Making the Creative Majority is a new report from the All-party Parliamentary Group (APPG) for Creative Diversity launched at the House of Lords earlier this week. The report analyses ‘What Works’ to support diversity and inclusion in creative education and the talent pipeline with a focus on the 16+ age category.
I attended the event for two reasons. The research closely aligns to my own: the report’s focus is work in the creative industries generally; mine is on work in the media industries specifically, so there is much common ground. But my invitation was also prompted by having found myself in the unusual position (for me) of also being the subject of the research. One of my Level 5 units – Client & Audience – provides the report with its case-study for work-simulated learning (see pp 137-138 of report). It is a unit in which media production students work on a live brief for an external organisation, but within a safe and highly controlled University environment. The report suggests that this model can reach students for whom the offer of internships and other forms of work-integrated learning will simply not reach.
The new report has been produced by King’s College London, University of Manchester, University of the Arts London, YouTube, Paul Hamlyn Foundation, and the Creative Policy and Evidence Centre. Key findings are: the creative workforce is dominated by graduates; there is huge inequality of gender, ethnicity and class across creative HE courses and employment outcomes; the Russell Group of Universities has the most work to do to support DEI in creative HE; and apprenticeships aren’t working for the creative industries.
The report also includes a series of evidence-informed recommendations for government and Higher Education.
Making the Creative Majority full report is available here.
The UK Council for Graduate Education (UKCGE) is the representative body for postgraduate education and research. As BU is a member of the UKCGE, staff can attend online events free of charge.
See below for details on tomorrow’s online event:
Session
Details
Date, Time & Book
Supporting Neurodivergent PGRs
The online discussion session will examine issues surround how best to support neurodivergent PGRs. Attendees will also have opportunity to share and discuss challenges & successes in supporting neurodivergent PGRs in their own institutions.
A reminder the following online events are coming up and may be of interest to research degree supervisors and academic and professional staff who support our PGRs:
Session
Details
Date, Time & Book
Administrative Milestones to Support On-Time Completion
This online Town Hall discussion will focus on ways to improve completion rates amongst PGRs. Using a new initiative at the University of Sheffield as a starting point, attendees will have to opportunity to discuss & share challenges & successes in instigating administrative processes to support PGRs & their supervisors to completion.
Administrative Checks for Examiners of Vivas: Right to Work Checks and Other Challenges
This online discussion will examine some of the administrative issues faced by institutions in ensuring that examiners of vivas are appointed in an appropriate manner. For example a number of institutions have reported challenges with right to work checks for viva examiners. This discussion, led by the University of Westminster and held under the Chatham House rule, will allow colleagues from across the sector to share and discuss their own, and other institutions’, approaches in this area.
What is the impact of doctoral research in the Arts, Humanities and Social Sciences?
This online discussion, run in collaboration with The British Academy, will examine the impact of doctoral research in the arts, humanities and social sciences.
At BU we promote and celebrate the work done to engage public audiences with our research. The Public Engagement with Research team in Research Development and Support can help promote your event to relevant audiences through our monthly newsletters and via our social media channels.
To be considered for inclusion, your event or activity must be;
Focused on BU research, either solely or as part of a wider programme. Events or activities that do not involve BU research, such as marketing or recruitment events, will not be accepted.
Intended for and open to non-academic audiences, either entirely or as a portion of the audience.
Submitted, at the latest, in the first two weeks of the month preceding the event. For example, an event taking place in June should be submitted via the form any time before 14 May.
Event descriptions may be edited for consistency in style with other content.
Dr Emma Kavanagh co-authors this article for The Conversation about new research exploring how children talk about – or don’t talk about – their experiences of abuse in sport:
Many Australian kids abused in sport won’t ever speak up. It’s time we break the silence
Sport is supposed to be a safe place for kids to learn and play.
Too often, however, sporting clubs can be places where children are abused psychologically, physically or sexually.
