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HE policy update for the w/e 26th April 2019

international, Student Engagement

Brexit

No news, just speculation this week.  We’re currently predicting nothing will change and the UK will leave the EU without a deal on Halloween, even though that is the only option that MPs seem to be able to agree that a majority of them don’t want.

There was a PQ, though, on Horizon 2020

Q – Gordon Marsden: To ask the Secretary of State for Business, Energy and Industrial Strategy, what discussions he has had with (a) Universities UK, (b) UK Research and Innovation, (c) Office for Students on whether the UK will participate in the Horizon Europe scheme from 2021 following the extension to Article 50.

A – Chris Skidmore:

  • I chair a High Level stakeholder group on EU Exit. This group meets monthly to discuss EU Exit issues related to universities, research and innovation and is attended by a wide range of stakeholders including Universities UK, UK Research and Innovation and Office for Students.
  • Horizon Europe is still being negotiated through the EU Institutions, but we have been clear that we would like the option to associate to the Programme. Further details on Horizon Europe need to be finalised before we can make an informed decision on future UK participation.
  • In any scenario, the Government remains committed to continuing to back UK researchers and innovators by supporting measures to enable world-class collaborative research.

Election news

The local elections are of course real elections of people who are likely to be in place for 4 years and which relate to real issues, unlike the EU ones.  The two new unitary authorities in Dorset are holding their first elections since coming into existence in April.  They will both hold whole council elections this year and every four years afterwards.  Some unitary authorities (including Southampton and Portsmouth) elect a third of their members on a rolling cycle, missing the fourth year (in which county council elections are held instead – they still have one in Hampshire).

You can read about candidates

And don’t forget to make time to vote next Thursday!

The lists for the EU elections are final now too.  This website is adding statements and other profiles gradually (also profiles for the local elections next week).  Remember, you vote for parties not individuals in the EU elections and it uses a “list” system – and EU nationals can vote as well (as long as they are registered).  The BBC has a useful explainer.  It’s a bit complicated!  If you are intrigued by this D’Hondt voting system, Research Professional have  illustrated it with a sector example using mission groups.

 Graduate Employment

The DfE have published the Graduate labour market statistics covering graduate, post-graduate and non-graduate employment rates and earnings for England in 2018.

  • In 2018 the graduate employment rate (87.7%) was marginally higher than the postgraduate rate (87.4%), and substantially higher than the employment rate of non-graduates (71.6%). However, since 2011 the employment gap between graduates and non-graduates has narrowed by 3.1%
  • At 76.5%, the proportion of postgraduates employed in high-skilled roles in 2018 exceeded that of graduates (65.4%) and non-graduates (22.9%).
  • In 2018, the median graduate salary (£34,000) was £10,000 more than the median non-graduate salary (£24,000). Postgraduates earned an additional £6,000, with a median salary of £40,000.
  • Similar positive trends in median salaries since 2008 for all qualification types, across both population cohorts, suggests that the nominal earnings growth of graduates and postgraduates over this period has not come at the expense of non-graduate salary growth. These nominal rises do not, however, account for inflation and therefore do not reflect changes in individuals’ purchasing power over this period.

The Government have welcomed these figures as evidence of the value of a degree, but has warned that there is further to go in tackling the disparities between different groups.

Universities Minister, Chris Skidmore, said:

  • “We have record rates of 18-year-olds in England going into higher education so I am delighted to see that there continues to be a graduate premium and students are going on to reap the rewards of their degrees.
  • However, this Government is clear that all graduates, no matter their gender, race or background, should be benefitting from our world-class universities and there is clearly much further to go to improve the race and gender pay gap.
  • We have introduced a range of reforms in higher education which have a relentless focus on levelling the playing field, so that everyone with the talent and potential, can not only go to university but flourishes there and has the best possible chance of a successful career.”

Widening Participation & Achievement

POLAR, which is used as a measure of deprivation, has long had its critics yet it has outlasted other measures (such as NS-SEC). It’s survival has been in part due to the absence of other usable and reliable indicators that are available to the sector. However, the statistic’s days may be numbered as speaking at events Universities Minister, Chris Skidmore, has agreed with disgruntled audience calls for change and recently he took to Twitter to state he is ‘keen’ to ‘replace POLAR as a metric for measuring widening participation’. When asked what to replace it with the Minister didn’t make a response but Colin McCaig a well-known WP researcher highlighted how POLAR hides disadvantage even within in the most affluent categories in this Tweet.  Read more on the Twitter feed for interesting comments including individualised data and caveats around using free school meals and the Multiple Equality Measure gets a mention.

Wonkhe have an article and tableau chart exploring the access and participation data set.

