


Professor Edwin van Teijlingen
CMMPH
Latest research and knowledge exchange news at Bournemouth University
Professor Edwin van Teijlingen
CMMPH
The understanding of human anatomy is vital to the delivery of healthcare. For medical students, this necessary awareness of anatomy and 3D spatial orientation is traditionally learned through cadaveric dissection. This is expensive and has practical as well as ethical constraints to available teaching time. The ANEX team has generated digital models hosted inside a Web app available for the BU community and can be used as assets for interdisciplinary research between the fields of Arts, Science and Healthcare.
Weds 16th March
12:00-13:00PM
🎫🎟️MS TEAMS 🎟️🎫meeting invite here
Dr Xiaosong Yang (FMC)
Dr Mara Catalina Aguilera Canon (FMC)
A few days ago I noticed a post on the BU Staff Intranet about the Fourth Annual Global Goals Teach In, where, as educators, we can pledge to embed the UN Sustainable Development Goals in our teaching practice for 2 weeks between 22 February and 5 March 2021. It made my heart skip a beat thinking now is the time to make education more holistic! To not just arm our students with the best possible degree for their future careers but to empower them to be change makers.
Education is fundamental to shifting attitudes and make us feel we can be the change we want to see. The term ‘university entrepreneurship‘ is strongly in favour of the school of thought that enterprise development or entrepreneurial action is nurtured within the academic environment, allowing latent entrepreneurial ambitions to flourish! For the last few years I have been privileged to lead the Entrepreneurship and Business Ventures module in the final year at Bournemouth University Business School. Within the constraints of the time, curriculum and resources, we aim to run this module as a mini in-class incubation hub through ideation support; mentoring support through industry connections; guest speakers; networking events and many more. Each year, based on a personal commitment to sustainable collective action for the planet and humanity and spurred on by the encouraging global trends towards start-ups that espouse the triple bottom line (Economic, Social and Environmental), we designed a curriculum to support student entrepreneurship focusing on the economic viability centred around social/environmental sustainability. Because sustainability makes business sense, it is not merely altruism, it leads to competitive advantage, earning newer market segments and creates longevity and legacy for a business.
The UN SDGs make the task of embedding a sustainability agenda in the curriculum easier to do and also easier to understand the trajectory in which our small steps can add to the solutions of the grand problems. Often the discussions on sustainability, from a small business perspective, sounds like a costly goal to achieve and in this difficult economic times, sounds like an absurd suggestion when businesses cannot even survive the external forces. But this is where embedding sustainability within the core values of the business can actually help it weather the proverbial storm better. Sustainability, not as an appendage, but in the core of the business, within its business vision, mission, model, supply chain can ensure longevity. and once we become conscious of the power of responsible, conscious capitalism, the change we hope to see begins to take shape!
What would you do, if faced with a choice of buying a box of chocolates from one that is reliant on a supply chain riddled with historical and existing cocoa plantation slave labour (that you are aware of), and others (priced at a point higher than the former) trying to make that very difficult shift from the norm? As educators we have a huge responsibility of empowering the next generation start-up founders to open their eyes to the strength of action taken in favour of sustainability and the UN SDGs provide us with a toolkit to translate that message more effectively. For me, this journey started in the year 2014-15 with the first Social Enterprise Event day at Bournemouth University which was a networking and opportunity seeking platform for our students on this module to connect with socially focused entrepreneurs. I was not aware of the upcoming UN SDGs then and once I did, the whole action became that much more easy to plan and deliver including student-led projects, 4 Global Entrepreneurship Week events across two academic years- 2019/20 and 2020/21 (focussing on student experience and learning at BU) ; the creation of BU Social Entrepreneurs Forum and many more.
Sure, there are many other excellent frameworks we refer to and discuss including the B-Corps redefining success ( a personal favourite), Circular Economy underpinned by a transition to renewable energy ( a must have) Social Enterprises (another personal favourite), the CSR model and more but none that draw our attention so starkly to the global challenges as the UN SDGs. And recognising, that each incremental step we take, through our education practice and assessment, can add to the solutions to those grand challenges, is in itself a very sobering and empowering feeling.
