/ Full archive

Call for abstracts | The 13th Annual Postgraduate Research Conference

The 13th Annual Postgraduate Research Conference 2021 will take place on Wednesday 1 December, 09:30 – 16:00 and the call for abstracts is now open.

The conference is a great opportunity for postgraduate researchers to showcase and promote their research to the BU community whether they have just started or are approaching the end of their journey at BU.

Attending the conference is a great opportunity to engage and network with the postgraduate research community and find out more about the exciting and fascinating research that is happening across BU.

For our 13th Annual Postgraduate Research Conference we will be hosting oral presentations via Zoom, showcasing research posters virtually on the website and the research and Faculty blogs and will have an on campus hub during the conference in the Fusion Building.

(more…)

What do teachers say about the impact of technology on children and young people’s emotions and behaviours?

Dr Constantina Panourgia and Dr Sarah Hodge from the Department of Psychology, in collaboration with Dr Annita Ventouris from the University of West London carried out a research project during the pandemic and published a paper on teachers’ views on how use of technology affects children and young people’s (CYP) emotions and behaviours in the International Journal Of Educational Research.

 

During the lockdown the use of technology among CYP was increased raising concerns and questions related to their mental health and wellbeing. Previous research findings on the effects of technology on CYP’s emotions and behaviours are contradictory. Parents/guardians and educators may feel uncertain as to how to integrate technology in CYP’s lives in an effective and healthy way, emphasizing the necessity for consistent and evidence-based guidelines and policies. The researchers, decided to focus and investigate teachers’ perspectives considering their vital role in supporting CYP’s wellbeing and learning. Although there is a lot of evidence on technology use in schools, there is little to no research on how teachers view the use of technology by CYP and how it affects their emotions and behaviours.

 

The findings of this study showed teachers viewed technology as an important learning and teaching tool, when applied in a balanced way. Teachers also recognised the negative consequences of the ‘digital divide’ (from access related to social economic status) on CYP’s emotions and behaviours. However, they expressed contradictory opinions on issues related to the impact of technology on socialisation/isolation and self-esteem.

The findings of this study can provide insights into how technology can be used effectively in the classroom and for supporting CYP’s mental health and wellbeing; they also indicated training needs for educators and the need for the implementation or modification of relevant practices (e.g. technology training within teacher training) and policies (e.g. addressing the digital divide). It is suggested that future studies should explore the views of teachers working in deprived areas and in Special Educational Needs schools so that the implementation of current policies and practices is reassessed. As well as, parents/guardians and CYP’s perceptions need to be explored to complement teachers’ perceptions and lead to the development of educational practices based on the stakeholders’ experiences.

 

View the full paper here: https://www.sciencedirect.com/science/article/pii/S2666374021000510

 

Want to be an AHRC Peer Review College member?

Becoming an external peer reviewer of research funding applications not only provides an excellent way to contribute to academic citizenship, but it is also an excellent way to expose yourself to high quality research, form networks with peers outside of BU, and have access to the latest research taking place.

AHRC have just launched a new round of AHRC Peer Review College recruitment.

In previous years, this has been convoluted with a nomination process and applying through Je-S. As part of UKRI’s EDI strategy, the new process is much more inclusive and streamlined. A key objective of this recruitment exercise is to further diversity AHRC’s membership and cement plurality of voices in their decision-making processes.

Applications across AHRC’s disciplinary remit are strongly encouraged from persons who identify as an ethnic minority, persons with disabilities, persons of diverse gender identities and expressions, and persons identifying with other groups who are currently underrepresented. Applications are also encouraged from people with specific arts and humanities-relevant professional experience and expertise that is currently underrepresented on the College; a full list can be found in the call document.

Timetable

Applications open Monday 4th October 2021
Deadline for applications 4pm, Thursday 25th November 2021
Decisions communicated Anticipated to be end January 2022
New members in post 1st March 2022
Induction training Various dates in March 2022

Changes to the recruitment process:

  • AHRC are changing the nomination model used in previous years, and instead will only be accepting applications directly from individuals who wish to nominate themselves. It is no longer possible for colleagues and/or organisations to nominate individuals on their behalf.
  • Applicants need only fill in a single application form; AHRC are not asking for Je-S submissions. Successful applicants will still need a Je-S account to complete peer review activities and AHRC will support anyone who needs to create an account to do so when they are appointed.
  • AHRC plan to merge the current PRC sub-group structure (Academic, Strategic, International, non-HEI, Knowledge Exchange, Strategic ODA) into a single College for all members in 2022. All new members will simply be appointed as AHRC Peer Review College members.

