Latest research and knowledge exchange news at Bournemouth University
Hello,
Searching the literature is one of the main components of research.
This workshop (Wednesday, 25th of October, 1pm-3pm) gives you the tools to perform a literature search strategically; some of the aspects I will cover include:
I look forward to seeing you at this workshop.
José
José López Blanco, Faculty Librarian (Health and Social Sciences)
Focus-on: Getting started – ‘What every researcher needs to know’
Join the #vitaechat on Thursday 19 October from 12 until 1pm and find out more about:
This is a good opportunity to gain essential tips and understand what to expect next from experts who have been on a similar journey. What’s even better is that you don’t even have to leave your desk!
Register here.
Call for mentors and mentees
Do you want to enhance the career and professional development of researcher developers? Would you like to be a mentor for other researcher developers? If so, please sign up below.
Or perhaps you have identified areas you wish to develop to take your career one step further? Are you spending all your time developing others and not thinking about your own career and development needs? If so, why not sign up to be a mentee?
If you wish to be either a mentor or a mentee in Vitae’s Mentoring for Researcher Developers pilot please fill in your details by going to our sign up form: https://sumac.ac.uk/account/vitae/scheme/202
Purpose of the scheme:
Benefits for mentors, mentees, the organisation and the sector
The pilot mentoring programme will run for approximately 12 months and although it officially started in mid June 2017, the call is still active. You would be expected to be in contact for approximately 6-12 hours during the duration of the programme – times to be agreed with the pairing once a match is made.
If you have any queries about the pilot please contact Jen Reynolds at: jen.reynolds@vitae.ac.uk
As subscribers to the UK Research Office (UKRO), we are pleased to announced that our annual visit will take place on Wednesday, 8th November 2017.
The sessions for BU academics will commence at 11:30 with a discussion of the implications of Brexit and how UKRO can assist with European funding applications. After a networking lunch, there will be a review of the highlights of the 2018-2020 Work Programmes for Horizon 2020, which are due to be released at the end of October. The remainder of the afternoon’s programme will be announced as soon as agreed with Andreas Kontogeorgos, our UKRO contact point.
Bookings for this event are now open to BU Staff.
All BU staff can access the UKRO site. If not registered, why not sign up now to ensure that you get the latest news delivered to your own inbox?
In preparation for this event, you may like to see the pre-publication drafts for some of the Work Programmes for 2018-2020, as given on the European Commission’s introductory page on Work Programmes:
Excellent Science
Industrial Leadership
Societal Challenges
If you have any questions about this event, please contact Emily Cieciura (RKEO, Research Facilitator: EU & International)
“My enriching experience as a research assistant on the Whiplash Prognosis Project 2017”
-Renuka Balasundaram
Department of Psychology
Bournemouth University
With my master’s dissertation due in a month’s time, I decided to take up another research assistantship, given my profound interest in research. This project which was led by supervisors Dr. Jonny Branney and Dr. Ellen Seiss was mainly aimed at conducting a literature review to gather evidence relating to the prognostic factors following acute whiplash injury in adults. After getting well acquainted with my supervisors during the first meeting, I got thoroughly briefed on the aims and objectives of the project and a detailed plan on how to go about it. During the entire course of the project, there was good communication, interaction and flexibility where I was given the autonomy and freedom to come up with innovative ideas to work around the project. With regular weekly face to face meetings and briefings on the progress of the project from my side, we successfully completed the project and tabulated necessary evidence on the research area.
The interesting aspect of the project to me was categorising the prognostic factors according to the biopsychosocial model since I got to apply the learnings of psychological principles and theories to diverse fields. This facilitated improved learning on a range of topics like role of organisational factors of physical and mental health, public health system and compensation, subjectivity of pain threshold and clinical statistics to name a few. I am glad to have been a part of this preliminary research which is ultimately aimed at filling the gap in literature concerning evidence on prognostic factors immediately following acute whiplash, and eventually developing effective interventions and treatment plans in the future.
