going into science, technology, engineering and mathematics (STEM) apprenticeships.
  • There were more males entering degree apprenticeships than females, but relative to similar higher education courses there is a slightly lower proportion of males.
  • Apprenticeships at all levels had lower proportions of entrants from minority ethnic groups, than entrants to similar higher education courses.
  • Apprenticeships have a lower proportion of entrants with a declared disability than entrants to higher education.
  • The North West and North East of England have the highest proportion of the working age population entering degree apprenticeships, with London having the lowest density.

30 per cent of degree apprenticeship entrants come from areas underrepresented in higher education, slightly higher than the proportion entering similar full-time higher education courses (26 per cent).

Graduate Outcomes and Employability

The Office for Students (OfS), has launched its first Challenge Competition, inviting providers to develop and implement projects to identify ways of supporting the transition to highly skilled employment and improving outcomes for graduates who seek employment in their home region.

The OfS intends to support a range of projects that will deliver innovative approaches for graduates and particular student groups, to contribute to improved outcomes and local prosperity. Through this process we want to identify:

  • what interventions work best in a variety of different regional and local contexts to support progression into highly skilled employment
  • what interventions work best for different types of students and graduates
  • findings that can continue to shape sector-wide debate and inform interventions to capitalise on graduate skills and knowledge for the benefit of individuals and for economic prosperity.

Providers with successful bids will be expected to form a network to share, discuss and disseminate key information among themselves and with the OfS, strategic partners, and the wider sector as required.

Metrics and ratings – graduate salaries

From Wonkhe: ONS has released its annual estimates of the value of the UK’s “human capital” – and if you like to promote higher education on the basis of pay premia, it’s not great news for the sector. The headline news is that back in 2004 the average premium for “first and other degrees” was 41%, but by 2017, it had reduced to 24%. The same has happened for “masters and doctorates” – where the pay premia has declined from 69% in 2004 to 48% in 2017. Although the premia for graduates is still significant, the downward trend will provide ammo to those who argue that “too many people are going to university”, ONS says that “one explanation for this could be a large increase in the proportion of the population with a university degree”.

Metrics and ratings – Learning gain

On Wonhke, David Kernohan wrote on 30th September about learning gain “Plenty ventured, but what was gained?”.

  • David notes: Some projects have held final conferences and events. Others (notably two large scale national projects) either concluded early or have never been publicly spoken of.  It’s a far from glorious end to an initiative that set out with a great deal of ambition – to measure “the distance travelled: the improvement in knowledge, skills, work-readiness and personal development demonstrated by students at two points in time” – a goal that would probably represent the most significant finding in the history of educational research.

The learning gain projects were expected to lead to discussions about a new TEF metric for learning gain – or at least to a set of tools and methodologies that providers would over time start to adopt to support their TEF submissions –because learning gain is an important element of the TEF, but one that it is not currently reflected in the metrics.

  • So the article continues: Project after project reported issues with lack of engagement from students and staff. Why would a student complete a test or exercise that had no bearing on their degree, and that was of uncertain benefit? And why would an academic recommend such a course of action to their students while unsure of the underpinning motivation?
  • And David concludes: …learning gain is measurable. But it is measurable only in terms of the way an individual student understands their own learning. Interventions like learning diaries and reflective writing can prove very useful to students making sense of their own progress. What learning gain may not be is comparable – which on the face of it makes perfect sense. In what world could we say that a student of economics has learned the same quanta of learning as a student of the piano?

And so on 2nd October, Yvonne Hawkins of the OfS responded, also on Wonkhe:

  • he’s wrong to say that the programme is coming to an end – the first phase has concluded, and planning for a second phase that draws on the learning from phase one is already underway. I must also take issue with his rather eeyorish view of the wider learning gain endeavour.

So what are the next steps as set out by the OfS? They are “committed to developing a proxy measure for learning gain”. And it “will form part of a set of seven key performance measures to help us demonstrate progress against our student experience objective”.  And how will they get there?  There will be evaluations of the projects that did go ahead, and then there will be a conference, and recommendations to the OfS board in March 2019 about the next phase of work.

So watch this space….

Freedom of speech

Another week another article on free speech by the Minister– this time on Research Professional to coincide with the Conservative Party Conference.