AHRC require applicants to include the name and email address of an administrative contact at BU, as they will use this to advise BU of any successful applications from your institution. If you are interested in becoming a peer review member, please contact me, Jo Garrad.

Meet the Environment Editor for The Conversation

Environment Editor for The Conversation, Will de Freitas, will hold an online training session for BU on Wednesday 27 October.

The session will run from 10.30am to 11.30am over Zoom and is open to all BU academics and PhD candidates who are interested in finding out more about working with The Conversation.

Learn how to consider the news potential of your expertise, how to look for story hooks and angles from the news, and how to write a quality story pitch to section editors.

The Conversation is a great way to share research and informed comment on topical issues. Academics work with editors to write pieces, which can then be republished via a creative commons license.

Since we first partnered with The Conversation, articles by BU authors have had over 7.5 million reads and been republished by the likes of The iMetro, and the Washington Post.

Book your place via Eventbrite

With the COP26 climate change conference on the horizon, insights around how to protect and preserve our environment and deal with our changing climate will be high on the news agenda.

A limited number of 20-minute one-to-one sessions with Will are available from 11.30am – 1pm on Wednesday 27 October, to discuss environment-related story ideas. To request a place, please contact newsdesk@bournemouth.ac.uk.

What makes a good grant application?

It’s the age old question, ‘what makes a good grant application?’ Wellcome Trust have recently issued guidance on how to write a good Wellcome grant application, and the good news is that their guidance is useful for almost all grant applications regardless of the funder.

The guidance is summarised below, but you can find the full guidance on the Wellcome Trust website here: https://wellcome.org/grant-funding/guidance/how-to-write-wellcome-grant-application 

Before you start to write

  • Check you are eligible – Read all guidance, considering information about eligibility and suitability, what is being offered, how to apply and deadlines.
  • Gather all the information you need – Get as much advice as you can, ask other people if they are willing to share their successful and unsuccessful applications with you, contact Research Development and Support early in the process so we can guide you through the application and internal approval processes.
  • Make sure your proposal is competitive – Discuss your ideas with your sponsor, mentor, and/or senior colleagues. Get input from colleagues who are inside and outside your research field. You should think about the following, and take it into account when you write your application:
    • Your research proposal including the importance of the research question(s), the quality and feasibility of your proposal, how creative your idea is, your knowledge of the research area, teamwork and why a collaborative approach is the best one.
    • You as an applicant including the timing of your application for the stage of your career, your track record and experience, your contributions to the research area, your career development, your autonomy and ownership of the project.
    • Your research environment including how the research environment will support you to do the research, any opportunities for development the host will provide, how you will contribute to a positive and inclusive research culture.

Writing your application

  • Give yourself plenty of time – It’s really important that you avoid rushing your application. Allow plenty of time ahead of the deadline.
  • Other timings that matter – Allow enough time for your application to be approved and submitted by the ‘authorised organisational approver’ at the host organisation. Make sure you’re aware of any deadlines at your organisation that could delay this.
  • Make your application easy to read and understand:
    • Aim your proposal at people who have specific expertise in your field as well as those who have broader research experience.
    • Provide a balanced overview of the background, rationale and supporting evidence. Refer to appropriate studies by others and use preliminary data, pilot studies and/or scoping research to support your research question(s).
    • Give enough detail that reviewers can understand what you’re proposing, how it will be carried out and whether it’s feasible.
    • Request research costs that are necessary for your project. Make sure you’re aware of what you can and cannot ask for.
    • Use a title that is specific and reflects the importance of your proposal. Structure your writing with clear headings and subheadings.
    • Write in clear English and avoid technical jargon where possible. Keep abbreviations and acronyms to a minimum – define them when they’re first used.
    • List all references consistently, using the format requested.
    • Use diagrams and figures where appropriate.
    • Check your spelling and grammar

The above has been amended from guidance originally published on the Wellcome Trust website 

Introducing the “Doctoral College Outstanding Contribution Awards”!

 

Recognising the contributions to postgraduate research by our PGR students, academics and professional staff

The Doctoral College are excited to announce the launch of our “Doctoral College Outstanding Contribution Awards”! 

These awards recognise the outstanding contributions to postgraduate research degrees at BU by any PGR, academic or professional staff member. They can be nominated throughout the year by any member of the postgraduate research degree community to anyone that they feel is exceptional, has exceeded expectations, and has had a positive impact on postgraduate research degrees at BU.

Eligibility

You can nominate anyone involved in postgraduate research at Bournemouth University to receive an award certificate. There is no award criteria, as long as the submission falls within the guidelines, whoever you’ve selected will receive a Doctoral College “Outstanding Contribution Award”!