This research project has personally given me insights into doing a thorough evaluation of evidence based on different statistical models, and also conducting independent literature review on a specific research area. I strongly feel that theoretical knowledge in research methodologies and statistics can be put into effective use only when taken part in research projects. This gives the practical experience of working alongside supervisors or a research team, meeting deadlines and promotes collaborative work in a multi-disciplinary team. Overall, my experience as a student research assistant has given me a clear vision into research in a real world and practical setting, enhanced my ability to critically evaluate and sum up evidence, improved my scientific writing skills and has ultimately driven me to pursue my future goal of becoming a PhD laureate.
As well as the opportunities to app
ly for funding from the Researcher Links Programme, there is also the possibility of attending the workshops that are supported by this funding.
Current opportunities are:
Enhancing regional water security in semi-arid regions through improved metropolitan design
Developing an agenda for Fintech research in emerging economies
India-UK Workshop on Thermoelectric Materials for Waste-Heat Harvesting
Workshop on Increasing Climate Resilience of Urban Infrastructure
India-UK Workshop on Working at the Chemistry Microbiology Interface to Develop New Antibiotics
Phytomedical Compounds For Diabetes And Diabetes-Related Complications (DRC)
Localising strategies for making cities resilient to disasters
Further workshops will be promoted by the British Council.
The Research and Knowledge Exchange Office (RKEO) invite all ‘new to BU’ academics and researchers to an induction.
This event provides an overview of all the practical information staff need to begin developing their research plans at BU, using both internal and external networks; to develop and disseminate research outcomes; and maximising the available funding opportunities.
Objectives
Indicative content
For more information about the event, please see the following link: https://staffintranet.bournemouth.ac.uk/workingatbu/staffdevelopmentandengagement/rolecareerdevelopment/academiccareerdevelopment/rkeoinduction/
The seventh induction will be held on Wednesday, 27th September 2017 on the 4th floor of Melbury House.
| Title | Date | Time | Location |
|---|---|---|---|
| Research & Knowledge Exchange Office (R&KEO) Research Induction | Wednesday 27th September 2017 | 9.00 – 12.00 | Lansdowne Campus |
9.00-9.15 – Coffee/tea and cake/fruit will be available on arrival
9.15 – RKEO academic induction (with a break at 10.45)
11.25 – Organisational Development upcoming development opportunities
11.30 – Opportunity for one to one interaction with RKEO staff
12.00 – Close
There will also be literature and information packs available.
If you would like to attend the induction then please book your place through Organisational Development and you can also visit their pages here. We will directly contact those who have started at BU in the last five months.
We hope you can make it and look forward to seeing you.
Regards,
The RKEO team
Following consultation, the RKEO have developed the new programme of training and development opportunities for 2017/18 for the Research and Knowledge Exchange Development Framework.
There will be over 150 training and development opportunities available. Visit the site to see what’s on offer throughout the year. Many opportunities are available for booking.
What’s new for 2017/18
There are 14 pathways this year, which includes the addition of the Research Excellence Framework (REF) pathway. This will see a number of events/workshops throughout the year, with most based around the individual units of assessment (UoA). We have renamed the ‘Working with Business’ pathway to ‘Research Partnerships with Industry’. This is more descriptive of what is on offer through this pathway.
As well as a full programme of opportunities, we have also created a mini-programme of opportunities specifically for Research Assistants, post-docs and early career researchers. Booking is through the main RKEDF website.
We are pleased to announce that both BU Pro Vice Chancellors will be running strategy sessions this year. Keep an eye out for dates later in the year.
We have also developed a set of frequently asked questions to help you navigate your way through the RKEDF.
Highlights
There are many events to choose from this year, as well as online content available throughout the year. Shown below are a snapshot of what might interest you.
Do browse the main site and see how BU can support you in the development of your research career. Bookings are all through Organisational Development and available electronically within each pathway. If you have any general queries then please contact Jo Garrad, Funding Development Manager, RKEO.
