Yesterday the editors of the Journal of Asian Midwives published published a short editorial in the latest issue of this international journal. The editorial under the title ‘JAM – Summer 2022: One crisis after another….. ‘ introduces the four peer-reviewed research papers in the current issue [1]. The editorial is focused neatly on aspects of midwifery and maternity care and the Asian countries represented in the four articles: Afghanistan, Bangladesh, Indonesia and Pakistan. Compare this to our editorial published a few weeks ago in Frontiers in Public Health[2]. The latter editorial again introduces four papers, this time papers included in a Special Issue of Frontiers in Public Health which focuses on ‘Integrated health service delivery and COVID-19’. One would expect an editorial in a Special Issue of a journal to be particularly focused. However, the four included papers on integrated care and COVID-19 are quite different from each other, making it harder for the guest editors to write a coherent editorial.
It is worth remembering that there is an art in writing an interesting editorial which motivates the reader to read further articles in the journal, and Prof. Vanora and I with four other colleagues discussed recently [3]. At the same time, the editors writing any editorial can only work with the material available to them at the time.
All three papers mentioned in this Bournemouth University Research Blog (and listed below) are Open Access, and hence all are freely available to any reader across the globe with internet access!
Prof. Edwin van Teijlingen
CMMPH (Centre for Midwifery, Maternal & Perinatal Health)
van Teijlingen, E., Hundley, V., Sathian, B., Simkhada, P., Robinson, J., Banerjee, I. (2022). The Art of the Editorial.Nepal Journal of Epidemiology12(1):1135–38.
Congratulations to Dr. Rachel Arnold on the publication of her fourth PhD paper. Today the Journal of Asian Midwives informed us that the paper ‘Hidden Relationships: Perspectives on Leadership and Management in Afghan Maternity Services – An Ethnographic Exploration‘ has been published today [1]. Earlier papers have been published in BJOG, Social Science & Medicine as well as BMC Pregnancy & Childbirth[2-4]. The paper discusses the improvement of the quality of healthcare, particularly in low-income countries, which often focuses on the performance of healthcare providers and the availability, acceptability, and uptake of services. The role that health service leaders play in facilitating effective care has received less attention in the literature. This ethnographic study explored the perspectives of Afghan maternity care providers, managers and other stakeholders on leadership and the provision of quality maternity care.
The results of this study involves 1. Healthcare providers who described their managers as both autocratic and weak. They explained that their managers failed to enforce standards or listen to their concerns. 2. Managers who felt powerless to improve
care because the government did not support their initiatives to reform the working environment or discipline staff members who were flouting the rules.
Arnold, R., van Teijlingen, E., Ryan, K., Holloway, I. (2019) Villains or victims? An ethnography of Afghan maternity staff and the challenge of high quality respectful care, BMC Pregnancy & Childbirth 19 :307 https://rdcu.be/bPqlj
Arnold R., van Teijlingen E, Ryan K., Holloway I. (2015) Understanding Afghan health care providers: Qualitative study of culture of care in Kabul maternity hospital, BJOG 122: 260-267.
Arnold, R., van Teijlingen, E., Ryan, K., Holloway, I. (2018) Parallel worlds: an ethnography of care in an Afghan maternity hospital, Social Science & Medicine 126:33-40.
Being able to describe what you do and why is an essential skill for any researcher. This workshop will help you take your communication to the next level. Science Communicator and previous international 3MT winner Dr Jamie Gallagher will show you how to turn your research into the most interesting, engaging and memorable presentation possible.
Discover the hints and tips that will make your talk stand out from the crowd and how to banish nerves to give a confident performance.
Following this workshop, you should be able to:
Understand how to turn research into a compelling narrative
Prepare a high quality, engaging pitch/presentation
Feel comfortable and confident while delivering talks
Understand the use of language, body language and visualisation in presenting
Workshop
Date
Time
Location
Short Talk, Lasting Impression
Tuesday, 18th October 2022
10:00 – 11:00
Online
To book a place on this workshop please complete the Booking Form.
Support and skills development for early career researchers at BU
The BU Early Career Researcher (ECR) Network is designed to support early career researchers and PGRs at BU, offering general advice and support as well as tailored workshops for skills training and career development.
