I am responsible for providing professional and specialist advice and support to academic colleagues on all aspects of post-award R&KE activity, including advising on contracts and project deliverables, management of budgets and project management.
Category / Post-award
I joined the RKEO team as the Project Delivery Officer for the Media School, August 2014. I provide professional support and advice to academic colleagues on post-award Media School research and knowledge exchange activity.
I have a strong central Government background with my last 12 years having been spent in Whitehall as a Government Labour Market Policy Advisor and Project Manager for several national demonstration initiatives. I was responsible for providing advice and support to Ministers, colleagues and external organisations on policy development and project activity, aimed at supporting disadvantaged individuals into employment.
Prior to this I worked for an American quote vendor as an exchange co-ordinator in Europe and an Assistant Product Manager in the US.
Outside of work I enjoy cooking and travelling, am trying to learn Mandarin and have a keen interest in Aikido.
Hi there, my name is Pengpeng Hatch (formerly Ooi) and I am your Research Outputs Advisor within the Project Delivery Team. I work with academic colleagues to increase output volume, quality and impact, and for championing open access publishing across the institution.
Among the initiatives that I’m responsible for is the Writing Academy, geared to provide academics with the support they need to improve and enhance their academic writing. Last year, with the help from colleagues in RKEO, we organised a ‘Bubble-styled’ BU International Open Access week. I am also the institutional contact for all things ‘BRIAN’, our publication management system. Working closely with colleagues in IT, I oversee all planned development for BRIAN and I offer BRIAN training sessions to academic colleagues.
Previous to this role I was the Research Support Officer within the old Research & Knowledge Exchange Operations Team and was responsible for providing professional and specialist support and advice in the management of pre and post award Research and Knowledge Exchange activities which included costing, providing advice on budgetary planning, pricing and project management for the Media School. Before that, I was the Research Development Officer for REF2014 and was part of the team co-ordinating BU’s submission to REF2014.
Apart from international marketing management, my background also includes applied linguistics for language teaching, having gained my Postgraduate Cert. and Masters from Bournemouth University and the University of Southampton. Before moving to the UK, I taught English for 4 years in a secondary school in Miri, a fast developing oil town on Borneo Island, Malaysia. I am also currently undertaking a Doctorate in Education (Creative & Media) with the Faculty of Media and Communications.
Born and bred in Malaysia, I went through childhood and teen years in typical Chinese primary and secondary schools. Like most Malaysian Chinese who went through school surrounded by mostly Chinese, I spoke no English until I went to university at age 19. However, I did secretly read the Sweet Valley High series and Danielle Steel novels when I was supposed to be revising for exams in secondary school and I guess that’s where I learnt most of my English. Now, I have a particular interest in linguistics and sociolinguistics.
Outside of work, I enjoy travelling, sampling good food, crafting and walking the dog.
Back in May HEFCE launched a Call for Evidence on the role of metrics in research assessment. The Independent review chaired by by Professor James Wilsdon, University of Sussex and supported by an independent steering group, is tasked with building on the previous 2008/9 pilot exercise to explore the current use of metrics for research assessment, consider the robustness of metrics across different disciplines, and assess their potential contribution to the development of research excellence and impact.
HEFCE received 153 responses (44% from HEIs, 27% individuals, 18% learned societies, 7% providers, 2% mission groups, 2% other). With the majority – 57% – of those who responded expressed overall scepticism about the further introduction of metrics into research assessment.
As part of the review three stakeholder workshops have been held/scheduled on key areas of interest and debate:
- In metrics we Trust – 7th October, University of Sussex. Prospects and Pitfalls
- Metrics for All? – 2nd December 2014, University of Sheffield. Equality and Diversity
- Metrics – Arts and Humanities – 16th January 2015, University of Warwick.
To date, all have been well attended and very lively. I was able to attend the I workshop in Sussex with some 150 odd other delegates including members of the metrics review panel, metrics developers and providers, researchers, university managers, and a range of stakeholders from across the research and HE community.