Intergenerational Unfairness

The Lords Select Committee on Intergenerational Fairness and Provision have published the Tackling intergenerational unfairness report. It calls on the Government to take steps to support younger people in the housing and employment market, and deliver better in-work training and lifelong learning to prepare the country for the coming 100-year lifespan. The report concludes that the actions and inaction of successive Government have risked undermining the foundations of positive relationships between generations.  You can read the report in full here. Here are the most relevant points:

  • Both the Government’s fiscal rules and the way it conducts spending reviews encourage an often damaging short-term approach. They need to be reformed with a new fiscal rule focused on the Government’s generational balance of debt and assets and a more transparent spending review process.
  • Younger people are disadvantaged by an education and training system that is ill equipped for the needs of the rapidly changing labour market and all generations will need support in adapting to technological change in the course of what will be longer working lives. Post-16 vocational education is underfunded and poorly managed. The Government’s apprenticeships strategy is confused and has not achieved the desired effect.
  • The Government should respond to insecure employment amongst young people by ensuring that employment rights cover all those in genuine employment by ensuring that worker status is the default position
  • The Government should substantially increase funding for Further Education and vocational qualifications. Many students would be better served by pursuing vocational educational pathways. The current system of funding and access is inefficient, complex and risks perpetuating unfairness between those who access Higher Education and those who do not. We must rebalance the value attributed to Higher Education and Further Education.
  • The Government’s National Retraining Scheme should be extended and scaled up to prepare for the challenges of an ageing workforce and technological development. This should be targeted throughout the life course and must adequately reach those who are not employees.

In response to the report Julian Gravatt, Deputy Chief Executive at the Association of Colleges, said: “Society is changing and young people of today will be working later into their lives than previous generations. At the same, economic uncertainty means that we need to have as many skilled people as possible – colleges will be central to this. The cuts to the education system have had big implications over the last decade. Many young people are leaving education without the qualifications needed to get on in life. Some of the ones who are gaining degree qualifications are often finding themselves in low-skilled jobs.”

Digital Skills

Apprenticeships and Skills Minister Anne Milton has unveiled new plans to boost digital skills for adults. Her plans centre on new qualifications aimed at those with low or no digital skills learn to “thrive in an increasingly digital world”. They will be available for free to anyone over the age of 19, and are based on rigorous national standards. At the moment, one in five adults lack comprehensive digital knowledge.

The new offer will comprise:

  • A range of new essential digital skills qualifications, available from 2020, that will meet new conditions and requirements set by independent exams regulator Ofqual, also published today (note: this does not appear to be online yet, but I can send it over if you need it).
  • Digital Functional Skills qualifications, available from 2021, that will support progression into employment or further education and develop skills for everyday life.

Anne Milton said:

  • “I want people of all ages to have the skills and confidence they need for work and everyday life.  Being online is more important than ever and yet one in five adults in the UK don’t have the basic digital skills that many of us take for granted. This is cutting many people off from so many opportunities – from accessing new jobs, further study and being able to stay in touch with friends and family.
  • I am thrilled to launch the new ‘essential digital skills’ qualifications which will give adults the chance to develop a whole host of new skills to help get ahead in work, but also to improve their quality of life overall.”

Minister for Digital and the Creative Industries, Margot James, said:

  • “The new entitlement will give everyone the opportunity to participate in an increasingly digital world and take advantage of digital technology, whether it is using a smartphone, learning how to send emails or shopping online.
  • Implementation of the new entitlement will be complemented by the work of our Digital Skills Partnership to boost digital skills at all levels – from the essential digital skills that support inclusion, to the digital skills we increasingly need for work, right through to the advanced digital skills required for specialist roles.”

At the same time, the Government published their response to their consultation on improving adult basic digital skills.

  • 61% of adults with no basic digital skills are female.
  • 76% of those with no basic digital skills are retired.
  • Estimates on internet use in the UK estimate that adults who self-assess they have a disability are four times more likely to be off line than those who do not.

Actions:

  • The DfE has also published standards setting out the digital skills needed for life and work. In addition the DfE has updated the essential digital skills framework. This has been designed to support providers, organisations and employers across the UK who offer training for adults to secure their essential digital skills.
  • The DfE will consult on draft subject content for new digital FSQs, which will replace legacy ICT FSQs. They plan to work with employers, Ofqual and awarding organisations to develop the new digital FSQs for first teaching from 2021.

Immigration and post-study visas

An amendment to the Immigration and Social Security Co-ordination (EU Withdrawal) Bill has been tabled by former universities minister Jo Johnson and Paul Blomfield, the Labour co-chair of the all-party parliamentary group on international students, with cross-party support  – it is backed by nine select committee chairs including Robert Halfon, chair of the education committee; and Nicky Morgan, chair of the Treasury committee.

The proposed amendment would also prevent a cap on the number of international students,without parliamentary approval.  You can see the amendment here on a fairly lengthy list of amendments – it’s on page 17 of 22 so far (NC18)

Flexible Learning & Augar

Oral questions in the House of Lords led to an exchange on flexible learning and questioning of when the Augar review would report.

Baroness Garden of Frognal: To ask Her Majesty’s Government what action they have taken to encourage flexible lifelong learning in higher and further education.

Viscount Younger of Leckie (Conservative and acting as Government’s spokesperson): My Lords, in 2017 we committed £40 million to test approaches to tackling barriers to lifelong learning to inform the national retraining scheme. This includes £11.4 million for the flexible learning fund, supporting 30 projects to design and test flexible ways of delivering training. We also provide financial support for higher education providers and part-time learners. The independent review of post-18 education and funding is considering further how government can encourage and support part-time and distance learning.