How to nominate

We’ve made it really easy for you to nominate someone for a Doctoral College “Outstanding Contribution Award” – it’s just a short online nomination form!

BU support available to increase bid quality – research fundamentals

You will have seen my blog post last week, which provided you with a number of pointers for submitting a good quality research bid. In case you didn’t, please read it here. I won’t go over the same information, but do read it if you want to know about the application timeline, BU processes, and what support information is available to you when writing a bid.

This week, RDS and academics will provide you with a series of blog posts about what makes a good quality bid, what success looks like, and how the RDS Research Facilitators can support you. To start your week off, I’ve outlined below some of the options available to support you with research bidding.

Let’s start with what’s available to you under the Research and Knowledge Exchange Development Framework (RKEDF). We will shortly be publicising a range of opportunities to progress your research bids at BU. Do keep an eye on OD’s Calendar of Events for upcoming activity. We will also be posting when new opportunities are finalised.

  • Research Council Development Scheme –  is a coordinated, targeted set of activities designed to inspire and equip BU researchers to achieve greater success with Research Council funding. The third cohort was cancelled due to the pandemic. This will be reintroduced in early 2022 to those on the third cohort. Any vacancies to join the cohort will be advertised.
  • Faculty Grant Hubs – led by RDS and academics, this was trialled in FMC in the summer and will be rolled out to the other faculties in due course. The Grant Hubs tend to be four sessions held over a month for academic staff (mainly ECRs), and include advice by experienced academics on how to write a research application, a writing day, peer review sessions, and EAR (see below) support.
  • Research Leadership Programme (RLP) – ECR and mid-career cohorts – RLP develops and enhances wider research-related skills through workshops, action learning, and progress reports. The focus is on research leadership, project management, networking and dealing with risk and uncertainty.
  • External application reviewers – will be provided to academic staff preparing research proposals to prestigious funders and those identified to work on major and strategic bids. ECRs, NERC standard grants, attendees of the Faculty ‘Grant Hubs’ and other bid writing sessions, and cohort members of the RCDS, will also be given priority to work with an EAR.

In addition to the above, we will run ad hoc bid writing sessions for certain calls. STEAMLabs will be held for each SIA and Global Engagement, to form collaborations and generate bids. We will continue with the weekly funder briefings. There will be a fair bit of training on research methods this year, as well as many more opportunities. Therefore, keep an eye on the blog for what’s new and upcoming.

What’s available on the blog?

The Research Funders Toolkit contains a host of information to support you when bidding for research. The Research Funders’ Guide gives an overview of the main funders, including links to their essential documents. Do explore these two resources for the latest information. Not sure where to start? Our Research Lifecycle guides you through all aspects of research and includes useful links to essential information to help you in your research career. Finally, it also helps you identify your RDS support and faculty contacts. Meet the RDS team here.

I hope that’s given you a ‘starter for ten’ in terms of developing your research at BU and contributing to the research aims within BU2025. On Friday, there will be a post about RDS Research Facilitators and what they can do to support you. Do remember that you also have a Faculty Research Mentor to help guide you through the world of academic research.

Good luck and once you have been awarded your grant, our skilled Project Delivery team are there the rest of the way to help you manage your funding. More from them in the next few weeks.

HE policy update for the w/e 1st October 2021

It’s conference season, so official news is thin,  However we have a fascinating change in roles and responsibilities for HE, some updates from the Labour conference and some good news about research funding.

Ministerial sharing

Late on Friday Parliament confirmed that Michelle Donelan’s role will be renamed Minister of State for Higher Education and Further Education. As we explained in last week’s update she shares the skills remit with Alex Burghart MP who is the Parliamentary Under Secretary of State (Minister for Skills). Here is how they share the remit – it is interesting to see the thinking here with WP and student experience in HE being split off (and given to Alex Burghart) and quality and funding staying with MD.