The network also provides an opportunity to network and form connections – creating a community in which expertise can be shared, and collaborative working encouraged.
It is open to all who identify as being in the early stages of their research career – whether you’re a Postgraduate Researcher, newly-appointed academic, or you’re returning to research.
The network meets monthly, with events and networking opportunities. Upcoming workshops will cover academic publishing, public engagement and impact, and pay and promotion – as well as regular drop-in surgeries where you can pop in for a chat or discuss particular concerns.
The first ECR Network event of the academic year takes place on Wednesday 28 September, with a welcome and surgery session.
There is also a dedicated Brightspace community to share ideas, ask questions and access support and resources.
The ECR network is coordinated by two academic leads, Dr Sam Goodman (FMC) and Professor Ann Hemingway (HSS), and is supported by Research Development and Support (RDS).
Dr Goodman said: “The BU Early Career Researcher Network is a great way to connect with other ECRs from across the university, learn new skills and get access to mentoring, coaching and career development in a crucial phase in your career.
“We cover all the issues facing researchers that we can, from academic subjects like how to publish, how to engage the public and develop impact, through to how to deal with work/life balance and managing imposter syndrome. However, the ECR Network is driven by its members – if there is a topic you need impartial help or guidance with, then this is the forum in which to raise it.”
You can find out more about the ECR network and see the full schedule of events for 2022/23 on the ECR Network page.
If you’d like to join the network, or you have any questions, please contact: RKEDF@bournemouth.ac.uk
Tell us about your social, cultural & community events for the period 1 August 2021 to 31 July 2022 – this is used to calculate our Higher Education Innovation Funding (HEIF) award
Media engagement (TV/radio interviews, podcasts etc)
If you’re not sure if your event is eligible for inclusion, the SharePoint site includes further details and guidance.
What data do I need to provide?
For the purposes of the HE-BCI survey, you must record the following:
event dates – to ensure eligibility
whether the event or activity was free or chargeable
the number of attendees (or views/visitors)
the amount of staff time in hours needed for delivery.
Without this specific data, we will not be able to include your event in the survey.
Further information
The SharePoint site provides details about which data is collected and how, including calculating attendee numbers and staff time, and reporting online activities and multiple related events. If you have any further questions about the HE-BCI return, please contact publicengagement@bournemouth.ac.uk.
The next session will take place via Microsoft Teams on the 11th October 2022. Registration for the webinar is possible here.
This session will provide an introduction to the *Research Professional platform, demonstrate how to locate funding opportunities matching research interests, and show how to set up email alerts to stay informed of new developments.
Dr Sarah Hodge writes for The Conversation about research asking teachers about their experiences of how young people use technology and the effect it has on them…
What teachers think of children and young people’s technology use
Mobile phones, computers, social media and the internet are part of the daily lives of children and young people, including at school. Concerns over the risks of too much screen time or online activity for children and young people have been tempered by the reality of technology use in education and leisure.
The experience of life during the pandemic, when much schooling and socialising went online, has also changed attitudes to technology use. UK communications regulator Ofcom reported that in 2020 only a minority of children and young people did not go online or have internet access.
Teachers are in a unique position when it comes to assessing how children and young people use technology such as mobile phones and the effect it has on them. They see how children and young people use technology to learn, socialise, and how it affects their relationships with their peers.
Together with colleagues, I carried out in-depth research with eight teachers from different backgrounds, ages, years of professional experience, and type of educational institution from across the UK. We asked the teachers about their experiences of children and young people’s use of technology: how they thought it affected their emotions, behaviour and learning both before and during the pandemic.
The teachers talked about the importance of technology as a tool in the classroom and learning and the opportunities it provides for creativity. As one teacher put it:
It is what the children are used to, and it engages them more – it is a useful tool that can add to our teaching.
Empowered through tech
We also found that teachers were optimistic about the role technology could play in empowering children and young people. One said:
They use social networking sites to learn from one another and to express their beliefs – even children who are quiet in the classroom, they find it easier to express themselves online.
They thought that children and young people could learn to understand and recognise the signs of unhealthy technology use from their own emotions and behaviour when using technology. This included showing empathy and care through noticing how they and others feel. One teacher said children and young people were becoming more compassionate and offering their help to friends who were showing signs of distress through their online posts.