Baroness Garden of Frognal (LD): … [we have] seen dramatic declines in adult learners since the Government’s policies that changed funding. Will the Minister agree that, for all the fine things he has mentioned, the Government’s response to the post-18 review of education and funding is the very best opportunity to tackle post-18 student finance, broaden learning options, encourage lifelong learning and make progression routes more obvious?

Viscount Younger of Leckie: Yes, the noble Baroness is correct. I am certain that Philip Augar, in his review, will take these matters into account. I also note that the Liberal Democrats have sent some recommendations to Philip Augar; I have no doubt that he will take account of them as well.

Baroness Greengross (CB): It is now seven years since the 2012 reforms, which everyone seems to agree are partly responsible for this staggering decline in part-time and mature study. The OU briefing says that there is a 60% fall in part-time undergraduate numbers and a 40% fall in the number of mature undergraduates. Lifelong learning says what it is on the tin—but if we wait another seven years for something to be done to encourage it, a whole generation of potential beneficiaries will not be here to benefit. So does the Minister not agree that this is a matter of extreme urgency?

Viscount Younger of Leckie: The noble Baroness is correct. I reassure the House that the post-18 review, which aims to ensure that there is a joined-up system, is due to report shortly. It will consider the issues around part-time and distance learning.

Lord Forsyth of Drumlean (Con): My Lords, now that the Treasury has been required to change the fiscal illusion funding that encourages all higher and further education to be funded through student loans, should the Government not look at restoring direct grants to institutions so that they are able to run these courses? The Augar review was promised for November last year, and then January—and we are still waiting. What is the delay? The Economic Affairs Committee of this House set out very clearly what needed to be done to sort out this problem. Why can the Government not get on with it?

Viscount Younger of Leckie:  I reassure my noble friend that there is no delay, as far as I am aware—”shortly” is the word that I am using. The Government will respond to the proposals that Philip Augar produces by the end of the year. But the Government plan to invest nearly £7 million this academic year for 16 to 19 year-olds in education or training, including apprenticeships.

Lord Watson of Invergowrie (Lab): My Lords, the Government’s 2012 higher education funding reforms have resulted in a drop of something like 60% in part-time undergraduate study. The noble Viscount and indeed other Ministers use as a defence the Augar review recently referred to, saying that no government action can be taken in advance of that—but that does not stand up to scrutiny. Last September, the Department for Education announced the introduction of maintenance loans for face-to-face part-time undergraduates, which was meant to be extended to part-time distance learners this September. But last month, the Universities Minister used a Written Answer to slip out the news that distance learners were no longer to have that access support available to them. Will the noble Viscount explain why, when he talked earlier about barriers to learning, his department believes that that decision will assist in reversing the downward trend of those indulging in part-time education?

Viscount Younger of Leckie: The issue of whether distance learners should receive maintenance grants was considered very carefully and rejected. But the Government are absolutely dedicated to stopping the decline in the number of part-time students. In other words, it has reduced. We have made a number of changes to support part-time and mature learners. This academic year, part-time students are, for the first time ever, able to access full-time equivalent maintenance loans

Parliamentary Questions

Academic Offences

Q – David Simpson: To ask the Secretary of State for Education, how many students had their university degree award rescinded due to cheating or plagiarism in each of the last three years.

A – Chris Skidmore:

  •  The information requested on degrees rescinded because of academic offenses is not held centrally. In 2016, the Quality Assurance Agency (QAA) found there were approximately 17,000 instances of academic offences per year in the UK.
  • The use of companies that sell bespoke essays to students who pass the work off as their own undermines the reputation of the education system in this country, and devalues the hard work of those succeeding on their own merit.
  • The government expects that educational institutions do everything in their power to prevent students being tempted by these companies. The most recent guidance from the QAA highlights the importance of severe sanctions of suspension or expulsion if ‘extremely serious academic misconduct’ has been discovered.
  • On 20 March, my right hon. Friend, the Secretary of State for Education challenged PayPal to stop processing payments for ‘essay mills’ as part of an accelerated drive to preserve and champion the quality of the UK’s world-leading higher education system. PayPal is now working with businesses associated with essay-writing services to ensure its platform is not used to facilitate deceptive and fraudulent practices in education. Google and YouTube have also responded by removing hundreds of advertisements for essay writing services and promotional content from their sites.
  • In addition, the department published an Education Technology strategy on 3 April which challenges tech companies to identify how anti-cheating software can tackle the growth of essay mills and stay one step ahead of the cheats.
  • We are determined to beat the cheats who threaten the integrity of our higher education system.

Apprenticeships

Q – Jim Shannon: To ask the Secretary of State for Education, whether apprenticeships are age restricted; and whether they are designed to entice any particular demographic.

A – Anne Milton:

  • Individuals in England can apply for an apprenticeship whilst they are still at school but must be 16 or over by the end of the summer holidays to start an apprenticeship. There is no upper age limit. Apprenticeships offer people of all ages and backgrounds the opportunity to earn whilst they learn.
  • We are encouraging participation from under-represented groups, including people from black, Asian and minority ethnic backgrounds, people with a learning disability or learning difficulty, and those from disadvantaged backgrounds, so that everyone can benefit from the increased wage returns and employment prospects that apprenticeships offer. We are also working to improve gender representation in sectors where it is needed, such as science, technology, engineering and mathematics.

