Tagged / Ageing

HE Policy Update for the w/e 10th December 2020

We’re awash with experimental statistics this week! So far it looks as though Covid hasn’t resulted in mass (early) drop outs. There’s more detail on the Lifetime Skills Guarantee and the Education committee has been grilling the Minister on exams.

Sustainability

The Higher Education Policy Institute (HEPI) has published a report Beyond business as usual: Higher education in the era of climate change

The paper describes how four areas of activity for universities:

  • Redesigning the day-to-day operations of universities and colleges to reduce emissions, nurture biodiversity and adapt to the impacts of a changing climate;
  • Reinvigorating the civic role of institutions to build ecologically and socially resilient communities;
  • Reshaping the knowledge structures of the university to address the interdisciplinary complexity of climate change;
  • Refocusing the educational mission of the institution to support students to develop the emotional, intellectual and practical capacities to live well with each other and with the planet in the era of climate change

And the paper recommends that  universities and colleges should:

  • reconfigure their day-to-day operations to achieve urgent, substantial and monitored climate change mitigation and biodiversity enhancement action in accordance with Paris climate commitments and the Aichi biodiversity targets.
  • develop a clear operational plan for implementing climate change adaptation measures developed in partnership with local communities.
  • develop an endowment, investment and procurement plan oriented towards ecological and economic sustainability.
  • develop a civic engagement strategy that identifies how to build stronger partnerships to create sustainable futures.
  • explore how they can rebalance their educational offerings to support older adults transitioning away from high-carbon forms of work.
  • examine the institutional barriers – historic, organisational, cultural – to building dialogue across disciplines and with knowledge traditions outside the university and establish the institutional structures and practices needed to address these barriers.
  • initiate an institution-wide process to bring together staff and students to develop programmes that are adequate to the emotional, intellectual and practical realities of living well with each other and with the planet in the era of climate change.

Three proposals are made for nationwide interventions that will actively support the proposals above:

  • The Business, Energy and Industrial Strategy Research Roadmap (in partnership with devolved administrations) should establish a ‘moonshot’ research programme oriented to ensuring that all university and college operations in the UK (including academic and student travel) have zero carbon emissions by 2035, with a 75 per cent reduction by 2030; www.hepi.ac.uk 11
  • A £3 billion New Green Livelihoods programme should be established to support educational activities that will enable debt-free mass transition of older adults from carbon-intensive employment towards creative sustainable livelihoods;
  • The year 2022 should be designated a year of ‘Sustainable Social Innovation’ involving a programme of mass public education, in partnership between the BBC, universities and colleges and the Department for Business, Energy and Industrial Strategy; this should engage over two million people in collective learning for the changing conditions of the climate change era.

Research Professional cover the story:

Research

Innovation Catapults

The Lords Science and Technology Committee ran two sessions into their inquiry on The contribution of Innovation Catapults to delivering the R&D Roadmap. The second session also covered the performance of the Catapult network in the context of various performance reviews and how Catapults might evolve going forward. Dods have summarised the key discussions from the two sessions here.

Research Repository

Dods report that Jisc have launched

  • new multi-content repository for storing research data and articles that will make it easier for university staff to manage the administration around open access publishing.
  • …it will allow institutions to meet all Plan S mandatory requirements and other funder and publisher mandates for open scholarship.
  • Developed with input from the research sector, the research repository allows institutions to manage open access articles, research data and theses in a single system.
  • The research repository is a fully managed ‘software-as-a-service’ provision, which is hosted on a secure cloud platform. Included in the service is an in-built ‘FAIR checker’ to make sure research data is ‘findable, accessible, interoperable and reusable’.
  • Jisc also offers research systems connect, a preservation service and research repository plus: a single service to manage, store, preserve and share digital research outputs.

Net Zero: The Royal Society has a new report on the planet and digital technologies. It finds that digital technologies such as smart metres, supercomputers, weather modelling and artificial intelligence could deliver nearly one third of the carbon emission reductions required by 2030. The report makes recommendations to help secure a digital-led transition to net zero, including establishing national and international frameworks for collecting, sharing and using data for net zero applications, as well as setting up a taskforce for digitalisation of the net zero transition

Tech industry warns of impact of Covid-19 on R&D activity: techUK have attracted attention through the written evidence they submitted to the House of Commons Science and Technology Committee inquiry on the role of technology, research and innovation in the Covid-19 recovery. techUK stated that technology, research and innovation organisations had to find new ways of interacting, engaging and working with its staff, customers, and partners during the pandemic. They also:

  • identified barriers to the commercial application of research that have emerged from the crisis, particularly in sectors where firms have had problems accessing study participants for clinical trials or market research
  • outlined a number of short-term measures the government’s R&D roadmap could take to support research and innovation, including long-term investment in key computing infrastructures and more adaptable and flexible funding support

Open Access Switchboard: Dods report that UKRI, Wellcome and Jisc are among the first organisations supporting the establishment of a new body called Open Access Switchboard. The switchboard will help the research community transition to full and immediate open access and simplify efforts to make open access (OA) the predominant model of publication of research.

PhD Students: UKRI have issued a response to the UCU open letter on treatment of UKRI funded PhD students. Full response letter here.  UKRI state they tried to balance a range of factors in developing their policy of support but had to make difficult decisions in the circumstances. They reiterate the financial resources made available, and explain the rationale of their decisions.

Ageing: From Wonkhe: UK Research and Innovation has relaunched the Health Ageing Catalyst Awards, with help from venture capital firm Zinc, to help researchers commercialise work around the science of longevity and ageing. Researchers can apply for up to £62,500, as well as coaching and mentoring over a nine-month period, with a series of workshops beginning in January 2021.

REF Sub Panel: Research Professional write about the announcement of the REF sub-panel appointees.

  • More than 400 academics have been picked to sit on the Research Excellence Framework 2021 assessment sub-panels.
  • The sub-panels will assess submissions between May 2021 and February 2022, working under the four main panels that oversee the process and sign off the final recommendations from the sub-panels to be used in the REF.
  • The REF team said the new sub-panel members “include leading researchers from across a range of universities in the UK and beyond, and experts in the use and benefits of research who will play a key role in assessing the wider impact of research”.
  • The new appointments bring the total number of panellists, including observers, on the main and sub-panels to 1087. Some further appointments are still to be made, filling remaining gaps in expertise.
  • The sub panel is expected to recognise the calls for more diversity among panel members

Lifetime Skills Guarantee

Education Secretary Gavin Williamson has announced further detail on the Lifetime Skills Guarantee which will support adults aged 24+ to achieve their first full level 3 qualification (i.e. a technical certificate or diploma, or full A levels) from April 2021. The list of qualifications available under the Guarantee is here including engineering, healthcare and conservation and is expected to flex to meet labour market needs. Awarding organisations, Mayoral Combined Authorities and the Greater London Authority will be able to suggest additions to the list.

The Lifetime Skills Guarantee also includes the Lifelong Loan Entitlement which will provide set funding for people to take courses in both FE colleges and universities at their own pace across their lifetime. (I.e. if you use it all at once that was your bite of the cherry.) The Government say the funding will allow providers to increase the quality and provision of their own offer, as well as directly benefiting individual learners.

