Tagged / social media

Conversation article: what teachers think of children and young people’s technology use

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

nimito/Shutterstock

Sarah Hodge, Bournemouth University

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.

Boy looking sad putting phone down
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.

The Conversation

Sarah Hodge, Lecturer in Psychology and Cyberpsychology, Bournemouth University

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

Research process seminar today, 19th April. Social media analysis – possibilities and pitfalls. 2pm on Zoom

You are warmly welcomed to today’s research process seminar. Hosted in FMC but open to all.

Today’s speaker is Prof. Anders Olof Larsson

Anders is one of the world’s leading researchers of online political communication. He is also a truly interdisciplinary scholar and has mastered the methods of extracting and analysing social media data from all of the major platforms. His talk will reflect on his 10+ years of working on social media platforms, and how the rules and methods of collecting data have changed.

Bio:

Anders Olof Larsson (PhD, Uppsala University, 2012) is Professor at the Department of Communication, Kristiania University College. Larsson was previously a Postdoctoral Fellow working in the Social media and Agenda-Setting in election campaigns project at the Department of Media and Communication, University of Oslo. During his PhD work, which was funded by The Swedish Research School of Management and Information Technology, Larsson took part in the 2011 Oxford Internet Institute Summer Doctoral Programme. His PhD thesis – “Doing Things in Relation to Machines – Studies on Online Interactivity” (pdf) – was awarded the 2012 Börje Langefors award (for best Swedish thesis within the field of Informatics) and the 2012 FSMK Doctoral Dissertation award (for best Swedish thesis within the field of media and communication studies). Anders Olof Larsson’s research interests include the use of online interactivity and social media by societal institutions and their audiences, journalism studies, political communication and methodology, especially quantitative and computational methods. As of January 2021, Larsson’s work has been cited 4147 times, resulting in an h-index of 33 and an i10-index of 57. In June of 2017, Larsson was ranked as among the top 100 most productive researchers in Norway. In October 2020, Larsson was the only communication & media studies scholar with a Norwegian affiliation ranked among the top 2 % in his field worldwide following a ranking from Stanford University

 

The subject of Anders’ session is: Social media analysis – possibilities and pitfalls 

What types of data can we get from different social media platforms, such as Facebook, Instagram or Twitter? I will present the possibilities we currently have, and I will also touch upon some interesting opportunities for analysis of social media data.

April 19th, 2pm on Zoom.

https://bournemouth-ac-uk.zoom.us/j/9292103478?pwd=UzJnNTNQWDdTNldXdjNWUnlTR1cxUT09

Meeting ID: 929 210 3478

Passcode: rps!4fmc

We hope to see you there!

 

NIHR resources – Patient and Public Involvement and Social Media Toolkit

Two resources are now available on the NIHR Learn website for researchers –

  • Patient and Public Involvement: Inspiring New Researchers – an online course developed by the Department of Health and NIHR. It is intended to help researchers to understand the benefits of good Patient and Public involvement into their research.
  • Social Media Toolkit – a combination of practical resources on how to get started and real case studies from how colleagues across the NIHR Clinical Research Network are currently using social media to support their work.

To access the above resources you will need to have access to the NIHR Learn website. Once you have an account select the tab ‘Health Research Innovations’ and then click on ‘NIHR Endorsed Learning’. Both courses are free and do not require an enrolment key.

Remember – support and guidance is on offer at BU if you are thinking of conducting clinical research, whether in the NHS, private healthcare or social care  – get in touch with Research Ethics. You can also take a look at the Clinical Governance blog for resources and updates.

Women academics, social media and gender-based violence.

Dr Emma Kavanagh and Dr Lorraine Brown (FoM) have just published a paper entitled ‘Towards a research agenda for examining online gender-based violence against women academics’. Work on this topic was inspired by Emma’s research on the online violence experienced by female athletes and further influenced by work on sexual harassment by the Women’s Academic Network (WAN), which ran a symposium on the topic in June this year. The writing of the paper was supported through writing retreats organised by WAN. The focus of this paper builds upon the critical mass of research being conducted exploring inter-personal violence and gender-based violence in sporting spaces by members of the Department of Sport and Event Management, and the work of the Bournemouth University Gender Research Group.