Imagine, then, a child in your life had been abused, but never told an adult about it.
Our new research shows that’s the case for many children who’ve experienced abuse in a community sport club.
Here’s what we found about how children talk about – or don’t talk about – their experiences of abuse in sport.
Survey shows abuse goes undisclosed
Our research is the first to explore how often children tell adults about abuse in community sport.
Before this, we knew very little about how children spoke about their experiences of abuse.
This data builds on our previous study, focusing on the responses of the 800 adults who had all experienced abuse in community sport as children.
In our new study, our survey tool asked about childhood experiences of abuse in sport. These ranged from psychological violence (excessive criticism and humiliation), physical abuse (throwing equipment, striking someone), sexual violence (sexualised comments or acts) and neglect (ignoring a child after a poor performance).
We found more than half said they never spoke to an adult about it.
Three in four children never spoke to an adult about abuse from a coach.
Rates of disclosure were even lower when the abuse was from a parent, with eight in nine children not speaking to another adult about their experiences.
We also found boys disclose peer abuse in sport less frequently than girls, while girls had lower rates of disclosing to an adult within the sport club (coach/club manager) than boys.
The evidence shows delayed disclosures of abuse (or never disclosing) can have severe and long-lasting impacts on a child’s mental health.
This makes these findings highly concerning.
Even when children are aware and able to say something is wrong, we found they think twice before speaking to an adult. Shutterstock
Having a policy is important, but not enough
Clubs often try to stamp out abuse by having policies aimed at protecting children.
But we found while policies can provide guidance on who to report abuse to, even getting that far can be difficult.
First, a child victim/survivor (and adults around them) needs to recognise their experience as abuse. In community sporting clubs, a child would then need to talk to an adult (a club member protection officer, for example). Finally, the adult/child would need to formally report the abuse for the policy to be enacted.
In an environment where abuse has become so normalised, children may not even realise they’re experiencing it.
The response system relies on reports of abuse, but participants are often afraid to come forward, or aren’t believed when they do.
Even when children are aware and able to say something is wrong, we found they think twice before speaking to an adult.
The children often questioned whether their experiences were bad enough, especially when they saw other kids going through the same things.
One participant shared bullying was so widespread that:
[…] it’s [violence] a cultural thing in the sport. And so you just learn to live with it, ignore it.
How we respond to children matters
Often children will not have the words to say “I am experiencing abuse”.
In our study children would simply tell their parents they weren’t enjoying sport.
They often didn’t even think they were talking about abuse. One of the people we spoke to said:
I didn’t know I was disclosing […] I just thought I was reiterating what happened during the day.
In most instances, the responses from adults normalised or rationalised the child’s experience of abuse.
A participant shared her parents’ response was:
Sorry you’re experiencing this, but time to just be resilient. Like, just don’t think about it.
Sometimes, the adult offered a supportive and empathetic response, but this was rarely followed up with long-term support or lodging an official report of abuse.
This leaves the experiences of abuse undocumented and unaddressed.
Believe children when they say they are uncomfortable, not enjoying sport or feel unsafe, and ask them how you can help. Shutterstock
Taking action against abuse in sport
We need to talk more about abuse in sport.
The issue is gaining some traction, with the launch of international and national campaigns.
Start To Talk encourages people to have conversations about poor behaviours and improving safety in sport.
Our team in Australia is running workshops on abuse with community sporting organisations.
We have passionate volunteers who want to change the culture, but need support to do so.
Abuse thrives in the shadows, and it is time for more significant action to realise real change. Here is what you can do to help:
listen to children, really listen to what they say
believe them when they say they are uncomfortable, not enjoying sport or feel unsafe, and ask them how you can help
Prof. John Oliver (FMC) recently delivery a keynote speech to over 1000 delegates at the 6th Digital Agenda Summit in Cyprus. The talk examined the subscription video on demand (SVOD) market which has seen explosive growth in recent years with global revenues reaching US$154bn in 2022. He argued that a new phase of low-growth competitive rivalry is emerging with global and local European players fighting for market share and that future growth will be achieved by merger and acquisition in an industry that will inevitably consolidate.