And this is what I am privileged to witness in my classroom of 100+ students. Last year 2019-20 we worked with business organisations, with a core commitment to sustainable action, designing and developing business plan/business model solutions for them and this year and last, students, individually, worked on developing an original idea for a start-up underpinned by commitment to one or more UN SDGs.
How I wish I could share some of the posters, the pitches they did live/offline and the background research without infringing Intellectual Property! These ideas are needed! They are are time relevant, robustly underpinned by market research, with a clear focus on economic viability and sustainable actions and some of them, disruption of the existing industries they are entering. Some of them, whether they be an app to support Goal 5 Gender Equality; making fashion circular; empowering body image positivity through tech based solutions (Goal 3, Goal 5); sustainable home improvements; reducing food waste (Goals 1 and 2.); ideas stemming from personally recognised unmet needs yet so powerful for a global audience- the pride I feel in my students is not something I can express! Many of them have received prizes in the form of free business consultations with international entrepreneurs who were on the panel of judges listening to the business pitches, so it is only a matter of time before we see some of those ideas turning into registered businesses.
Globally, there is an increasing number of sustainable startups often attributed to the power of the millennials in demanding a change in the marketplace with the strength of future focus, technology, and digital platforms. And perhaps this is what we are seeing at a smaller scale within BU Entrepreneurship and Business Ventures, a group of bright young minds who are capable to assimilating new knowledge and adopting that as a way of life to make the world less individualistic and focus on what is truly important. For, capitalism is not the problem, it is the lack of true social responsibility that older, more archaic capitalistic institutions have shown, which has led to a world of huge chasms between the haves and the have-nots. And I am humbled by what the future will bring, and it seems that with the pandemic, social/environmental sustainability and impact of business on the society has been accelerated manifold…. every grey cloud has a silver lining? With that we say adieu to another grand semester 1 (whilst continuing supporting the ideas into real businesses through consultation) of Entrepreneurship and Business Ventures and look forward to the next cohort in September 2021. And I continue my journey, as an Enterprise Educator at BU, supporting the UN SDGs and supporting colleagues to find ways in which to embed this framework within their disciplines and student-focused initiatives. Thank you.
Congratulations to the Bournemouth authors who published the paper ‘Donning the ‘Slow Professor’: A Feminist Action Research Project’ earlier this month [1]. This paper was published in the journal Radical Teacher. The paper argues that the corporatisation of Higher Education has introduced new performance measurements as well as an acceleration of academic tasks creating working environments characterised by speed, pressure and stress. This paper discusses findings from a qualitative, feminist participatory action research (PAR) study undertaken by an interdisciplinary team of women academics at a modern, corporate university in England. The study illuminates how corporatized HE erodes faculty autonomy, degrades learning environments, damages professional satisfaction and health. Strategies for resistance and liberation developed through the PAR process are discussed.
The writing collective for this paper comprised: Sara Ashencaen Crabtree, Ann Hemingway, Sue Sudbury, Anne Quinney, Maggie Hutchings, Luciana Esteves, Shelley Thompson, Helen Jacey, Anita Diaz, Peri Bradley, Jenny Hall, Michele Board, Anna Feigenbaum, Lorraine Brown, Vanessa Heaslip, and Liz Norton.
Reference: Ashencaen Crabtree, S., Hemingway, A., Sudbury, S., Quinney, A., Hutchings, M., Esteves, L., Thompson, S., Jacey, H., Diaz, A., Bradley, P., Hall, J., Board, M., Feigenbaum, A., Brown, L., Heaslip, V., Norton, L. (2020) Donning the ‘Slow Professor’: A Feminist Action Research Project , Radical Teacher, Vol. 116
Last year BU signed a Memorandum of Agreement (MoA) with Manmohan Memorial Institute of Health Sciences (MMIHS) in Kathmandu, Nepal. This week Dr. Bibha Simkhada, Lecturer in Nursing, Dr. Shanti Shanker, Lecturer (Academic) in Psychology, and Prof. Edwin van Teijlingen in the Centre for Midwifery, Maternal & Perinatal Health (CMMPH) delivered one-day workshop on qualitative and mixed-methods research approaches. The workshop was very well attended by MSc students, not just from MMIHS, but also those from several other colleges and universities.
