Tagged / training

Colleague supervision – and maximising research opportunities

This blog post considers two aspects of research – supervision and publication. The two came together in article of mine recently been published online by the Journal of Further & Higher Education (JFHE) http://dx.doi.org/10.1080/0309877X.2011.644774.

In 2008/09, I undertook the PGCert Research Degree Supervision to further develop supervision skills. For the second assignment, I made a study of colleague supervision – the supervision of staff doctoral students by their colleagues and, sometimes, managers. From it, an academic paper was developed and later submitted to JFHE. The article was an opportunity to maximise the outcomes of my study of research supervision and to create insights (possibly “new knowledge”) into a sometimes contentious and little researched area.

The starting point was a claim by Pam Denicolo (2004) that colleague supervision was “a role relationship that has been largely ignored or undervalued by [university] administration” (p. 693) and colleague students and supervisors “felt more vulnerable” than other students/supervisors (p. 706). At the time, I was Deputy Dean (Education) in the Media School and had, at BU and a previous university, observed colleague students often struggling to manage the roles of teacher, researcher, colleague and administrator. So the aim of my qualitative study amongst students and supervisors was to gain greater insight into the colleague students’ research journey and to consider how their working lives could be better structured.

Broadly, the indications from this small-scale study were:

  • The students and supervisors did not feel they were “ignored”, “undervalued” or “vulnerable.” There were some advantages of easy access to supervisors that other PGRs don’t have;
  • More effort is needed on the research training of colleague students. Those coming into doctoral studies from professional backgrounds said that they often learnt “on the hoof”;
  • Some students, in 2009 interviews, feared for their jobs without achievement of a doctoral qualification. Others saw it as an essential part of their development of academic research and professional skills;
  • Although Denicolo posited “vulnerability” as a power imbalance between supervisors and staff, the general attitude was that their supervisor was a “friendly facilitator” and supportive;
  • Confidentiality of performance on doctoral studies was expected by students as part of their relationship with the colleague supervision;
  • The use of group supervision by HSC to support students was seen as very beneficial in aiding cohort progress and reducing the loneliness of the doctoral student’s research journey.

This was a small-scale study (six students and five supervisors) and thus there are limitations of its generalisability, but it indicates that colleague supervision needs to be considered as a special case and not just part of the academic “day job”.

Prof Tom Watson, The Media School

Article:  Watson, T., 2011. Colleague supervision – ‘ignored and undervalued’? The views of students and supervisors in a new university. Journal of Further & Higher Education. DOI: 10.1080/0309877X.2011.644774.

Reference: Denicolo, P., 2004. Doctoral supervision of colleagues: Peeling off the veneer of satisfaction and competence. Studies in Higher Education, 29 (6), 693-707.

PGR Workshops: January 2012

PG research

Sessions for the BU Researcher Development Programme in  January 2012 are below.  Booking is essential as places are limited, details of how to book are listed under each session.

PGR Induction Dr Fiona Knight

Introduction to BU’s academic and professional support for your research degree

Can social media enhance my research profile? Susan Dowdle

Using Twitter, blogs, social citation to raise your research profile.  Discussion on how to use Web 2.0 technologies professionally and some top tips on making connections and raising your profile.

Introduction to Education Practice: for Postgraduate Research Students (PGRs) Linda Byles

This 3 day event is designed to prepare Post-Graduate Research students to undertake their teaching responsibilities

Grant Writing Workshop for Early Career Researchers Martin Pickard (external)

This workshop is aimed at early career researchers and phd students in the mid to late stages of their phd, starting to think about grant writing.  More details on the event can be found in this blog post.

  • Date: 26 January
  • Time: 9:30 – 17:00
  • Room: K103, Kimmeridge House
  • Booking:  All bookings for this event are via Susan Dowdle

Introduction to Mixed Methods Research Dr Carol Bond

These sessions are primarily aimed at new PGRs however all PGRs and ECRs are welcome.