The day contained many thoughtful contributions from a range of speakers including: Dr Philip Campbell, Editor-in-Chief, Nature; Professor Stephen Curry, Department of Life Sciences, Imperial College; and Dr Steven Hill, Head of Research Policy, HEFCE. There was lively discussion about the value, potential role, and unintended consequences of metrics in research evaluation. If you are interested in the future role of metrics in research assessment, I would particularly recommend reviewing the presentations from David Colquhoun, Emeritus Professor of Pharmacology at UCL and Dorothy Bishop, Professor of Developmental Neuropsychology, the University of Oxford.
For further insight you could also check out the Twitter discussion, which has over 1000 tweets tagged with #HEFCEmetrics, Impact story have also helpfully encapsulated much of the story/discussion via Storify.
The results of the review will be announced at the end of March and published in the summer. The report will make recommendation againsts three time horizons:
(1) What can HEIs do to improve research management now;
(2) Suggestions for the next REF;
(3) The longer term, including identification of programmes for further work.
I am responsible for providing support and advice to students and academic colleagues on all aspects of ethics queries, process and governance. I am part of the Project Delivery Team, for more info of the team, see Shelly’s yesterday post
I look after the Online Ethics Checklist, which filters all ethics applications and collaborate with students and colleagues of all Faculties for the progress of their ethics relating to Undergraduate, Masters, PhD and staff studies/research. I am also the secretary of the Science, Technology & Health Research Ethics Panel, the Social Science & Humanities Panel and the University Research Ethics Committee.
I have been working at BU for the last 9 years, first at HSC as the administrator of the PDU scheme, then moved on to be the HSC Research Administrator and two years ago moved to the R&KEOps and worked with Business School, SciTec and finally EU projects. I am a BU School of Tourism Graduate and received my MSc in Tourism Management at 2003.
Outside of work I am a happily busy mama to 4,5 year old Kally and trying unsuccessfully to teach her Greek, latest approach is to find all words that derive from Greek, so far so good, hmm. I like to travel, usually back home to Greece and the East of England to see the family and also enjoy reading, my Kindle is like my second child, cooking and watching films.
For those of you who don’t know me I’m Shelly Anne Stringer (previously Shelly Maskell) and I’m the new Project Delivery Manager in the newly restructured Research & Knowledge Exchange Office.
I am responsible for the management of support for research and knowledge exchange projects from the point of award and beyond!
I’ve worked in Research Management for seven years; I cut my teeth in HSC and have since worked across all faculties and have lead on a number of initiatives most recent being Open Access and the Writing Academy. I am a Media School graduate and in 2008 completed my MBA.
Outside of work I enjoy being a mummy to my 2 year old son and plan plenty of crazy adventures for us both to go on, I like to go running with my friends and have completed a couple of marathons, I’m thinking of doing the Bournemouth pier to pier swim next year but am a useless swimmer so we’ll see how that goes, I’m also partial to a bit of karaoke 🙂
So the team… the Project Delivery Team is represented by a great group of people it is comprised of Advisors (Finance & Systems, Research Governance and Research Outputs), the Fusion Investment Fund Coordinator and faculty-facing Project Delivery Officers and Administrators. Across the team we assist with all aspects of project management to ensure it runs successfully, in line with good practice and that the value of outputs produced are maximised. In upcoming days the team will be introducing themselves to you in their own blog posts however as a quick overview…
We have dedicated advisors who are available to provide expert advice and guidance about research outputs, financial, research ethics, governance and conduct for projects across the university Peng Peng Hatch specialises in Research Outputs leads the Writing Academy and champions Open Access across the sector, Eva Papadopolou specialises in Research Governance and manages the development and implementation of the University’s research ethics and governance policies and procedures, Gary Cowen specialises in Finance and Systems providing expert financial advice, reviewing and developing post-award IT systems to ensure that robust management information is available.
We have Project Delivery Officers (PDO) who provide the faculties with a single point of contact for all operational aspects of the post-award process. This includes establishment of contracts, purchasing and procurement, management of financial reporting process, record management and auditing. So, if once you have secured funding, your PDO will be in contact to kick start the process. Philip Leahy-Harland is the PDO for the Faculty of Management, Cristina Lujan-Barroso is PDO for Health and Social Science, Dean Eatherton is PDO for Media & Communication, and Laura Zisa-Swann is PDO for SciTech.