Next months sees the publication of our latest article on research ethics in developing countries [1]. Our paper argues that despite a significant increase in health research activity in low-and middle-income countries (LMICs) in recent years, only limited work has been done to address ethical concerns. Most ethics committees in LMICs lack the authority and/or the capacity to monitor research in the field. This is important since not all research, particularly in LMICs region, complies with ethical principles, sometimes this is inadvertently or due to a lack of awareness of their importance in assuring proper research governance. With several examples from Nepal, this paper reflects on the steps required to obtain informed consents and highlights some of the major challenges and barriers to seeking informed consent from research participants. At the end of this paper, we also offer some recommendations around how can we can promote and implement optimal informed consent taking process.
The paper is co-written by six authors, and interestingly five are graduates of the University of Aberdeen. These Aberdeen University graduates are currently affiliated with five different universities. Four of who are based in the UK at: the University of Liverpool, the University of the West of England, the University of Oxford, and in Bournemouth University’s Centre for Midwifery, Maternal & Perinatal Health (CMMPH) and one in the USA: Georgetown University. The sixth co-author, Nirmal Aryal, is currently a PhD student at the University of Otago in Dunedin (New Zealand). Whilst Liverpool-based researcher Dr. Pramod Regmi is heading back for Bournemouth University to become a lecturer in International Health in the Faculty of Health & Social Sciences this autumn.
Prof. Edwin van Teijlingen
CMMPH
Reference:
On Wednesday 28th June, the Writing Academy will be hosting a Lunchbyte session with Sara Ashencaen Crabtree. During the session Sara will talk about her personal publishing experience, her approaches to research and writing, her tips on developing a publication strategy, working with co-authors, reviewers and editors. She will talk about all types of publishing drawing on personal experience, focusing on international reach.
Aims:
New Parliament – On Monday we sent out a special edition policy update to keep you current on the political arrangements as the new government is formed. If you missed it you can read it here. Locally, all the incumbents were re-elected, meaning the whole of Dorset continues to be represented by Conservatives. A breakdown of the local MPs, the profile of their vote share, and current political interest areas is available here. It has now been confirmed that the Queen’s Speech and state opening of Parliament will take place on Wednesday 21 June. Since Monday’s update it has been confirmed that Jo Johnson remains in post as Universities Science Research and Innovation Minister. Anne Milton is the new Apprenticeships and Skills Minister. Locally Tobias Ellwood will move to the Ministry for Defence.
Longitudinal Education Outcomes (LEO) data – The full longitudinal education outcomes (LEO) data was released this week. It shows graduate earnings and employment outcomes from 2014/15 taking data from the students graduating 1, 3 and 5 years before 2014/15. The methodological of how the data measured prior attainment has changed and ethnicity identifiers have been removed from the dataset for this release. LEO will be published alongside the Key Information Set on Unistats. Wonkhe ran a live LEO blog on release day (BU got a mention) and have an assortment of articles discussing the LEO findings as well as university rankings for each subject area. Polar data is available so comparison of the class effect on graduate earnings is possible even at a subject level. BU is generally positioned well within the LEO data, which is consistent with our DLHE outcomes data.
Gender pay gaps: Wonkhe reported on the first trial release of LEO data highlighting that the pay gap between women and men is visible from graduation. Wonkhe have explored this gender pay gap through the full LEO dataset released this week. Their new article identifies that, while the gender gap remains, subject area has an affect and where there are lower numbers of men than women on a subject, e.g. nursing, the men outperform the women’s pay by an even greater margin. The article questions whether universities are failing to prepare women to enter the most well-paying graduate jobs, and failing to encourage women’s aspirations on the same par as men. The article also anticipates that when the pay data can be cut by ethnicity that further gender racial divides will been seen. The Guardian also report on the gender pay gap.