There is an increasing call for academics to promote their research and enhance their impact through engaging in digital scholarship through social media platforms. While there are numerous benefits concerned with increasing the reach of academic work using virtual platforms, it has been widely noted that social media sites, such as Twitter, are spaces where hostility towards women and hate speech are increasingly normalised. In their paper, Emma and Lorraine provide a review of the current literature concerning violence toward women academics online and further provide suggestions for a research agenda which aims to understand the phenomena of gender-based violence more clearly and work toward safeguarding (female) academics engaging in digital scholarship. As they rightly state: “institutions such as universities that are increasingly placing pressure on women academics to engage in virtual platforms to disseminate their work have a responsibility in the prevention and protection of harm”.

Dr Elvira Bolat featured in BBC World Service documentary

In December 2018 BBC World Service has broadcasted its new documentary titled “When you tire of tech”. The documentary is presented by Ana Matronic who explored dangers associated with tech addiction and what is done currently to minimise our over-reliance on tech.

The documentary features the interview with Dr Elvira Bolat, who comments on intimate relationships tech users have with their devices and social media. This interview is underpinned by various studies Dr Bolat has carried out to understand the usage of mobile tech and social media by consumers and businesses. It is also reflecting on the latest research discoveries around social media influencing and the dark side of relationships between social media leaders and followers – work co-authored with Dr Parisa Gilani and BA (Hons) Business Studies with Marketing graduate, Cladia Wilkin.

Do listen to the podcast and tune in to discover what Dr Bolat has said [12:35].

Digital addiction: how technology keeps us hooked

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There are a number of reasons why you can’t get away from your screen. shutterstock

By Dr Raian Ali, Bournemouth University; Dr Emily Arden-Close, Bournemouth University, and Dr John McAlaney, Bournemouth University

The World Health Organisation is to include “gaming disorder”, the inability to stop gaming, into the International Classification of Diseases. By doing so, the WHO is recognising the serious and growing problem of digital addiction. The problem has also been acknowledged by Google, which recently announced that it will begin focusing on “Digital Well-being”.

Although there is a growing recognition of the problem, users are still not aware of exactly how digital technology is designed to facilitate addiction. We’re part of a research team that focuses on digital addiction and here are some of the techniques and mechanisms that digital media use to keep you hooked.

Compulsive checking

Digital technologies, such as social networks, online shopping, and games, use a set of persuasive and motivational techniques to keep users returning. These include “scarcity” (a snap or status is only temporarily available, encouraging you to get online quickly); “social proof” (20,000 users retweeted an article so you should go online and read it); “personalisation” (your news feed is designed to filter and display news based on your interest); and “reciprocity” (invite more friends to get extra points, and once your friends are part of the network it becomes much more difficult for you or them to leave).

Some digital platforms use features normally associated with slot machines. Antoine Taveneaux/Wikimedia, CC BY

Technology is designed to utilise the basic human need to feel a sense of belonging and connection with others. So, a fear of missing out, commonly known as FoMO, is at the heart of many features of social media design.

Groups and forums in social media promote active participation. Notifications and “presence features” keep people notified of each others’ availability and activities in real-time so that some start to become compulsive checkers. This includes “two ticks” on instant messaging tools, such as Whatsapp. Users can see whether their message has been delivered and read. This creates pressure on each person to respond quickly to the other.

The concepts of reward and infotainment, material which is both entertaining and informative, are also crucial for “addictive” designs. In social networks, it is said that “no news is not good news”. So, their design strives always to provide content and prevent disappointment. The seconds of anticipation for the “pull to refresh” mechanism on smartphone apps, such as Twitter, is similar to pulling the lever of a slot machine and waiting for the win.

Most of the features mentioned above have roots in our non-tech world. Social networking sites have not created any new or fundamentally different styles of interaction between humans. Instead they have vastly amplified the speed and ease with which these interactions can occur, taking them to a higher speed, and scale.

Addiction and awareness

People using digital media do exhibit symptoms of behavioural addiction. These include salience, conflict, and mood modification when they check their online profiles regularly. Often people feel the need to engage with digital devices even if it is inappropriate or dangerous for them to do so. If disconnected or unable to interact as desired, they become preoccupied with missing opportunities to engage with their online social networks.

According to the UK’s communications regulator Ofcom, 15m UK internet users (around 34% of all internet users) have tried a “digital detox”. After being offline, 33% of participants reported feeling an increase in productivity, 27% felt a sense of liberation, and 25% enjoyed life more. But the report also highlighted that 16% of participants experienced the fear of missing out, 15% felt lost and 14% “cut-off”. These figures suggest that people want to spend less time online, but they may need help to do so.

Gaming disorder is to be recognised by the WHO.

At the moment, tools that enable people to be in control of their online experience, presence and online interaction remain very primitive. There seem to be unwritten expectations for users to adhere to social norms of cyberspace once they accept participation.