We have Project Delivery Administrators (PDA) who provide support to the post-award team, particularly with the financial administration, as well as being the first point of contact for all project enquiries. So if as part of your project you’d like to travel to Guatemala, purchase a deer carcass or simply book some catering you can contact one of the Project Deleivery Administrators: Charmain Lyons is the PDA for the Faculty of Management, Sara Mundy is PDA for Health and Social Science and SciTech and Joanne Schofield for Media & Communication.
Last but not at all least… the Fusion Investment Fund Coordinator is Sue Townrow who is the main point of contact for the competitive strands of the fusion investment fund and manages enquiries regarding all aspects of the management of the fund, logging and keeping track of applications, and administering the fund budgets.
Well that’s enough from me, ta ta for now… Shelly
email@example.com (01202) 961205
Working with partners at Bangkok’s Chulalongkorn University, a team from BU led and participated in a British Council Researcher Links Workshop in Bangkok from November 2 to 4.
For Professor Tom Watson of the Media School and Associate Professor Jirayudh Sinthuphan of Chula’s Faculty of Communication Arts, it was ‘mission accomplished’, as the Workshop had been postponed twice in February and May because of Thailand’s febrile politics.
“This time, there were no problems as Bangkok was about as quiet as it will ever be,” said Professor Watson. “As a result, the Workshop was attended by representatives of four UK and seven Thai universities who worked very well together”.
From the three days of collaborative working, four projects related the Workshop theme of ‘the impact of social media upon corporate and marketing communication in Thailand and UK’ emerged. They will be developed over the coming months into research actions, bids for funding and publications.
With Professor Watson were Associate Professor John Oliver (Senior Researcher), Dr Ana Adi (Deputy Workshop Coordinator), Dr Tauheed Ramjaun and Mona Esfahani, all from the Corporate & Marketing Communications academic group. Among the Thai participants was Dr Waraporn Chatratichart of the University of the Thailand Chamber of Commerce, who is a PhD alumna from the Media School.
“The Workshop also reinforced the existing relationship between BU and Chulalongkorn University as the Dean of the Faculty of Communication Arts, Dr Duangkamol Chartprasert, and Professor Parichart Sthapitanonda both took part as Senior Researchers,” said Professor Watson. “The BU-Chula relationship has great potential for research collaboration and staff exchanges. I hope that other BU staff will follow the opportunity that the Workshop has opened up.”
Phil Ward, the Deputy Director of Research Services at the University of Kent attended a British Academy funded workshop for early career researchers and promised signs of hope for interdisciplinarity in publishing.
Focusing on the work of Sarah Campbell, the Editorial Director of Rowman and Littlefield International(RLI), a small scale academic publisher, Phil wrote the following in a blog post on Research Fundermental:
Traditional Academic Publishing
Traditionally, academic publishing has replicated the silos of academia. Book lists mirror university departments, so you have lists for Philosophy, Sociology, Politics, Linguistics, and so forth. Each of those has a Commissioning Editor – somewhat akin to a Head of Department. The list is integrated into (and dependent on) the community it serves: the authors, reviewers and buyers are all, essentially, one and the same. As such, it tends to be quite inward looking: they know who will be interested in their titles, they know the conferences they go to, and if they happen to attract a reader from outside of the community it is (as Sarah says) ‘a fluke’. This insularity is exacerbated by university libraries. Academic publishing is expensive; it doesn’t have the economies of scale of mainstream publishing, and as a result it tends to be only the institutional libraries that buy the volumes. Thus, the publishers cater for the needs, the demands and the categorisation of the libraries.
The Times, They Are A-Changin’
- RLI Core Disciplines and themes
However, technology is changing this, and RLI are taking the opportunity to rethink things. Rather than setting up twelve distinct lists, it has set up four ‘core disciplines’ (Philosophy, Politics, Cultural Studies and Economics), around which other disciplines and themes overlap, merge and rub. You have gender and anthropology, but also postcolonialism, social movements and the environment. This has inevitably created some problems internally amongst the commissioning editors as to what their remit is, but this shouldn’t be visible externally. What has made this possible is technology. Social media has allowed RLI to identify and advertise to people across and outside traditional silos, using key words, and ebooks, open access, and print-on-demand have all drastically brought down publishing costs and have made smaller communities, and cross-disciplinary ones, viable.