Grant Writing Workshop 26th January – Early Career Researchers

Guidance

Are you at an early stage in your academic career and need some help in perfecting your grant writing skills?  Dr Martin Pickard is coming back to BU on 26th January to run a full day workshop. 

The day is designed for early career researchers with no, or very little, experience in preparing research applications. It  covers the fundamental structure and arguments inherent within any research proposal and initially develops the principle ways to achieve this – whilst at the same time encouraging the necessary overarching approach.

The workshop will take place on Talbot Campus and run from around 9.30am until 4-5pm.  Lunch and refreshments will be provided.  There are a limited number of spaces on the workshop so if you would like to come to the event please email Susan Dowdle to book a space as soon as possible.

 

Structure of the Day

 

Session 1: Introduction and general approach to the funding mechanisms

These sessions are individually tailored to the session theme. They evaluate and present key insights into the fundamental approach principles behind a successful grant application in the respective research area and develop the essential common elements of a successful bid.

Break – Coffee – Includes 10 minute assignment exercise

Session 2  – Theory and practice – optimising the approach

This builds from session 1 detailing the “in depth” structure of a successful bid, the need to present and optimise the supporting arguments and justifications required and how to achieve this.

Break  – Lunch – including further assignment exercise

Session  3 – Building the case for funding – case studies and examples

Using the assignment exercises, and worked illustrations, this puts theory into practice covering most of the common pitfalls and provides the tips, tricks and techniques for optimising your proposal within minimum space.

Break – Coffee – including 10 minute assignment exercise

Session 4 – Theory into practice – interactive assignment analysis and workshop discussion

With analysis and reworking of both previous cases and current applications this primarily “Q & A” workshop session provides an important consolidation taking live examples through the optimisation process using the skills and techniques acquired throughout the day.

 

Academic Writing Workshop 13th December

Guidance

Have you a paper to write?  Do you want to write it well?  Do you need space to focus on developing academic writing skills?  This full-day course is designed for staff at an early stage of their academic careers who write papers or reports as part of their research work. The course consists of intensive tuition and gives participants immediate, useable methods of improving style, developing arguments, strengthening organisation and avoiding common errors, all with the aim of producing succinct and informative prose in a well-organised academic framework. 

The day itself involves instruction, group exercises and discussion, all designed to enable participants to increase the quality of their writing and to develop their confidence and critical thinking.  In addition, there is advice on how to successfully communicate the subject matter.  You can view an outline of the day.

This will be a full day workshop taking place on Tuesday 13th December.  If you would like to attend please email Susan Dowdle asap as there are only a few places remaining.

PGR Training Workshops – Dec 2011

PG research

Sessions for the BU Researcher Development Programme in  December 2011 are as follows:

Research Ethics Professor Holger Schutkowski

  • Date: Wednesday 7 December
  • Time: 10:30-12:30
  • Room: PG22
  • Prior booking essential by emailing graduateschool@bournemouth.ac.uk
  • Please include one line about your research ethics issues or concerns

 Researchers must Write Professor Matthew Bennett

  • Date: Wednesday 7 December
  • Time: 14:00 – 15:30
  • Room: PG22
  • Prior booking essential by emailing graduateschool@bournemouth.ac.uk
  • Basic introduction to the importance of writing in research

Academic Writing Sue Mitchell (external)

  • Date: Both the Tuesday and Wednesday sessions are now full
  • Time: 09:oo  – 17:00
  • Room: PG22
  • Prior booking essential by emailing graduateschool@bournemouth.ac.uk
  • Academic Writing Skills: improving your publications; grants

These sessions are primarily aimed at new PGRs however all PGRs and ECRs are welcome.  Prior booking is essential on some sessions where places are limited.

Grant writing – an art or a science?

Guidance

Martin Pickard from GrantCraft came to the university last week to deliver grant writing workshops focusing on applying to the research councils. Martin has an excellent track record of helping universities win funding and provided some top tips on how to prepare a better application.  His main aim was to encourage participants to start thinking of applications as a sales document – how to make an impact with every part of the application and convince the funder to ‘buy’ the research.  Fundamentally your research doesn’t change but it’s how you package it that matters.