The Written Ministerial Statement on the Lifetime Skills Guarantee is here.

International

The Office for Students has updated advice on student visas for international students.

Admissions – Exams

Exams cancelled: Scotland have cancelled their 2021 Higher and Advanced Higher (A level equivalent) exams. Pupils will now receive grades based on teacher assessments of classroom work throughout the year.  With Wales having cancelled their exams too renewed noise has erupted over the DfE’s stance for England to continue with exams in the revised format. Questions are raised over whether, with some nations shunning and some taking exams, whether it creates a level playing field for universities admissions. However, the minister for school standards rejected this in Tuesday’s Education Committee session stating that universities were experienced in managing different qualifications from across the world as well as the UK. And as such universities are well placed to ensure equitable decisions regarding places even with differing exam regimes across the UK.

During the first session of the Education Committee meetings on Tuesday Glenys Stacey (Ofqual) responded to the Committee’s concerns of exam grade hyperinflation stating that universities would be able to manage the rise in higher grades through their admissions processes and that the OfS would monitor for fairness.

Exam petitions: If you have a particular interest in following the exams news there was a Westminster Hall debate covering the covid-19 impact on schools and exams and it also considered all four petitions on the matter:

Education Committee: The Education Committee has released 3 letters. The first two are from Gavin Williamson responding to Committee requests on the 2020 exams issues (or rather maintaining his original position and not supplying further information). The third from Committee Chair Robert Halfon trying to obtain the requested information.

The issue of not sharing information was raised during Tuesday’s Education Committee session too – the Civil Service got the blame. Robert Halfon (Committee Chair) stated the Secretary of State for Education, and the Minister for School Standards, had undertaken to provide the committee with departmental documents pertaining to the school examinations matter and questioned why those documents had not yet been provided.

Nick Gibb, Minister for School Standards, responded that the department intended to be as open and transparent as possible, and had offered to provide summaries of the various meetings that had taken place over the summer and were relevant to the committee’s inquiry. The difficulty with providing further internal documentation, however, related to the privacy of civil servants and the principles of how the civil service operated.

Mearns (a Committee member) raised concerns that the department appeared to be hiding issues that they did not want the committee to know about – Gibb rejected this. He reiterated that the civil service operated on principles that had to be protected and that within those constraints the department would seek to meet the committee’s requests.

Dods have provided a summary of the Education Committee session here.

Grades: Wonkhe have a new blog: We’re used to arguments about how reliable predicted grades are, but how reliable are actual grades? Dennis Sherwood introduces the disturbing truth that in some A level subjects, grades are “correct” about half of the time.

Other Admissions methods: Wonkhe on A level exams:

  • The commonly cited idea that “everybody else does post-qualifications admissions” is a little misleading. What stands out for us is the absence of high stakes examinations in the years before university study. The dominant model is one that takes into account all of a person’s performance in the final years at school – centre assessed grades, in other words. Couple this with a less stratified higher education sector, and a dominant regionality, and things look very different from what we know in the UK.
  • The existence of the A level as a totemic “gold standard”, and the peculiarly British hang-up around comparative provider status, means that the UK will always be an outlier. But there is a lot we can take away from understanding how things work elsewhere, and there would be a case for lowering rather than raising the exam stakes in our existing system.

Last week the policy update showcased how Ireland and Australia do admissions. Here are the versions from Finland and Canada.

NSS Review

Wonkhe remind us that the OfS are due to report on the first phase of the review of the National Student Survey before January. Wonkhe say:  The English regulator is hampered by the fact that the NSS is a UK-wide initiative, and the unique political pressures that drove the Department for Education to act do not apply in Wales, Scotland, and Northern Ireland. But the latter two nations are not represented on the NSS review group – neither are current students.

And they have a blog – Gwen van der Velden, who was on the group that reviewed the NSS in 2017, fears that this years’ expedited and politicised review could do lasting damage to a sector that is well aware of the value of the survey: A shortened review, done in difficult times, and without proper representation on the review panel will not improve the National Student Survey, says Gwen van der Velden.

Graduate Outcomes

Prospects & Jisc published What do Graduates do? It draws on the HESA Graduate Outcomes 2017/18 data which surveys first-degree graduates 15 months post-graduation. There is a wealth of information in the report which there isn’t the space to do justice to here, including individualised breakdowns for the major study groupings.

  • The majority of graduates were employed 15 months after graduating
  • 5% were unemployed and looking for work
  • 8% of employed graduates were in a professional-level job
  • 66% went to work in their home region of the UK
  • 12% of graduates were in further study
  • The average salary for graduates who went straight into full-time employment in the UK was £24,217

The report also includes insights from careers experts across a variety of sectors and subjects. And page 11 looks at understanding graduates feeling through data – and has some interesting insights at subject level. Below we cover OfS’ interpretation of the data generalised to the whole student population below. The value for money section is worth a read too (page 12), here’s a teaser:

  • The term ‘value for money’ hasn’t so much crept into higher education discourse in the past few years as waded right in and sat itself at the top table.
  • So, it would appear at first glance that the graduate voice does start a new narrative to what has been arguably an over-metricised scrutiny of graduate destinations. It demonstrates a real opportunity to draw a subjective narrative of value and success to our understanding of what our graduates progress into. The question remains to what extent such rich information will be utilised across the sector to reinvent how we project the value of higher education for our prospective students. Building a true graduate voice of value and success has to count for something – and why shouldn’t it?

Wonkhe have a blog – Charlie Ball looks to the latest graduate outcome data to tell us whether graduates can expect improved prospects next year.

Graduate Wellbeing: OfS published a summary on the wellbeing of graduates 15-months post-graduation, as reported in the Graduate Outcomes survey, actual data available here. Here are some of the findings:

  • Graduates rated their life satisfaction and happiness less highly than the general population.
  • Graduates were more anxious than the general population, with those who had previously studied full-time reporting the most anxiety.
  • Out of all graduates, those who were unemployed were the least satisfied with their life, had the lowest level of feeling that the things they do in life are worthwhile, and were the least happy. Those who were unemployed were also the most anxious.
  • In general, older graduates were more likely to score highly for life satisfaction, the feeling that things done in life are worthwhile and happiness than younger ones.
  • Those graduates who had reported a mental health condition during their studies were more anxious than those who had not.
  • Female graduates reported higher life satisfaction, the feeling that things done in life areworthwhile and happiness than men, although women were more anxious.

Note – All findings are based on the proportion of graduates scoring ‘very high’ for life satisfaction, feeling the things done in life are worthwhile and happiness, and the proportion of graduates scoring ‘very low’ for anxiety.

Student Covid Insights Survey

The Office for National Statistics (ONS) published experimental statistics from a pilot of the Student Covid Insights Survey (conducted November 2020), which aimed to gather information on the behaviours, plans, opinions and wellbeing of HE students in the context of the pandemic. Key findings:

  • An estimated 56% of students, who live away from their home (usual non-term address), plan to return home for Christmas.
  • Of those who responded, more than half (57%) reported a worsening in their mental health and well-being between the beginning of the autumn term (September 2020) and being surveyed.
  • Students are significantly more anxious than the general population of Great Britain, with mean scores of 5.3 compared with 4.2 respectively, (where 0 is “not anxious at all” and 10 is “completely anxious”).
  • Student experience has changed because of the coronavirus; considering academic experience, 29% of students reported being dissatisfied or very dissatisfied with their experience in the autumn term.
  • Over half (53%) of students reported being dissatisfied or very dissatisfied with their social experience in the autumn term.