Other keynote speakers taking to the main stage included the President of Cyprus, the Head of Global Communications & Marketing at Google DeepMind & Space X and the Global Lead of Design Communication at BMW.
The report follows the consultation that was conducted by the Department for Culture, Media and Sport (DCMS) in November 2022 and outlines how Non-Fungible Tokens (NFTs) and blockchains should be tackled in the future, particularly in relation to art and culture; professional sport and advertising.
In relation to intellectual property rights (IPRs), the report cites copyright infringement, limited recourse and redress (for consumers and creators), the scale of infringement, consumer confusion and the inflexibility of transferring IP as the main issues that needs consideration.
In responding to these issues, the report cites the research by Prof. Mendis calling for more protection for consumers and creators as a result of rising IP infringements, scams and frauds. The report also identifies the unique nature of NFTs and blockchains and cites Prof. Mendis’ research in demonstrating how current laws – such as ‘notice and takedown’ or ‘the right to be forgotten’ – which apply in other circumstances relating to piracy and counterfeiting, may not necessarily apply to online marketplaces. As such, the report recommends a code of conduct to be adopted by online platforms dealing with NFTs.
The hype surrounding NFTs was short-lived and in mid-2022, investors saw a collapse in the NFT market. However, as the report states, “cryptoassets such as NFTs continue to have advocates … [and] even if NFTs never again reach the peak they achieved over the last few years, areas of concern [in relation to regulation] remain”.
As such, based on the research presented in this report relating to intellectual property, the CMSC recommends that the “Government engages with NFT marketplaces to address the scale of infringement and enable copyright holders to enforce their rights”. In relation to sports, the report identifies the financial risks and harm which NFTs present to fans and the reputational harm it presents to clubs and recommends that “any measurement of fan engagement in sports, including in the forthcoming regulation of football, should explicitly exclude the use of fan tokens”.
Finally, in relation to advertising, and once again citing the research by Prof. Mendis, the report recommends that the Government respond to misleading and/or fraudulent advertising for NFTs.
This session is aimed at academics and researchers at all career stages and at all stages of the project lifecycle – from formulating research questions and preparing grant applications to developing a potential impact case study.
This practical workshop provides the tools, advice and time to start putting together your own plan to achieve impact.
By the end of this session, you will have created a detailed impact development plan, tailored to your particular needs and stages of impact development.
Impact Essentials: creating your impact development Plan
Tuesday 28th November
13.00 -15.00 at Talbot Campus
To book onto this session, please complete the Booking Form.
Introduction to RED – The Research & Enterprise Database
This session is aimed at all academics to provide an overview of the Research & Enterprise Database,
including how to access the system, the information available to view, budget management via RED,
and how to use RED to identify your supporting pre and post award officers.
Thursday 15th November Talbot Campus, 14.00-15.00
Principal Investigation – Post Award for RKE
This session is aimed at any researcher who is, who plans to be, a Principal Investigator for an externally funded research or knowledge exchange project.
Topics covered include:• What is post award?• Roles and responsibilities• Systems• Key policies• Starting your awarded project
• Making changes to your project and reporting• Hints and tips
By the end of the session, attendees will have a strong foundation of what to expect when being responsible for their awarded projects.
This session is aimed at ECRs who are new to or who have experience of academic publishing and wish to find out more.
The session will offer insight into the point and process of academic publishing in journals, edited collections and monographs. It will offer advice and guidance on pitching, developing ideas for publications, how to respond to reviewer feedback, and how to write a monograph proposal.
By the end of the session, attendees will have acquired greater knowledge of academic publishing and greater confidence in pursuing publications relevant to their career stage and development goals.