One of the things that Martin advised was that when you give your applications to colleagues to review ask them to give you 10 reasons why they wouldn’t fund it.  You may not agree with everything they say but it gives you some constructive feedback and can help you think about whether you have fully defended your project.  The people reviewing your application for the funder may not be as close to the field as you and everyone has had those comments from reviewers where you wonder if they have a clue.  Don’t give your reviewers a chance to think, give them all the answers even if you think it’s obvious.

The other big message from Martin’s sessions was that you need to think about what the overarching problem is that your research is addressing and make that clear from the start.  This is bigger that just the research need that you are addressing and you need to think outside the box!  Once you start to think bigger, about where your research fits within other research, with practitioners and within society, it makes the section on impact much simpler because the message is there throughout your application.

And finally give yourself enough time…to think about it, prepare several drafts and get feedback from colleagues.

Martin is coming back in the new year to deliver a few more sessions. In January he is running a session aimed at staff preparing their first research grant and in February he is running two sessions on EU funding – one particularly looking at the Marie Curie scheme and the other at EU funding in general. If you’re interested in attending these sessions please contact Susan Dowdle from the Research Development Unit.

Ground-breaking report published by BU research centre

A new report that will serve as a blueprint for effective leadership in social work and social care has just been published by the Centre for Post-Qualifying Social Work at BournemouthUniversity.

Entitled ‘Leadership and Management Development for Social Work and Social Care: Creating Leadership Pathways of Progression’, the ground-breaking report is co-authored by Professor Keith Brown, Director of the Centre, and Jane Holroyd MBE on behalf of Learn to Care, the body which represents workforce development managers from all local authorities in England.

Leadership & Management Development for Social Work & Social CareThe report provides the UK’s first framework for establishing an effective Leadership and Management pathway in social work and social care.  It addresses the major concerns and recommendations identified following the Peter Connelly case by the Social Work Reform Board (2009) and the Munro Review of Child Protection Services (2011) in terms of the call for a clear leadership and management strategy for front line social work managers.

This new framework has been developed over the past 18 months and has involved rigorous testing and piloting. A new underpinning theory and approach, Self-Leadership, which critically emphasises the quality of thinking and developing the abilities to manage self as part of improving personal and organisational performance, has been developed by Professor Brown and Jane Holroyd. Holroyd suggests this model is applicable to all professions, whatever their managerial position, as all professionals will be leaders within their own sphere of influence.

The report also highlights the critical role of assessment and evaluation to demonstrate that individuals have reached the required levels of competence and that a return on the investment is evidenced.

Conor Burns, MP for Bournemouth West, has hailed the framework as enormously important for the future of long term care in the UK.

“Reputationally for Bournemouth University, this is an incredibly important breakthrough. What we are currently doing with social work and social care training is teaching without testing and training without measuring the impact,” he said.

“As a state, we are spending millions and millions and not questioning the effectiveness of that spend”.

The Centre for Post Qualifying Social Work at Bournemouth University is at the leading edge of post qualifying social work education in the UK. It works with over one third of all local authorities in England and over 70 major employers, including training social workers within the armed forces.

The Centre’s portfolio of courses are designed to raise standards in social work practice and help those in social work and social care demonstrate their competence to work within complex situations with the most vulnerable in our society.

Of particular note, this leadership framework has been developed to meet the requirements of the NHS Leadership Qualities Framework and it is anticipated that this will be of real value, especially as we see increasing integration between the NHS and Local Authority community services in the coming months.

You can order a copy of the publication by emailing kbrown@bournemouth.ac.uk

Want to find out more about Knowledge Exchange and how to engage with business?

The Enterprise Training Programme is an established training scheme for researchers from any university wanting to learn more about business and the commercialisation of research.