MMIHS is part of BU’s latest bids for ERASMUS Higher Education Student & Staff Mobility between Programme and Partner Countries (Key Action 107) – International Credit Mobility. Bournemouth University’s strategic plan known as BU2015 has as one of its pillars our desire to “enrich society by having a significant impact on challenges world-wide“. Through Fusion BU aims to (a) have a positive impact world-wide on the challenges facing society; (b) ensure staff, students and graduates enrich society as active citizens in their communities; and (c) strengthen our shared impact through worldwide partnerships. Expanding and developing the existing BU-MMIHS partnership is a excellent stepping stone for the ERASMUS application.
Prof. Edwin van Teijlingen
Industrial Strategy Green Paper
The Government launched the Industrial Strategy Green Paper and consultation this week. The paper focuses on improving Britain’s innovation and productivity in key areas alongside upskilling the workforce to become world leading. The government suggest a number of areas of industry specialism that should be supported:
The document frequently references the role of Universities as innovation leaders pushing for commercialisation and greater productive cooperation with business. It states that the ‘neglect of technical education’ should be redressed and insinuates that higher-level technical education will be pushed towards the new Institutes of Technology (£170 government investment announced – see below). There is an emphasis on rebalancing the difference in Britain’s economic geography through infrastructure investment. In addition, it criticises how UK research funding is currently heavily invested in the ‘golden triangle’ (Oxford, Cambridge, London) and calls to build on research strengths in businesses as well as other universities. The strategy has a strong focus on STEM and Wonkhe have reported that The British Academy are urging the government not to forget investment in social sciences and humanities teaching and research, which they argue are vital to the continued development of the UK’s services sectors.
The consultation ends in April, we’ll be in touch shortly about how you can contribute to a BU response.
While the strategy has only just been launched it was preceded by the announcement of the new Industrial Strategy Challenge Fund (Nov 2016) and consultative workshops. The workshops aimed to ensure that the challenges identified match UK business capability and are based on the best available evidence for scientific and commercial success on the global stage. The challenges mirror the industry specialisms proposed in the green paper but also mention the creative industries and integrated cities. The workshops conclude this week, implementation plans are expected to follow from the government and the first challenge is expected to be announced in March.
In an interesting article in The Conversation Graham Galbraith, VC at Portsmouth, urges Universities to shun new institutions for innovation and instead form a network of hubs building on relationships with employers, skills organisations and FE colleges. Furthermore he resists the government’s distinction between academic and technical education, seeing the productivity answer through flexible routes to university study and developing skills courses that employers need in accessible ways. He believes the university sector would deliver this far more quickly than new Institutes of Technology. Galbraith also criticises REF 2021: “The government wants the UK to be better at commercialising its world-class, basic research. But the… require[ment]…to include all academic staff…will have the effect of making universities re-balance their staff’s priorities so that there is more focus only on peer-reviewed research and less on outward-facing activities like business collaborations.”
Brexit –The Supreme Court has ruled that Parliament must vote to trigger Article 50 which begins the Brexit process. The government timescale is to trigger Article 50 by end of March and to this end they have introduced a European Withdrawal Bill (EWB). The European Withdrawal Bill gives the PM the power to notify the European Council of the UK’s intention to withdrawn from the EU through the required Act of Parliament. It is being fast tracked through Parliament. Parliamentary time is scheduled for 31 Jan, 1 Feb, 6-8 Feb. The House of Commons Education Select Committee continues visits to Universities (Oxford, UCL) to examine impact of Brexit on HE. At the UCL visit (Wednesday) Michael Arthur (Provost) broke the UCAS data embargo revealing a 7% drop in EU applicants in the current cycle. The Guardian leads with ‘first decrease after almost a decade of unbroken growth blamed on… Brexit’. Committee Chair, Neil Carmichael is reported on Twitter as asking whether HE needs a sector-specific Brexit deal – panel response ‘yes absolutely!’