STEM

Q – Chris Green: To ask the Secretary of State for Business, Energy and Industrial Strategy, what steps he has taken to increase the skills for people working in STEM research

A – Chris Skidmore: The Government recognizes the need to enhance the UK’s research talent pipeline and increase the number of opportunities on offer for highly-skilled researchers and innovators and has taken steps to do so. For example, in June 2018 we announced £1.3bn investment in UK talent and skills to grow and attract the best in science and innovation. This includes:

  • £900m invested for the UKRI Future Leaders Fellowship which is open to the best researchers from around the world.
  • £50m invested to existing programmes that are delivered through UKRI which include 300 additional PhDs, 90 additional Knowledge Transfer Partnerships, and up to 300 PhD additional Innovation Placements
  • £350m invested for prestigious National Academy fellowships.

Other news

EU support: The Scottish Government has announced that EU citizens who study a Further or Higher education course in Scotland in the 2020/21 academic year will be charged the same tuition fees and will get the same fee support as Scottish students for the entirety of their courses. This follows the previous commitment to continue funding for 2019/20. They have confirmed that this offer will stand even if current legal obligations to EU students cease to apply when the UK exits the EU.

Criminals on campus: HEPI’s new blog, The hardest (higher) education policy question of all? considers what should happen when students break the law or conduct themselves in a socially unacceptable manner (non-academic offences). It questions where to draw the line in expelling a student from their course. Viewing expulsion as clear cut and a priority when there is the need to safeguard the welfare of the victim or other students. However, balancing continued access to the course becomes a trickier decision for minor offences. Furthermore the statistics highlight that access to education within incarcerated communities reduces future crime and improves life chances. So a University may expel a student for an offence far less serious than an incarcerated student may have been sentenced for but receives access to a degree. The blog points to information and guidance sources and urges the sector to begin thinking the issue through properly now, predicting a rise in the number of tricky future decisions which potentially institutions could be unprepared for.

T levels: There is a House of Commons briefing paper on the T Level qualification reforms (select the ‘Jump to full report’ link from here).

Careers: This briefing paper on careers provision in England covers the full education system from schools to HE (select the ‘Jump to full report’ link from here).

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

Update on Brexit preparations

Funding opportunities, Post-award

The UK Government has produced a number of technical notices and provided details of the governmental Departments responsible for specific sectors and EU programmes. This has been done as part of no-deal Brexit preparations.

A number of Departments have drafted documents detailing plans to support UK researchers, universities and businesses who benefit from EU funding schemes, if the UK leaves the EU without a deal. Where applicable, the notices also set out how the Underwrite Guarantee, and the Post-EU Exit Guarantee Extension will operate if there is no deal.

More details are available on the ‘The Government’s Guarantee for EU-funded Programmes if the UK Leaves the EU Without a Withdrawal Agreement (No Deal)’ website. Website provides links to individual technical notices related to such programmes as Horizon 2020, Erasmus+, European Social Fund, European Regional Development Fund, Creative Europe, Europe for Citizens and some others. These are in addition to a wide range of other technical notices and announcements for specific sectors, which are available on the GOV.UK website.

Several submission portals have been developed by the UK Government to collect data of EU-funded projects. For example, UK Research and Innovation (UKRI) launched a portal to collect basic information from UK beneficiaries of on-going Horizon 2020/FP7 projects (the RDS have populated this on behalf of all awarded projects to BU); the UK Cabinet Office has set up a portal for recipients of funds under such programmes as Health for Growth, Rights, Equality and Citizenship Programme, Erasmus+, Competitiveness of Small and Medium-Sized Enterprises, Europe for Citizens and Creative Europe; the Department for Digital, Culture, Media & Sport has a dedicated portal for recipients of funds under Creative Europe and Europe for Citizens.

With regards to applying for new Horizon 2020 grants, in a no deal scenario the UK will automatically be assigned a third country status. With calls open to the third country participation, those will also be open to the UK applicants to participate and even coordinate collaborative projects. However, this may not be a case for European Research Council (ERC) and Marie Skłodowska-Curie actions (MSCA) applications – there are restrictions for third country participation in these actions, for example, as regards ERC grants, the PI has to be hosted by an institution in a Member State/Associated Country (MS/AC) and 50% of their total working time has to be spent in MS/AC.

If a no-deal scenario takes place shortly after a call deadline, the approach that the European Commission will follow regarding eligibility and evaluation of ERC and MSCA proposals is currently unknown. The Government and involved institutions are aware of potential issues that could arise and are working closely in seeking a solution.

BU academics having concerns regarding their research funding after Brexit or questions before applying for a new EU grant are welcome to contact Ainar Blaudums, International Research Facilitator, Research Development & Support directly, or ask your Research Facilitator/Funding Development Officer for advice.

HRA Research Transparency Strategy Group minutes available

NHS, open access, Research Ethics

The Health Research Authority (HRA) has formed the Research Transparency Strategy Group in response to the House of Commons Science and Technology Committee Report on clinical trials transparency.

You can read more about the first meeting of the expert group, including the minutes by clicking here

In relation to this, the HRA’s Director of Policy, Juliet Tizzard has released a blog post entitled What’s the point of research transparency? You can read the post here.