The training consists of four modules (two days each) which will be running in Birmingham from January to March 2012. We cover the essentials of business (strategy, organisation, marketing, finance and business planning), skills training (negotiation and networking) and intellectual property protection and exploitation.

In addition, delegates have an opportunity to socialise and build networks with other entrepreneurially minded academics from a range of other institutions.

The training will be delivered by a mixture of academics and practitioners and will involve lecture style and interactive case study sessions.

For further information or to express your interest in taking part in this programme please contact Catherine Mansell, Programme Director on 0121 414 4905, c.mansell@bham.ac.uk

The RDU has funding available for BU academics to attend this course. If you’re interested, contact me (jnortham@bournemouth.ac.uk) to discuss this further.

Sometimes a kick in the teeth can be good for you!

Guidance

My rationale needed to be contextualised, my aims were too tentative and I had a weak dissemination strategy. Apart from that my bid had potential.

This was the feedback I got on a two-day course run by the Missenden Centre on bidding for research funding. John Wakeford and his small team of experts began by painting a rather dismal picture – an institutional success rate of more than 50% is rare apparently. And this does not necessarily mean that the amount of bidding should be increased, rather it’s better to ensure that every bid is precise, well-crafted and perfectly pitched.

The course was structured around presentations on the national context, the processes of the research councils and, most usefully, dissection of our own bids. My group was small and we quickly learned not to be too precious about surrendering our proposals for scrutiny. The critique we got from each other, from the facilitators and from the research development officers (who joined us on day two) was invaluable and I left with these key lessons:

  • Take time to prepare a robust bid – rushed responses to late calls are rarely successful;
  • Make sure the bid is going to the right place – make sure you know exactly why a particular body should fund your research;
  • Build in plenty of time for peer review – even minor errors can have a disproportionately negative effect;
  • Be bold and convincing about the impact your research will definitely have;
  • Write like a journalist – seduce and engage your reader – minimise the chances they have to say ‘no’.

And now I have some revisions to do…

 

The RDU has funding available to send BU academics on external proposal writing workshops, such as the one Mark went on at the Missenden Centre. If you’re interested in attending then email me (jnortham@bournemouth.ac.uk) to discuss the workshops coming up.

 

Grant Writing Workshops for Staff – Research Councils Focus

Guidance

Next week the Research Development Unit are organising 2 full day workshops on preparing applications for the research councils.  The workshops will be run by Martin Pickard, who has 25 years experience of writing, supporting and managing literally thousands of research proposals and has worked across Europe with a large number of universities, research institutes, industrial firms and international companies.

  • 23rd November will be focused on social sciences and humanities research council bids. 
  • 24th November will be focused on applied and natural sciences research council bids, including engineering.

There are still one or two places left on the 23rd and several places on 24th.  If you would like to attend please contact Susan Dowdle asap.

Vitae and the Researcher Development Framework

PG research

Vitae is an organisation set up to promote career development in both postgraduate researchers and academic staff.  They have recently launched the Researcher Development Framework which is intended to help people monitor their skills and plan their personal development.  At BU we will be using this framework to format the training on offer for the postgraduate research students and academic staff.

The Vitae website is an excellent resource and the organisation regularly runs free training events specifically aimed at PGRs.  Upcoming events include Effective Researcher – The end is in sight aimed at students close to the completion of their PhD.

The Researcher Development Framework (RDF) is the professional development framework to realise the potential of researchers.  The RDF is a tool for planning, promoting and supporting the personal, professional and career development of researchers in higher education.  It was designed following interviews with many successful researchers across the sector and articulates the knowledge, behaviours and attributes of a successful researcher. 

There is a planner available on the Vitae website to help you assess which stage you are at with your skills and a tutorial providing guidance on how to use the framework.

Top 10 tips from researchers on using the Researcher Development Framework (RDF):

1. You might choose to use the RDF for short term as well as long term development. The RDF can be used in planning for your long term career ambitions but also to make a feasible short term plan. It can be useful to imagine your long term ambitions in order to focus your career path however the reality of progressing through to the higher phases may be more difficult to plan. In the short term, making decisions about how to progress to the next phase or what sub-domains are most important for you will be easier. Try to be realistic when setting these short term goals.