Access to the data is from this webpage. On Wonkhe: Jim Dickinson says “they were promised blended.  They’re not getting it.”

Student Transfers

The OfS have released experimental statistics on student transfers (students transferring course or institution). When analysed by student characteristics some familiar themes emerge.  You can read the full report here.

In 2017/18 full time first degree students:

  • 5% transferred internally (same provider) with credit
  • 5% transferred to a different provider with credit
  • Students tend to transfer (with credit) after their first year, less transfer at the end of year 2. However, of those that do 0.2% transfer externally, 0.1% internally.
  • Students who want to change course without credit may have to restart a course. For students studying at the same provider, there is more than triple the number of students who restart a different course without carrying credit (1.7%) than students who transfer to a different course with credit (0.5%).
    Moreover, this gap has been increasing across time as the proportion of students who restart increases and the proportion of students who transfer decreases.
  • At a new provider 1% of students who studied the same subject did not carry credit, those with credit studying same subject area (0.4%).

Age group and underrepresented neighbourhoods (POLAR4): Students from the areas of lowest higher education participation (POLAR4 quintile 1) were the most likely to transfer without credit. The most underrepresented students studying at the same provider were more likely to restart their course (4.7 per cent) than more represented students (3.1 per cent of quintile 5 students).

Ethnicity: Black students are the ethnic group most likely to start again when studying the same course at the same provider or the same subject area at a different provider. 9.1 per cent of black students restart the same course, and 2.0 per cent repeat their year when moving to a different provider.

Entry qualifications: Students with BTECs as their main entry qualification are the group most likely to restart a course at the same provider (2.5 per cent on a different course and 7.2 per cent on the same course). They are also the least likely to transfer internally with credit (0.4 per cent).

Sex: Male students are more likely to transfer within a provider than female students. However, male students transferring to a different provider are more likely to carry credit in a different subject area, but less likely to do so in the same subject area.

Disability: Students with a reported disability studying at the same provider are more likely to change course than students with no reported disability. Similar proportions of students with and without a reported disability transfer to a different provider.

Sexual orientation: LGB students are more likely to restart in a different course without credit, and students with other sexual orientation are more likely to restart the same course without credit than heterosexual students.

Care experience: Students who have been in care are more likely to restart their original course or a different course at their provider than other students. For students studying at a different provider, a higher proportion of care experienced students have to start from the beginning, whether or not the subject area was different.

January return

iNews questions whether students will follow the guidelines to stay away from their accommodation until their later January return date without rent refunds. NUS president Larissa Kennedy said: If students are advised not to be in their accommodation from December – February, then the Government must put up more money to support student renters who will be paying hundreds or thousands of pounds for properties they are being told not to live in for months. Students are already struggling to make ends meet without having to line the pockets of landlords for properties they should not use on public health grounds.

Wales and Scotland have also announced the staggered return for students in January.

Student Withdrawals – no Covid effect…yet?

At the end of last week the Student Loans Company published ad hoc experimental statistics on early-in-year student withdrawal to meet the significant public interest in this data in order to contribute towards an understanding of how the COVID-19 pandemic may be impacting students. It covers withdrawals up to 29 November of each year.

SLC has not seen any increase in student withdrawal notifications for the purpose of student finance in this academic year, compared to the previous two years. SLC go on to note it was actually slightly lower in 2020 than in previous years.

However, a caveat:

The irregular start to AY 2020/21 caused by the COVID-19 pandemic has included a number of courses starting later than in previous years, some universities extending the ‘cooling off’ period before the student becomes liable for tuition fees and, more generally, an increase in the potential for administrative disruption. It is possible these irregularities may have resulted in HEPs providing withdrawal notifications to SLC later. Therefore, while the two previous years’ data has been provided for comparison, any conclusions should be made with caution noting the irregularities of this academic year and the early in-year nature of the data sets.

SLC’s analysis is available here.  Wonkhe have two related blogs:

Access & Participation

HEPI published a new blog – Widening participation for students with Speech, Language and Communication needs in higher education.

  • It is reasonable to ask why policy should fund widening participation for this group. One answer for this would be that there is a strong link between communication skills and social disadvantage. Factors such as being eligible for free school meals and living in a deprived neighbourhood mean children are 2.3 times more likely to be recognised as having an SLCN. In deprived areas 50 per cent of children start school with delayed language skills. Shockingly, the vocabulary level of children at age five is the best indicator of whether socially deprived children would be able to escape poverty in their later adult life.
  • Just 20 per cent of pupils with SLCN achieved 5+ GCSEs at grades A* to C including English and Mathematics. This compares to 70 per cent of pupils with no identified special educational needs (SEN) – an attainment gap of 50 per cent
  • When asked about what higher education settings can do to widen participation, Nicole [a speech and language therapist] stated:
  • “When it comes to participation I would say that staff need to know their students’ needs. If they know how students respond and how best they work (need for repetition, visual support, verbal support, 1;1 support) then they can make education more accessible.
  • Training is important and so is advocacy. Even if universities know how to support students, they also need to advocate and speak up for them! They can’t always do that for themselves which often means that they don’t get what they need and end up in challenging situations.”
  • There is much that higher education institutions can do but they need to be properly supported by the Government to provide these early interventions that are necessary. Underfunding is a huge issue for those with SLCN and waiting lists ‘are now almost exceeding 18 months’.
  • With specialised funding into primary level institutions, participation is likely to widen in universities as more students will have been diagnosed and received crucial interventions at an early age when these are most effective. Support post-secondary will help bridge the gap between compulsory education and higher education. This will assist students with SLCN to still receive support in a new environment when facing different scenarios. Finally, awareness and training of staff in higher education will help induce an inclusive atmosphere – one in which some students no longer need to bend to fit an archaic system.

Inquiries and Consultations

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

Other news

DfE: Susan Aclan-Hood has been confirmed as the Permanent Secretary for the DfE, after a short stint as the “acting” head of the Department in Whitehall.

Environment: Dame Glenys Stacey has been selected as the Government’s preferred candidate to become the Chair of the Office for Environmental Protection.

Nursing shortages: The Health Foundation has published a report on nursing shortages. Excerpts:

  • There has been some growth in the nursing workforce in recent months, in part as a result of rapid scaling up to meet COVID-19-related surge capacity, but concerns regarding shortages remain.
  • The current profile of the NHS nursing workforce is characterised by significant vacancies across the workforce. These vacancies are more noticeable in some specialties (eg learning disabilities and mental health) and some geographic regions (eg London).
  • The four domestic supply routes into UK nursing are markedly different in current volume, and in terms of scope for rapid scaling up.
  • The main route is the undergraduate entry to a university degree course. This inflow has grown significantly this year (by about 20%) but has a 3-year time lag between entry and qualification and has capacity constraints, along with concerns about clinical placement requirements.
  • The second route, via the 2-year graduate entry (accelerated) programme is smaller in number but has been identified as having scope for increase.
  • The third domestic route is the apprenticeship scheme, which is relatively new and reportedly has funding constraint issues, but is now receiving some additional funding. The nursing associate route is the most recent, is growing in numbers and has scope for bridging to an undergraduate nursing course.
  • The other source of new nurses is international recruitment… An examination of recent trends highlights a significant growth in recruitment from non-EEA countries, and an upward trajectory of active recruitment, with policy changes and NHS funding allocated to support further increases. It is apparent that international recruitment, currently constrained by COVID-19, and potentially facing change driven by the post-Brexit immigration system, will be a critical determinant in the NHS meeting the 50,000 target.