However, some teachers did express concern about how interacting online affected children and young people’s social skills. One teacher said:
They don’t know how to have proper conversations with their friends. They don’t know how to resolve anything because it’s easy to be mean behind a screen and not have to resolve it.
Another questioned how technology use was affecting play. They said:
They don’t know how to play and actually you will see groups of them surrounding a phone.
Teachers also pointed to the problems of disengaging from technology use. One teacher stated:
The parents have ongoing battles trying to pull their children away from screens and the next day they are exhausted, and they find it difficult to get them into school because the children are so tired.
Teachers discussed how they encouraged their pupils to take part in team sports as a way to encourage face-to-face communication and conflict resolution. However, while some online safety and internet use is covered at school, guidance on how to live with technology, be resilient towards challenges and use technology in a balanced could be more explicitly taught.
The PHSE Association – a national body for personal, social, health and economic education – offers guidance on online safety and skills for the curriculum, such as the potential harms of pornography but there is much scope to develop a broader approach to supporting healthy technology use.
Teachers felt that there should be more discussion of online behaviour in the classroom. Daisy Daisy/Shutterstock
In class, this could be as simple as working on how to make informed decisions about technology use – such as being more cautious if online activity involves talking with strangers, or recognising if spending time online is a large time commitment. It could include using social media posts as real-world examples to encourage childrenand young people to be informed, critical and resilient towards content they are likely to see and interact with.
Teachers felt that adding online safety to the curriculum would be valuable, as would providing opportunities for children and young people to talk about their experiences and content of technology. One teacher said:
There are predators out there and we do discuss online safety issues with my students, but some stuff should be part of the curriculum as well, and parents should access it too.
The teachers highlighted that they, too, needed support in their knowledge about technology and suggested this should be more incorporated into teacher training. One teacher said:
We need to keep up with the times and if there is something this pandemic taught us, is that not all of us are keeping up… one-off training is not adequate, schools need to invest in continuous professional development activities related to technology.
Children and young people can get significant benefits from technology, but it has risks, too. More attention to how teachers can address this in school can be an invaluable way to help children and young people understand and balance their time online.
At Café Scientifique, you can explore the latest ideas in science and technology in a relaxed setting. Enjoy listening to a short talk before engaging in debate and discussion with our guest speaker and audience.
We’ll be joined by Dr Festus Adedoyin on Tuesday 4 October from 6:30 – 8:00pm.
Digital healthcare for LGBTQ+ communities in Africa
In Nigeria, LGBTQ+ people are often criminalised and discriminated against, meaning they are less likely to seek medical help despite suffering higher rates of HIV/AIDS, mental health conditions and other problems.
To tackle this problem, Dr Festus Adedoyin is developing a digital solution to provide safer access to healthcare, working with NGOs, social workers and people across the medical field on a confidential and secure online platform.
Join us at Café Scientifique to discover the challenges and rewards of developing a digital solution in a complex social situation.
This event will be held at The Black Cherry in Boscombe, Bournemouth. Although the talk starts at 6:30pm, the café will be open early so we encourage you to arrive early for a drink and a bite to eat before the talk starts.
Attendance is free but booking is required
Should you have any questions about this event, or if you would like to get involved with a future Café Sci talk, please contact the Public Engagement Team; publicengagement@bournemouth.ac.uk
The Ageing and Dementia Research Centre has put together a newsletter showcasing the work we do here in the centre, we plan on sending this out three times a year (September, January and April) to our network of people in the community who are interested in knowing about the research we are doing.
Research projects that are looking for research participants
Updates on established research projects
Latest news
We would love to hear from you if you are undertaken research within the areas of ageing and dementia and you would like to either present at one of our coffee mornings or would like to include your research project in one of our newsletters.
To find out more and to be involved with the centre, please email adrc@bournemouth.ac.uk
The Medical Technologies Innovation and Knowledge Centre (based at the University of Leeds) has announced the launch of an online guide to medtech research translation for academics and researchers based in UK universities.
The guide aims to familiarise STEM researchers with the complex medtech innovation pathway from bench to bedside, signposting to credible further resources and suggesting reflective tasks to start practically building a business case.