BU has access to the ClinicalTrials.gov system so get in touch if you would like access. This is a great opportunity to register your study and study results in the public domain. On ClinicalTrials.gov, it is free to do so.
Despite the name, the system may be used for other clinical research projects.

AXA Fellowship campaign

Funding opportunities, international

The AXA Research Fund announced new AXA Fellowship campaign. It will remain open until May 20, 2019 at 04:00 pm (Paris, France time).

The AXA Fellowship is a funding scheme aiming at supporting young promising researchers on a priority topic aligned with AXA and the Society – ‘Towards an Improved and Better Supported Mental Health’.

The campaign is dedicated to young Post-Doctoral Fellows – candidates should be maximum PhD+ 5 years with proven scientific excellence and high potential for innovation, transformation and dissemination. Selected projects will be supported for an amount of 125.000€ over 2 years (selection rate in 2018 was 20%). More details can be found on AXA website.

Each institution is eligible to submit maximum ONE expression of interest per call. To avoid more than one expressions of interest (what will lead to disqualification), submission process will be coordinated by RDS.

If you are interested to apply, please contact your research facilitator by 6 May 2019. In case of multiple expressions of interest internal competition will be organised.

What Web Science Tells Us About the Unethical Future of Games

We would like to invite you to the next research seminar for the Centre for Games and Music Technology Research.

https://i0.wp.com/www.davidmillard.org/wp-content/uploads/2013/11/webscience-blog.jpg?resize=750%2C410&ssl=1Title: What Web Science Tells Us About the Unethical Future of Games
Speaker: Dr. David Millard
University of Southampton

Date: Wednesday 1 May 2019

Time: 2:00PM-3:00PM

Room: Create LT (Fusion Building)

Abstract:

Web Science is the study of the web as a social technical system. It enables us to understand how digital technology has led to many of the significant challenges faced by our society today (such as mass surveillance, fake news, and the rise of popularism). I have worked for more than a decade on these questions, and recently have started to ask what Web Science might have to say about my other area of research: interactive narratives, particularly locative and mixed reality storytelling. I have been forced to acknowledge that these technologies are also ripe for subversion, and that we are already seeing the first signs of how problematic they may become. In this presentation I will explain the history of Web Science, look at examples of what it tells us about the uses and abuses of digital technology, and consider some of the challenges that lie ahead for locative and mixed reality systems in the unethical future of games.

 

We hope to see you there!

Books to understand academic publishing and research metrics

The library has just purchased two new titles about academic publishing and research metrics.

They give an overview of the main tools for measuring impact and a summary of main issues and terminology in academic publishing. These titles were recommended in the London School of Economics and Political Sciences’ Impact Blog.

Both titles are ebooks, so they can be accessed from anywhere:

https://capitadiscovery.co.uk/bournemouth-ac/items/1056481 – Measuring research: what everyone needs to know.

https://capitadiscovery.co.uk/bournemouth-ac/items/1056480 – Scholarly communication: what everyone needs to know.

Happy reading!

José López Blanco

HSS Faculty Librarian

BU undergraduates showcase their research in South Wales, at the British Conference of Undergraduate Research 2019.

Following the success of SURE 2019 at BU on the 20th March, over 16 undergraduate students across all faculties were offered the support to showcase their research at BCUR 2019.

Presentation topics ranged from implications of Augmented Reality (AR) as location-based technology for a mixing tool in music production, to merits of the Peer Assisted Learning (PAL) programme on diverse backgrounds, to concepts of brand personification and shared values as antecedents of customer engagement in brand research on Jimmy’s Iced Coffee.

George Caton-Coult, an FMC student studying BA (Hons) for scriptwriting and television was one of the funded students attending and presenting at the conference and presented ‘Theorising a relationship between soundtrack and antihero engagement in Peaky Blinders.’ He said; ‘Really great 2 days, really great to come somewhere there are so many ideas and presentations s very good for presentation skills, for your future career, everything. If you are passionate about your work and have a desire to share it anyway, even if you are the kind of person that doesn’t talk a lot, it’s completely worth doing.  SURE in particular really helped me prepare for BCUR, it worked really nicely as a kind of way to build up to this.  The SURE conference was great for that.  I would advise anyone who is passionate about their work and know they’ve done good work to push the boat out and give this a try, it’s been really great’

Daisy Woodall, an Events Management student presented on Internal political efficiency as a motive for mobile millennials to attend people’s vote and The Independent’s March for the Future. She said ‘If not for anything else, it is something you should do even if it just for getting an in depth understanding of what you are researching and practicing your presentation skills, that alone is really good.  And after that, networking, meeting other people and you never know who you are going to meet and what they are going to think about your work and you might get more insights that you wouldn’t have otherwise thought about’

Matthew Dray, a Computing student from the faculty of Science and Technology presented his work on Efficient and scalable landslide monitoring via internet of things and data analytics. ‘It’s a great opportunity to hone professional skills, seeing other people and how they present their research and take that away with you, and learn and adapt from that as well.’

