Category / Fusion

Fusion Investment Fund launch

Fusion, Uncategorized

FIF is open!

Excuse me? You don’t know what FIF is?

FIF stands for the Fusion Investment Fund. It is designed to support staff in developing as researchers, educators and practitioners. Since its inception in 2012, FIF has funded over 200 projects with awards totalling more than £1.9m.

Want to know more?

Two funding strands are available to staff: Co-creation and co-production strand (CCCP), and Staff mobility and networking strand (SMN).

For all the policy documents, Fund FAQs and information about applying, please visit the FIF intranet pages.

 

Please direct all initial enquiries to the Fusion Investment Fund Co-ordinator, Sue Townrow, at Fusion Fund.

The Fusion Investment Fund is managed by Samantha Leahy-Harland.

 

PR historians meet in Brussels

Fusion, Uncategorized

Plans for future joint research were discussed at a meeting of the European Public Relations History Network (EPRHN) in Brussels on September 12.

The network, which was established with Fusion Fund assistance in 2013, met during the annual EUPRERA Congress and was attended by 15 PR historians from Belgium, France, Germany, Netherlands, Spain, Turkey and England.

In addition to developing joint bids to national and European funding sources, EPRHN members have been contributing to a PR history book series which is being edited by Professor Tom Watson of the Media School.

Other plans are research into WW1 propaganda and information campaigns, comparative studies, collaboration with researchers in political communication and nation branding fields, and the role of PR during 20th century European dictatorships.

“EPRHN works as a virtual organisation and is gathering momentum. The key to it becoming a sustained network is both funding and outcomes,” said Professor Watson. “At present, there are outcomes in the form of accessible online resources and publications. So more effort is going into research bids when opportunities arise.”

Grand Place de Bruxelles

ARTS in Research (AiR) Collaborative: Two days of creative scholarship

BU research, Featured, Fusion, PG research, Research news, Training

Shared objects/stories of a past (click on photo to enlarge)

“I can’t remember ever attending such an inspiring ‘in house’ event “.

The newly formed ARTS in Research Collaborative recently held two days of exploration of biography and ways and means of expressing the stories of others creatively and ethically. The workshop was entitled, “A Past/A Present” ARTS in Research (AiR) Workshop.

Using shared objects representing a time or event in each participant’s life, a ‘partner’ then created a five minute presentation of and from the storied materials. Participants in the two-days of exploration came from HSC, the Media School and DEC. Both faculty and postgrad students took part.

The brief was kept simple and instruction to a minimum. Organiser Kip Jones shared examples from his own work of finding ways and means of responding creatively to detailed data as well as time and material constraints. Other than that, participants engaged in a learning process through participation itself and the sharing of their experiences. The group has agreed to write up the encounter for a journal article.

 

  • “Thank you all for the incredible willingness to be inventive, creative and think/be  outside ‘the box'”.

  • “An illuminating two days of deep sharing. I was honoured to be there and look forward to more creative adventures together”.

  • “Inspiring. An artful and generative suspension of ‘normal’ activity”.

The ARTS in Research Collaborative’s next workshop is planned for November at The Lighthouse in Poole. Details to follow. It will be open to a wider audience and there will be a charge to attend, but BU faculty and students are encouraged to apply for training and/or development funding within their Schools.

ARTS in Research (AiR) still accepting new members!

AiR Workshop: telling stories (click on photo to enlarge)

 

 

Fusion Investment Fund (Santander) — BU research and collaboration visits to Universitat de València

EU, Fusion

"Universitat valència vella" by Felivet - Own work. Licensed under Public domain via Wikimedia Commons

 

Dr Bernhard Angele from the Faculty of Science and Technology has been awarded funding from the Santander strand of the Fusion Investment Fund to establish working relationships and collaborations with the Universitat de València (UV), Spain, a Santander Partner University. Bernhard has accepted an invitation by Professor Manuel Perea of the Faculty of Psychology and he will travel to Valencia on the September 15th for an initial three-day visit to give a talk, meet the members of Professor Perea’s research group, and set up a number of pilot studies.