The resource is free, and researchers can work through it from beginning to end or access relevant chapters to suit their requirements.
It’s great to see the launch of this online guide which will support research translation in medical technologies. Advances in medtech have fundamentally improved the length and quality of life on a global scale and the guide will help facilitate the development of new medical technology innovations in all areas, including the introduction of new software like this EMR for Plastic Surgery.
Professor Ruth Wilcox, Director of the Medical Technologies IKC said: “For many researchers, the goal of their work is to make an impact. Translating and commercialising research is a way of achieving that long-term impact on society but the route to clinic is highly complex. We developed this guide to untangle the process overall, and to hone-in on some of the trickiest hurdles to overcome, like regulatory issues and clinical studies. This guide provides practical advice to help researchers navigate the innovation pathway and signposts to appropriate support and resources available for each stage.”
The guide has been developed using experience and expertise developed throughout the lifetime of the Medical Technologies IKC, established by the University of Leeds in 2009, and through Grow MedTech, a consortium of six universities set up in 2018.
“Through these programmes, and working with our industry partners, we’ve progressed over 250 projects (proof of concept or technology development and demonstration), of which 84 have gone beyond Technology Readiness Level (TRL) 5 – with over 50 products or services reaching the market,” said Professor Wilcox.
Dr Henry Ngenyam Bang writes for The Conversation about the potential dangers associated with crater lakes located in a region of volcanic activity in Cameroon…
Cameroon’s ‘exploding’ lakes: disaster expert warns deadly gas release could cause another tragedy
The waters of Lake Nyos, Cameroon, turn a murky brown following a deadly release of toxic gas. Photo by Thierry Orban/Sygma via Getty Images
A sudden change on 29 August 2022 in the colour and smell of Lake Kuk, in north-west Cameroon, has caused anxiety and panic among the local residents. Fears are driven by an incident that happened 36 years ago at Lake Nyos, just 10km away.
On 21 August 1986, Lake Nyos emitted lethal gases (mainly carbon dioxide) that suffocated 1,746 people and around 8,300 livestock. It wasn’t the first incident like this. Two years earlier, Lake Monoum, about 100km south-west of Lake Nyos, killed 37 people.
Desolation around Lake Nyos on 1 August 1986. Photo by Eric Bouvet via Getty Images
Research into the cause of the Lake Nyos disaster concluded that carbon dioxide gas – released from the Earth’s mantle – had been accumulating at the bottom of the lake for centuries. A sudden disturbance of the lake’s waters due to a landslide resulted in a sudden release of around 1.24 million tonnes of carbon dioxide gas.
Survivors briefly heard a rumbling sound from Lake Nyos before an invisible gas cloud emerged from its depths. It killed people, animals, insects and birds along its path in the valley before dispersing into the atmosphere where it became harmless.
Both Kuk and Nyos are crater lakes located in a region of volcanic activity known as the Cameroon Volcanic Line. And there are 43 other crater lakes in the region that could contain lethal amounts of gases. Other lakes around the world that pose a similar threat include Lake Kivu at the border of Rwanda and the Democratic Republic of Congo, Lake Ngozi in Tanzania and Lake Monticchio in Italy.
After Lake Nyos erupted, its water turned a deep red colour and survivors reported the smell of rotten eggs. These are the same characteristics to have recently manifested at Lake Kuk. The change in colour of Lake Nyos was only noticed after the gas burst.
In an official press release, heavy rainfall was linked to the odour and change in colour of Lake Kuk. The tens of thousands of people living around the lake were urged to “remain calm while being vigilant to continuously inform the administration of any other incident noted”.
As a geologist and disaster management expert, I believe that not enough is being done to address and manage the potential danger from crater lakes in the region.
To start with, it’s important to know which lakes are at risk of “exploding”.
Initial checks in some of the lakes were done more than 30 years ago and not thoroughly – it was just one team and on one occasion. Further investigations and regular monitoring are required.
Currently it’s believed that, of the 43 crater lakes on Cameroon’s Volcanic Line, 13 are deep and large enough to contain lethal quantities of gases. Although 11 are considered to be relatively safe, two (Lakes Enep and Oku) are dangerous.