Donelan:

  • strategy for post-16 education
  • higher technical education (levels 4 and 5)
  • further education funding and accountability
  • lifelong learning entitlement
  • Institutes of Technology and National Colleges
  • universities and higher education reform
  • higher education quality
  • student finance (including the Student Loans Company)
  • coronavirus (COVID-19) response for universities, higher education institutions and further education services (jointly with Parliamentary Under Secretary of State (Minister for Skills))

Burghart:

  • further education providers including provider finances and workforce
  • T Levels and qualifications reviews (levels 3 and below)
  • apprenticeships including pre-apprenticeships [and presumably degree apprenticeships]
  • adult education, including the National Skills Fund and the UK Shared Prosperity Fund
  • Skills Accelerators and Industry Training Boards
  • careers education, information and guidance including the Careers and Enterprise Company [this includes HE]
  • reducing the number of young people who are not in education, employment or training
  • student experience and widening participation in higher education
  • international education strategy including education exports and international students
  • coronavirus (COVID-19) response for universities, higher education institutions and further education services (jointly with Minister of State (Minister for Higher and Further Education))

Labour Party Conference

Shadow Universities Minister, Matt Western, critiques the Government’s education policies and states Labour’s approach in this Research Professional article. There is also this more in-depth article by Andy Westwood, Manchester’s Professor of Government Practice looking at where the priorities for policy should be for both major parties.

Here are the summaries (provided by Dods) from some of the most relevant Labour Party fringe events.

Wonkhe report on Kier Starmer’s leadership address: A commitment for research and development spending to rise to 3 per cent of GDP, familiar from both the 2017 and 2019 Labour manifestos, was the only offering in Keir Starmer’s 2021 conference speech for higher education. In a speech that drew heavily on his family background, the leader of the opposition noted in passing that he was the first member of his family to attend university, and spoke about the need to invest in the skills – including digital skills – of young people. You can watch the speech on YouTube or read it online.

Research

  • Recurrent research funding from Research England will remain at current levels during 2021-22, but additional one-off funding will be available to support providers in “building back better” after the pandemic. In total, an additional £132m will be distributed next academic year – and will support knowledge exchange including support for government priorities, research degree programme recovery, preparatory work in enhancing research culture, and the sustainability of specialist research providers. BEIS guidance to Research England emphasises the need to help the sector manage the impact of the pandemic, the need to work in partnership with the OfS on areas including support for postgraduate research students, and RE’s role as a major funder of Jisc in maintaining research infrastructure. The additional funding allocated today returns the balance of QR to project research funding to the government target of 64p in the pound. (Wonkhe summary)
  • The Government has published a study into the technical feasibility, cost and economics of space-based solar power (SBSP), as a novel generation technology to help the UK deliver net zero. The main attribute of SBSP is the ability to deliver clean, baseload energy at day and night throughout the year and in all weathers. SBSP is the concept of collecting solar power in a high earth orbit and beaming it securely to a fixed point on the earth. The Government says that recent technology and conceptual advances have made the concept worthy of consideration by the UK.
  • The Ministry of Defence has published a Data Strategy for Defence, outlining its vision for data and setting outcomes to be achieved by 2025. It aims to ensure data is treated as a strategic asset to support decision-making and make Defence more capable and efficient. The Strategy also gives a structure for data leadership that unites all Defence organisations. It will drive Defence to evolve how data is organised, shared and used to deliver better outcomes, giving battlespace advantage and business efficiency.
  • The Department for Business, Energy, and Industrial Strategy has released guidance for bidding for Horizon Europe funding. The guidance covers funding eligibility, specific support for different sectors, and where potential bidders can obtain more detailed advice. (Wonkhe)
  • Chemistry: Unless people feel they belong, they are unlikely to thrive in our profession. The Royal Society of Chemistry published A sense of belonging in the chemical sciences. Researching what belonging means to chemists and what helps or hinders their sense of belonging in the chemical sciences. They state: Belonging matters. It affects chemists’ ability to share ideas, try new things, collaborate and ultimately to enjoy their work and stay in the profession.
  • THE: Ethical research – Stefano Caria argues that randomised control trials can be delivered more ethically without compromising quality

Parliamentary Questions:

Freedom of Speech (HE) Bill

Politics Home analyses the potential cost for the HE sector to implement the HE Free Speech Bill in  Freedom of Speech Bill Could Cost Universities And Student Unions £48m. Excerpts:

Universities and students’ unions could see collective costs of up to £48.1m from the likes of legal insurance premiums to protect from claims that would be allowed under the Bill, according to the Department for Education’s own impact assessment… concerns over the price tag have already been raised by some MPs at Committee Stage.

Familiarisation costs, costs of complying with regulation and enforcement, administrative paperwork costs, and the cost of updating and introducing new codes of practice for student unions could also contribute to the new financial burdens.

Lawyer Smita Jamdar continues to speak out about the Free Speech Bill in the Times’: It’s absurd to use legislation to enforce free speech on campus – A bill to prevent perceived threats to free speech at universities is not the answer.