But unlike other mediums for addiction, such as alcohol, technology can play a role in making its usage more informed and conscious. It is possible to detect whether someone is using a phone or social network in an anxious, uncontrolled manner. Similar to online gambling, users should have available help if they wish. This could be a self-exclusion and lock-out scheme. Users can allow software to alert them when their usage pattern indicates risk.

The borderline between software which is legitimately immersive and software which can be seen as “exploitation-ware” remains an open question. Transparency of digital persuasion design and education about critical digital literacy could be potential solutions.


Raian Ali, Associate Professor in Computing and Informatics, Bournemouth University; Emily Arden-Close, Senior Lecturer in Psychology, Bournemouth University, and John McAlaney, Principal Academic in Psychology, Bournemouth University

This article was originally published on The Conversation. Read the original article.

*LAST CHANCE TO BOOK* Let’s talk about the Henry’s…

#TalkBU is a monthly lunchtime seminar on Talbot Campus, open to all students and staff at Bournemouth University and free to attend. Come along to learn, discuss and engage in a 20-30 minute presentation by an academic or guest speaker talking about their research and findings, with a Q&A to finish. 


Social media has created a different dimension of consumers for luxury products in particular. That being, the aspirational consumer’s desires for luxury derive from content produced on social media. Often, despite their strong yearning for luxury goods, due to economic reasons, aspirational consumers are unable to frequently purchase luxury. Social media provides an avenue for aspirational consumers to conspicuously consume without the need to purchase, enabling them to use luxury brands to create value amongst themselves.

In this #TalkBU session, Dr Elvira Bolat will examine the influence that social media has on the consumption of luxury products by introducing the Henry family: Hailey, Harriet, Hollie, Hannah, and Hilary.

When: Thursday 16 November at 1pm – 2pm

Where: Room FG04, Ground Floor in the Fusion Building

Register here to attend

Click here to find out more about our future and previous #TalkBU events.

#TalkBU presents… Let’s talk about HENRYs

#TalkBU is a monthly lunchtime seminar on Talbot Campus, open to all students and staff at Bournemouth University and free to attend. Come along to learn, discuss and engage in a 20-30 minute presentation by an academic or guest speaker talking about their research and findings, with a short Q&A at the end. 


Let’s talk about the Henry’s…

When: Thursday 16 November at 1pm – 2pm

Where: Room FG04, Ground Floor in the Fusion Building

Social media has created a different dimension of consumers for luxury products in particular. That being, the aspirational consumer’s desires for luxury derive from content produced on social media. Often, despite their strong yearning for luxury goods, due to economic reasons, aspirational consumers are unable to frequently purchase luxury. Social media provides an avenue for aspirational consumers to conspicuously consume without the need to purchase, enabling them to use luxury brands to create value amongst themselves.

In this #TalkBU session, Dr Elvira Bolat will examine the influence that social media has on the consumption of luxury products by introducing the Henry family: Hailey, Harriet, Hollie, Hannah, and Hilary.

Please register here to attend!

If you have any queries, please contact Sacha Gardener.

You don’t want to miss out on #TalkBU!

Policy and political scene this week: 25 May 2017

Welcome to this week’s political scene within research. Here is a summary of the week’s generic policy reports and releases, alongside new niche consultations and inquiries.

The role of EU funding in UK research and innovation

This week the role of EU funding in UK research and innovation has hit the headlines. Its an analysis of the academic disciplines most reliant on EU research and innovation funding at a granular level.

Jointly commissioned by Technopolis and the UK’s four national academies (Medical Sciences, British Academy, Engineering and Royal Society) it highlights that of the 15 disciplines most dependent on EU funding 13 are within the arts, humanities and social science sphere.

Most reliant on the EU funding as a proportion of their total research funding are Archaeology (38% of funding), Classics (33%) and IT (30%).

The full report dissects the information further considering the funding across disciplines, institutions, industrial sectors, company sizes and UK regions. It differentiates between the absolute value of the research grant income from EU government bodies, and the relative value of research grant income from EU government bodies with respect to research grant income from all sources, including how the EU funding interacts with other funding sources.

There are also 11 focal case studies, including archaeology and ICT. Here’s an excerpt from the archaeology case study considering the risks associated with Brexit and the UK’s industrial strategy:

As archaeologists are heavily dependent on EU funding, a break away from EU funding sources puts the discipline in a vulnerable position. This is exacerbated by the fact that the UK is short of archaeologists and/or skilled workers active in the field of Archaeology because of the surge in large scale infrastructure projects (e.g. HS2, Crossrail, and the A14), which drives away many archaeologists from research positions.” Source

See the full report page 25 for particular detail on ICT and digital sector, and page 39 for archaeology. For press coverage see the Financial Times article.