  • He starts with some context: a cultural shift is taking place, and diversity of thought is becoming harder to find as societal views become highly polarised between the left and the right. A culture of censorship has gradually been creeping in, and a monoculture is now emerging where some views are ‘in’ and others are clearly ‘out’. Social media has exacerbated this trend by giving rise to echo chambers that restrict opposing points of view and legitimise threatening and abusive behaviour.
  • So what is the problem? In universities and colleges, we are witnessing the rise of no-platforming, safe spaces, trigger warnings and protests. These may all be well intended and have their place in fostering free speech, but they are also all too easy to be appropriated as tools to deny a voice to those who hold opinions that go against the sanctioned view.
  • It’s perhaps put in rather strong terms: This is catastrophic for democratic debate and puts at risk the fundamental right to be heard that many have fought and died for.
  • And the example – from 2015: I am increasingly alarmed by reports of individuals and groups preferring to support those who seek to restrict others’ right to speak than to protect the fundamental right for all to be heard. This was the case at Goldsmiths, University of London, in 2015 when the university’s Feminist Society came out in support of the university’s Islamic Society after its members aggressively disrupted a talk by Maryam Namazie, a feminist campaigner and human rights activist.
  • So what next? That is why I am supporting an initiative coordinated by the Equality and Human Rights Commission to create new free speech guidance to ensure future generations are exposed, without hindrance, to the stimulating debates that lie at the very core of the university experience.

Subscribe!

To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk

JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

66724                                                                                 65070

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

‘Traces of Play’ in concert at SMC 2018 and NYCEMF 2018

I recently presented my multichannel electroacoustic composition ‘Traces of Play’ in two international concerts. The first was at the esteemed music computing conference SMC 2018 (Sound and Music Computing) in Limassol, Cyprus. The programme featured a range of music encompassing fixed media, instruments + electronics, improvised, and mixed media works. Held in Limassol’s Rialto Theatre, this was the first ever multichannel loudspeaker concert to be staged in Cyprus. It was an honour to be involved.

 

The second concert was at the NYCEMF 2018 (New York City Electroacoustic Music Festival). The festival programme, scheduled over a number of days at the Abrons Arts Centre, New York, featured many established names alongside emerging artists, and this was a great opportunity to share and promote BU practice-based research. As well as diffusing (spatialising) my own work, I presented music on behalf of two composers: Antonino Chiaramonte, a doctoral researcher in the Faculty of Media and Communication here at BU; and David Berezan, Professor of Composition at the University of Manchester.

 

If you would like to experience surround-sound electroacoustic music in concert, we have four experimental music concerts running this year as part of the University Music programme. The first takes place on Wednesday 17th October at 7pm in the Allsebrook Lecture Theatre, Talbot Campus, and features Owen Green from the University of Huddersfield. Owen’s research focuses on improvising and composing with computers.

International students on British drinking habits – ‘people don’t know when to stop’

File 20181001 195278 1ehvki.jpg?ixlib=rb 1.1
shutterstock

Thomas Thurnell-Read, Loughborough University; Lorraine Brown, Bournemouth University, and Philip Long, Bournemouth University

Of the 2.3m students starting courses at UK universities each autumn, well over 400,000 are international students from non-UK countries.

The scale and importance of international students to the UK higher education sector is now well established. Yet we know very little about how students from non-UK countries experience and interact with the heavy drinking culture that predominates on and near many universities.

Many international students often come from cultures marked by moderation or abstinence around alcohol. And concerns have been raised that activities centred on alcohol may exclude international students.

We’ve conducted new research to reveal the perceptions of British drinking cultures held by international students studying on postgraduate courses at a UK university. In focus groups and interviews, students from countries including Nigeria, the US, China, Turkey, Poland, Germany and Greece told us of their experiences of drinking culture at university.

The British ‘like to drink’

The British Council, and many city and university marketing teams, often promote the British pub as a safe and friendly leisure space in their bid to market studying in the UK to international students. The students we spoke to were aware of the iconic image of the British pub. They spoke of their desire to participate in what they saw as being an important part of British culture. Others spoke with excitement of being able to try British real ale and craft beer as a part of their experience of living and studying in Britain.

Having seen depictions of British pubs in television, film and, increasingly, social media, most international students were aware of alcohol consumption being important to British culture before they came to the UK. This prior perception was confirmed by their initial experiences on arrival. Our interviewees felt that getting drunk was an important part of British cultural life and reported being initially surprised that drinking to excess was an expected part of university life.

Despite these concerns, drinking alcohol was an important part of the social lives of many international students. Many had enjoyed their experiences of socialising in bars and pubs. For others, whose degree programme cohorts were predominantly fellow international students, the pub was a space in which they could view and interact with British culture and British people – such as non-student locals.