 

Professor Perea will make a return visit to BU at the start of next year in order to present a talk here and meet with BU staff and postgraduates. Bernhard will make a second visit to Valencia in July 2015 and attend a symposium on Psycholinguistics hosted by the Faculty of Psychology. The primary goal of these visits will be to set up a research partnership and to initiate a number of pilot collaborative projects, which will involve both staff and postgraduate students at BU and UV. These pilot collaborations will establish a foundation for jointly seeking grant funding from the national and European research councils. Ultimately, these projects are hoped to lead to a long-term collaboration between the two universities, opening up possibilities for staff and student exchange as well as joint PhD supervision and making Universitat de València a partner in BU’s internationalisation effort.

UV is one of Spain’s leading academic institutions and was founded more than 500 years ago. Its 55,000 students are distributed across three campuses. The Faculty of Psychology is consistently ranked as one of the top three Psychology research centres nationally and one of the top 50 research centres in Europe. UV has a strong international orientation and participates in many international exchange programmes and networks.
For more information, please contact Bernhard Angele (bangele@bournemouth.ac.uk)
Image credit: “Universitat valència vella” by Felivet – Own work. Licensed under Public domain via Wikimedia Commons

Report on Fusion-funded internal secondment to BUDI

BU research, Fusion

I was awarded Fusion funding to spend the last six months working in the BU Dementia Institute (BUDI) on an internal secondment. This time has come to an end and a formal report has been submitted reporting on how the objectives have all been achieved. Here I’d like to share what I personally found to be most useful from the secondment.

 

I had several tasks to complete over the six months but the bulk of my time was spent on writing research grant proposals. In particular, I took the lead on an application for a project to develop and validate a novel intervention to help older people with dementia who have recently experienced a fall-related injury (currently under review with the National Institute of Health Research, Health Technology Assessment programme). The secondment was invaluable for writing this proposal in two ways. First, the sheer volume of work to be completed in writing the proposal demanded many hours of my time. Second, there were several aspects I had to get to grips with during the proposal writing including NHS sponsorship, arrangements for intellectual property, involving patients in our decision-making, etc., that the secondment provided the ideal environment to master all of this. This was great not only for completing the proposal but gave me the tools to subsequently write a different proposal for a different funder very quickly to meet the tight deadline.

 

I would therefore recommend internal secondments to colleagues who may have interests relevant to institutes / research centres outside of their school. It provides an opportunity to contribute to BU outside your immediate school and an opportunity to develop tools to not only achieve the task at hand but take back with you and use after the life of the secondment.

Those interested in an internal secondment to contribute to BUDI’s research and / or education should contact Professor Innes in the first instance.

 

Dr Samuel Nyman

BUDI and Department of Psychology

 

Flipping healthcare and research for service improvement! An inspiring FIF networking project

Awarded & submitted bids, Fusion, Post-award

 

The idea for ‘flipping’ comes from education. It refers to the concept of students watching key content before they come to the classroom. Then when they do come together, they do so to grapple with and apply what they’ve been taught. This concept has been translated into healthcare by the CEO of the Institute for Healthcare Improvement, Maureen Bisognano. Instead of ‘what’s the matter?’ the flipped question becomes, ‘what matters to you?’. Put another way, healthcare needs to move from a system that does things to patients to one that works with them to achieve best results. These flipped changes imply that we need to work differently to improve things.

Realising we needed to do things differently with the traditional research-based Master’s dissertation is where we were three years ago. In a previous BU research blog we have written how, over the years, we struggled with the relevance of this type of dissertation to professional practice, in particular social work services. That was why we designed the National Centre for Post-Qualifying Social Work’s service improvement programme, which uses an academically robust, practice-based, service improvement methodology with a focus on professional judgement. Towards the end of this Fusion Investment Fund networking project we realised that we’d flipped research for service improvement.