Getting Interdisciplinary Works Published
This is all very positive, and give me hope for the future of interdisciplinarity. But that doesn’t mean that those working across disciplinary boundaries have been given a golden publishing ticket. You still have to work at it, and Sarah offered the following tips to preparing your book proposal:
- Define your book and your potential audience. Is it:
- an interdisciplinary work for a multidisciplinary audience? That, suggested Sarah, is hard to pull off;
- an interdisciplinary book for a multidisciplinary audience? Easier to make the case, but the potential market is smaller and more niche;
- an interdisciplinary or multidisciplinary work for a single disciplinary audience? This fits more easily with the traditional publishing model, and would thus be easier to market;
- or a single discipline book with the potential to appeal to more than one audience?
- Define your overall theme and objective. It might be interdisciplinary, but it still needs to cohere.
- Think about keywords. How will an interested audience discover your book?
- What are the existing networks? Are there conferences, or groups on social media? Demonstrate that they exist.
- How advanced is the dialogue within the network? Is it just beginning, feeling its way, and establishing parameters, or is it more established? If your planning an edited collection, this is even more important, as they tend to be, by their very nature, looser and less focussed.
**The full programme, including recording and powerpoint slides of sessions of British Academy sponsored workshop ‘Pushing the Boundaries: Early Career Research and Interdisciplinarity can be found through this link.
On 29 October in The Octagon, an AHRC funded workshop brought together international scholars researching digital reading with teachers and students from the locality to discuss what use might be made of digital reading and social media tools in the classroom.
In the opening paper, Joachim Vlieghe and Geert Vandermeersche from the University of Ghent outlined the ways in which the emergence of new platforms and digital tools is offering new opportunities for readers to engage with texts, other readers and authors. They reported on a study they conducted with trainee teachers using Goodreads, a popular book recommendation site with over 30 million members. This research has recently been published in the journal New Media and Society, and offers valuable insights into the potential pedagogical uses of such sites, while also recognising the strong misgivings teachers have about the kind of discussions and interactions that take place in such seemingly free environments.
In the discussion that followed, teachers from local schools and colleges commented that while they found such resources interesting and potentially valuable, the demands of delivering targets and rigidly teaching to the curriculum meant that in reality they had little time to explore or incorporate them into their classes. The discussion also focused on how sites such as Goodreads come and go, or are bought out and commercialised by large corporations (Goodreads is now owned by Amazon), and how they might in fact mimic rather than offer an alternative to the ways in which literature is taught in the classroom.
BU colleagues Julian McDougall and Richard Berger then presented the findings of their AHRC funded project exploring videogames as ‘authorless literature’. The study, which involved lecturers and students on BA English at BU, set out to explore whether the skills typically developed by students of literature could be applied to videogames, with students turning the tables on their lecturers by teaching them how to play L.A. Noire. A study guide based on the project has been produced and is available to download at http://cedare-reports.co.uk/digitaltransformations/
Also receiving support from the AHRC through the Digital Transformations call, Bronwen Thomas and Julia Round reported on the first of their projects to be funded, Researching Readers Online. This project involved an online survey of users of book-related online forums, and focus groups with students, local writers, librarians and members of local reading groups. The project was in part motivated by the desire to explore how teachers of literature might learn from the kinds of discussion and engagement taking place online, but the findings in fact challenged many existing preconceptions about ‘digital natives’ and their reading habits and preferences.
This was the penultimate event organised by Julia and Bronwen as part of their latest AHRC award, supporting the establishment of an international Digital Reading Network. Previous events included a symposium held at BU in June 2014. The final event will take place in early 2015 in London, bringing together publishers, writers, charities and public sector organisations to discuss the issues raised by research in this area.
Back in April 2011 we launched the BU Open Access Publication Fund. This is a dedicated central budget that has been launched in response to, and in support of, developments in research communication and publication trends. The fund is also to support research in complying with some of the major funding bodies who have introduced open access publishing requirements as a condition of their grants.
The fund is available for use by any BU author ready to submit a completed article for publication who wishes to make their output freely and openly accessible.