A parliamentary question confirms there are no plans to reintroduce paid contracts for student nurses on placements in NHS hospitals.

The House of Commons Library has published a research briefing on student loans.  These are always interesting reminders and usually suggest a question or two from MPs and maybe an upcoming discussion.

Naughty or Nice? Finally, for a little light-hearted relief as we move closer to the Christmas break Opinium polling (page 8) tells us who the nation expects to be on Santa’s naughty and nice list:

Christmas closure

We’ll deliver a light touch policy update (key news only) a little early next week to help you remain up to date as the university moves towards the Christmas closure period.

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HE policy update for the w/e 23rd August 2019

A quieter week for HE policy, however, there’s news on the KEF and lots of other relevant content.

STEM for Britain

As a member of the Parliamentary and Scientific Committee BU’s early career researchers and PhD and post-doc researchers all have the opportunity for exposure of their work through the annual poster competition. Posters are being accepted for the following areas:

  • Biological and Biomedical Sciences
  • Chemistry
  • Engineering
  • Mathematical Sciences
  • Physics

Prizes will be awarded for the posters presented in each discipline which best communicate high level science, engineering or mathematics to a lay audience.

Please share this information with ECR, PhD and PDR colleagues and those who work directly with them. This is a rare opportunity to showcase work within parliament at this level. All the shortlisted posters will be shared during a parliamentary reception in March 2020 and there will be the opportunity to talk about the research directly with policy makers.

The poster competition is open now please contact Lisa Andrews, RDS Research Facilitator, for more details and to enter.

www.stemforbritain.org.uk

Mental Health

The House of Commons library has a briefing paper setting out data on the prevalence of mental health conditions in higher education students in England and outlines the action higher education providers, the government and the Office for Students are taking to help students with mental health issues. It also flags up how students can get support.

From the briefing:

  • Student mental health has been the subject of a number of reports as students are increasingly declaring mental conditions and reporting issues with stress and poor mental wellbeing. It has been suggested that student mental health is in ‘crisis’.
  • The proportion of students who disclosed a mental health condition to their university has increased rapidly in recent years.
  • Surveys of students have found much higher rates of mental ill health than those disclosed to universities. A recent survey found that 21.5% had a current mental health diagnosis and 33.9% had experienced a serious psychological issue for which they felt they needed professional help. Survey responses are confidential and are likely to give a better idea of the full extent of mental ill health.
  • Many factors have been suggested as contributing to the rise in cases of mental ill health among higher education students – work pressures, moving away from home, financial worries, or more generally higher education institutions are said to be feeling the impact of the rise in metal health conditions among the 16-25 age population.
  • The effect of mental health issues on students can be serious and can lead to consequences such as: academic failure, dropping out of education, poorer career prospects and in the worst cases suicide.
  • Concern has been expressed about the availability of support for students with mental health conditions and the response of universities and higher education institutions.
  • In 2017 Universities UK, published Stepchange Mental health in higher education. Stepchange provides a framework to help higher education providers embed good mental health across all university activities.

Placement Premium

A Chartered Management Institute commissioned survey finds 3 in 4 parents believe that qualifications that combine with work experience and study are the best way to prepare young people for the workplace.

With record numbers of young people going through university clearing, the survey also shows that:

  • Parents rate degree programmes that combine work and study over traditional university degrees.
  • Nearly two thirds of parents (64%) favoured a degree apprenticeship with a major company like Rolls-Royce over a degree at Oxford or Cambridge (36%).
  • Nearly three quarters (73%) rated a degree that combines full-time work with study over a traditional 3 year university degree based on lectures and seminars alone (27%).
  • 71% of parents also wanted all graduates to have the opportunity to develop management, enterprise and leadership skills.

Rob Wall, Head of Policy at CMI said: “Innovations like degree apprenticeships – which bring together work and study, and allow apprentices to apply their learning in the workplace – are hugely attractive to employers. Our survey shows that they are now increasingly popular with parents, with the vast majority rating a degree apprenticeship with a FTSE 100 corporate over a traditional 3 year degree at a top university. Our message to all those young people receiving their GCSE results this week is that, whatever your results and whatever path you take next, developing those employability skills like self-management and leadership will always give you an edge in a competitive jobs market.”

 FE Funding Push

The Association of Colleges are capitalising on the recent announcement that there will be an accelerated spending round by the end of September. They have issued a paper to the Treasury and the DfE making recommendations for tertiary education. In headline their proposals cover the full remit of college work and request a one-off cash injection of £1,114m in revenue and £240m in capital. The paper capitalises on the Augar Review which discussed the lower funding rates and investment in FE education. It covers the items you would expect such as a higher funding rate for all FE provision, better pay and status for FE teachers. It also suggests a ten year funding plan for education. A larger adult education budget to support retraining, improve skills and develop lifelong learning (at a one-year cost of £250 million).

Of relevance to HE are the apprenticeship funding reforms they suggest (at a one year cost of £200m).

  • Increase funding for non-levy employers and for young people. The non-levy budget should increase by £200 million and all 16-to18 year olds should be funded through the education budget to guarantee their training opportunities.
  • The increase in degree apprenticeship numbers is a concern because these involve high costs and because it appears that obligations previously covered by tuition fees have been shifted onto the apprenticeship budget. It would seem more appropriate for apprenticeships at level 6 and above to be funded from the higher education teaching budget, regulated by the Office for Students and operated with the same rules on equivalent and lower qualifications as loan-supported programmes.

They also suggest a development fund for higher technical education (one year cost of £40m).

  • For students, it would be simple to offer the same tuition fee cap, student finance rules and teaching grant funding as offered for degree-level study. For colleges there needs to be a modest fund to support set-up costs which precede the relevant income because enrolments take time to build.

On regulating to protect students and employers while maximising impact:

  • Colleges spend a growing and disproportionate share of their budgets on administration and compliance and account for themselves to two different parts of the Education and Skills Funding Agency (ESFA), to the Office for Student (OfS), to Ofsted, to local enterprise partnerships and combined authorities, to the Home Office, to lenders, pension funds and any other funding organisation. Some complexity is unavoidable but there is a case for the DfE group to consider whether there are ways to focus regulation more clearly on activities that benefit students and employers, to cut compliance costs and to place simpler duties on college governing bodies to account for the public investment they receive.

David Hughes, Chief Executive, Association of Colleges, said:  After making great efficiencies over the last decade, there is a strong consensus now that colleges need major investment to put them in a position to be able to thrive and from that position to be able to maximise the impact they can have. The UK’s industrial strategy identifies skills as an issue across a range of priority sectors and the need for action to avoid shortages. Without thriving colleges, this priority will not be met.