Uniquely, our service improvement programme fuses service improvement focused education and research with professional practice and is now used across nearly all the School of Health and Social Care’s Master’s Framework. As a result, increasing numbers of students from a health background have been accessing the programme. Recognising our need as two social work lecturers to further understand, share and engage with the culture and strategic intent of key health organisations around the topic of service improvement, we created a series of high-level networking opportunities with organisations including:

Institute for Healthcare Improvement (Boston)

The Beryl Institute (Dallas)

The Health Foundation (London)

NHS Improving Quality (Leeds)

As well as meetings with Maureen Bisognano and Jason Wolf (President of the Beryl Institute), we followed up a number of local contacts in the UK and the US to see first-hand how their way of doing service improvement works out in practice. Therefore, as a result of this networking project, we have widened our national and international networks considerably. And  yes, we submitted a peer-reviewed journal article too; yes, we’ve written 5 blogs; and yes, we’ve updated our unit guides and improved the way we teach the programme; yes, we’ve fed back what we’ve learnt to others; and yes, we’ve thought of many ideas for future research projects – in one sense, these are not the main returns of enacting a project like this.  The key benefit has been the inspiration to do these things. And that has come from being willing to learn from others.

For all those on the edge of applying for a Fusion project, go for it! It’s been an inspiring few months and we’re grateful for the widening of our networks and related opportunities. We even learned how to tweet…wonders will never cease!

Dr Steven Keen

skeen@bournemouth.ac.uk

01202 962028

 

Dr Lynne Rutter

lrutter@bournemouth.ac.uk

01202 962019

Yawning In Paris – Dr Simon Thompson

Awarded & submitted bids, BU research, EU, Featured academics, Fusion, Grants Academy, Post-award, REF Subjects, Research assessment, Research Ethics, Research Integritiy, Research news, Research themes

I have taught at Université Paris Ouest Nanterre La Défense on a number of occasions but I continue to be impressed by the enthusiasm and challenging questions the Master’s level students pose. Paris is rich with culture and the education system has many benefits. I am privileged to be part of a growing French research culture that respects skills and knowledge with cutting edge technology in neuroscience.

Sacre Coeur, roof-top; Gare du Nord, r.

 

 

 

 

 

 

 

Eiffel Tower, roof-top.

This complements my experience at Bournemouth University and has enabled me to collaborate on projects that face difficult challenges with respect to ethics and use of expensive technology, namely fMRI scanning. Functional Magnetic Resonance Scanning is notoriously expensive yet the benefits to clinical research are potentially huge.

Modernism - or the Aliens have landed!

 

My study on yawning and cortisol at Bournemouth University [1] has now includes collaboration with three prestigious centres in France: Université Paris Ouest Nanterre La Défense, Amiens University Hospital, University of Picardy Jules Verne.

I hope to continue my Anglo-French meetings with the assistance of the Erasmus Travel Scholarship scheme in the future, as well as with funding from the French Embassy and the French Multiple Sclerosis Society.

 

[1] Thompson, S.B.N., 2014. Yawning, fatigue and cortisol: expanding the Thompson Cortisol Hypothesis. Medical Hypotheses. Doi: 10.1016/j.mehy.2014.08.009.

Why read? FUSION funding to provide literature with an economics-based understanding of reading

Awarded & submitted bids, BU research, Fusion, Publishing, Uncategorized

The project Private Gains and Retailed Literature: pathways to an economics-based account of reading has just won FUSION funding for the coming semester. The project will ask why people consistently spend time and money on literature. What do they hope to gain? Since the opportunity costs are considerable, historically in terms of money and now in terms of time, readers must hope to gain something. On- and offline literature provides unique gains that have otherwise escaped investigation by English studies, which instead has preferred to think of meanings and literary achievement, rather than use.