Brexit – residency rights for EU citizens wishing to remain in the UK post Brexit are not as black and white as it seems. This report from Migration Watch UK on the EC’s negotiating position explores the shades of grey. There are ongoing rumours of pressure to soften the approach to Brexit but no indication of it – the formal negotiations with the EU start on Monday.
Higher Education and Research Act (HERA) – With Jo Johnson, Justine Greening and Greg Clark’s continuation of their cabinet roles the sector anticipates that both TEF and the HE and Research Act will move forward with more certainty now. UUK have published a briefing on the implementation of the Higher Education and Research Act 2017. UUK remain positive in their approach to the act whilst acknowledging the potential risk to institutional autonomy. The act replaces HEFCE with the OfS, establishes the combined UKRI, and begins to establish the new regulatory system for the sector. UUK call for universities to engage and influence how OfS and UKRI approach their remit and to consider the implications of these split bodies with reference to the relationship between teaching and research within universities.
Regulation: The sector will be regulated through the register of HE providers. The OfS can vary the conditions applied to providers (as the pool of providers will be wider) and requirements relating to access and participation. A technical consultation on registration fees is expected during autumn 2017. Student protection plans will be a requirement of registration, including transparency in enabling provision for student transfers. The OfS will consult on whether there are appropriate bodies that could perform quality assessment and data collection in advance of April 2018 and that would command the confidence of the sector.
Teaching quality: During amendment through parliament conditions of registration relating to quality and standards of teaching meant conditions should relate to sector recognised standards. The detail and ownership the sector will have over the definition of standards is unclear. However, amendments within the Lords ensured that ‘quality’ and ‘standards’ should be properly defined and separate and the independent ability of institutions to set their own standards was protected. The UK-wide standing committee on quality assessment is working to coordinate a shared regulatory baseline and is also reviewing how the quality code, including standards, may need to evolve in the context of the new regulations. HEFCE is also expected to conduct a review of the Annual Provider Review in the autumn.
Degree awarding powers: will be subject to independent quality advice from either the designated quality body or an independent committee, and replicates much of the role of the QAA’s Advisory Committee on degree awarding powers (Section 46). A consultation on how the OfS should exercise its new powers, including ‘probationary’ degree awarding powers, and the removal of degree awarding powers is expected. There are additional conditions to be met before OfS can vary or revoke degree awarding powers or university title, royal charters cannot be revoked in full. There is to be additional ministerial oversight of new providers without a validation track record. Amendment discussions secured tightened regulation around degree awarding powers and university title to protect both students and the sector reputation on sector entry for new providers.
Financial powers: OfS will have the ability to make grants or loans to a HE provider, replicating HEFCE’s powers to provider funding for high cost or strategic/vulnerable subjects. It’s likely any support for providers in financial difficulty would require DfE and Treasury input.
Fee limits & TEF: Fee limit changes require (active) approval by both Commons and Lords, even if the increase is below inflation. An approved access and participation plan is required. There are three levels of fee limits:
Until the academic year 2020/21 all providers participating in TEF with approved access plans will be permitted to charge the full inflationary increase up to the higher amount. Before differential fees determined by TEF rating can be implemented an independent review of TEF must take place. The review would need to take place in winter 2018/19 for differential fees to be implemented in 2020/21. The review will cover:
Subject level TEF have been delayed by an additional year but will be piloted in 17/18 and 18/19.
UKRI: will operate from April 2018 and is expected to commence by drafting its research and innovation strategy in collaboration with the sector. Research England will have to consult on the terms and conditions attached to the quality-related funding it provides. The government must publish details of the funding provided to UKRI, the terms and conditions attached, and the amount granted to each of the seven councils. This is designed to give public oversight of the process, and to encourage responsible allocation of funding to the different councils. The dual support system will not be undermined. The Act enshrines the Haldane principle within the legislation ‘decisions on individual research proposals are best taken following an evaluation of the quality and likely impact of the proposals (such as a peer review process)’. UKRI should give equal regard to all nations of the UK.