Map showing the Cameroon Volcanic Line and other hazards in Cameroon.
Research has revealed that the thermal profile (how temperature changes with depth), quantity of dissolved gases, surface area or water volume and depth are key indicators of the potential for crater lakes to store large quantities of dangerous gases.
The factors that lead to the greatest risk include: high quantities of dissolved gases, held under high pressures, at great depths, in lakes with large volumes of water. They are at an even greater risk of explosion when the lakes sit in wide or large craters where there are disturbances.
The two lakes that caused fatalities (Nyos and Monoum) are deep and have thermal profiles that increase with depth. Other lakes are too shallow (less than 40 metres) and have uniform thermal profiles, indicating they do not contain large amounts of gases.
Investigating all the crater lakes in Cameroon would be a logistical challenge. It would require significant funding, a diverse scientific team, technical resources and transportation to the lakes. Since most of the crater lakes are in remote areas with poor communication network (no roads, rail or airports), it would take a couple of years for the work to be completed.
Since Cameroon has many potentially dangerous crater lakes, it is unsatisfactory that 36 years after the Lake Nyos disaster, not much has been done to mitigate the risks in other gas-charged hazardous lakes.
Managing dangerous lakes
Lake Kuk was checked shortly after the 1986 Lake Nyos disaster and found not to contain excess carbon dioxide. Its relatively shallow depth and surface area means the risk of gas being trapped in large quantities is low.
Nevertheless, authorities should have immediately restricted access to Lake Kuk pending a thorough onsite investigation. The official press release urging calm was sent just one day after the incident was reported. It’s not possible that a scientist could have carried out a physical examination of the lake. The release said that rainfall was responsible for the changes, but this will be based on assumptions.
Lake Kuk might be considered safe, but due to the dynamic and active nature of the Cameroon Volcanic Line, there is a possibility that volcanic gases can seep into the lake at any moment.
An onsite scientific investigation would determine with certainty the abnormal behaviour of Lake Kuk. Keeping people away from the lake until a swift and credible investigation had been done would be the most rational decision.
An additional step would be for a carbon dioxide detector to be installed near Lake Kuk and other potentially dangerous crater lakes. This would serve as an early warning system for lethal gas releases.
A carbon dioxide early warning system is designed to detect high concentrations of gases in the atmosphere and to produce a warning sound. Upon hearing the sound, people are expected to run away from the lake and onto higher ground. After the Lake Nyos disaster, carbon dioxide detectors and warning systems were installed near Lakes Nyos and Monoum. Nevertheless, no simulation has been conducted to determine their effectiveness.
The Directorate of Civil Protection is the designated agency responsible for coordinating disaster risk management in Cameroon. The agency should liaise with other stakeholders in the government and private sector to ensure the safety of Cameroon’s dangerous lakes. If the authorities are not proactive, the Lake Nyos disaster scenario may repeat where thousands of people and livestock are suddenly killed.
NERC introduced demand management measures in 2012. These were revised in 2015 to reduce the number and size of applications from research organisations for NERC’s discovery science standard grant scheme. As the standard grant scheme has been superseded, demand management measures will be applied to the Pushing the Frontiers scheme only. Full details can be found in the BU policy document for NERC demand management measures available here.
BU has been capped at one application per Pushing the Frontiers round. An application counts towards an organisation, where the organisation is applying as the grant holding organisation (of the lead or component grant). This will be the organisation of the Principal Investigator of the lead or component grant.
BU process
BU has a process for determining which application will be submitted to each NERC Pushing the Frontiers round. This takes the form of an internal competition, which will include peer review. The next available round is estimated to be in January 2023. The deadline for internal Expressions of Interest (EoI) which will be used to determine which application will be submitted is 30 September 2022. The EoI form, BU policy for NERC Demand Management Measures and process for selecting an application can be found here: I:\RDS\Public\NERC Demand Management.
Following the internal competition, the Principal Investigator will have access to support from RDS and will work closely with Research Facilitators and Funding Development Officers to develop the application. Applicants will be expected to make use of External Application Reviewers.
The Funding Development Briefing at 12 noon on 21 September 2022 will cover NERC Pushing the Frontiers as well as the internal EoI process. Please click the link to join.