2. Use the RDF to highlight your strengths and areas for development and how these might be used to benefit/influence your personal, professional and career development.

3. Use the RDF to highlight your applicable and transferable skills. This is important for career progression within or outside academia.

4. Prioritise those areas which are most relevant. You don’t have to try to develop in all the areas of the RDF at once. There may be some sub-domains/descriptors where there is less relevance in progressing through the phases for you.

5. Draw on experiences outside of work to evidence your capabilities.

6. Progression to the highest phase in a descriptor will not be applicable to everyone but being aware of the possibilities can aid personal and career development.

7. Talk to others to get their views about your strengths and capabilities. Your supervisor, manager, peers, family and friends are a great source of information to find out more about yourself. Talk to them about how they perceive your capabilities. By understanding how others view you, you will be able to make more informed choices about your future.

8. To move from one phase to the next why not explore attending courses. These courses may be run at a local level (within your University) or may only be run nationally or internationally so awareness of opportunities for training is important. Vitae also run a wide range of courses which address many aspects of personal and career development.

9. Some phases may only be reached through experience and practice however good self-awareness and professional development planning will aid the process.

10. Networking is likely to enable you to reach more experienced phases.

The Collaborative Researcher – Free Places at a Vitae training workshop

Vitae, the organisation which focuses on researcher development is offering up to 40 free places on this 2 day training workshop to help you develop your collaboration skills.  All you need to cover are your travel expenses to Nottingham.  Places will fill up fast so if you’re interested don’t delay!  The dates are 30th Jan – 1st Feb 2012.

This 2 day residential course looks at the building blocks of the collaborative style of research: ­ inclusive communication, cultural awareness, robust planning, negotiation and the ability to work effectively with others.  Whether your collaboration is with another academic in your department, or partners from different subjects, sectors and countries, it helps you to develop winning strategies for connecting and working with others.

What does it involve?

The course is attended by up to 40 researchers from across the country, from different disciplines and career stages.  It is led by a team of experienced facilitators who work with participants throughout the 2 days to support their learning.  They will be from a variety of backgrounds with experience in collaboration, academia and other sectors.

This course takes a ‘learning by doing’ approach. There will be presentations on collaboration theory, but for the most part, you will be actively participating in the sessions and activities. 

This is an intensive 2 day residential course which runs from dinner on the evening of Monday 30th January to 5pm on 1st February 2011

What’s in it for you?

This course offers you the opportunity to: 

  • explore collaboration both in theory and in practice
  • work with a team of experienced facilitators from a range of career backgrounds, who will ensure you get the most out of the 2 days
  • meet researchers from a variety of disciplines, backgrounds and career stages
  • develop your understanding of collaboration theory and how to apply it in practice
  • take a few days out from your research both physically and mentally, and have some space in which to consider yourself and your next steps

Eligibility/Entry

This event is open to all UK researchers – subject to availability. Book your place now.

Places on the event are free but participants will need to cover their own travel expenses.  Accommodation and meals are provided.

Methodology Training – Building Momentum in the School of Tourism

With many of the leading journals in the field of Tourism and related studies now recording rejection rates in excess of 90%, the pressure is on all of us with an interest in publishing in such journals to enhance our level of engagement with the variety of alternative research methodologies available to us and to deepen our level of knowledge of those deemed most appropriate; as well as to improve the level of rigour with which we apply them in our work! In addition to constructive criticism from panel members of the level of conceptual and theoretical engagement in many papers reviewed for RAE2008, feedback from reviewers points to methodological weaknesses in papers submitted and a sense of frustration over the a lack of rigour and an apparent unwillingness to try contemporary approaches. 