If you are interested in applying to the fund then you need to email Pengpeng Hatch in RKEO with the following information:
- Name of the open access publication
- Confirmation this will be a peer reviewed paper
- A short justification (1 paragraph) of why it is beneficial for your research article to be published open access
- The cost of the open access publication
- Likely publication date
- Likely REF Unit of Assessment (UOA)
- A copy of the paper
If you have any questions about the Fund then please direct them to Pengpeng via email.
Further information: BU Open Access Fund policy
(article originally published on http://www.eff.org), 2 October 2014)
Now in its eighth year, Open Access Week is an international event that celebrates the wide-ranging benefits of enabling open access to information and research–as well as the dangerous costs of keeping knowledge locked behind publisher paywalls.
From October 20 to 26, academics, researchers, and curious minds everywhere will be encouraged to learn about the various hurdles to open knowledge and share stories of positive advancements in the effort to make open access the norm in scholarship and research.
Whether you’re looking to learn more, to champion open access policies, or to raise awareness in your community, there are plenty of ways to get involved in Open Access Week. Read on to find out why we fight for open access to knowledge and how to take part in Open Access Week activities.
Why Open Access?
When we say “open access” we are referring to the practice of making scholarly research available online for free upon publication (or soon after). Open access policies should aim to remove barriers and encourage scholarly and educational reuse of research. Copyright restrictions sometimes undermine scientific ideals of openness and collaboration; good open access rules help to bypass traditional copyright limits by encouraging full use of open licensing systems that enable sharing.
Reasons for supporting open access policies abound. From maximizing taxpayer funded research to increasing the exposure and use of publications, facilitating interdisciplinary collaboration, and enhancing the overall advancement of scholarship, the need for open access is more important now than ever. As tuition prices continue to rise and Internet adoption is at an all time high, trapping knowledge behind prohibitively expensive paywalls is a disservice to scientists and problem solvers across the world. Progress is stifled.
Research institutions, academics, and the intellectually curious are increasingly embracing the open access model for research worldwide. Open Access Week is about keeping the dream of easy-to-access knowledge alive. And we have a chance to connect this global momentum toward open sharing with the advancement of constructive policy changes on the local level.
This year’s theme is Generation Open. We’ll be focusing on the importance of students and early career researchers embracing open access, and exploring how changes in scholarly publishing affect academics and researchers at different stages of their careers.
What You Can Do
There are all kinds of ways to get involved. We invite you and your community to join us for this exciting week of action. Here’s how:
Join the movement and stay connected! Together with the Right to Research Coalition, Creative Commons, Open Access Button, Fundación Karisma, and others, we created a platform for everyone to add their support for the open access movement. Sign here and share far and wide.
Write a blog post or place an op-ed in your local newspaper or on-campus publication. Find out if your campus has an open access policy and tell your story about why open access is important to you. Let us know if you write something.
Share on social media: simply spreading the word is important … and easy! Post your thoughts about open access and share articles and media that EFF will be posting throughout the week. Follow us on Twitter, Facebook, and Google+.
Host a screening and discussion about the film The Internet’s Own Boy, a powerful documentary that tells the story of activist and innovator Aaron Swartz, who also was a passionate and outspoken advocate for open access. Here is our guide to help you organize a screening of this important film. Be in touch if you decide to organize a viewing.
Print and share handy guides to help people in your community get up to speed on why we demand open access to research. There’s one on Diego Gomez’s case and one on the open access movement more broadly.
EFF has long been a leader in the open access movement. The Internet should be a place where we can share ideas and get educated, unimpeded by unfair paywalls. We are thrilled to join forces with dozens of organizations across the world for this year’s Open Access Week to spread message loud and clear: research should be free, available, and open for everyone’s benefit. Generation Open, here we come.
WHAT IS IT? Open access is free, unrestricted access to peer-reviewed scholarly research literature and data.