  • Total expenditure on 16-19 education fell by 17.5% in real terms between 2010-11 and 2016-17, while the funding allocated to 16-19 education fell by 13% in real terms between 2013-14 and 2017-18.
  • The funding rate for students aged 16 and 17 in education in 2018-19 has been frozen at £4,000 since 2013-14, while the funding rate for students who are already aged 18 has been frozen at £3,300 since it was cut by 17.5 % in 2014.
  • The government is currently consulting on ambitions to build a “new generation” of higher technical qualifications at levels 4 and 5 for T-level students to progress onto. The introduction date of 2022 has been set to fit with the first cohort of T-level students, who will start their two-year level 3 qualification in 2020.

Labour’s Education Policies

Recent news has detailed Jeremy Corbyn’s efforts to amalgamate enough support that should the autumn vote of no confidence succeed he may be able to form a temporary caretaker Government. Labour are hoping for an early General Election and Wonkhe have covered all their recent Education related announcements into one blog.

KEF

Research England have published the outcomes of the Knowledge Exchange Framework (KEF) consultation and pilot exercise. Final decisions on the KEF will follow later in 2019.

  • 72% of responses agreed the KEF should be an annual, institutional-level, metrics driven exercise.
  • The respondents commented on the balance between running a low burden exercise at the expense of losing valuable detail.
  • Significant themes within the report were noted as:
    • The (mostly) output metrics do not necessarily capture the quality of knowledge exchange activity
    • Varied responses on how often the KEF should take place, although the report notes the majority favoured an annual exercise.

Below follow the main points picked out of the KEF report narrative

Clusters The KEF clusters institutions together, BU is in cluster E.

  • “The conceptual framework underpinning the analysis and the variables and methods employed were broadly well received, with the majority of respondents somewhat agreeing or agreeing with these aspects, and the resulting composition of the clusters. There was less consensus on whether the clusters would help fulfil the stated aims of the KEF (Q6.4), and the purpose of allowing fair comparison. Although a majority agreed to some extent, there was a higher level of ‘disagree’ responses than for Q6.1-6.3.”
  • “In regard to the overall approach to clustering (Q6.4) it is worth noting that the majority of negative responses were ‘somewhat disagree’. This is borne out by the associated commentary, with the most common response (105 respondents) welcoming the clustering approach, with only 10 respondents making critical comments on the overall concept. Respondents indicating an overall ‘slightly disagree’ or ‘disagree’ tended to be for very specific reasons. For example, while broadly welcoming the concept of clustering they disagreed with the range of variables used. Other more negative responses were driven by consideration of whether clustering helped the KEF meet its aims (and how businesses and other users might use or interpret them), with more agreement on their positive role in enabling fair comparison between HEIs.”

“There were a substantial number of points in the commentary focussing on the descriptions and presentation of the clusters:

  • There were a significant number of comments relating to the cluster descriptions – e.g. describing a cluster as having HEIs with ‘limited world leading research’ could be seen as negative in itself, and that it may be better to frame cluster descriptions on what the institution does do, rather than what it doesn’t.
  • Multiple requests to provide a brief introduction into what the clustering is for, how the descriptors work and how the cluster names (which are random letters) were assigned. It was noted that this was particularly important for external audiences.
  • Approximately 15% of responses suggested clusters may be confusing for businesses and other users or they suggested that there should be flexibility for users to be able to group institutions in different ways that were more relevant to them.
  • There was some concern that whatever the intent, the clusters will be seen as a hierarchy in their own right (10%).
  • That there is still too much variation within clusters (although we would argue that the KEF proposals include further steps to normalise for size, and the scaling of metrics mitigates this).
  • That specialist institutions are difficult to place in clusters, but most respondents making this point stated that this approach was still preferable to not using clustering or a comparable method to aid fair comparison.”

“There were also multiple comments and suggestions on the variables used to create the clusters, including on the role of professional services staff not being represented, concerns that variables were too heavily skewed towards research activities, and that 3* (as well as 4*) REF outputs should be used.

 “Overall, there was no clear consensus from the responses received on a course of action that would satisfy all and no appropriate alternative models were proposed that would meet the requirements of providing a means of fair comparison. Given that the concept of clustering was well received for those in the main clusters, it is unlikely the fundamental approach to this aspect of the KEF proposals will change….

Perspectives and metrics

“For the proposed perspectives and associated metrics, we asked for feedback on both the overall range and balance, and also views on the metrics proposed under each perspective.

  • A majority agreed that a sufficiently broad range of KE activity was captured (72%), although a sizeable minority of 26% disagreed to some extent”
  • The range of perspectives were welcome with around 40% of responses agreeing that they broadly captured a sufficient variety of KE activity. However, around 15% of responses felt that the individual metrics within the perspectives were too narrow to adequately capture the full range of KE activities undertaken by HEIs.”

“The majority of recommendations for KE activities that could be considered for inclusion in the KEF fell into four key areas:

  • Contribution to public policy
  • International partnerships
  • Partnerships with SMEs
  • HEI-HEI collaboration

Other common themes expressed in the commentary related to:

  • The timing of the HE-BCI review and the subsequent impact on the KEF. …
  • How the quality and sustainability of partnerships with business can be captured e.g. regular student placements, repeat business, voice of the customer.”

On working with business:

“A significant number of responses considered there was a disconnect between the broad nature of the perspective title ‘Working with business’ and the proposed income metrics. The metrics were considered by over a quarter of respondees to be very narrow, and not reflective of the full breadth of knowledge exchange activities undertaken in HEIs. In particular 15% of respondees felt that income from use of specialist facilities and equipment should be included as a useful indicator of interactions with business.”

“The nature of the metrics as income measures brought feedback across a number of points:

  • Some argued that income is not an appropriate proxy for impact and does not well reflect the quality of the interactions. A number of alternative metric areas were suggested such as repeat business, length of relationships or nature or number of strategic partnerships.
  • The opportunities for undertaking consultancy and contract research and the income value of that activity will be impacted by the local economic context, particularly for some types of interactions e.g. with SMEs.
  • Across all disciplines, but especially in the public and third sectors, it was considered that a significant proportion of knowledge exchange activity is not monetised and so not well reflected in the metrics.
  • The role of students is seen as significant by about 10% of respondents, either through the close relationships developed with businesses through degree apprenticeships or placement work, or directly by supervised services delivered as part of their course or extra curricula activity.

About a fifth of respondees provided feedback on the use of ‘academic FTE’ as the denominator for two of the metrics. While 4% expressed support for the use of academic FTE to account for the size of the institution, 10% considered it to be misleading to restrict it to academic staff when a signification proportion of knowledge exchange activity is undertaken by professional services staff or students. Some 5% requested a clearer definition of who is included in ‘academic FTE’ and 2% felt that it would be more relevant to restrict it to research active academic staff.”