Widening Participation – The Social Mobility Commission have published the Social Mobility Barometer surveying the public’s attitude towards UK social mobility. The Barometer is new and there will be follow up polls each year until 2021. It was run by YouGov. Press coverage: BBC; TES focus on the belief education will be better in the future.
Fees and Funding
The House of Commons Library have published a clear briefing paper on HE funding in England. It covers the 2012/13 higher fee increase, removal of maintenance grants and student loan repayment threshold decisions. It also summarises the public spend on HE (within England) and the impact of student loans on the national debt.
Jane Forster Sarah Carter
VC’s Policy Adviser Policy & Public Affairs Officer
The Faculty of Media and Communication will be welcoming Dr. John Willison from the University of Adelaide for a series of researcher development training open to all academic staff, PGR’s and colleagues in RKEO.
Dr Willison is a highly engaged and widely published academic whose expertise include the creative blending of teaching and research, researcher development and the evolution of research-oriented curricula. He is a senior lecturer in the Department of Higher Education, School of Education at the University of Adelaide, South Australia, where he coordinates the Graduate Certificate in Higher Education (GCHE) for academics from all faculties. He is currently leading a major initiative funded by the Office for Learning and Teaching considering Research Skill Development (RSD) and assessment in undergraduate and postgraduate degrees across disciplines from all faculties.
Dr Willison’s principal research interest centres on the ways that academics conceptualise and implement the development of their students’ research skills in content-rich courses. He examines the close conceptual connection between the skills associated with research in a discipline, and the skills required and developed in problem-solving, critical thinking, clinical reasoning and Work Integrated Learning. His research with graduates from various disciplinary contexts is pointing to the value graduates place on research skills once they are employed.
Click here for further details and a range of resources.
FMC have scheduled a series of tailored training events. The faculty are keen to hear the discussion and share new thinking widely across BU.
All events will take place in the Fusion Building, Talbot Campus – Room F201
The sessions are outlined below:
Thursday 29th June
Session 1: 10.00-12.00: Research Skill Development First Year to PhD
This workshop will be of interest to all academics at BU. It provides an introduction to the Research Skills Development (RSD) framework, which provides a systematic approach to the scaffolding of research into learning for students at all levels. The session will also look at how RSD can be integrated into and complement the Research Development Framework developed by Vitae, which is currently used at BU for PGT and PGR training
Session 2: 14.00 – 16.00 Enabling Research Skill Development for Higher Degree Researchers and Early Career Academics
This workshop will be of primary interest to Deputy and Associate Deans, Heads of Department, Heads of Research, Research Centre Directors, and colleagues in RKEO, amongst others who have a role in the support of postgraduate students and early career academics. It examines how the Research Skill Development (RSD) framework can be used to assist PGR students and ECRs to achieve successful outcomes at these most crucial stages in their academic careers.
Friday 30th June
Session 3: 10.00-12.00: Models for Engaged Learning and Teaching (MELT): MELT your students’ minds
This workshop will be of interest to all academics at BU. It provides an introduction to the Research Skills Development (RSD) framework, which provides a systematic approach to the scaffolding of research into learning for student at all levels. Its main focus is on the adaptation of the RSD framework to meet the particular needs of different disciplines. It will demonstrate how this adaptation can be carried out to enhance the student experience in different disciplines without losing the core strengths and consistency that the framework provides for scaffolding student learning.
Session 4: 14.00 – 16.00 Engaging teachers to enable dynamic student learning
This workshop will be of primary interest to Deputy and Associate Deans, Heads of Department, Heads of Education, Programme Leaders, and colleagues in CEL, amongst others, who have a role in the support of curriculum design, the enhancement of the student learning experience, and the conduct of research into university education. It examines how the Research Skill Development (RSD) framework can be used to scaffold learning and assessment design across curricula at all course levels. It will use data from a series of large-scale research projects that provide a critical analysis of the use of RSD in a wide range of disciplines.