WHY DO IT? Publicly-funded research should be made freely available to the community who support it
To the members of public
- Allows access to journal articles without restrictions of costs and time delay
- Reveals the latest medical discoveries and breakthroughs (which may save your life)
- Gives crucial information freely to medical professionals, students and nurses in developing countries so saving thousands of lives
- Enriches the educational experience of millions of students and teachers around the world (who otherwise cannot afford subscriptions to prestigious journals)
To the academics
- Removes barriers to networking and sharing research
- Increases exposure and use of publications
- Facilitates interdisciplinary collaboration and new discoveries
- Increase usage, citations and impact
Please visit the links below to hear from our academics about some of the Open Access research that is available to you:
- Dr. Jonathan Williams, Lecturer In Physiotherapy (Link to article)
- Dr. Zulfiqar Khan, Associate Professor (Link to article)
- Dr. Anita Diaz, Lecturer
- Professor Edwin van Teijlingen, Professor of Maternal & Perinatal Health
- Dr. Matthew Frew, Senior Lecturer in Event Management
- Professor XiaoSong Yang, Senior Lecturer in Computer Animation (Link to article)
Get involved. Participating in Open Access Week can be as simple or involved as you like. It can also be a chance to let your imagination have full rein and come up with something more ambitious, wacky, fun.
- The International Open Access Week and how you can get involved or help out;
- Open access in general;
- how to publish your article open access
Please get in touch with Pengpeng Hatch (firstname.lastname@example.org, tel: 01202 963154).
All logo and colour scheme attributed to : www.openaccessweek.org
The University has championed the film as ‘an outstanding example of public engagement at BU’ and as ‘inspirational’ in the University’s Annual Report.
RUFUS STONE is based on three years of a Research Council UK funded study of the lives of older lesbians and gay men in south west England and Wales, a part of the national New Dynamics of Ageing Programme of research.
Winner of two awards at the prestigious Rhode Island International Film Festival in 2012, the film has gone on to be screened at film festivals, other universities in the UK, USA and Canada and by organisations such as Alzheimer’s Society UK, LGBT groups, and health, social and ageing support networks.
The film has been reported in the press widely, including in the New York Times, Times Higher Education, The Independent, BBC Radio 4 and local media.
RUFUS STONE was directed by Josh Appignanesi (The Infidel) and produced by Parkville Pictures, London. The film stars William Gaunt and Harry Kershaw, sharing the title role of “Rufus”. Niall Buggy and Tom Kane take on the part of Rufus’ love interest, “Flip”. Tattletale “Abigail”, a role shared by Lin Blakley and Martha Myers-Lowe, completes the triangle. The film cleverly interweaves each of the three main characters’ younger selves with their older selves. Gaunt commented: “It’s a sad and touching story, but also one about age and what it’s like to fall in love when you’re very young, and how that remains with you.”
Award-winning author and educator, Patricia Leavy, describes the plot in her review of the film for The Qualitative Report:
The film tells the story of a young man in rural England who, while developing an attraction to another young man, is viciously outed by small-minded village people. He flees to London and returns home 50 years later and is forced confront the people from his past and larger issues of identity and time.
Leavy sums up: “This film is as good as most Oscar-nominated shorts, and vastly superior to many. In my opinion, it is just about as good as a short film gets.”
Author and Executive Producer of RUFUS STONE, Dr, Kip Jones, has written widely in the academic press and elsewhere on the process of collecting the biographic material and subsequently his writing the story for the film. He has presented the film with follow-up Question and Answer sessions at prestigious institutions such as Cambridge, Birkbeck, Durham and Keele Universities in the UK.
Jones explains the process of creating composite characters based in the research and, indeed, in his own experience:
The naïveté of same-sex attraction and young love, too often forbidden and misunderstood love, was a story reported over and over again in our study and. therefore, became central to the plot of the film. By compositing these stories in RUFUS STONE, at last we remember them together, finally gaining strength in each other for something misunderstood and condemned from our isolated youthful experiences.
Jones is available by arrangement for Q&A discussions by Skype following screenings for larger audiences. Contact: Kip Jones mailto:email@example.com
Trailer for the film: https://vimeo.com/43395306
Background on the research and making of the film: http://microsites.bournemouth.ac.uk/rufus-stone/
Screenings of the film would be appropriate for a wide variety of audiences, including in undergraduate and graduate teaching, community groups, and LGBT and ageing support organisations. Length: 30 minutes.
View RUFUS STONE here:
LIVE and FREE from 25 October!
CIPPM Researchers Professor Maurizio Borghi, Dr. Marcella Favale, Dr. Fabian Homberg, Mr. Conor O’Kane, Mr. Bartolomeo Meletti, Dr. Dinusha Mendis and Professor Ruth Towse attended the All-Hands Meeting hosted by CREATe, University of Glasgow on 15-16 September 2014.