On local growth and regeneration:

“We recognise that this metric on its own does not sufficiently capture the breadth of activity in this area and therefore have proposed the use of additional narrative. The feedback from respondents verified this view, with over a quarter expressing support for the use of narrative. The primary areas of concern expressed for the proposed metric were:

  • The metric was considered by over 20% of respondees as unhelpfully focused on income, it was felt that this is a less effective proxy for impact within local growth and regeneration.
  • Around 14% of respondees noted that the metric was very narrow as a standalone metric and needed to be part of a wider basket of metrics. A further 5% of respondees felt that the metric was too poor to be used at all and suggested that the perspective should be ‘greyed out’ until additional metrics could be identified. It was considered that the forthcoming HESA review of the HE-BCI survey may be an opportunity to find additional metrics. …
  • Inconsistency of returns to the HE-BCI survey were believed to impact this metric in particular, ….
  • A small number of respondees felt the use of academic FTE as a denominator was inappropriate, with a wide variety of reasons cited.

A number of alternative or additional metric areas were suggested by respondees:

  • The investment that individual institutions make to their local areas, either through the local supply chain, direct regeneration investment in cash or in kind was viewed by over 10% of respondees as a helpful addition.
  • While 9% suggested that activity and income related to local industrial strategies and related government funding such as city deals, regional growth funds or local growth funds should be included.

A small proportion of respondees (4%) also looked to create links to the strategies and action plans being developed by institutions who have signed up to the Civic University Commission’s Civic University Agreements.”

On IP and commercialisation:

“A wide range of comments concerned timeframes around these metrics including:

  • The concentrated nature of income-generating commercialisation activity within relatively few institutions and its ‘lumpy’ nature (i.e. that volumes vary significantly year-to-year) means the metrics in this perspective may not be relevant to some institutions, and that it would be hard for external audiences to draw conclusions from them (18% of respondees).
  • Whether the proposed three year time series and normalisation by research income was appropriate for measuring spin-out performance, given the long time-lags involved. Would a longer time series of 10+ years be more appropriate?
  • The time lags between research being undertaken and spin-out creation was seen as particularly problematic for the metric of ‘research resource per spin-out’. Several respondees also expressed concern that given the relative ease of creating a spinout that this metric may create a perverse incentive to incorporate spin-out companies too early, or where a more appropriate exploitation route existed.

This question also elicited specific suggestions for new metrics based on other areas of the HE-BCI collection:

  • In addition to licensing income, nearly 10% of respondees argued that the numbers of licenses granted (whether or not they generate income) may also give a useful indication of performance. Numbers of free licenses could (subject to a rigorous treatment that differentiated end-user licenses from other forms) indicate active exploitation of IP (the licensee having gone to the effort to enter a formal agreement) where impact rather than income generation was the primary driver.
  • Other common suggestions focused on proportions of patents or licenses generating income (indicating active exploitation), rates of disclosures, or ratios of disclosures to patents and IP income (indicating effective translation of disclosures).
  • There was also a group of suggestions for metrics which focused less on income and more on capturing results from enterprise structures and IP exploitation strategies that do not focus on income generation, such as social enterprises, open innovation strategies or open source products and software.”

On public and community engagement

‘Public and community engagement’ received the lowest average score when participants were asked to rate their percentage agreement…while the inclusion of the perspective in the KEF was broadly welcomed, there was also a clear message that the metric did not adequately capture the range of activities undertaken by HEIs in this area.

  • Around 17% of respondees suggested that the current metric of time per FTE was not adequate to capture performance or quality of the events recorded, with an additional 12% of respondees suggesting that this risked the role of professional services staff being overlooked.
  • The consistency of reporting in Table 5 of the HE-BCI return (Social, community and cultural engagement: designated public events) was a concern for 15% of respondees, highlighting the need for clearer guidance on how this information should be recorded across the sector.
  • The inclusion of narrative was welcome, but 10% of respondees raised the concern that it was not assessed and would therefore not be viewed as of equal value to metric element of the perspective.

Additional metrics that were suggested included:

  • The number of times that university assets are opened up to the community in some way
  • HEI investment in brokerage
  • Public involvement in research
  • Metrics collected by public relations and marketing departments e.g. the number of academics/professional staff blogging on external sites, social media interactions, media appearances by academics, or coverage of research
  • Number of performances or events and the associated number of attendees.”

Use of Narratives:

The NCCPE concluded that there is strong rationale for adopting and adapting the approach to narrative within the KEF. Whilst the proposed template delivers some effective prompts that elicited useful information, there was considerable variety in the level of specificity and supporting evidence provided in the pilot drafts.

The NCCPE have provided specific recommendations to Research England on how the templates and use of narrative could be improved to draw out more relevant and consistent information. Alongside the consultation responses these recommendations are informing the development of the KEF.

Respondees showed an exceptionally strong preference for the provision of an overarching institutional statement being provided by the HEI with 89% agreeing to some extent (and almost half strongly agreeing). 101. This was echoed through the written responses which expressed the broad view that an overarching narrative would be beneficial and that it should be provided by the institutions themselves. There was also a strong articulation that the local economic context needs to be considered to place knowledge exchange activities in context, and that it may be appropriate for Research England to provide this data in a standardised format

A number of respondees felt that an overarching statement could also be a useful tool to demonstrate an institution’s overall strategic goals in relation the perspectives. This may help mitigate any perceptions of relative ‘poor’ performance in areas that were not of strategic importance to a particular HEI. However, it was recognised that this would be difficult to achieve through the visualisation. Other voices expressed concern that the statements could become marketing tools with little added value.

And finally: We note the concerns expressed in both the consultation and pilot regarding timing of implementation and potential overlaps with the REF and TEF. We will pay regard to this when agreeing implementation timescales.

You can read the report in detail here.

Widening Participation and Access

  • National Care Leavers Week will be held on 24-31 October 2019.
  • Estranged Students Solidarity Week is 25-29 November 2019
  • Former Prime Minister Theresa May recently announced plans for a new body, the Office for Tackling Injustices (OfTI), to monitor government efforts to tackle “deep-seated societal injustice”.

Inquiries and Consultations

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

New consultations and inquiries this week: Lords inquiry in Ageing: Science, Technology and Healthy Living

Other news

Arts rise: The DfE published information on GCSE entries on results day. It highlights that entries to arts subjects have risen by 3.2% to 320,000. The DfE see this as positive new because previously the EBacc was criticised as squeezing these subjects out of the curriculum because of the opportunity to select them was less than other curriculum models. The news sits alongside a 3.7% rise in entries to EBacc subjects and an increase in foreign language entries (particularly Spanish and French). For more detail, including the key stats for other subjects click here.

T levels: The House of Commons Library have one of their helpful briefing papers on T Levels: Reforms to Technical Education which provides an overview of the proposals to reform the technical education system.

Student Debt Sanctions: the CMA have taken action causing the University of Liverpool to change their student debt penalty policy. They will no longer issue academic sanctions – such as the as the removal of library or email access – for students who have debts which are unrelated to their fees. Susan Lapworth, Director for Competition and Registration, at the Office for Students, said: “We welcome today’s announcement that, following CMA action, the University of Liverpool has formally committed to drop academic sanctions for students with debts, for example for accommodation costs, that are not related to their tuition fees. The fair treatment of students is important to us as a regulator. All universities and other higher education providers should be mindful of today’s CMA announcement and ensure that their debt collection policies comply with consumer law. Our own regulatory framework sets out the need for universities to demonstrate they are complying with consumer protection law, and we will continue to support the important work of the CMA on these issues.”