We would encourage our BU academics to participate in this upcoming Vitae event and pick up useful tips and information. As part of their current Focus-on theme of ‘navigating the research environment’, the next #vitaehangout ‘navigating your digital profile’ will take place at 10.00am on Tuesday 20th June.
In this #vitaehangout you will be able to learn more about what a digital identity is, the benefits of using your personal brand, and how to effectively use online platforms to promote your research, as well as the opportunity to shape the discussion by submitting your own questions.
Their panellists will join their moderator to take and discuss the audience questions and give expert advice and tips based on their own success.
Follow this link to find out more and to access the hangout.
Vitae is an organisation set up to promote career development in both postgraduate researchers and academic staff. Their Researcher Development Framework is intended to help people monitor their skills and plan their personal development. At BU we will be using this framework to format the training on offer for the postgraduate research students and academic staff.
The Vitae website is an excellent resource and the organisation regularly runs free training events for researchers, PGRs and those involved in research development.
The Researcher Development Framework (RDF) is the professional development framework to realise the potential of researchers. The RDF is a tool for planning, promoting and supporting the personal, professional and career development of researchers in higher education. It was designed following interviews with many successful researchers across the sector and articulates the knowledge, behaviours and attributes of a successful researcher.
I posted last week a whizzy picture demonstrating the academic career pathway to research funding. This has now been turned into new pages on the blog for each stage of an academics career in research. The pages highlight the type of funding that you can aim for, what training and development is available to support this (through the RKEDF), and further resources that will support you in applying for external funding. As well as the main summary page, there is a page for students, research fellows, senior research fellows, associate professors, and professors.
Have a look at what’s available through each stage of an academics career. Links to these pages are also available in the Research Lifecycle – Your research strategy section and in the Research Toolkit.
If you have any queries about how to get started with your research strategy then please contact your RKEO Research Facilitator.
Higher Education and Research Act 2017 – the final text has now been published online and in a pdf version. The next step will be implementation of the many changes in the Act, which cannot move on substantially until after the election – and of course in the unlikely event of a Labour victory, implementation might look rather different, as well as their much publicised promises on fees and loans (see below) – although.
General Election – GE2017
Have you registered to vote – and do you know where you will be on 8th June? There is a renewed push for voter registration –especially as many students may not be at their usual address for this election. It is easy to register (with your National Insurance number), check or register for a postal vote if you will not be at home or wherever you usually vote.
Labour’s leaked manifesto includes a pledge to abolish tuition fees, as well as reintroduce maintenance grants (as noted last week). This has been covered widely as part of a wider story about affordability of the manifesto commitments. Apart from cost, concerns have been raised that this policy, although it might increase participation amongst lower income families, would in the end mainly help high and middle-income families and those students who go on to earn higher wages (and repay their loans).
ITV News have the whole draft manifesto as leaked – there is a lot about schools and further and adult education but the fees and grants pledge is the only reference to HE.
For more general coverage on the election, the BBC have a “pledge tracker”.
HEPI published a speech by Nick Hillman at an event this week which mentions outward mobility (see next item) and makes a number of calls for change:
Sarah was at the event and noted that Jo Johnson repeated that there is no cap on international student numbers, referred to an ongoing focus on social mobility if the Conservatives win the election. The speech has not been published yet. Meanwhile it seems that the conservative Manifesto will include a repeat of the target for immigration in the 10s of 1000s (see the FT for some of the coverage). There is an interesting article from the Institute for Government on how this might have to work in practice – it does seem likely that there will need to be a work permit or visa arrangement for all, including (new) EU citizens if this is to be achieved. And there will be lots of lobbying from all the sectors who want their needs to be prioritised. Bloomberg have a story about a “brickie visa” reporting comments from Migration Watch UK.
The Herald Scotland report Tim Farron pledging the return of post study work visas if the Lib Dems are elected.