The involvement of BU undergraduate research at the national BCUR event along with a presence at their annual precursor event, Posters in Parliament, has been possible with key support and involvement from CEL and key contributors across all faculties.  It is an opportunity for students to engage with the research process and make real world connections to the impact of their work.  For future opportunities in these initiatives, contact Mary Beth Gouthro mgouthro@bournemouth.ac.uk or Fiona Cownie fcownie@bournemouth.ac.uk.

Medical Research Council ‘Career Inspirations’ podcasts

Knowledge Exchange

The Medical Research Council have a series of ‘career inspirations’ podcasts, released on the first Wednesday of every month, where they ask a scientist to share their career highlights, what makes them tick, and their advice for forging a career in medical research.

This month’s comes from a technology specialist, however in the last 3 months they have also released podcasts from a clinical psychologist, a nutrition scientist and a stem cell scientist.

You can find the series here, which contains a link to iTunes where you can subscribe to the podcasts on your iPhone or iPad.

Introduction to Good Clinical Practice – 15th May 2019

NHS, Research Ethics, Training

Are you interested in running your own research project within the NHS? Good Clinical Practice, or ‘GCP’, is a requirement for those wishing to work on clinical research projects in a healthcare setting.

GCP is the international ethical, scientific and practical standard to which all clinical research is conducted. By undertaking GCP, you’re able to demonstrate the rights, safety and wellbeing of your research participants are protected, and that the data collected are reliable.

The next GCP full day session is scheduled for Wednesday 15th May, at Bournemouth University, Lansdowne Campus (Bournemouth House) – 8:45am – 4:30pm.

The day will comprise of the following sessions:

  • Introduction to research and the GCP standards;
  • Preparing to deliver your study;
  • Identifying and recruiting participants – eligibility and informed consent;
  • Data collection and ongoing study delivery;
  • Safety reporting;
  • Study closure.

If you’re interested in booking a place, please contact Research Ethics.

Remember that support is on offer at BU if you are thinking of introducing your research ideas into the NHS – email the Research Ethics mailbox, and take a look at the Clinical Governance blog.

ACORN Fund 2019 – update

Funding opportunities

In response to queries, the ACORN Fund application form and policy have both been updated to provide greater clarity, especially regarding eligibility. See the launch blog post for details. Please replace any previous downloads with the revised versions (Research>Pre-award)

Thank you to those who raised these queries for your help in making the scheme clearer for all.

Mid-Career Academic Research Showcase – Call for Expressions of Interest to Present

Are you a research-active and mid-career academic?

Do you have research findings or research experiences that you wish to share with BU colleagues?

No? Please save the date as you may want to support your colleagues and find out more about BU research. Watch out for further announcements and invitations to attend.

Yes? Read on….

On Wednesday 19th June 2019, you will have the opportunity to present your research to your colleagues at the forthcoming Mid-Career Academic Research Showcase, which is being hosted by Research Development and Support.

To take part, please submit a brief Expression of Interest (EoI) by Friday, 10th May.

The EoI should provide:

  • Your details;
  • A working title for your presentation or table-based showcase;
  • A brief outline of the research being undertaken (no more than 100 words);
  • Any evidence of how your research contributes to Fusion at BU and
  • Confirmation as to if you would like one of the c. 15 minute presentation slots available or if you would like to present your research during the afternoon networking session, by reserving one of the showcase tables. As presentation slots are limited, please also state if you would be happy to reserve a showcase table if all the presentation slots are filled. Every effort will be made to balance faculty representation, where possible.

All EoIs must be submitted via the Research & Knowledge Exchange Development Framework email account, with MCA EoI as the subject line.

Subject to support, it is planned that this will become an annual event for BU’s Mid-Career Academics.

“How could AI shake up Accounting and Reporting?” PwC visit the Accounting, Finance and Economics (AFE) Department of The Business School

Business Engagement

Undergraduates studying on BU’s Accounting and Finance programme were treated to a fascinating insight into the world of Artificial Intelligence (AI) in accounting and financial reporting given by global expert Ruth Preedy who is Director, AI and IFRS Accounting at PwC.  Dr Alan Kirkpatrick, Head of Education and Professional Practice for AFE introduced the session by referring to the research question posed by Alan Turing back in 1950: “Can machines think?”, and he asked if recent technological advances have put questions such as “how well can machines learn?”, “when should we allow machines to take decisions?” and “how will AI affect the roles and required skill sets of future accountants?”, into the frame. There is a deepening discussion in financial services, the professions and wider business community about the expected impact of AI on accounting and financial reporting.

Ruth Preedy explained how AI will have an impact on all sectors.  In particular, healthcare, automotive and financial services sectors “..exhibit huge potential for high touch, high frequency and high value products and services enabled by AI”.  Analyses carried out using PwC’s Computational General Equilibrium Model for AI in 2017 estimate a potential GDP gain of US$15.7 trillion by 2030 with China and North America expected to see the biggest AI gains.  A wide definition of AI as “the theory and development of computer systems able to perform tasks normally requiring human intelligence” really includes activities such as natural language processing, machine learning, deep learning, speech recognition and machine vision.  Ruth Preedy pointed out how AI might be presented at three levels described as: Assisted Intelligence, Augmented Intelligence and Autonomous Intelligence. AI today is more likely to be seen in the form of Assisted Intelligence that is associated with “..automating repetitive, standardised or time-consuming tasks” and is resulting in increased demand for STEM skills to build a ‘new tech ecosystem’. The emerging form of AI is Augmented Intelligence that involves collaboration between humans and machines to make decisions and Ruth Preedy said that “uniquely human traits such as emotional intelligence, creativity, persuasion and innovation will become more valuable”. The highest form of AI is Autonomous Intelligence and this vision of a possible future involves what Ruth Preedy described as “adaptive continuous intelligent systems taking over decision making” that “may question the future of humans at work”.  Examples of discussions in the automotive sector for example indicate the sensitivities of Autonomous Intelligence systems.