In response, the School of Tourism has invested much time in developing the methodological expertise of its staff and for 2011-12 is launching a new programme of Research Methods on Wednesday mornings throughout the year. Available to all School staff and PhD students, the new programme, being led by Professor Roger Vaughan and Dr Lorraine Brown, explores both quantitative and qualitative approaches to research, a number of emerging methods of contemporary interest, with the programme concluding with sessions on the use of “voice” and “trustworthiness” on the writing up of qualitative research and the presentations of quantitative findings.

For further information please contact Dr Lorraine Brown at lbrown@bournemouth.ac.uk

Bag that Bid

Richard Brooks and Katherine Timms, Officers from CRE Operations, recently attended a training session called Total Proposal run by Aron Cronin, director of GIC limited. GIC limited is an international management and business consultancy specialising in business development and training services. 

The course gave an insight into the key areas of consideration when writing a proposal. The course attendees were a mix of university academics, managers and administrators. 

The key learning point for the day that Aron wanted people to take away was that proposals need to be tailored. Too often he has seen proposals recycled with no thought for the current funding body’s requirements, and proposals have even been submitted with other funder’s name – an easy way to ruin any chance of securing funding. 

Key points from the training:

 Proposals need…

  • To be responsive in terms of the approach, timescales, and deliverables.
  • To be compliant in terms of: administration, legal, and technical requirements.
  • To provide a workable offer – the apportionment of work must be flexible and phased appropriately.
  • To stress benefits over features:
  • Be a selling document – ‘why us?’
  • Be structured
  • Contain clear expressions
  • Hit the ‘hot buttons’ on the evaluation grid/table
  • Give an indication of the two-way traffic we would expect – there needs to be a tangible benefit to both parties
  • Indicate our expectations

Project stages…

  • Pre-planning stages, it is important to realise that this stage is a project in its own right and requires:
    • a plan;
    • an action list; and
    • a timetable.
  • Proposal process requires:
    • a key issues meeting;
    • ownership at a senior level (authorised signatories) – investment in risk is essential;
    • CVs
      • should be tailored
      • should contain a ‘golden paragraph’
      • should be written in the context of the team the strengths you bring
    • Proposal
      • should be tailored
      • should link directly to the ‘job’
      • should be linked to the CVs
    • Finance
      • should capture all elements
      • should allow for secure risks
    • Quality assurance – use the following tools to help ensure this:
      • checklists
      • call over (read out loud/ to other people)

Aron left us with some helpful techniques; these can be found in the uploaded course material (see link below): 

  • helpful hints and winning tricks
  • story boarding
  • word consistency grids
  • blue checklists

(\\Lytchett\IntraStore\CRKT\Public\Research & Enterprise\Conference & Workshops handouts\15-06-11 Training Gateway Total Proposal)

If you would like any further information, email me or Richard

Hot off the press this week – 4 new EU calls for proposals and tenders!

Calls for Proposals
Information, Training & Assistance Centres in Latin America: Proposals should ensure the visibility of European satellite navigation activities, monitor local satellite navigation initiatives and support the EU satellite navigation industry through support of information, training and assistance centres and activities, in Latin America. Deadline 15.09.11

Youth Support Systems: This call for proposals aims at supporting partnerships with regions, municipalities, civil society actors and bodies active in corporate social responsibility in order to develop over the long-term projects which combine various measures of the ‘Youth in Action’ programme. This mechanism aims at encouraging synergies and cooperation between the European Commission — via the Education, Audiovisual and Culture Executive Agency — and the different actors working in the field of youth by pooling resources and practices with a view to maximising the impact of the programme and to reaching out to a higher number of beneficiaries. Deadline 03.11.11

Calls for Tenders
Stimulating Innovation for EU Enterprises through ICT: The objective of this action is to assess the policy context, concept, implementation, results and economic impact of the EU policy initiative eBSN (eBusiness support network for SMEs), focusing in particular on the initiative on ‘Stimulating innovation for European enterprises through smart use of ICT’, encompassing a series of industry-specific demonstration actions to stimulate innovation among European SMEs through smart use of ICTs. Deadline 06.10.11

Guidance for Active Age Management – Supporting Longer Working Lives of Older Workers: The aim of this Europe-wide study is to investigate how lifelong guidance is embedded in the European Union and national policies and strategies on active ageing as well as in employer’s age management strategies supporting older workers’ (55+) lifelong learning and skills development, and within this context to what extent various guidance services available to this target group in real terms address the issue of staying longer in employment (instead of making an early exit from working life). Deadline 26.09.11

Upcoming Missenden Centre workshops – book your place now!