Student Mobility – UUK published their UK Strategy for Outward Student Mobility for 2017-2020. This calls for more students to have an international experience and sets out a number of strategic objectives:
Most of these are about communication, information and lobbying. The third, on building capacity, is the most hard-edged, and the strategy proposes that UUK will work with the sector and others to do a range of things, including:
Brexit – Peter Mason, policy manager for UUKi, has written a blog for Wonkhe on the Swiss experiences with EU research and mobility programmes following their own referendum. The Swiss example – they were suspended from H2020 and Erasmus following their own vote on freedom of movement – was widely cited in the referendum campaigns as a warning that leaving the EU would mean the UK would not be able to stay in those programmes. The Swiss are still not in Erasmus, and they are back into H2020 following a compromise on freedom of movement. The most interesting lesson is that the Swiss tried to replace H202 with their own scheme “it lacked prestige and was not seen as a sustainable long-term substitute. Moreover, the damaging impact of the uncertainty created through the process was clear, with a significant drop-off in the number of Swiss participations in Horizon 2020 compared to the previous framework programme, particularly in collaborative projects.”
Live online event on the 8th June 2017
The academic jobs market is becoming more challenging and competitive post-PhD. With the number of PhD holders increasing, there is enormous pressure on the academic job market and declining academic job prospects for doctoral graduates.
What can I do after my PhD? It is a difficult decision for any PhD student on whether to pursue a career in academia, or consider alternative careers. In our dedicated live Q&A we are bringing forth a panel of experts who have moved outside of academia, to share their top tips and advice on alternate career pathways following PhD studies.
To help all those who are considering options after doctoral studies, jobs.ac.uk is holding a FREE 60-minute live video event via a live YouTube Q&A called ‘Alternative Career Pathways After Your PhD’. Find out more and register today.
More details are at: http://bit.ly/altcareersevent
Professor Heather Hartwell will be delivering a lunch-time workshop on Thursday April 27th 2017 that will help participants gain insight into how it is possible to build resilience in the area of Research and Knowledge Exchange. This session will explore how it may be possible to build resilience in the area of research and knowledge exchange, where rejection for funding and from publishers is common.
The speaker will offer views and share experience of how resilience can be built and how to overcome obstacles.
There will be the opportunity for discussion and advice around the topic. For those interested in booking onto the course, please follow the link here.
If you would like further information about the workshop, please contact Ehren Milner (emilner@bournemouth.ac.uk)
It’s been over six months since Bournemouth University launched its new Research & Knowledge Exchange Development Framework, which was designed to offer academics at all stages of their career opportunities to develop their skills, knowledge and capabilities.
Since its launch, over 30 sessions have taken place, including sandpits designed to develop solutions to key research challenges, workshops with funders such as the British Academy and the Medical Research Council and skills sessions to help researchers engage with the media and policy makers.
The Research & Knowledge Exchange Office is currently planning activities and sessions for next year’s training programme and would like your feedback about what’s worked well, areas for improvement and suggestions for new training sessions.
Tell us what you think via our survey and be in with a chance of winning a £30 Amazon voucher. The deadline date is Friday 21 April.
Upcoming sessions:
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4 April | Public engagement: an overview |
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13 April | Getting started on applying for research funding |
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25 April | How to update your Staff Profile Page using BRIAN |
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9 May | Writing Academy – Writing Day |
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10 May | Using social media to share your research |
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18 May | Targeting high quality journals |
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18 May | Writing an academic paper |
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18 May | Writing a good abstract |
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18 May | Dealing with editors |
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24 May | Research Data Management |
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24 May | Introduction to the Royal Society |
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24 May | My publication story so far… Prof. Tim Rees |
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25 May | Writing Academy – Writing Day |
BU staff can login below:
MSCA Postdoctoral Fellowships 2024
Research Information Network
Read and sign up to BU’s Policy Influence Digest
Upcoming opportunities for PGRs – collaborate externally
BU involved in new MRF dissemination grant
New COVID-19 publication
Horizon Europe News – December 2023