Wednesday 8th November from 13.00 – 14.00
Talbot Campus – MS Teams
To book onto Academic Publishing session, please complete the Booking Form.
BU is a partner of The Conversation, a news analysis and opinion website with content written by academics working with professional journalists.
In addition to the training sessions run by Conversation editors throughout the year, they have now created four new asynchronous online courses to help you learn more about working with The Conversation and what they are looking for from pitches and articles.
Four short courses are now available for you to complete online at your leisure:
The courses are open to all BU academics and PhD candidates who are interested in finding out more about working with The Conversation. They will help you to understand how The Conversation works, the editorial support provided, and develop the skills to write for non-academic audiences.
The courses are being mapped to Vitae’s researcher development framework to help further contribute to professional development at all levels.
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 9.5 million reads and been republished by the likes of The i, Metro,National Geographic Indonesia and the Washington Post.
Bournemouth University is committed to continue supporting the growth of our postgraduate researchers (PGRs) through the BU match-funded studentship scheme. As such, we are delighted to announce the launch of the allocative process for projects due to start during 2024-2025 academic year.
There are up to 10 match-funded studentship projects available, with a focus on supporting the BU research themes. There are no fully-funded studentships on offer. Match-funded studentships will only be offered in conjunction with guaranteed external match-funding.
The allocative process will be overseen by the BU Studentships Funding Panel and administered by the Doctoral College.
The deadline for submission of applications is 5pm on Monday 11 December 2023.
If you have any questions about your application, please speak with your Deputy Dean for Research and Professional Practice (DDRPP) or the Heads of the Doctoral College: Dr Fiona Knight (for FST or FHSS enquiries) or Dr Julia Taylor (for BUBS or FMC enquiries).
Over the past fifteen years, we have cultivated and nurtured a robust and enduring research partnership with The Tank Museum. This extensive collaboration has borne fruit through a series of successful projects, undertaken in conjunction with both The Tank Museum and the Ministry of Defence UK. One of the standout outcomes of our cooperative efforts with The Tank Museum was the pivotal role it played in the creation of the REF2021 BU UoA12 Impact Case Study. Throughout this period, our collaborative research has not only thrived but has also made substantial contributions to fostering a mutually beneficial relationship between BU and industry, primarily in the realm of Design Engineering education.
The end of a significant chapter in our long-standing collaboration was marked by a farewell luncheon in honour of The Tank Museum’s Director, Richard Smith OBE. Richard Smith will be embarking on a new venture within another esteemed organisation. While this may signify the conclusion of an era, it is unequivocal that our commitment to fostering and fortifying our alliance with both The Tank Museum and Richard’s new organisation will remain unwavering.
With deep respect and gratitude, Professor Khan and his distinguished team, comprising Dr. Adil Saeed, Dr. Hammad Nazir, Professor Keith Stokes, and Dr. Jawad Latif, extend their heartfelt best wishes to Richard Smith OBE. Simultaneously, they extend a warm and anticipatory welcome to the incoming Director of The Tank Museum, as we collectively embark on new horizons of research and education in the days to come.
The deadline is approaching to get your application in to present at the 15th Annual Postgraduate Research Conference 2023.
The conference will take place on Wednesday 29 November. This 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.
Abstracts are invited from postgraduate researchers to present via oral or poster presentation.
Professor Khan has been recently awarded prestigious research exchange funding by Tsinghua University in Beijing, China. Tsinghua University ranks 1st in Asia and 12th World Ranking and 9th World Reputation. The collaboration between Professor Khan and Professor Yonggang Meng of Tsinghua University has been in place since 2009-2010 and has resulted in multiple exchange visits and academic achievements. Building on his ongoing collaborative research with Tsinghua University, which is supported by the National Natural Science Foundation of PR China and Global Visiting Fellowship Award from Bournemouth University, has led another output which has been accepted for publication in Tribology Letters, a solid quartile one journal in mechanical engineering. This recent collaborative work offers valuable insights into the mechanisms of achieving super low friction in liquid-lubricated sliding point contacts. Its potential applications in various industries and contributions to academic understanding make it a significant endeavour with far-reaching impacts.