The Missenden Centre still has places available on a number excellent workshops this autumn/winter.

The Research Development Unit has some funds available to support academics and research support staff to attend. If you are interested please contact Julie Northam in the first instance.

Ensuring PhD completions for REF 2014
15/16 September
With: John Wakeford, Head of Missenden Centre and Fiona Denney, Head of Postgraduate Development at King’s College London
Special session for academic, registry and graduate school staff
http://www.missendencentre.co.uk/s1

Successful bidding: third of our day clinics
18 November
With: John Wakeford
Bring a draft or previously unsuccessful application for advice on how to turn it into an award-winning form.
http://www.missendencentre.co.uk/s4

Bidding for research funding: pathways to success
9/10 November for academics
10/11 November for research support staff
With Sarah Andrew, Dean of Applied and Health Sciences, University of Chester
Robert Crawshaw, Faculty of Arts and Social Science, Lancaster University
‘The course was excellent. I think it will probably change my entire approach to writing grant proposals and will most wholeheartedly recommend it to my colleagues. So, once again, many thanks.’  Dr. Miriam V. Dwek, Senior Lecturer in Biochemistry, University of Westminster.
http://www.missendencentre.co.uk/s2

Effective supervision
12/13 January
Our unique preparation for supervisors and those with responsibilities for training them.
http://www.missendencentre.co.uk/s6

Speak to the Research Development Unit and book your place now!

Upcoming Missenden Centre workshops – book your place now!

The Missenden Centre still has places available on two excellent workshops in June. The Research Development Unit has some funds available to support academics and research support staff to attend. If you are interested please contact Julie Northam in the first instance.

Successful bidding: second of our day clinics
2nd June
Woburn House, Tavistock Square, London WC1H 9HQ
Tutor: John Wakeford
Bring a draft or previously unsuccessful application for advice on how to turn it into an award-winning form.
http://www.missendencentre.co.uk/s8.htm

Bidding for research funding: pathways to success
15/16 June for academics and
16/17 June for research support staff
With Sarah Andrew, Dean of Applied and Health Sciences, University of Chester
Robert Crawshaw, Faculty of Arts and Social Science, Lancaster University
‘The course was excellent. I think it will probably change my entire approach to writing grant proposals and will most wholeheartedly recommend it to my colleagues. So, once again, many thanks.’  Dr. Miriam V. Dwek, Senior Lecturer in Biochemistry, University of Westminster.
http://www.missendencentre.co.uk/s7.htm

Book your place now!

Media School launch a world first!

The Media School recently launched the world’s first Professional Doctorate programme for professionals working in the Creative Industries. 
 
The Creative Industries in the UK has shown itself to be a diverse, vibrant, and expanding sector that contributed nearly £60bn to the UK economy in 2008. With this dynamic picture in mind, this practice-led programme is multi-disciplinary and multi-dimensional in nature and aims to build new knowledge in the field of practice.
The Professional Doctorate: Creative Industries (DProf) programme is aligned with the Bournemouth University’s strategic plan in so far as it offers;

•         high quality education
•         aims to develop high quality professional practice
•         is likely to raise our public media profile
•         will potentially offer opportunities for Media School staff to engage in enterprise activities with businesses within the Creative Industries.
 
Dr John Oliver, the Programme Director and Acting Head of Research for the Media School, says that this is an exciting addition to the Media School’s portfolio of doctoral research provision and has already attracted high calibre professionals in the form of an Executive Director at Virgin Media.