Bathing Water Quality

The European Environment Agency published European Bathing Water Quality in 2016. It sees the UK as second to bottom in the league table for quality of bathing water. While 96.4% of British beaches were found safe to swim in last year 20 sites failed the annual assessment. Only Ireland had a higher percentage of poor quality bathing waters at 4%.

Report link: https://www.eea.europa.eu/publications/european-bathing-water-quality-in-2016

How and when to submit evidence to policy makers

This week Research Professional ran a succinct article encouraging researchers to think more about when and how they submit evidence to policy makers. Timing is key, policy makers often want information instantaneously and the article urges researchers to be responsive but pragmatic, including a pro-active approach of gently keeping key policy makers informed of new developments.

Researchers wanting to have a political impact may consider attending a UK Parliament Outreach and Engagement Service events.

 

Consultations and Inquiries

Responding to a select committee call for evidence is a great way for academics to influence UK policy. If you respond to a consultation or inquiry as a BU member of staff please let us know of your interest by emailing policy@bournemouth.ac.uk at least one week before you submit your response.

This week there are three new inquiries and consultations that may be of interest to BU academics.

Sports

A Scottish Parliament inquiry is seeking individual’s views on community-based approaches to removing barriers to participation in grassroots sport and physical activity, including how to promote volunteering. The committee is asking for views and examples on a range of questions, including:

  • Examples where a community based approach has been successful in removing barriers to participation in sport and physical activity?
  • Approaches that were particularly successful in increasing participation among certain social groups, like women, ethnic minorities, certain age-groups?
  • The barriers facing volunteers and how can they be overcome? The aim is to inform how Scotland might increase participation rates across all groups and sectors of society, respondents can select to answer only the most relevant questions.

The call for evidence closes on 30 June.

Body Image

The British Youth Council has opened an inquiry into body image and how the growth of social media and communications platforms has encouraged attitudes that entrench poor body image. Included among the inquiry questions are:

  • Has the growing use of social media and communications platforms amongst young people encouraged practices and attitudes that entrench poor body image? What is the link between “sexting” and body dissatisfaction?
  • Do internet companies, social media platforms or other platforms have a responsibility to tackle trends which entrench poor body image? What are they already doing in this area? What more should they be doing?
  • Are particular groups of young people particularly prone to poor body image, or less likely to seek help? What causes these trends?
  • In relation to young men and boys, minority ethnic groups, and those who self-identify as transgender: what are the specific challenges facing young people in these groups? How effective is existing support?
  • To what extent is dissatisfaction with body image contributing to the increase in mental health problems amongst children and young people?

The call for evidence closes on 16 June.

Drainage & Flooding

The Welsh government has opened a consultation on the implementation of sustainable drainage systems on new developments (schedule 3 of the Flood and Water Management Act 2010).

The consultation closes on 11 August.

 

HE Policy Update

You can also sign up to receive BU’s separate weekly HE policy update delivered direct to your inbox each Friday by emailing policy@bournemouth.ac.uk

 

Sarah Carter

Policy & Public Affairs Officer

Innovation funding now featured on Instagram !

Forming part of a media package to support innovation funding at BU, a new Instagram Account is now live. Oliver Cooke a third year student on the BA Honours Media Production course is developing a number of different media channels to showcase the range of Higher Education Innovation Funded (HEIF) projects at BU.

It can be found here: https://www.instagram.com/heif_at_bu/

This first image to go live comes from Matthew Bennett’s submission to the Research Photography Competition. (Read more about the HEIF project Matthew is leading on here: Dinosaurs to Forensic Science: Digital, Tracks and Traces

(Research Photography Competition now in its third year.)

Ollie is also working on a short video documentary and website as part of this project.

Ollie’s  experience with HEIF came from the time on his  work placement last year.  He worked within the Research and Knowledge Exchange Office (RKEO) as the Student Engagement Co-Ordinator and had the chance to be involved in a number of initiatives including HEIF. Whilst reflecting on his time in RKEO and ideas for his Graduate Project, it was clear  that there are many interesting projects at BU.

Commenting on his chosen topic Ollie comented “It also struck me that here was an ideal opportunity to create some really engaging media content in order to showcase the innovation journeys and provide more information about innovation and knowledge exchange at BU. This will aim to highlight the people involved with HEIF at BU, as well as the research.”