In terms of finding a discourse to investigate this, it should be remembered that the publishing industry and its delivery of fiction is by necessity predicated on commerce, while the markets for published fiction make up part of commodity culture. The language of private gain, of benefit and loss, which is the heart of commodity culture, is well suited for thinking about general-market reading. And if we can get passed the hijacking of economics by neo-liberalism, or get past neo-liberal reductionism that converts everything to financial indices, we may admit that economics has something to say about the mechanisms of gain, and about a specific type of reading in that commodity-cultural context.

Headed by BU Senior lecturer in English, Dr Simon Frost, and in partnership with UNESCO Chair in New Media Forms of the Book, Prof. Alexis Weedon (University of Bedfordshire) and Prof. Claire Squires, Director of the Stirling Centre for International Publishing and Communication (University of Stirling), the project will be working with the JS Group/John Smith’s books to articulate in the language of cultural and media studies the role that books play in that international retail chain’s larger delivery of private gains. In addition, the project will conduct a student-led survey of the perceived benefits of retailed literature, across a number of UK book shops. Together, the student survey and JS study will greatly refine the project’s understanding of the qualities signified in book retail. It will help the project understand why people think books are important.

Theories of literary value based solely on intrinsic value are under extreme pressure these days. How can one argue for investment in the best literature in the face of severe cuts to essential public services? And who is to decide what is ‘best’ – that debate being trapped in the notion of cultural hierarchy. This project instead aims at an explanation based not on l’art pour l’art, nor on the education of readers towards a supposedly more-culturally discerning state, but on the benefits readers obtain from the books they currently have in hand; on the books they currently value.

Enquires should be directed in the first instance to
Dr Simon Frost, sfrost@bournemouth.ac.uk

Reflections on an Oasis

BU research, Fusion, Research news, Women's Academic Network

Our final blog concerning our Fusion Investment Funded study leave, ENABLE: Establishing Sustainable Research Networks and Building Learning Environments, is written with very mixed feelings in mind.

For seven months we have worked across Southeast Asia to develop and establish links and research collaborations, teaching and education partnerships and to rediscover our passion for social action as ‘professional practice’ associated with our disciplines. The work has been intense, tiring, sometimes frustrating, but always illuminating and productive. It was a wrench to leave.

The return journey began with raised anxieties, heightened a couple of weeks earlier by the awful shooting down of a Malaysia Airlines aeroplane following the same route (although by then re-routed), and exacerbated when we were separated into two distinct travelling units, Jonathan with one child and Sara with the other, because the previous university travel firm booked tickets as two separate families! To make matters worse only Jonathan and Isabel’s tickets showed up and we had to wait to secure the other tickets. We were then given seats at opposite ends of the aeroplane and had to wait again for re-seating. The flight began well enough and was fairly smooth, only briefly punctuated by a somewhat antisocial ‘ramming’ of chair in front into one of our legs with particular force by someone who thought ‘turn off your electronics’ meant send texts to your friends!

However, we landed in one piece and breathed a sigh of relief, or possibly resignation, until, as in our usual practice of each taking one of the children through immigration the UKBA officer asked Jonathan rather sternly ‘where is the child’s mother?’ and when indicating where Sara was the officer proceeded to say that children have to be seen with their mother because mother’s are in general the carers of children and if present they have to be with the child. ‘Red rags and bulls’ often appear to Jonathan in unjust situations and he, as usual, took issue with this, but whilst we all got through immigration clearance more quickly, the officer insisted that his rather warped and myopic view of British law and custom was now right. Oh dear! We wondered what had happened in the seven months we had been away and whether we were entering Gormenghast!

But, back to the project itself! Our four key objectives have been met throughout the project, with varying degrees of success and changing morphologies:

1. Establish a sustainable research network promoting social sciences and interdisciplinary research at BU:

We have made contacts with individual academics, departments and universities across Southeast Asia, notably Universiti Kebangsaan Malaysia (UKM), Universiti Sains Malaysia (USM), Universiti Malaysia Sarawak (UNIMAS), Universiti Utara Malaysia, alongside contacts with Massey University in New Zealand,  Hong Kong University, The Chinese University of Hong Kong and the Myanmar Institute of Theology.