AI job displacement scheme: On Tuesday new Education Minister, Kemi Badenoch, announced an extension in the roll out of a pilot programme aiming to help adults whose jobs may change due to new technologies – such as automation and AI – to retrain and get on the path to a new career. The Get Help to Retrain digital service will now be rolled out to the West Midlands and the North East following success in Liverpool City during the summer.

Student Grants: The Student Loan Company are raising awareness of their practitioners’ page. They are also sharing information on their grants –  Childcare Grant; the Adult Dependants’ Grant; and the Parents’ Learning Allowance – to ensure those eligible apply for the funds.

Market Signalling: HEPI have a new blog exploring the marketisation of HE alongside the Augar Review and institutional autonomy.

Unconditional Admissions: The most effective and fairest admissions system continues to be debated this week. A provocative Wonkhe article makes the barest nod to grades asking what if all university offers were unconditional? The comments at the end are well worth a read too as sector colleagues suggest other alternatives and admissions tweaks, primarily moving away from the overreliance on A level grades. And The Guardian have an article which suggests social class is a barrier to good A level/exam performance.

PQA: Post qualification admissions. Mary Curnock Cook, ex-CEO of UCAS, explains the factors that made her turn from determined to implement post qualification admissions to remaining with the current system.

OfS Student Tool: The OfS have a new online tool for prospective students which launches in September: Discovering Uni: planning your HE journey.

NEETS: Office for National Statistics published the quarterly stats on 16-24 year olds who are classified as NEET (not in education, employment or training).

  • There were 792,000 young people in the UK who were NEET; this number increased by 28,000 from January to March 2019 and was up 14,000 when compared with April to June 2018.
  • The percentage of all young people in the UK who were NEET was 11.5%; the proportion was up 0.4 percentage points from January to March 2019 and up 0.3 percentage points from April to June 2018.
  • Of all young people in the UK who were NEET, 41.6% were looking for, and available for, work and therefore classified as unemployed; the remainder were either not looking for work and/or not available for work and therefore classified as economically inactive.

The report details examples of specialist projects (Medway, Southwark, Blackpool) which have effectively decreased the NEET population.

Schools Funding: One of Boris’ campaigning objectives was his pledge to increase the minimum per pupil funding level for English schools – this House of Commons Insight Guide has an interactive mechanism which checks which schools within a constituency area will see an increase against the £4k (primary) and £5k (secondary) proposed thresholds.

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JANE FORSTER                                            |                       SARAH CARTER

Policy Advisor                                                                     Policy & Public Affairs Officer

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

 

 

New GCRF-funded study in South Asia

A new multidisciplinary project in South Asia, run between two of Bournemouth University’s Faculties, has recently been funded.  The cross-faculty project “Scoping Study to understand the maternal health, ageing and wellness in rural India to develop a grass-root centre addressing these issues” has Dr Shanti Shanker (Psychology) as its principal investigator in collaboration with Prof Edwin van Teijlingen (Human Sciences & Public Health).   These BU lead researchers have been working in India and Nepal for more than a decade.

This project was recently awarded £76k from the HEFCE GCRF (Higher Education Funding Council for England, Global Challenge Research Funds) Call, at Bournemouth University.  The project will be running from 2017 to 2021 between Maharashtra, India, Nepal and the UK.  This important research initiative  aligns closely with Bournemouth University’s strategic plan around South Asia through Connect India.  Connect India is BU’s hub of practice which focuses on the world’s most populated areas and a global region which is developing rapidly in many ways.

Guest Researcher in Ageing, Human Rights, Disability and Inclusion

On the 11th April Dr Andrea Padilla-Munoz from the University of Rosario, Bogota, Colombia will be visiting Bournemouth University. Andrea is a qualified lawyer and academic with an interest in ageing, human rights, disability and inclusion.

 

During her visit, she is keen to meet with other BU academics to explore potential future collaborations. To support this, I will be hosting a workshop on the 11th April in the Fusion Building, F111 from 11am-1pm, where Andrea will provide an overview of her research. There will also be time to discuss future research ideas with her over tea and coffee.

 

If you are interested in attending please let me know, so I have an idea of numbers and can book refreshments accordingly. Alternatively, if you are unable to make the workshop but would like to meet with Andrea, let me know and we can arrange something.

 

Email: bhicks@bournemouth.ac.uk

 

End of year ADRC Christmas Seminar – PhD Student presentations

Six of  the ADRC PhD students gave short presentations of their plans and findings  at the end of year ADRC  Christmas seminar held on 12th  December. They included the following:

Yolanda Barrado-Martin : Process evaluation of a Tai Chi exercise intervention to prevent falls among older people with dementia.

Raysa El Zein : Dietary intervention study using coconut oil to evaluate effects of ketone metabolism in older adults.

Christopher Hilton : The role of attention in spatial (dis)orientation in people with early signs of dementia.

Joanne HolmesAn exploration of the factors that affect the extensive meal experience for cognitively active elderly living in residential care.

Mananya Podee : Improving holiday accommodation and service provision for people with dementia: An exploration of needs and expectations.

Vladislava SegenHow does ageing affect ability to recognise places, stay oriented & navigate successfully?

It was a highly successful afternoon with lots of good discussion and challenging questions posed for our students.  Well done to everyone who presented and we look forward to hearing more about your great work in due course!

ADRC presented latest results at two conferences in Germany

Jan Wiener, Ramona Grzeschik and Chris Hilton represented the Ageing & Dementia Research Centre (ADRC) at the 40th European Conference on Visual Perception (ECVP) 27–31 August 2017 in Berlin and the 20th Conference of the European Society for Cognitive Psychology (ESCoP) 3-6 September 2017 in Potsdam.

The ECVP is an annual meeting that brings together researchers from Psychology, Neurosciences, Optics, Computational Sciences and more. Besides vision, other modalities are represented as well as their interaction (multisensory perception). The conference of the ESCoP is being held once every two years. The society’s mission is “the furtherance of scientific enquiry within the field of Cognitive Psychology and related subjects, particularly with respect to collaboration and exchange of information between researchers in different European countries”.

Ramona represented the ADRC at both conferences with her ESRC-funded project on Dementia-friendly environments. In particular, she presented a poster with the latest results of her wayfinding experiment where she investigated the route learning abilities and eye movements of young and old participants.

At the ESCoP conference, Jan gave a talk on “What can eye-tracking tell us about the cognitive mechanisms underlying successful navigation?” where he introduced a couple of experiments that investigated eye movements during route and place learning in Virtual Environments.

Chris presented his results at the ESCoP as well. His poster titled “An exploration into the effects of ageing on general control of attention during route learning in a complex environment.” escribed his experiment using a natural looking virtual environment called “Virtual Tübingen”. He investigated attentional engagement during a route learning task in young and old participants.

Cancer and Nutrition NIHR Infrastructure Collaboration

Do you have an interest in people living with Cancer and Nutrition?

Then read more about the important activities of the Cancer and Nutrition NIHR infrastructure collaboration.

Since its establishment in 2014 the collaboration has sought to better enable a wide community of interested parties to bring together the high quality research being carried out in cancer together with the highquality research being carried out in nutrition, so that each can add value to the other in the interest of patients and the public.