Ollie has just started filming and the first footage has been shot involving Andrew Whittington (PI)  and BU student Christopher Dwen who are working on the project: “Sherlock’s Window: improving accuracy of entomological forensics at post-mortem criminal investigation using combined cuticular hydrocarbon and internal metabolite analysis.”

(Sherlock’s Window was also featured in the latest edition of the Bournemouth Research Chronicle: Edition 6, January 2017, Page 22.)

New Publication: Businesses and mobile social media capability

Bournemouth University’s, Dr Elvira Bolat and Dr Kaouther Kooli, and Professor Len Tiu Wright from University of Huddersfield have published new article in Journal of Business and Industrial Marketing.

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“The study is amongst the first to provide insights into B2B firms’ practices of using mobile social media. This paper found that marketing and advertising firms use mobile social media for branding, sensing market, managing relationships and developing content. Mobile social media is treated by businesses as a strategic firm-specific capability that drives firms’ competitiveness, where imitation of such capability by competitors is limited because mobile social media skills are specific to individuals within organisations and mobile social media routines are manifested as a result of firm-specific mobile social media skills’ interactions.”

Access full article by clicking on the image below.

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BU Business Engagement Network – LinkedIn

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Are you keen to develop relationships with businesses? Why not join the new BU Business Engagement Network on LinkedIn. It’s growing quickly. Not only is it a great way to find out about what is happening within the area of business engagement and knowledge exchange, its a useful method to use to develop your own  networks – locally, regionally and internationally (often just using your own smartphone or tablet whilst on the move).

Click here to join : BU Business Engagement Network

(You will need to be user of LinkedIn)

Making connections to improve your EU bidding

You can add an extra edge to your EU funding applications by understanding the background to the call or by being part of a network – sometimes it is not just what you know but also who you know….

The European Documentation Centre (Cardiff EDC) provides information on their website so that you can find the policies that may impact upon your research. Linking your research bid to the funder’s policies is always a good idea! You can also sign up to email alerts so that you receive documentation tailored to your information needs direct to your inbox. 

There are a number of email discussion lists on Linked In, including many for Horizon 2020. Some are for finding collaborative partners but also provide general information, an indication of trends and the opportunity for your to network with colleagues in the same field. Lists include Horizon 2020, Framework Programme for Research and Innovation Group, Horizon 2020 Society & Culture – Societal Challenges, Horizon 2020 Information and Communication Technologies – Industrial Leadership and Horizon 2020 Marie-Curie – Excellent Science. Why not make use of these groups?

You may find others in your field making use of the internet and you can join them. For example, a Linked In post took me to a site Health (IT) Space, where I found links relevant to the use of ICT in Health Care. Although you have to use discernment when signing up to any service, it is an example of what fellow researchers are doing. Join them? Emulate them in your field?

You can sign up to relevant email lists on JISCmail. Once such list is EUROtalk but there are many others aimed at the research community in the UK. Please make sure that you check the instructions for signing up (and unsubscribing) carefully.

There are, of course, more formal ways to enhance your presence within the EU. Make use of briefing and training events and consider signing up to be an EU Expert. Participating in this scheme will give you an insight into how the EU funding works, facilitate networking and allow you to make a positive contribution to the funding process.

Last, but not least, is the European Commission website, where you can find out about policies, calls, tenders and priorities. You can follow the EU via Linked In, Facebook, Twitter and other social media platforms.

These are just a few of the connections that you can make. Yes, part of bidding is about conveying your research to the funder, but it is also about knowing the funder, their context and how your research fits with their aims and objectives.

To find out more about how the Funding Development Team can help you with your bidding, please get in touch! Keep watching the Research Blog for further help.

 

 

Make Your Voice Heard – The next step

Thank you to all those who got came along and got involved in the first Make Your Voice Heard event on 10 September 2014.

Important topics were highlighted, such as how academics can enrich the media and how to balance different stakeholder wants and needs. There was also an opportunity to acquire hands-on tips and techniques for dealing with TV and radio appearances.

But the conversation doesn’t end there.

We want to know what you think about the relationship between research, academics and the media. For example, how do you currently approach the media as a researcher? What approaches worked for you, and what didn’t work? Are there limits to what should be shared via the media? And does using the media enhance a reputation?

Over the next week we’ll be posting some of the slides from the Make Your Voice Heard event on the Research Blog and asking what you think of research in the media.

Join the discussion by commenting below or email newsdesk@bournemouth.ac.uk if you would like to contribute to the debate by writing a blog post.