The central question being explored by Professors Khan and Meng, along with their research teams, is the key to achieving super low friction in water-based ultralow or super low friction experiments. This question carries significant importance for both academia and industry.
In academia, understanding the factors that influence super low friction can advance our knowledge of friction reduction mechanisms. This research contributes to the academic understanding of this critical field and can serve as a foundation for further investigations.
In the industrial context, the impacts are substantial. Achieving super low friction has the potential to improve the efficiency of mechanical components and reduce energy consumption in various industries. This knowledge will lead to the development of more efficient machinery and systems, saving resources and costs for industries.
Professor Rick Stafford and Zach Boakes write for The Conversation about their research exploring whether artificial reefs in the tropics can function in the same way as natural ones…
Artificial coral reefs showing early signs they can mimic real reefs killed by climate change – new research
Earth’s average temperature in September 2023 was 1.75°C above its pre-industrial baseline, breaching (if only temporarily) the 1.5°C threshold at which world leaders agreed to try and limit long-term warming.
Persistent warming at this level will make it difficult for the ocean’s coral reefs to survive. The same goes for those communities who rely on the reefs for food, to protect their coastline from storms and for other sources of income, such as tourism. Recent Intergovernmental Panel on Climate Change assessments have predicted that even if global heating is kept within the most optimistic scenarios, up to two-thirds of all coral reefs could deteriorate over the next few decades.
It will not be possible to restore all the reefs lost to climate change. But we are scientists who study how to preserve these habitats, and we hope that artificial structures (made from concrete or other hard materials) could replicate the complex forms of natural reefs and retain some of the benefits they provide.
We know artificial reefs can attract fish and host high levels of biodiversity – often similar to natural reefs. This is partly due to them providing a hard surface for invertebrates like sponges and corals to grow on. Artificial reefs also offer a complex habitat of crevices, tunnels and other hiding places for species that move around a lot, such as fish, crabs and octopus.
Until now though, scientists were unsure if artificial reefs attracted wildlife which would otherwise live on nearby coral reefs or whether they helped support entirely new communities, enlarging existing populations. This is important, because if natural reefs do die, these artificial structures must be self-sustaining to continue benefiting species, including our own.
Millions of people worldwide rely on fish as their main source of protein. BankZa/Shutterstock
Our recent study is the first to examine whether artificial reefs in the tropics can function in the same way as their naturally formed counterparts. The answer is: not yet, but these concrete structures are beginning to mimic some of the key functions of coral reefs – and they should get better at it over time.
Follow the nutrients
Coral reefs support lots of different species in high numbers despite growing in tropical waters low in nutrients (chemicals such as nitrates and phosphates which boost plant growth). This puzzled naturalist Charles Darwin, and it became known as Darwin’s Paradox. We now know reefs achieve this by circulating nutrients extremely rapidly through the invertebrates, corals and fish that live on them.
In a healthy coral reef system, nutrients from dead animals and faeces are rapidly consumed by animals living on the reef, such as small fish or invertebrates, and these small animals are frequently eaten by larger animals. This ensures these nutrients cannot accumulate and so they remain at low levels, preventing algae from overgrowing and smothering the reef.
If artificial reefs perform a similar function to natural reefs then we would expect them to rapidly process nutrients entering the system and keep overall nutrient levels low too. This would indicate they are also highly productive ecosystems, similarly capable of supporting diverse and abundant wildlife even if many natural reefs die.
We tried to make an accurate comparison of natural and artificial reefs by comparing nutrient levels and how they are stored between the two.
From concrete to corals
Our study was conducted in north Bali, Indonesia. A local non-profit, North Bali Reef Conservation, which Zach co-founded, has been making artificial reefs for the last six years with the help of international volunteers and local fishers who use their boats to drop them offshore.