RDS Contacts
Please contact Lisa Andrews, RDS Research Facilitator – andrewsl@bournemouth.ac.uk if you wish to submit an expression of interest.
The 14th Annual Postgraduate Research Conference 2022 will take place on Wednesday 30 November, 09:00 – 17:00 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.
Abstracts are invited from postgraduate researchers to take part in the live research exhibition or to present via oral or poster presentation.
This week the editor of the journal Journal of Education & Research informed us that our paper ‘Reflections on variations in PhD viva regulations: “And the options are….”’ has been accepted for publication [1]. This paper grew out of a discussion between the six authors about the apparent differences between the outcomes of the PhD viva at different universities. We have all acted as internal or external examiners for a PhD viva and had noted inconsistencies between universities, either in the regulations or in the interpretation of their PhD regulations. The authors are based at three different universities, on two different continents and, between them, have examined PhD theses submitted to universities based in at least ten different countries. Three authors are based in BU’s Faculty of Health & Social Sciences (Prof. Vanora Hundley, Dr. Pramod Regmi & Prof. Edwin van Teijlingen), two authors are based in the School of Human & Health Sciences at the University of Huddersfield (Prof. Padam Simkhada & Dr. Bibha Simkhada and both are Visiting Faculty at BU), and one author is based in the Institute for Global Health in the School of Public Health & Health Sciences at the University of Massachusetts Amherst, USA (Prof. Krishna C. Poudel).
This paper outlines the range of outcomes of a PhD examination. It also includes four short case studies, each reflecting on a particular aspect /differences we experienced as examinees or as examiners. The authors aim to alert PhD candidates and examiners to study the examination rules set by the awarding university, as the details of the PhD examination outcome, and hence the options available to both examiners and the students, may differ more than one might expect. This is the latest CMMPH education publication around aspects of the PhD [2-5].
Prof. Edwin van Teijlingen
Centre for Midwifery, Maternal & Perinatal Health (CMMPH)
References:
van Teijlingen, E., Simkhada, B., Regmi, P., Simkhada, P., Hundley, V., Poudel, K.C. (2022) Reflections on variations in PhD viva regulations: “And the options are….”, Journal of Education and Research (accepted).
Way, S, Hundley, V., van Teijlingen, E, Walton, G., Westwood, G. (2016) Dr Know. Midwives19: 66-7.
Wasti, S.P. Regmi, P.R., Simkhada, P., van Teijlingen, E., Hundley, V. (2022) Writing a PhD Proposal, In: Wasti, S.P., van Teijlingen, E., Simkhada, P.P., Hundely, V. & Shreeh, K. (Eds.) Academic Writing and Publishing in Health & Social Sciences, Kathmandu, Nepal: Himal Books: 176-183.
Hundley, V., Simkhada, P., van Teijlingen, E. (2022) Converting your Master’s or Doctoral Thesis into an Academic Paper for Publication, In: Wasti, S.P., et al. (Eds.) Academic Writing and Publishing in Health & Social Sciences, Kathmandu, Nepal: Himal Books: 184-189.
We are recruiting to a number of roles to help support preparation for our next REF submission. The roles are recruited through an open and transparent process, which gives all academic staff the opportunity to put themselves forward. Applications from underrepresented groups (e.g. minority ethnic, declared disability) are particularly welcome.
We are currently preparing submissions to thirteen units (otherwise known as UOAs). Each unit has a leadership team with at least one leader, an output and impact champion. The leadership team are supported by a panel of reviewers who assess the research from the unit. This includes research outputs (journal articles, book chapters, digital artefacts and conference proceedings) and impact case studies.
We currently have vacancies in the following roles:
All roles require a level of commitment which is recognised accordingly with time to review, attend meetings, and take responsibility for tasks.
Undertaking a UOA role can be enjoyable and rewarding as two of our current champions testify:
“As UOA Outputs Champion you develop a detailed knowledge of all the great work that colleagues are doing related to the subject, and the different outlets used for disseminating their work. As an outputs committee member, you also get to know what research is going on across BU, and it’s interesting to see the differences between disciplines. It’s a good way develop your knowledge of the bigger picture of BU’s research, and also to understand the importance of REF and how it works in practice. You do spend quite a bit of time chasing colleagues to put their outputs on BRIAN for REF compliance but hopefully they forgive you!”