Set in the beautiful Mackintosh Suite of House for an Art Lover (designed by Charles Rennie Mackintosh), the event showcased the projects and associated projects of CREATe’s consortium members. It also provided an opportunity to stage the projects through the medium of exhibition posters thereby capturing the creativity of the research – very much the theme of the two days.
The involvement of CIPPM Researchers in various CREATe projects led to a number of posters and presentations.
CIPPM, Co-Director, Professor Ruth Towse, Principal Investigator of the project, ‘Historical Analysis of the Role of Copyright in Music Publishing’ presented the research on the economic survival of the music publishing industry. CIPPM Director, Professor Maurizio Borghi and CIPPM Research Assistant Hyojung Sun also forms part of this team together with Professor Fiona MacMillan of Birkbeck College, University of London.
CIPPM Research Fellow, Dr. Marcella Favale presented her research carried out with CREATe Director and CIPPM Visiting Professor, Professor Martin Kretschmer and Professor Paul Torremans of University of Nottingham. The project titled ‘Is there a EU Copyright Jurisprudence’ attempts to understand how copyright jurisprudence is created.
CIPPM Member and Lead Producer of the project, Mr. Bartolomeo Meletti, presented the research on Copyrightuser.org Funded initially by Bournemouth University’s Fusion Investment Fund and extended by RCUK funding provided by CREATe, copyrightser.org is an online resource aimed at making UK copyright law accessible to creators and members of the public. It is a joint project between CIPPM, CREATe and the Centre for Media Practice (CEMP) at Bournemouth University.
CIPPM Co-Director and Principal Investigator of Copyrightuser.org, Dr. Dinusha Mendis and CIPPM Copyright Researcher and PhD Candidate Ms. Hayleigh Bosher forms part of the project together with leading UK copyright experts and various academic contributors who also form part of the copyrightuser.org team.
At the event, Dr. Dinusha Mendis was invited to speak in the ‘Rump Plenary Session’ (5 New Things for CREATe to Think About). In this context, Dr. Mendis spoke about her research on 3D Printing and IP Law.
CIPPM Member, Dr. Fabian Homberg presented his research carried out together with Dr. Kris Erickson (CREATe Research Fellow) and Professor Martin Kretschmer. Titled, ‘Kickstarter Loves the Public Domain’ the project considers how copyright works in the public domain are valued – with the focus on the poster/presentation being on the Kickstarter element of the project.
CIPPM Visiting Professor, Professor Paul Heald and CIPPM Co-Director, Dr. Dinusha Mendis also forms part of this project together with a number of other collaborators.
On 4 June 2014, RCUK announced that the Researchfish system will be used to replace the Research Outcomes System to collect the outcomes of the research that they fund. The RCUK Outcomes Harmonisation Project was then established to oversee the successful implementation of Researchfish as a harmonised outcomes collection service for all Research Councils by September 2014 for this purpose.
- The first harmonised ‘submission period’ will run from 16 October – 13 November 2014.
- Researchfish is offering a series of webinars for researchers to learn how to use Researchfish. You can click on this link to register.
- All affected grant holders will shortly receive an email from RKEO as a further reminder and a calendar reminder of the harmonised ‘submission period’.
- RKEO will be providing two presentation sessions in the first week of October to help grant holders understand the initiative behind adopting the Researchfish.
– Talbot Campus – CG04 – 11.30am to 12.30pm – 2nd October 2014
-Lansdowne Campus – EB202 – 11.30am to 12.30pm – 3rd October 2014
For more information on this, please get in touch with Pengpeng Hatch. (Tel: 01202 961354; Email: firstname.lastname@example.org)
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
Dr Lynne Rutter
Some of the key issues around open access are neatly summarised by PhD Comics in this short animation. It’s from a couple of years ago, but still relevant…
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.
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.
My study on yawning and cortisol at Bournemouth University  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.
 Thompson, S.B.N., 2014. Yawning, fatigue and cortisol: expanding the Thompson Cortisol Hypothesis. Medical Hypotheses. Doi: 10.1016/j.mehy.2014.08.009.