There are 5 workstreams : Workstream 1: Patientsand Public,  Workstream 2: Professional Workforce – training and capacity building,  Workstream 3: Research – building an infrastructure and action plan to tackle the evidence gap, Workstream 4 characterising nutritional status in cancer – the Tookit, Workstream 5: commercial sector and industry,

Professor Jane Murphy from the Ageing and Dementia Research Centre (ADRC) leads ‘Workstream 2: Professional Workforce – training and capacity building’  and is a member of the Steering Committee.

The activities accomplished in Phase 2 are presented in the following report just published and more details about the collaboration can be found on the website.

Report Link
http://cancerandnutrition.nihr.ac.uk/wp-content/uploads/2016/06/Cancer-Nutrition-Full-Report-FINAL_03-06-16.pdf

Website Link
http://cancerandnutrition.nihr.ac.uk/work-streams/

Please contact Jane:  jmurphy@bournemouth.ac.uk if you would like to know more or have any questions or queries.

Invitation to join ADRC Research Meetings

We cordially invite staff and students with an interest in ageing and/or dementia research to join us at our monthly Ageing and Dementia Research Centre (ADRC) research meetings. The meetings provide an opportunity for those with related research interests to network and hear about the wealth of research in this area across BU.

We kick off our first ADRC Research Meeting on 9th May 2017 from 11-12.30 (S218, Studland House, Lansdowne Campus) with our theme leaders providing an overview of our three research themes:

  1. Ageing and Dementia Friendly Environments – Prof Jan Wiener
  2. Nutrition and Well-being – Prof Jane Murphy
  3. Activity and Social Inclusion – Dr Ben Hicks

Following the success of a recent FHSS research seminar, the presentations will be in the ignite style – which is a short five minute slots using images, narratives, and altmetrics (http://www.ignitetalks.io/).

We look forward to seeing you there.

Anyone wishing to present their ageing or dementia research at a forthcoming research meeting should contact Dr Michelle Heward to discuss further.

Kind regards

Ageing and Dementia Research Centre

Free Workshop: Sexuality & Gender in the 21st Century

 

 

 

FREE Workshop:
Gender & Sexuality in the 21st Century

Bournemouth University

31 May 2017, 10:00 – 15:00

Unimaginable a decade ago, the intensely personal subject of gender identity has entered the public square.’—National Geographic (Jan 2017)

This openness to discussion of sexuality, gender, and emotion begins to expose this latest generation’s ambivalence, even dissonance regarding these terms. The workshop will explore this, both historically and within the contemporary culture of the 21st Century.

The workshop will gather academics and community representatives from within BU and beyond, whose work may help us to understand more fully contemporary takes on sexuality, gender, and emotion. These may include:

  • Youth and Sexuality
  • Sex Tourism
  • Sex Trafficking
  • Disability and Sexual Well-being
  • Sexuality and Ageing
  • Gender and Sexuality in the Workplace
  • LGBTQ+ concepts of gender and sexuality
  • Other issues we haven’t even considered yet?

We will spend the day learning informally about each other’s interests and previous work around sexuality, gender, and emotion, thus creating the beginnings of new partnerships for further exploration, discovery, research, dissemination, and community action. NO lectures!

Workshop organised by Dr Kip Jones, Director, Centre for Qualitative Research, BU and Dr Lee-Ann Fenge, Deputy Director, National Centre for Post-Qualifying Social Work, BU.

Free lunch provided, places are limited.

Register here: https://gender-sexuality.eventbrite.co.uk

BU PGR Research into the effects of diet and exercise on mobility and brain function – Call for participants.

bike-pictureWe are often reminded that we should be paying attention to what we eat and making sure we exercise regularly. These recommendations are based on years of research into how diet and exercise can impact our health and well-being throughout the lifespan. However, it’s rare that these two crucial elements are studied together.

  • Can combining different lifestyle interventions produce an even more profound effect than each individually?
  • Are people able to adapt to two changes in lifestyle?
  • Is one element of lifestyle modification better than the other?

We have designed a study that will hopefully give an insight into these questions by looking at the effects of a dietary supplement and exercise classes on a spinning bike in adults aged 60+. The supplement contains fish oil (1000 mg DHA, 160 mg EPA), 20 µg B12, 1 mg folic acid, 124 mg phosphatidylserine, 240 mg gingko biloba standardized leaf extract and 20 mg vitamin E.

We are seeking to recruit healthy adults aged 60+ to take part in the study.  Volunteers will be split into four groups.

  • Supplement and exercise classes
  • Placebo and exercise classes
  • Supplement
  • Placebo

We will ask volunteers to take part in tests related to walking ability and brain function and a blood sample will also be required.  These will be done at the beginning of the study and after 24 weeks.

All testing and the exercise classes will take part at SportBU at Bournemouth University Talbot Campus, Fern Barrow, Poole, BH12 5BB.

  • Inclusion criteria: Aged 60+ and able to walk 50 metres without a walking aid
  • Exclusion criteria: Vestibular impairments (balance disorder), diagnosed neurological disorder e.g. dementia or depression, previously received lower limb surgery, diagnosis or receiving treatment for pernicious anaemia, allergy to seafood, regular consumption of multivitamin/fish oil supplements in the last six months, have been advised not to take part in exercise by a doctor

Due to a number of advances in medicine and healthcare, life expectancy has steadily increased in the UK meaning we have an ever expanding population of people aged 60+.  For this population it’s not just about living longer, it’s about living better for longer.  This can mean being able to take part in leisure activities like sports, gardening or visiting friends right down to more vital activities like being able to climb stairs or rise from a chair.  Mobility and brain function play a pivotal role in the quality of life of the older generation, yet it’s common to see declines in both of these areas as we get older.

If you or anyone you know would be interested in taking part of would like more information about the study or our research please contact

Paul Fairbairn

PhD Student Bournemouth University

07871 319620

pfairbairn@bournemouth.ac.uk

chair-old-lady

ESRC funded project: “Dementia Friendly Architecture – Reducing Spatial Disorientation in Dementia Care”

ESRC logo New ESRC-funded project in Psychology and BUDI

This week saw the start of a two year ESRC-funded project entitled “Dementia Friendly Architecture: Reducing Spatial Disorientation in Dementia Care Homes”. The project, which has been awarded to Dr Jan Wiener (Psychology/BUDI), aims to develop design guidelines for dementia-friendly architecture that minimise spatial disorientation, one of the earliest signs of dementia.

Post-Doctoral researcher Dr Ramona Grzeschik, who started on the first of December, and Chris Hilton (PhD student) will test how different aspects of build environments affect orientation and navigation abilities in people with dementia. In order to do so, they will use cutting-edge virtual environments and eye-tracking technology (https://microsites.bournemouth.ac.uk/wayfinding/) which allows for systematic manipulations of environmental properties.

This international multidisciplinary project brings together researchers from cognitive psychology, dementia research and architecture. It is a collaboration between Bournemouth University’s Wayfinding Lab, BUDI (Bournemouth University Dementia Institute), Northumbria University (Prof Ruth Dalton, Co-I), UWS (Prof Anthea Innes, Co-I) and the German Centre for Neurodegenerative Diseases (Prof Wolbers, Prof Nestor, both project-partners).