While over 15,000 reefs have been deployed so far, they only cover around 2 hectares – roughly the size of two football pitches.
But these structures are beginning to show signs of functioning like coral reef communities. In water we extracted from just under the sand near the artificial reefs we found high levels of phosphates – evidence of a large number of fish excreting. And in water samples from above the sediment, levels of all the nutrients we measured were low and similar to those recorded on natural reefs, indicating the artificial reef was rapidly recycling these nutrients.
However, the sediment around the concrete structures we tested appeared to be storing less carbon than that surrounding the natural reefs. We think the difference may be related to the relative abundance of invertebrate species such as hydroids (plant-like relatives of corals which feed by sifting detritus from seawater). These were common on the natural reefs we studied, but were only found in small, but increasing numbers on the artificial reefs. We think, as more of these species colonise the concrete over time, the reefs will function even more like their natural counterparts.
The study offers some hope that over time, artificial reefs can mimic more of the processes maintained by natural reefs. Our findings are an early indication that artificial reefs may be able to support local communities affected by reefs lost to climate change.
The climate threat to coral reefs will not be solved by artificial reefs. Only rapidly eliminating emissions of greenhouse gases can preserve a future for these ecosystems. But our research indicates that, where reefs have already been lost, through pollution, destructive fishing or coastal development, it may be possible to restore some of the lost benefits with artificial structures.
Our study suggests it can take up to five years for artificial reefs to begin functioning like coral reefs, so these recovery programmes must begin right away.
Don’t have time to read about climate change as much as you’d like?
Huge congratulations to Catherine Talbot, Xin Zhao and Tabitha Baker who were all successful in winning BA seed funding. There were 40 applications reviewed across the British Academy South West hub and only nine awards, three of which went to BU!
Catherine Talbot in SciTech secured £1414 to support their project titled “Dementia Grant Development and Knowledge Exchange: Building Cross-University Partnerships” which includes partnership development by conducting a research visit to the Institute of Population Health Dementia Research at the University of Liverpool with the aim of developing grant proposal.
Catherine says, ‘I am delighted to have been awarded seed funding from the British Academy Early Career Researcher Network, which will allow me to conduct a research visit at the University of Liverpool with Dr Clarissa Giebel, a leading expert in dementia research. This funding will open doors to conducting meaningful and impactful research in dementia care, and represents the perfect next step towards my long-term career aspirations.’
Xin Zhao in FMC secured £1025 to support their project titled “Building stakeholder relationships with UK-based East and Southeast Asian community organisations” which includes Network development to build stakeholder relationships with UK-based East and Southeast Asian community organisations.
Xin says, ‘Building stakeholder relationships with UK-based East and Southeast Asian community organisations is the foundation for my dedication to exploring strategies to fight against anti-Asian racism from a media and communication perspective. BA Seed Funding provides me with the perfect support for the relationship building. This will pave the way for my following design of a community-oriented research project.
Tabitha Baker, also in FMC, secured £1700 to support their research titled “Local Democracy in a Time of Crisis” which includes development of stakeholder relationships with local public sphere and civil society organisations in Bournemouth, Christchurch and Poole area through the creation and screening of a short film.
Tabitha says, ‘This project aims to address low engagement and trust in local democracy in BCP, by exploring local government in challenging national contexts. Dr. Ian Gwinn (Co-I) and I seek to reshape understandings of local politics and regional identity, engage the public in conversations about local democracy, and assess its potential to promote social justice and active citizenship, building on my previous research.’
What a fantastic outcome so well done to all involved in this wonderful achievement!
A HEIF (Higher Education Innovation Funding) backed project led by Dr Julia Hibbert (BUBs) is exploring how women aged 18-49 understand stories of homebirth found on social media and the potential effect this may have on future decisions linked to childbirth.