We have given names and contacts to people abroad and within BU to follow up. Research projects are being developed, publications are in train or planned for the future.

2. Develop research streams of locally specific or cross-cultural relevance:

Our research, completed with the Orang Asli as part of the Tasik Chini Research Centre, has culminated in numerous publications being submitted, developed and developing, wide dissemination across many fora, and establishing on-going research links.

3. Engage and promote educational initiatives via guest lectures/research seminars, developing joint postgraduate research supervision and educational initiatives promoting student mobility:

We have presented lectures and seminars, provided postgraduate supervision and contributed to curriculum planning and development discussions, as well as negotiated an important credit transfer scheme (although uptake has been delayed until we can find students both able and willing to go on this exciting opportunity!). Professional papers have been written and submitted.

4. Engage in discipline-specific activities in relation to social work:

a number of discipline specific activities concerning social action and development have been undertaken, including curriculum planning, assisting in education developments in Myanmar and in Malaysia in reference to the new (to be implemented) standardised Malaysian Diploma Social Work, alongside contributing to NGO development work.

Overall, during the study leave period, there has been 57 outputs, also including on-going work and connections to be completed over time. The 57 outputs included:

  • 6 books (3 published)
  • 14 book chapters (11 published or in press)
  • 12 peer reviewed papers (9 published or in press)
  • 3 professional papers
  • 1 book review
  • 16 conference presentations/open lectures etc.
  • 10 blogs
  • 6 media presentations

During our time away we have worked across five countries: Malaysia, Hong Kong SAR, Australia, Myanmar and Cambodia in order to carry out our research or present it, along with capacity-building missions for professional, social work training. We have undertaken respectively between 24 to 28 flights (trying, when one of us dislikes flying) and stayed in some extraordinarily interesting as well as very grim places during our fieldwork, resulting in abuse from miscellaneous assortments of blood-sucking insects (outsized mosquitoes, the usual bed bugs and fever-inducing leeches) bedding down with us or boisterously noisy lizards, both small and decidedly large, showering us with ordure from above.

One of us was joyfully returning ‘home’ to pioneering fieldwork in Southeast Asia and the other was equally rapturous to be introduced to it. We have developed a new appreciation of the diversity of international driving styles when finding it not unusual to be driven by taxi in the wrong direction through chaotic Yangon in the middle of two long lines of equally erratic cars heading in the right direction – towards us. Above all, we remember the various wonderfully funny, kind, clever, intriguing and endlessly good-natured people we me: all our participants, our various helpers, interpreters, drivers, guides and advisors, the academic staff and students who welcomed us so warmly, the inspiring NGO workers and service users; not forgetting the local café owner in Penang, who wept when we left before running to get her camera for group photos to remember us by.

Also, we will always remember just how much our children, Isabel and Milly grew and developed in stature (in all ways possible): learning the research process, engaging with children amongst the village communities, and themselves collecting valuable data and compiling magnificent school projects on their adventures and experiences. The children put up with a good deal with great fortitude, willingness and humour (or when the going got tough – heavy irony), easily comprehending the importance of the work undertaken; albeit, as 10 year-old Milly gravely commented in her write-up later, ‘fieldwork has its dark side’! Indeed, so impressed were we with them that they will be contributing their experiences and acting as co-authors to the forthcoming book on the Tasik Chini area.

Alongside the outputs, the work is now to capitalise on the study leave by the development and submission of funded research projects. Currently, these include gendered rituals in professional working, problematizing research ethics and learning disabilities, understanding religion as resistance, and gender in higher education.