AI is often discussed in the context of employment.  Ruth Preedy referred to estimates by PwC that around 30 per cent of jobs overall (across all sectors) could be automated in the early 2020s but the proportion of jobs usually performed by individuals with higher education (graduates) that could be automated is estimated at the much lower figure of 11 per cent.  This pattern is expected to be reflected in the accounting profession with more automation of more routine functions such as basic book-keeping and a continuing or increasing need for activities requiring higher levels of analysis.  AI is being seen in accounting and financial reporting in the form of accounting packages (XBRL), IFRS modelling, auditing, contract review and ‘chatbots’.

Overall the message is that contrary to some of the more hysterical reports there will still be a need in the future for skilled accountants exhibiting knowledge of how to get the best out of AI in performing their critical analysis and decision making functions.

 

Dr Alan Kirkpatrick

 

 

 

 

‘Climate Change – The Facts’: the BBC and David Attenborough should talk about solutions

Rick Stafford, Bournemouth University and Peter JS Jones, UCL

Guardian journalist George Monbiot wrote a damning critique of the BBC and Sir David Attenborough’s wildlife documentaries in late 2018, arguing that they do little to illustrate the huge environmental issues faced by the natural world.

Since then, Attenborough has adopted a much stronger position. He spoke at both the UN Climate Summit and the World Economic Forum in Davos, and used his platform to highlight the threats of climate change.

Embarking on a new collaboration, Attenborough and the BBC are set to confirm their position in a one-off documentary entitled Climate Change – The Facts, airing on April 18. The 90-minute film will explain the effects that climate change has already had and the disasters it might cause in future.

Although it’s crucial to raise awareness among the public about the impacts and threats of climate change, it’s equally important to explain how to fight it. That’s something the BBC has been more quiet about.

Solutions to climate change

The recent series Blue Planet Live featured a segment on the Great Barrier Reef in which it stated that coral bleaching is the result of climate change. That places the BBC in line with the scientific consensus. The same episode later described the “heroic research” effort that is needed to save the world’s reefs from coral bleaching, and covered the capture and transfer of coral spawn to a new location.

However, science has already given the solutions to address this problem. Recent reports from the Intergovernmental Panel on Climate Change, the Institute for Public Policy Research and some of our own research all clearly indicate that tackling climate change and other environmental issues – including biodiversity loss, soil erosion and even ocean plastic pollution – requires major changes to society.

We need to revise our economic system and its dependence on growth to prevent the unnecessary consumption of the world’s resources. As the youth climate strikes leader, the 16-year-old Greta Thunberg, clearly puts it, we need “system change, not climate change”.

In an era when schoolchildren are striking for climate action and radical proposals for climate action are entering the political mainstream, the BBC’s timidity towards even discussing solutions seems odd.

Covering these arguments is political but goes way beyond party politics and certainly wouldn’t breach impartiality guidelines. Audiences might understand that this isn’t as interesting as coral spawning being captured during a lightning storm, as was shown on Blue Planet Live. But if the BBC don’t address the solutions to climate change, then how can there be an educated public which understands that saving the planet requires more than individual gestures like carrying a reusable coffee cup?

There’s no doubt that Attenborough’s BBC documentaries have inspired millions of people around the world to take environmental issues seriously. His programmes have encouraged many of our students to undertake degrees in environmental sciences.

Their insights into the natural world can present a sense of environmental optimism that promotes action. But failing to address the political and economic solutions necessary to stop climate change means the BBC could fail to respect its own values in education and citizenship. With their new documentary, Attenborough and the BBC should challenge our current economic system – only then can they fulfil their duty to inform the public with accuracy and impartiality.

Click here to subscribe to our climate action newsletter. Climate change is inevitable. Our response to it isn’t.The Conversation

Rick Stafford, Professor of Marine Biology and Conservation, Bournemouth University and Peter JS Jones, Reader in Environmental Governance, UCL

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

There’s a massive cyber security job gap – we should fill it by employing hackers

File 20190404 123395 155dk1m.jpg?ixlib=rb 1.1
Gorodenkoff/Shutterstock.com

John McAlaney, Bournemouth University and Helen Thackray, University of Portsmouth

Cyber security incidents are gaining an increasingly high profile. In the past, these incidents may have been perceived primarily as a somewhat distant issue for organisations such as banks to deal with. But recent attacks such as the 2017 Wannacry incident, in which a cyber attack disabled the IT systems of many organisations including the NHS, demonstrates the real-life consequences that cyber attacks can have.