Student Matters

Student Loan Repayments

The Financial Times (FT) announced the Government plans to reduce the salary threshold level at which graduates start repaying loans. They state it aims to save the Treasury money and push more young people towards cheaper vocational education. [Although when have technical or equipment heavy subjects ever been cheaper?]. …Chancellor Rishi Sunak wants to overhaul student financing in his spending review ahead of next month’s Budget, reflecting Treasury concerns that the taxpayer is footing too great a burden of funding university courses.

Graduates currently begin repaying their loans when they earn £27,295. The Augar Review (2019, still no full response from the Government, promised for the spending review…maybe) recommended the threshold be lowered to £23,000 which was the median non-graduate earnings at the time. While HEPI modelled a cut to less than £20,000.

The FT reports that no final decisions have been taken but one minister said a £20,000 threshold was considered to be “a bit low.”… A figure of £23,000 could save the Treasury just under £2bn a year, according to the Institute for Fiscal Studies, a think-tank, while a graduate earning the current threshold would have their take-home pay cut by more than £800 annually, after deductions due to this month’s increase in National Insurance contributions are taken into account.

FT report the DfE as stating it was continuing to consider “the recommendations made by the Augar panel carefully”. Augar also recommended cutting the cap on annual tuition fees from £9,250 to £7,500 — such a cut would be welcomed by students.

There are the usual lines about rethinking HE as the default option and ensuring all those with the talent and desire to attend higher education are able to do so, whilst ensuring that the cost of higher education is fairly distributed between graduates and the taxpayer.

FT: Henry Parkes, a senior economist at the Institute for Public Policy Research, said lowering the threshold would be “virtually indistinguishable from a tax rise targeted at young workers alone”… HEPI director Nick Hillman said the option was better than alternatives, bringing “very significant” savings “without seriously harming on-the-ground services”.

Here is David Willetts’ paper published by HEPI:  How to boost higher education and cut public spending.

Willetts was the Universities and Science minister (2010-14) both he and Nick Hillman (HEPI Director) were instrumental in introducing HE tuition fees. Brief summary:

  • Higher education has fallen out of favour. But it boosts earnings, wellbeing and the prospects of people and areas left behind. Conservatives are increasingly worried that graduates are left wing but the Party’s problem is with young people more widely. The best way to tackle this problem is by helping them fulfil their aspirations – to own their home, get a decent job, and – yes – go to university.
  • It is in the interests of students that universities are well funded. But that should not come at the expense of taxpayers. It is wrong that forecast loan write-offs have risen from 28% under the Coalition to 53% today.…This is the result of the mistaken decision to raise the repayment threshold to £25,00 and index it thereafter…. Too many graduates have the depressing experience of their student debt rising each year when they could be paying it off. That’s why I believe the repayment threshold should be brought back down to £21,000 saving £3 billion of public spending a year.
  • Universities are crucial to levelling up and boosting earnings as well as delivering vocational training. That means breaking down old-fashioned assumptions about universities shaped by the long dominance of the Oxbridge model. Higher education comes in many forms. The so-called “bad” universities are very useful indeed in vocational training and applied research. They are anchor institutions boosting local economies across England…Universities are a great national asset. We should use them and build more of them.
  • More graduates in an area boosts the earnings of non-graduates. The levelling up agenda means we need more university students from low-participation areas. That is unlikely to be achieved if it is a zero-sum game dependent on lowering participation in high participation areas.
  • There should be a quinquennial review of the levels of fees and loans so they can be recalibrated as the labour market and the economy change.
  • …universities should have the opportunity of taking a stake in the debt of their own graduates so they gain if their graduates’ earnings rise.

An interesting point on apprenticeships: …higher level apprentices were more white, more male, less likely to be disabled and less likely to be from a deprived area. Social barriers to apprenticeships may be one reason why disadvantaged groups have rapidly increasing levels of participation in higher education which has more diverse and open recruitment.

Willetts is also opposed to the binary divide forcing 16-19 year olds to choose between T levels and A levels. He sees a clear role for universities in the delivery of higher technical provision. He is in favour of the Lifelong Loan Entitlement but caveats that mature students are more averse to loans than younger students, who can see the promise of the graduate route whereas it may be harder for older people to shift career. It is likely therefore that take up of the four-year loan entitlement will be greatest among younger students. This is an opportunity to move to four-year degrees, a historic opportunity to tackle England’s worst education problem – early specialisation.

Wonkhe highlight that Willetts’ paper calls for the repayment threshold of £21,000 would return it to the original recommended level set by the Browne Review. Wonkhe also highlight an aspect that the Government may find pleasing – that providers should be allowed to hold their own graduate debt, and should be supported by the Student Loans Company in contacting their own graduates.