The study leave represented a life-giving oasis, somewhere to wash and attend to our own sacred cattle as in the photo from Cambodia, and we gratefully acknowledge the help and supported afforded us by Bournemouth University and our two main host universities in Malaysia (UKM and USM). We would encourage other academic staff to apply for study leave and we think that the productivity of our period of study leave indicates how important this can be to both individual academics but also to the greater good of Bournemouth University.

Jonathan Parker & Sara Ashencaen Crabtree

The virtual and the field: enhancing visualisation in archaeology using serious game technologies

BU research, Fusion, Research news

Forensic Experiemtn Level 1The FIF funded collaborative project between the Creative Technology and Archaeology Frameworks has produced its first output.

 

The aims of the project are to:

  • Initiate collaboration between the Creative Technology and Archaeology and Anthropology academic groups.
  • Enable Games Technology students to perform interdisciplinary projects with Archaeology students (e.g. the creation of virtual 3D environments or 3D artefacts).
  • Provide Archaeology and Anthropology students with 3D research, teaching and learning resources produced with serious game technologies.

 

In the first of a series of projects a Games Technology student has collaborated with a Forensic Archaeology student to produce 3D environments for use in experiments investigating how individuals interpret and respond to features in the environment. We are now looking to participants to perform the experiment. Please email djohn@bournemouth.ac.uk or i7208298@bournemouth.ac.uk if you want to take part in the experiment.

BU presenters at Joint World Conference on Social Work, Education and Social Development, Melbourne, Australia

BU research, Fusion, Women's Academic Network

Dr Sara Ashencaen Crabtree and Professor Jonathan Parker presented their research at the Joint World Conference on Social Work, Education and Social Development, in Melbourne, Australia, 9th-12th July 2014.

In a well-received paper concerning the importance of student social workers learning about the causes, impacts and ways of working with the consequences of terrorism, and the problems of rigidity in the current English curriculum, conference delegates were introduced to a two-year study which revealed that student participants felt that a more extensive and sensitive range of intervention tools needed to be taught and deployed via a coherent and nuanced understanding of the geo-political dimensions surrounding the construction of ‘global terrorism’, together with its potential impact on local populations and vulnerable communities. Research findings highlighted the importance of earlier generic community-based and therapeutic approaches, which were favoured above contemporary neoliberal emphases in English social work education concerning assessment, safeguarding and social policing.  Addressing these findings would demand a much needed rebalancing of the curriculum to reinstate essential practitioner skills transferrable to a range of situations and crises – skills that have long been viewed as integral to the social work role by the international community. This research was published earlier in 2014 in the journal Social Policy & Social Work in Transition, DOI: 10.1921/4704030201, http://essential.metapress.com/content/26170w57262444gp/ and was reported in the Guardian on 25th June 2014 http://www.theguardian.com/social-care-network/2014/jun/24/how-can-social-work-education-address-terrorism?CMP=new_1194.

The second presentation reported aspects of the highly successful UK-Malaysian study of reactions to and cross-cultural learning from international placements, research that has challenged preconceived notions of anti-oppressive practices and demonstrates the need to move beyond post-colonial analyses of Western social work towards a post-post-colonial dialectic of shared and cultural appropriate practices. This research, funded by a British Council PMI2 grant, took place over three-years, with three separate cohorts of students supported by two Malaysian universities, Universiti Sains Malaysia on the peninsular and Universiti Malaysia Sarawak in Borneo. The success of this study which combined research rigour focusing on  pedagogy with student mobility opportunities has been affirmed by the British Council as one of their most successful funded projects. This study has to-date produced a raft of publications: 2 book chapters, 5 peer-reviewed papers and 5 international conference presentations, including one keynote lecture. The latest research paper has just been published in the prestigious European Jounral of Social Work, Jonathan Parker, Sara Ashencaen Crabtree, Azlinda Azman, Dolly Paul Carlo & Clare Cutler (2014): Problematising international placements as a site of intercultural learning, European Journal of Social Work, DOI: 10.1080/13691457.2014.925849.

Jonathan Parker and Sara Ashencaen Crabtree