Higher Education and Research Bill (HERB) – The Lords continue to scrutinise the HERB carefully with the long list of amendments. The list has stopped growing quite so quickly but new amendments proposed this week include one to set up a new UKRI visa department that will sponsor academics (507ZA). So far apart form the first one, no amendments other than government amendments have been passed, but the level of debate and the length of the list suggests that there may have to be some concessions by the government. James Younger, the government lead on the Bill in the Lords, wrote to Peers on 25th January about the bill.
Given the timing of the Brexit discussions, Wonkhe speculate that to achieve the timescales for the Bill and to clear sufficient parliamentary time for the European Withdrawal Bill to be passed the government may make concessions on HERB. Key discussions this week:
TEF
The 15 page written submissions for year 2 of the TEF were finalised and submitted this week, and this was the final opportunity for institutions to opt out of the TEF. Although there may have been others who have not published their positions, most Scottish Universities have opted out, as well as the Open University. Given the difference in the Scottish funding system they have less to gain from the TEF – but the 4 who have opted in have noted international reputation as a crucial factor. The OU explain their non-participation is due to the poor fit of the metrics with their social mobility demographic.
And the future of the TEF? According to Research Professional, a German academic has criticised the way that teaching excellence funding is being used in Germany.
“Whereas lower-ranked universities have tended to spread their funding from the programme thinly across faculties and courses, higher-ranked institutions have had the luxury of being able to focus on priority areas, the analysis found.
“You are starting to see emerging differences between disciplines taught at different universities,” Bloch told Times Higher Education on 17 January. For the first time, elite universities are starting to build up strong institutional identities when it comes to teaching, in an effort to get further ahead.
“It will be a long time before we reach the stratification that you see in the American system [around teaching], but we are seeing a difference for the first time in how resources in teaching are distributed,” he said.
UCAS 2016 entrants report – this data includes applications, offers and placed rates by sex, area background (LPN-polar 3), and ethnicity. BU’s report can be selected from the drop down menu towards the end of the webpage. The Guardian reports on the lower offer rates to black applicants. Wonkhe covers the HEIs that have a significant upward or downward trend in acceptances
Research Impact training: Parliament are running a Research, Impact and the UK Parliament event in Bristol on Wednesday 1 March. It covers the basics of the Parliamentary process and how academics can engage with parliament through their knowledge and research to inform scrutiny and legislation, including the impact of influencing policy to support REF submissions.
HEA have launched a call for expressions of interest in working with the HEA Social Sciences cluster on their strategic project – teaching research methods in the Social Sciences projects. Project strands include:
1. Developing STEM skills in qualitative research methods teaching and learning
2. Assessment for learning in research methods
3. Teaching research methods within HE programmes in FE settings
4. Making the most of open educational resources (OER) in research methods teaching and learning
5. Research methods and knowledge exchange
For further details and to submit an expression of interest: http://mail.heacademy.ac.uk/12ZA-ZWSN-6DLHZU-DXEGR-0/c.aspx
You may or may not have heard of the Erasmus Staff Mobility scheme which BU has run for the last few years. If you have, then you will know it is a great scheme. If you haven’t then now is a great chance to learn more. Grants are available for BU staff to visit an enterprise or university in Europe and undertake teaching or training. This is not only a fantastic experience in itself but also a really great way to start to develop your networks. Your visit can be between 5 days and 6 weeks and non-academic staff can apply to the teaching strand too.
This year, I have taken over the gauntlet from Deborah Velay and incorporated the Erasmus Staff Mobility fund into the Fusion Investment Staff Mobility and Networking Fund. There is a really short application form to complete and the deadline is December 1st. The processes have been combined to improve our efficiency in delivering this scheme to you.
The Fusion Investment Fund was launched today and you can find out more on this absolutely brilliant scheme by following the link posted on the blog.