Arguing against the lower repayment threshold Martin Lewis of MoneySavingExpert warns the Government against possible retrospective changes to the terms and conditions of existing student loan contracts.

  • If repayments continue to remain at 9% of earnings, that would mean students having to pay around £400/yr more; meaning the lowest earning graduates would end up paying more, and for longer.
  • My concern here is there is no note on whether this change may or may not be retrospective and whether this change would hit those who have already signed contracts – and remember, the student loan is a contract, to repay.
  • In my view, it would be an absolute breach of natural justice to retrospectively change the terms of a contract that people have signed and I would certainly raise my voice very loudly again. We cannot allow a reverse contractual change.
  • In 2015, Martin hired lawyers to investigate a judicial review looking at preventing the Government from freezing the student loans repayment threshold. The 2019 Augar report into student loans also agreed with Martin’s view not to make retrospective changes to the system.

MoneySavingExpert.com approached Government to comment on the legitimacy of the FT’s article. The Government spokesperson stated: We do not comment on speculation in the run up to fiscal events. We’ll see what happens on 27 October, although we expect more leaks and the arguments to flare in the run up.

NUS:

  • We would be totally opposed to any plans on reducing the salary repayment threshold for student loans. Like the Government’s decision to increase National Insurance contributions, this burden targets people earning lower incomes – after eighteen months of such hardship, and with the looming hike in energy prices set to hit millions of the most vulnerable this winter, the injustice is simply astounding.
  • They should get their priorities right, end the marketisation of the higher education sector and scrap tuition fees. The Government must re-envision education, and begin to view it as a right for all, not a product that can be bought and sold for individual gain. Only then can we begin to build the student movement’s vision of a fully- funded, accessible, lifelong, and democratised higher education system.

With both Martin Lewis and NUS lined up to oppose any retrospective changes to the student loan repayment thresholds for recent graduates the Government may well consider if retrospective changes are a battle they wish to begin. The FT article tested the opinions and reaction very well at a key point before the Treasury makes its move, a deliberate leak perhaps.

Covid Vaccinations

NUS research:

  • At least 83% of students are fully or partially vaccinated.
  • Three in five students moving into halls of residence are concerned about Covid-19 related risk of living with others.
  • Only 11% of those moving into halls disagreed that students should test for Coronavirus in advance.

NUS: Despite reports of low levels of vaccine uptake among young people and students a very high number are vaccinated against Covid-19. By August 2021 83% of students had received at least one vaccination and a further 9% either having it booked in or intending to book. Given our survey closed over one month ago, this figure is now likely to be considerably higher.

Parliamentary Question: Visas for students studying abroad (clarification on departmental responsibility)

Admissions

Lots of news this week on the 2022 exams. Here are the main links:

  • Education Secretary Nadhim Zahawi  has made an announcement on  adaptations to the 2022 summer exams
  • Ofqual’s approach to grading exams and assessments in summer 2022 and autumn 2021
  • Wonkhe summarise: Ofqual and DfE have set out plans for level three qualifications taken in 2022 and 2023. With exams expected to return, there will be advance information provided on the focus of exams to focus students’ revision in subjects, and support materials like formulae sheets in maths. Grade boundaries next year will be set by exam boards to reflect a midway point between 2021 and 2019 – and are expected to return to the usual grade profile by 2023. Results for exams next year will return to their normal format, with AS and A levels being released on 18 August, and GCSEs on 25 August. There’s also a similar document on arrangements for vocational and technical qualifications. The BBC, the Times and i News cover the announcement.
  • Alongside this, Ofqual is consulting on contingency plans for 2022 – which would involve the use of teacher assessments to determine grades in the event of further Covid-19 (or other) disruption. The consultation ends on 13 October 2021.

Access & Participation

Wonkhe: The Disabled Students’ Commission has published guidance on disabled graduate employment. Designed to help disabled graduates transition into the labour market, the guidance recommends that universities tailor their employability, career and enterprise guidance to disabled students’ needs. Elsewhere, the guide calls on employers to ensure that work experience and internship programmes are inclusive of disabled graduates.

The Social Mobility Commission launched a sector specific toolkit to encourage socio-economic diversity and inclusion in the creative sector workforce. It aims to widen access to the creative industries for people from working class backgrounds to tackle the ‘class crisis’ in the sector (27% workers from working class background, 23% music and performing arts).