We are looking for people to take part in online interviews lasting approximately 1 hour; we will reimburse your time with a £40 Amazon voucher. If you meet the above criteria and would be interested in taking part in an interview, please contact Dr Rachel Arnold rarnold@bournemouth.ac.uk or Anna Marsh amarsh@bournemouth.ac.uk by email for further information.
[BU research ethics ID: 44223]
*Please feel free to share this post and spread the word
According to the World Economic Forum, the top in-demand skills by 2025 will include creativity, problem-solving, active learning, initiative, and flexibility. However, the OECD’s 2021 Survey of Socio-Emotional Skills shows that adolescents, especially those from disadvantaged backgrounds, report lower skills like creativity and curiosity, emphasising the importance of early interventions for young people to prevent them from being marginalised or excluded from the labour market in the future.
The compulsory closure of schools following the pandemic altered the conventional teaching and learning landscape. Despite the instant and shared shock of the pandemic, the swiftness of young people’s adjustment to remote learning differed across family, regional, and socio-economic contexts. The absence of a structured in-school learning environment necessitated the question of young people’s ability to self-direct their learning and cope with sudden changes, indicating the relevance of socio-emotional competencies.
Also, the loss of direct supervision meant that teachers alone could not guarantee students learning during the pandemic, emphasising the value of a collaborative approach to learning.
Young people’s well-being and employment outcomes should be central to the educational recovery agenda following the pandemic. Evidence from the SPEED-You-UP project shows that alternative education programmes are effective in realising better well-being and employment outcomes for NEET young people and those at risk of being NEET in schools and socio-economically challenged communities. The project implemented a co-creation model in which young people worked with peers, youth sector coaches, and business owners to develop business ideas and create business pop-ups.
According to a member of staff in one of the schools that participated in the project:
“SPEED-You-UP has benefitted our students by improving their knowledge of self. They can now identify what skills they possess for future endeavours. It also showed them that anything is possible. They are more positive in their outlook, confident, and work better in groups.”
The programme’s collaborative and entrepreneurship education approach facilitated young people’s teamwork, creativity, and entrepreneurial thinking skills and improved their self-confidence to reengage with education and work. SPEED-You-UP also implemented the coaching method as a way to foster young people’s agency, autonomy, and active participation in their learning.
Strategies for improving young people’s well-being and transition into work are particularly relevant for at-risk young people who face barriers to their prospects. Barriers such as low socio-economic background, limited access to role models, and caring responsibilities could result in irregular school attendance, disengagement, self-doubt, and pessimism about their future life chances.
A critical post-pandemic question is how are schools, universities, and local training services responding to young people’s well-being needs and equipping them for the transformations in the labour market?
If you have any questions about the SPEED-You-UP project or are interested in potential collaboration, please get in touch.
Making the Creative Majority is a new report from the All-party Parliamentary Group (APPG) for Creative Diversity launched at the House of Lords earlier this week. The report analyses ‘What Works’ to support diversity and inclusion in creative education and the talent pipeline with a focus on the 16+ age category.
This session is aimed at academics and researchers at all career stages and at all stages of the project lifecycle – from formulating research questions and preparing grant applications to developing a potential impact case study.
Tuesday 14th November, Online 15.30-16.00
This session is aimed at ECRs who are new to or who have experience of academic publishing and wish to find out more.
Take part in the 2025 ESRC Festival of Social Science: Application Deadline Extended to Friday 23 May 2025
SERVED research project: Supporting Evidence-based Research for Veterans Experiencing Dementia
Alzheimer’s Awareness Week – join us in BGB on Tuesday 20th May
Nanocoatings to Bionanocomposites: Sustainable Solutions
Horizon Europe 2025 Work Programme pre-Published
MSCA Postdoctoral Fellowships 2025
Update on UKRO services
European research project exploring use of ‘virtual twins’ to better manage metabolic associated fatty liver disease