Funding Source: Association for Journalism Education
Chief Investigators: Dr Einar Thorsen and Sue Wallace, The Media School, Bournemouth University
Research Assistant: Dr Caitlin Patrick, The Media School, Bournemouth University
Journalism is among the most rapidly changing industries, affected by both technological advances and shifting consumer habits. This makes it paramount for journalism education to keep pace with trends such as changing journalism practices and the migration of audiences to online journalism. One possible outcome of this imperative is for online news or magazine websites to be developed to a) showcase student reporting, b) serve as an educational tool in professional journalism practices, and c) facilitate research into news and journalism innovation. Journalism courses are increasingly making use of their own websites in one or more of these ways, but development, as in the news industry itself, has tended to be haphazard and quite often on a trial and error basis.
This project seeks to address this problematic by conducting a survey of news and magazine websites used in journalism courses, their history, evolution and integration into education practice. The aim is not to produce a standard model to be applied in every case. Rather, the intention is to collect and share experiences to inform education and curriculum development. The sharing of best practice can also help to maintain high standards in journalism education.
Phase One of the project launched in March 2012 and involves an international survey into the use of news and magazine websites in journalism education.
We would be most grateful if anyone involved in journalism education could assist by completing our survey:
https://www.surveymonkey.com/s/websites-in-journalism-education
We are interested in the views of both staff and students, so please circulate as widely as possible.
The survey is completed anonymously. For staff it takes no more than 10-15 minutes to complete, with the student section possible to complete in 5 minutes. All staff and students on undergraduate and postgraduate journalism courses are encouraged to partake and we welcome your participation.
Phase Two of the project will take place in the second half of 2012 and involve up to five site visits to observe how websites are used in live news days simulating real-life news operations. During these visits we propose to conduct follow-up interviews in conjunction with examination of websites, to scrutinise in finer detail the patterns of application and usage.
This project will investigate both technological and editorial issues associated with use of websites in journalism education.
Findings from this research project will be made available online and as contributions to relevant scholarly journals, including the AJE journal Journalism Education, outlining experiences, advice, and different models of application. The findings may also be of use to accreditation bodies and industry panels.
If you would like further information on the project, you can view the original project brief.We have received information on the following funding opportunities which may be of interest to staff.
Teaching Development Grants from the Higher Education Academy
1. Round 2 of the Individual Grants scheme will open on January 3rd 2012, with a maximum of £7,000 per project, with a focus on employability or internationalisation.
• The submission deadline is February 19th 2012.
• Unsuccessful bids from the previous round could be re-submitted if they can be revised in line with the feedback you received from the HEA.
• However, any bids that do not satisfy the two key principles of student engagement and outputs of benefit beyond BU, or do not thoroughly address ethical issues, will not be considered by the reviewers. So it is critical to get these sections as strong as possible.
• Successful bids from the July 2011 round are here: http://www.heacademy.ac.uk/teaching-development-grants
2. The Collaborative Grants scheme opens on February 27th 2012, with a submission deadline of April 22nd 2012.
• The maximum funding per project is £60,000, one bid per institution.
• These can be either collaborative bids between BU and external bodies, or interdisciplinary between different departments within BU.
• With collaborative bids, there must be a minimum of two UK HE partners, but other partners could include FECs, private providers or overseas HEIs.
• The project must be led by a Fellow of the HEA and matched funding is required.
• Some further details are available here to support early thinking, but more information will be available in January.
If you would like to discuss potential projects, please contact Jennifer Taylor, Janet Hanson or Linda Byles (both Janet and Linda are TDG reviewers for the HEA).
MS Society Grants 2012
The MS Society intends to run three grant rounds in 2012:
The MS Society 2012 Grant Round 1 for Innovative and PhD Studentship awards will open on the 17 January 2012, with a deadline for applications 12 noon on 10 February 2012.
For an overview of all the intended 2012 grant rounds and guidance on how to apply for an MS Society research grant please see thier website: http://www.mssociety.org.uk/ms-research/for-researchers/applying-for-research-grants
What do they fund?
As the largest dedicated charitable funder of MS research in the UK, the MS Society welcomes applications for projects that will increase the understanding of, and find new effective treatments for MS, as well as improve care and services for people affected by MS. The Society will consider any application that is relevant to MS. Applications are divided into two funding streams:
If you have any questions the society’s research team are happy to answer them at: research@mssociety.org.uk or on: 020 8438 0822.