  • It offers practical support and guidance to creative employers on how to identify and remove invisible barriers that arise at every stage of the employee journey.
  • The unique structures of the creative industries workforce are cited as driving this imbalance, with factors including the high numbers of ‘professional’ jobs within the sector, an entrenched reliance on freelance workers as well as an abundance of unpaid internships creating additional barriers to entry for those from low socio-economic backgrounds.
  • Disproportionate numbers of those in senior roles who attended private school or Oxbridge may also have served to perpetuate understandings of cultural ‘fit’ and accepted behavioural codes within the creative industries, presenting an additional barrier to those from low socio-economic backgrounds.

Inquiries and Consultations

Click here to view the updated inquiries and consultation tracker. Email us on policy@bournemouth.ac.uk if you’d like to contribute to any of the current consultations.

There are a wealth of specialist and research inquiries and consultations at present. See the policy influence digest for their listings. Contact us if you don’t already receive the digest.

Other news

Unistats dataset: Wonkhe –  The Higher Education Statistics Agency has published the first iteration of the Unistats dataset for the 2021-22 academic year. The release adds information on graduate experiences drawn from the Graduate Outcomes survey.

Subscribe!

To subscribe to the weekly policy update simply email policy@bournemouth.ac.uk. A BU email address is required to subscribe.

External readers: Thank you to our external readers who enjoy our policy updates. Not all our content is accessible to external readers, but you can continue to read our updates which omit the restricted content on the policy pages of the BU Research Blog – here’s the link.

Did you know? You can catch up on previous versions of the policy update on BU’s intranet pages here. Some links require access to a BU account- BU staff not able to click through to an external link should contact eresourceshelp@bournemouth.ac.uk for further assistance.

JANE FORSTER                                            |                       SARAH CARTER

VC’s Policy Advisor                                                              Policy & Public Affairs Officer

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

Update from Research England on recurrent RKE grant funding

We have been waiting for news from Research England about the recurrent RKE grants for this year, confirmation of which has been delayed whilst UKRI waited for BEIS to confirm their budget. There was some initial news yesterday, which is summarised below. Institutional allocations will be published next month but overall there’s an increase in funding available, so hopefully we’ll secure more funding than last year 🤞

Research England letter sent to all VCs today: https://re.ukri.org/sector-guidance/publications/circular-letter-funding-for-2021-22/

  • Applies to 2021/22 academic year grants (e.g. QR & HEIF) and 2021/22 financial year grants (such as research capital funding).
  • Institutional allocations will be published in October 2021.
  • Overall funding increase of 3.5%.
  • Overall budget lines for block grant funding will remain the same (e.g. same amount in the overall QR pot this year compared to last year), although this may vary at institution level.
  • There will be QR SPF available in 2021/22 – note it is now renamed as QR Policy Support Fund. The funding aim is to invest in new interdisciplinary programmes and to help solve pressing public policy challenges.
  • HEIF funding parameters remain the same but the year-on-year increase has decreased to +10% (from +15%).
  • There is £132M of additional funds that will be allocated to strengthen the capacity and capability of institutions to work in partnership with others to deliver post-Covid societal and economic benefits. They will also allow providers to commence work on post-Covid considerations around research culture and the research system. Paragraph 19 outlines these additional single year grants. Note these must be spent between 1 April 2021 and 31 March 2022. It looks like these will be allocated to institutions (i.e. no competition).
  • Last month, Research England published a guide on how they fund universities. It explains the formulae used, for example, for QR and HEIF. Definitely worth a read: RE-06082021-RE-How-we-fund-HEPs-FINAL.pdf (ukri.org).

 

BEIS advice to UKRI re: priorities and budget allocations: https://re.ukri.org/documents/2021/guidance-from-beis-for-research-england-financial-year-2021-22/.

  • This is useful and informative as it sets out what Government expects from UKRI and therefore universities.

 

If you have any questions, send me an email at jnortham@bournemouth.ac.uk.

FUSION: There’s still time to submit a paper for BU’s Employability Conference

The Staff Employability Conference: Sharing best practice in Employability takes place on Tuesday 26 October and its aim is to learn best practice in employability to create a toolkit that supports all BU staff in the delivery of student employability.  The conference is taking place as part of BU’s Fusion Learning Project.

We are seeking submissions from all BU colleagues who contribute to employability to share your approaches, ideas and examples. The deadline to submit a paper is Friday 1 October. 
 
Submission could include but is not limited to:
  • Teaching and Learning for Employability
  • Experience for Employability
  • Networks for Employability
  • Support for Employability
  • Recognition for Employability.
Please follow this link to submit your abstract.   

Research Professional – all you need to know

Every BU academic has a Research Professional account which delivers weekly emails detailing funding opportunities in their broad subject area. To really make the most of your Research Professional account, you should tailor it further by establishing additional alerts based on your specific area of expertise. The Funding Development Team Officers can assist you with this, if required.