These attacks are becoming increasingly sophisticated, using psychological manipulation as well as technology. Examples of this include phishing emails, some of which can be extremely convincing and credible. Such phishing emails have led to cyber security breaches at even the largest of technology companies, including Facebook and Google.

To face these challenges, society needs cyber security professionals who can protect systems and mitigate damage. Yet the demand for qualified cyber security practitioners has quickly outpaced the supply, with three million unfilled cyber security posts worldwide.

So it might come as a surprise that there is already an active population with a strong passion for cyber security – hackers. This is a term with many negative connotations. It evokes the stereotypical image of a teenage boy sat in a dark room, typing furiously as green text flies past on the computer monitor, often with the assumption that some criminal activity is taking place. The idea of including such individuals in helping build and protect cyber systems may seem counter intuitive.

But – as we have highlighted in our recent research – the reality of hacking communities is more complex and nuanced than the stereotypes would suggest. Even the phrase “hacker” is contentious for many individuals who may be labelled hackers. This is because it has lost the original meaning: of someone who uses technology to solve a problem in an innovative manner.

Researching cyber security.
Bournemouth University, Author provided

Hacking today

There are a growing number of online hacking communities – and regular offline meetings and conventions where hackers meet in person. One of the largest of these events is DEFCON, held every year in Las Vegas and attended by up to 20,000 people. These hacking communities and events are an important source of information for young people who are becoming involved in hacking, and may be the first contact they have with other hackers.

On the surface, the conversations that are held on these forums often relate to sharing information. People seek advice on how to overcome different technical barriers in the hacking process. Assistance is given to those who are having difficulties – provided that they firstly demonstrate a willingness to learn. This reflects one of the characteristics of hacking communities, in that there is a culture of individuals demonstrating passion and the desire to overcome barriers.

But such events are about more than sharing practical skills. As individuals, we are strongly influenced by those around us, often to a greater agree that we are aware of. This is especially the case when we are in a new environment and unsure of the social norms of the group. As such, these online and offline hacking communities also provide an important source of social identity to individuals. They learn what is and what is not acceptable behaviour, including the ethics and legality of hacking.

Technological approaches alone cannot prevent cyber attacks.
Bournemouth University, Author provided

Myths and opportunities

It is important to stress here that hacking is not an inherently illegal activity. There are many opportunities to engage in ethical hacking, which refers to attempting to hack systems for the purpose of finding and fixing the flaws that malicious hackers may try to exploit for criminal activity.

Our research demonstrates that the majority of people active within hacking communities have no wish to exploit the flaws they find although they do believe that such flaws should be exposed so that they can be addressed – especially when the organisation concerned is holding public data and have sufficient resources that it is reasonable to feel they should not have any gaps in their cyber security in the first place. Several large and well-known companies actively engage with this culture, by offering hackers “bug bounties” – financial rewards for identifying and reporting previously undiscovered weaknesses in their systems.

Of course criminal hacking does happen – and many of the people we have spoken to acknowledge that they take part in activities that are of questionable legality in order to achieve their goal of finding the flaws in a system. This creates a risk for those people, especially young adults, who are becoming involved in hacking. Through ignorance or through being wilfully misled, they may become involved in activities that result in them gaining a criminal record.

If so, this impacts not only them as an individual but also the cyber security profession. As a result of this culture, many companies are being deprived of individuals who could have helped fill the increasingly urgent gap in cyber security professionals. To address both of these problems, we need to move past unhelpful and negative stereotypes and work with young people and hacking communities to provide an awareness of how their passion and skills can be used to address the cyber security challenges that society faces.The Conversation

John McAlaney, Associate Professor in Psychology, Bournemouth University and Helen Thackray, Senior Research Associate, University of Portsmouth

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

Update on Horizon Europe and Brexit

Funding opportunities

Horizon Europe

 According to the Research Professional, Governments in the Council of the EU reached an agreement on the specific programme for Horizon Europe on 15 April. Agreement describes the rules for the structure of new instruments such as the European Innovation Council, areas for R&D missions and the process of “strategic planning” that will produce detailed work programmes for allocating funding.

Much of the content of the specific programme had already been covered by the more overarching partial political agreement on Horizon Europe reached between the Commission, Council and Parliament in March. However, some areas remain to be decided, in particular those setting out the budget for Horizon Europe and the rules of association for non-EU countries.

Brexit

According to the information available on UKRO portal, the UK and the EU have agreed to extend Article 50 until 31 October 2019. During the extension, the UK is an EU Member State, and UK organisations can continue to participate in and submit bids to Horizon 2020 on a Member State basis. This includes requesting the relevant part of the project’s budget as an EU contribution.

If an agreement between the UK and the EU is reached, projects approved during this period will be able to continue with an uninterrupted flow of EU funding. In no-deal scenario, the UK Government has committed to underwrite competitive UK bids to the EU funding submitted before exit, even if they are notified of their success after leaving the EU.

The government is seeking discussions with the European Commission to agree the details of our continued participation in Horizon 2020 as a third country after the exit. BU has informed the UK Government and provided basic data about all on-going Horizon 2020 projects. This will support the continuity of funding flow in case the UK Government’s underwrite mechanism should be implemented.

Please send your questions and other queries related to BU participation in the EU funded grant applications over to Research Development and Support.