Drinking cultures in contrast

International students made ready comparisons with the drinking habits and attitudes of their own cultures. Many told us about how people drink alcohol and get drunk in their own cultures. But they contrasted this with the tendency of “going too far” and of “not knowing when to stop” that was perceived to be a major characteristic of British drinking culture.

That said, many interviewees had enjoyed learning about the practice of buying “rounds” of drinks, using “cheers” before drinking and the lack of table service in Britain. They saw this as a fun and a pleasurable part of getting to know local culture.

International students say they are shocked at the amount of booze consumed by Brits at university.
Shutterstock

As identified in other research, gender is an important feature of how students view drinking and drunkenness. Concern was expressed in our study about a perceived lack of control among some British women when drinking alcohol. Words such as embarrassment and shame were used by both male and female interviewees to define the boundary between fun, sociable drinking and excessive drunkenness.

Interviewees expressed surprise that public vomiting and urination or collapsing in the street were so widely tolerated and even in some cases expected and celebrated by British students.

Finding the balance

Most students felt capable of negotiating their involvement with student drinking culture by choosing times, spaces and styles of drinking that suited their own tastes. This involved a clear preference for drinking as part of other events such as eating a meal out with friends or watching televised sport in pubs. At social events where heavy drinking was the main activity, some would try to enjoy “one or two” drinks but leave once other people became noticeably drunk.

But while many students spoke of the pub as a welcoming and relaxed space for socialising with friends, bars and nightclubs were said to be intimidating places where they felt at risk of violence or harassment. Many students witnessed fights.

Female international students had particular concerns – several spoke of their strategies to stay safe when out at night. The avoidance of the streets at night due to a fear of potential violence or aggression was also highlighted in a previous study that looked at levels of racism experienced by international students.

That said, UK drinking culture is changing. More than a quarter of young adults in the UK do not drink alcohol.
“Sober campuses” during fresher’s week are becoming more prevalent, as are teetotal university halls. And many students are eager for advice on avoiding or moderating the pressure to drink heavily while at university. But only time will tell whether this is a trend that is set to remain.The Conversation

Thomas Thurnell-Read, Lecturer in Cultural Sociology, Loughborough University; Lorraine Brown, Associate Professor, Department of Tourism and Hospitality, Bournemouth University, and Philip Long, Honorary Visiting Research Associate, Bournemouth University

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

FIRST paper at PRO-VE 2018

Awarded & submitted bids, conferences, international, Publishing

Mr. John Kasse presented the paper The Need for Compliance Verification in Collaborative Business Processes, in the 19th IFIP Working Conference on Virtual Enterprises (PRO-VE 2018), Cardiff, UK, 17-19 Sep 2018.  John’s paper is a result of  Working Package 4 On-the-fly Service-oriented Process Verification of EU FIRST project, which BU is leading.

More information about FIRST project, please follow our social media links on Facebook, Twitter, Instagram and YouTube Channel.

EU FIRST Project

innovation, Knowledge Exchange, Knowledge Transfer, open access, Research assessment

A Bournemouth University team from the Faculty of Science and Technology visited University of Groningen for FIRST mid-term review. It was a very productive meeting with a lot of effective outcomes for research and knowledge exchange. Dr. Lai Xu and Dr. Paul de Vrieze are FIRST coordinators representing Bournemouth University and the team is pleased to announce that FIRST will continue to move towards a factory of the future for European Union.

If you want to know more about the project and get involved, please contact Dr. Lai Xu or Dr. Paul de Vrieze. You can also follow our social medial links on Facebook, Twitter, Instagram and YouTube Channel.

During the mid-term review meeting, the FIRST EU project advisor Irina Elena Tiron giving a talk on RISE projects. A useful instrument for researchers in EU (and beyond).

Ouch! Missing reference

international, Publishing, writing

One of the first rules of drafting a scientific paper is that one cites the key literature in the respective field.  So as someone who teaches people how to write and publish in this week’s experience of getting a paper rejected was not great, if not disheartening!   Earlier this week we submitted a research paper to the Journal of Travel Medicine on a study of the health and well-being of female migrant workers in Nepal.  This is high quality journal in which we have published before, including one paper on migrants’ health [1-3]. 