Professor Adele Ladkin – UOA 24 Output Champion
“As a UoA 17 impact champion, I work closely with the UoA 17 impact team to encourage the development of a culture of impact across BUBS. I try to pop into Department / research group meetings when I can to discuss impact, and I’ve enjoyed meeting people with a whole range of research interests. Sometimes it can be tough to engage people with impact – understandably; everyone is busy – so it’s important to be enthusiastic about the need for our BU research to reach the public. Overall, the role is about planting the seeds to get researchers thinking about the impact their work might have in the future (as well as the impact they have already had, sometimes without realising!)”
Dr Rafaelle Nicholson – UOA 17 Impact Champion
How to apply
All those interested should put forward a short case (suggested length of one paragraph) as to why they are interested in the role and what they think they could bring to it. These should be clearly marked with the relevant role and unit and emailed to ref@bournemouth.ac.uk by 11th October 2022.
Further detail on the roles, the process of recruitment and selection criteria can be found here:
Applications are open for the next delivery of the M-level 20 credit CPD unit: Public Involvement in Research. Application deadline 27th September 2022. This course is delivered online one day a week for 5 weeks starting on Tuesday 25th October. The unit is open to external applicants (researchers and PPI leads and officers); PGRs (as part of the Doctoral programme) and BU staff.
This Master’s level unit is co-designed and delivered by the PIER (Public Involvement in Education and Research) Partnership and Dr Mel Hughes. Our focus is on learning by doing with the support and guidance of PIER partnership members, to develop inclusive public involvement in research and practice.
Recent testimonials include:
“This module has been extremely enjoyable and such an important basis for early researchers or staff working on service redesign and development. I would definitely recommend to my colleagues”.
“I have absolutely loved this module. The co-production is a perfect blend of theory and thought provoking challenges”.
“Everybody involved in delivering the course gave themselves to the process which is what made the course so fantastic and what encouraged me to put as much work in”.
Hello everyone – Please let me introduce myself as the new HSS Post-doc Researcher. We will be looking at posting regular updates on the Healthcare Simulation Projects we are conducting. For the moment you can see my video at: https://abasiel.wordpress.com/awards/
Funding Development Briefings kicked off on 14th of September 2022 for this academic year.
What are Funding Development Briefings?
Each session will cover the latest major funding opportunities, followed by a brief Q&A session. Sessions will also include a spotlight on a particular funding opportunity of strategic importance to BU. Sessions will be on Wednesdays, from 12 pm for half-an-hour. The same link can be used each week to join here.
Next Weds 21 September, we will cover NERC Pushing the Frontiers (previously known as Standard Grants).
Date
Spotlight Funding Opportunity
Briefing Research Facilitator Lead
14/09/2022
Innovate UK SMART Grants
Innovation & Infrastructure
21/09/2022
NERC Pushing the Frontiers
Life Sciences
28/09/2022
23/24 Horizon Europe Work Programmes
EU & International
05/10/2022
ESRC
Humanities & Social Sciences
12/10/2022
EPSRC
Innovation & Infrastructure
19/10/2022
Wellcome Trust
Life Sciences
26/10/2022
HALF TERM
02/11/2022
MSCA Overview of Actions
EU & International
09/11/2022
AHRC
Humanities & Social Sciences
16/11/2022
Regional Funding
Innovation & Infrastructure
23/11/2022
NIHR Overview
Life Sciences
30/11/2022
Horizon Europe Societal Challenges
EU & International
07/12/2022
Leverhulme Trust
Humanities & Social Sciences
14/12/2022
KTPs (Business Engagement and Knowledge Exchange Managers)
Innovation & Infrastructure
Sessions will be recorded and made available after the session for those who cannot attend.
BU staff can login below:
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Funding Development Briefings kicked off on 14th of September 2022 for this academic year.
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Share your involvement – contribute to the HE-BCI survey on BU’s social, community, and cultural events
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European research project exploring use of ‘virtual twins’ to better manage metabolic associated fatty liver disease