Research Professional have created several guides to help introduce users to Research Professional. These can be downloaded here.

Quick Start Guide: Explains to users their first steps with the website, from creating an account to searching for content and setting up email alerts, all in the space of a single page.

User Guide: More detailed information covering all the key aspects of using Research Professional.

Administrator Guide: A detailed description of the administrator functionality.

In addition to the above, there are a set of 2-3 minute videos online, designed to take a user through all the key features of Research Professional. To access the videos, please use the following link: http://www.youtube.com/researchprofessional

Research Professional are running a series of online training broadcasts aimed at introducing users to the basics of creating and configuring their accounts on Research Professional. They are holding monthly sessions, covering everything you need to get started with Research Professional. The broadcast sessions will run for no more than 60 minutes, with the opportunity to ask questions via text chat. Each session will cover:

  • Self registration and logging in
  • Building searches
  • Setting personalised alerts
  • Saving and bookmarking items
  • Subscribing to news alerts
  • Configuring your personal profile

Each session will run between 10.00am and 11.00am (UK) on the second Tuesday of each month. You can register here for your preferred date:

9th November 2021

These are free and comprehensive training sessions and so this is a good opportunity to get to grips with how Research Professional can work for you.

Have you noticed the pink box on the BU Research Blog homepage?

By clicking on this box, on the left of the Research Blog home page just under the text ‘Funding Opportunities‘, you access a Research Professional real-time search of the calls announced by the Major UK Funders. Use this feature to stay up to date with funding calls. Please note that you will have to be on campus or connecting to your desktop via our VPN to fully access this service.

Genetics Society Award Ceremony 2021

The Genetics Society is pleased to invite you to an afternoon of talks celebrating our 2021 medal winners.
On Thursday 14th October, the birthday of our co-founder Edith Rebecca Saunders, the Genetics Society celebrates with an afternoon of talks by our 2021 medal winners. This will be our first hybrid event and you will be able to attend in person in the Auditorium, Robinson College, Cambridge or join us online via Zoom. This event will be hosted by our President, Professor Anne Ferguson-Smith.

Programme
14.00 – Welcome by Prof Anne Ferguson-Smith, President of the Genetics Society
14.15 – Balfour Lecture 2021 – Dr Alison Wright, University of Sheffield
The evolution and genomics of sexual dimorphism
14.45 – Q&A
15.00 – Mary Lyon Medal 2021 – Professor Julian Knight, University of Oxford
Multi-omics and the host response to infection: challenges and opportunities to advance personalised medicine
15.30 – Q&A
15.45 – Coffee break
16.00 – Genetics Society Medal 2021 – Professor David Sherratt, University of Oxford
Going round in circles: the Journey of a Molecular Detective
16.30 – Q&A
16.45 – Mendel Medal 2021 – Professor Dame Linda Partridge
Genetics of Healthy Ageing
17.30 – Q&A

Booking
This event is free and open to all. Advance registration is essential, follow this link to register

Contact
For specific event enquiries, please contact Cristina Fonseca at comms@genetics.org.uk
For booking and website queries, contact Matt Webb at theteam@genetics.org.uk

If you need any information about the Genetics society and their activities like  students funding opportunities please contact the BU local ambassador Dr. Anna Mantzouratou, amantzouratou@bournemouth.ac.uk

 

Centre for Seldom heard Voices – online lunchtime seminar series 

Join us at our first Lunchtime Seminar this October. Email jonesc@bournemouth.ac.uk for the online link.

Octobers Seminar – 12:00-13:00 on 27th October

Mark Berry will be presenting our first lunchtime seminar on ‘The ethics and challenges of semi-covert research with active drug dealers’

Ethnographic research with offenders has become increasingly difficult to carry out in the UK and internationally. Requirements of institutional review boards (IRB) are stringent. Research that involves fieldwork in high-risk settings is often turned down, which in effect silences the voices of vulnerable and marginalised populations within them. Furthermore, witnessing and recording crimes that are not known to the police is risky and could put the researcher in a position where they are legally obligated to give up the information. Ethnography with criminals may also require elements of covert observation in order to be successful and protect the safety of both the researcher and the researched. Covert research is especially difficult to get approved and is frowned upon for being deceptive. It can, however, benefit participants by illuminating hidden injustices, whilst leading to proposals for progressive policy change. This talk draws upon data from a 5-year semi-covert ethnography of the illicit drug trade in a city in England. It outlines the ethical and methodological challenges of conducting ethnographic research on hard-to-reach criminal groups.