Two days later the journal editor emailed us to say: “”We feel that the scope of your paper would not justify a full original article in the Journal of Travel Medicine”, which is, in our opinion, a fair judgement.  My co-authors and I between us have over 300 papers published and most have been rejected or at least we have been asked for a resubmission, so nothing new here. What was more upsetting than the rejection itself was the additional comment.  The editor added:

“The authors should ideally include the two following references:

……(first reference omitted)   …. +

Identifying the gaps in Nepalese migrant workers’ health and well-being: a review of the literature.

Simkhada PP, Regmi PR, van Teijlingen E, Aryal N. J Travel Med. 2017 Jul 1;24(4). doi: 10.1093/jtm/tax021. Review.

 

We agree with the editor that we should have included the two listed key papers. Crucially, it is more than a little mistake to have missed the second paper since we wrote it ourselves.  There are many lessons to be learnt from this: (a) check you have covered the key literature in your paper, either in the Background section and/or the Discussion; (b) don’t underestimate the importance of your own work; (c) you’re never too old to make mistakes (and to learn from them); (d) be thankful for good editors and reviewers; (e) do what you advise others to do; (f) etc. ………………

 

In shame,

Prof. Edwin van Teijlingen

CMMPH

 

References:

  1. Hind, C., Bond, C.M., Lee, A., van Teijlingen E. (2008) Needs assessment study for community pharmacy travel medicine services, Journal of Travel Medicine 15(5): 328-334.
  2. Bhatta, P., Simkhada, P., van Teijlingen E., Maybin, S. (2009) A questionnaire study of VSO volunteers: Health risk & problems encountered. Journal of Travel Medicine 16(5): 332-337.
  3. Simkhada, P.P., Regmi, P.R., van Teijlingen, E., Aryal, N. (2017) Identifying the gaps in Nepalese migrant workers’ health and well-being: A review of the literature, Journal of Travel Medicine 24 (4): 1-9.

Publishing systematic and scoping reviews to improve your research profile

Centre for Excellence in Learning, Fusion themes, PG research, REF Subjects, Research assessment, Training, writing

With the forthcoming REF 2021 in mind we would like to encourage both staff and postgraduate students to consider writing up their literature reviews as journal articles. Systematic and scoping reviews are a great way of publishing quality publications. They are highly valued as REF submissions, especially, but not only, in the health field.

There is plenty of support at Bournemouth University: from academic colleagues, with vast experience in writing reviews, to the library team, who can advise on, for example, developing your systematic search strategy and which databases to search.

 

You can start with publishing your review question and research strategy on PROSPERO, international prospective register of systematic reviews. We would like to highlight just one BU example in the field of the social sciences.  FHSS PhD student Orlanda Harvey published her proposed review ‘Support for people who use anabolic androgenic steroids: an investigation into what they want and what they currently access’ late last year on PROSPERO [1].

You might like to have a look at reviews published by Bournemouth University staff, which can be found by searching BURO, our institutional repository of research outputs. Moreover, BU academics have published several methods papers on the doing and writing systematic reviews [2-4].

 

Information about searching the literature for systematic reviews is available on this guide by the library team.

 

Other pages with useful information include:

 

Hopefully we have encouraged you to think about publishing your literature reviews as separate articles, and to seek help early in that process!

 

José López Blanco & Edwin van Teijlingen

 

 

For further information, please contact:

José López Blanco, Faculty Librarian (Health and Social Sciences), Library & Learning Support, Academic Services at tel 67350 or email:  hsslibteam@bournemouth.ac.uk

 

References:

  1. Harvey, O., Parrish, M., van Teijlingen, E., Keen., S. (2017) Support for people who use anabolic androgenic steroids: an investigation into what they want and what they currently access. PROSPERO 2017 CRD42017075199 Available from: http://www.crd.york.ac.uk/PROSPERO/display_record.php?ID=CRD42017075199
  2. van Teijlingen E., Napper, M., Bruce, J., Ireland. J. (2006) Systematic reviews in midwifery, RCM Midwives Journal 9(5): 186-188.
  3. van Teijlingen, ER, Simkhada, B., Ireland J., Simkhada P., Bruce J. (2012) Evidence-based health care in Nepal: The importance of systematic reviews, Nepal Journal of Epidemiology 1(4): 114-118.
  4. Stewart, F., Fraser, C., Robertson, C., Avenell, A., Archibald, D., Douglas, F., Hoddinott, P., van Teijlingen, E., Boyers, D. (2014) Are men difficult to find? Identifying male-specific studies in MEDLINE and Embase, Systematics Reviews 3,78.