The British Academy provides summaries of its roles, values, strategic priorities, subject areas, and relation to other research councils. It outlines its various research funding opportunities for individuals and international engagement, including Postdoctoral Fellowships, Mid-Career Fellowships, Small Research Grants, and Newton Fund schemes. Evaluation criteria focus on academic merit, originality, and intended outcomes. The Academy engages with the public through various outreach activities and contacts potential applicants regarding funding deadlines and requirements.
Professor Madeleine Atkins is Chief Executive of HEFCE. Her presentation at #RLUK14 provided an overview of current trends and developments in higher education, and discussed some of the key forthcoming challenges in the sector.
Faculty of Humanities, University of Manchester postgraduate research open da...Anusarin Lowe
Learn about doing a PhD in humanities and social science at the University of Manchester - what it entails, support available and development opportunities.
Faculty of Humanities, University of Manchester postgraduate research open day 2017
SoLT and PedR: spicing up learning and teaching in Higher Education.NewportCELT
Presentation by Professor Simon Haslett to the Partnership Conference 'Transition and Progression through Further Education into Higher Education' at the University of Wales, Newport, on Tuesday 27th April 2010. Professor Haslett is Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.
Tim Bullough & Anthony Sinclair: Working with your discipline's HEA Subject Centres. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The Higher Education Academy was formed in 2004 as “a single, central body to support the enhancement of learning and teaching in higher education” in the UK. It currently spends about half of its ~£25million annual budget supporting a Subject Network of 24 National Subject Centres, designed to support teaching and learning across all the main subject disciplines in UK higher education. Although the Subject Centre network is well used by many academic staff, the majority probably have little contact with them. The aim of this session is to discuss ways in which teaching staff can work with, and potentially be supported by, the their discipline’s Subject Centre. Examples will include how staff at Liverpool work with their Subject Centre to develop teaching resources, help train and support fellow academic teachers and students, and even inform national policy.
Teaching Development Grants are a common way that Subject Centres support academic staff, providing funds to develop teaching resources or investigate teaching policy. A major study has just been completed by UKCME (the materials subject centre) analysing the characteristics of Teaching Development Grants which produced useful outputs for individual academics, departments and/or the discipline’s community. These will be discussed by UKCME researchers and colleagues in the History, Classics and Archaeology Subject Centre also based in Liverpool. The session should be of interest to any teaching staff at Liverpool who currently work with their discipline’s subject centre, or have thought about doing so but were not sure where to start.
Professor Madeleine Atkins is Chief Executive of HEFCE. Her presentation at #RLUK14 provided an overview of current trends and developments in higher education, and discussed some of the key forthcoming challenges in the sector.
Faculty of Humanities, University of Manchester postgraduate research open da...Anusarin Lowe
Learn about doing a PhD in humanities and social science at the University of Manchester - what it entails, support available and development opportunities.
Faculty of Humanities, University of Manchester postgraduate research open day 2017
SoLT and PedR: spicing up learning and teaching in Higher Education.NewportCELT
Presentation by Professor Simon Haslett to the Partnership Conference 'Transition and Progression through Further Education into Higher Education' at the University of Wales, Newport, on Tuesday 27th April 2010. Professor Haslett is Director of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.
Tim Bullough & Anthony Sinclair: Working with your discipline's HEA Subject Centres. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The Higher Education Academy was formed in 2004 as “a single, central body to support the enhancement of learning and teaching in higher education” in the UK. It currently spends about half of its ~£25million annual budget supporting a Subject Network of 24 National Subject Centres, designed to support teaching and learning across all the main subject disciplines in UK higher education. Although the Subject Centre network is well used by many academic staff, the majority probably have little contact with them. The aim of this session is to discuss ways in which teaching staff can work with, and potentially be supported by, the their discipline’s Subject Centre. Examples will include how staff at Liverpool work with their Subject Centre to develop teaching resources, help train and support fellow academic teachers and students, and even inform national policy.
Teaching Development Grants are a common way that Subject Centres support academic staff, providing funds to develop teaching resources or investigate teaching policy. A major study has just been completed by UKCME (the materials subject centre) analysing the characteristics of Teaching Development Grants which produced useful outputs for individual academics, departments and/or the discipline’s community. These will be discussed by UKCME researchers and colleagues in the History, Classics and Archaeology Subject Centre also based in Liverpool. The session should be of interest to any teaching staff at Liverpool who currently work with their discipline’s subject centre, or have thought about doing so but were not sure where to start.
The european context of school leadership – current trends, innovations and i...fmik_ppk_elte
The European context of school leadership – current trends, innovations and international initiatives - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: TEMPUS PF Konferencia 2011. november 24. Budapest
Résztvevő: Halász Gábor, előadó
School leadership and pupil learning outcomes fmik_ppk_elte
School leadership and pupil learning outcomes - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: ENIRDELM Conference 2010. szeptember 16.-18.
Résztvevő: Halász Gábor, plenáris előadó
Presented by Dr Karen Lucas on 9th July 2014
http://www.its.leeds.ac.uk/people/k.lucas
Abstract:
Until now, human and social factors have not been very dominant aspects of transportation research. The general trend has been a biased towards more technical and engineering studies and transport economics. Nevertheless, there has been continuous social science research on the fringes of transport studies. For example behavioural psychology has been used in traffic safety risk management and human geography has been concerned with the interface between space, time, and mobility. There has also been a significant academic discourse around transport equity and the mobility and accessibility needs of transport disadvantaged groups, which has gathered momentum in recent years. More lately, sociologists and cultural geographers have begun to explore the embodied meanings and the cultural significance of different transport modes within our everyday social practices.
A number of scholars within the Institute of Transport Studies at Leeds have already forged important cross-disciplinary partnerships with other disciplines within and outside the University. In this lecture, I will explore the potential to further strengthen and exploit these new directions within transport research. I will briefly reflect on the opportunities for achieving this through mechanisms such as within the University’ core research themes, the new Social Science Strategy, other research University-wide supported initiatives and more informal collaborations. But more importantly I will be asking whether it is possible to use these inter-disciplinary collaborations to radicalise our research enquiries so that we are able to offer transformational solutions to overcome the currently environmentally unsustainable and socially unjust allocation of mobility resources within and between nations.
Marie Skłodowska-Curie Actions (MSCA) in Horizon 2020SRTD _ II
MSCA Objective
Ensure the optimum development and dynamic use of Europe’s intellectual capital in order to generate new skills, knowledge and innovation
Erasmus+ Key Action 1 is all about mobility. Take a look at our presentation for more information about applying for Key Action 1 funding in 2019. This presentation was first delivered during our autumn Information Sessions. For more information visit our website: https://www.erasmusplus.org.uk/apply-for-funding
What is Erasmus+? How can I apply for Erasmus+ funding? If you are looking for answers to these questions take a look at our presentation especially for newcomers to the programme. This presentation was first delivered during our autumn Information Sessions. For more information visit our website: https://www.erasmusplus.org.uk/new-to-erasmus
Erasmus+ Key Action 2&3 is all about improving practice and policy. Take a look at our presentation for more information about applying for Key Action 2&3 funding in 2019. This presentation was first delivered during our autumn Information Sessions. For more information visit our website: https://www.erasmusplus.org.uk/apply-for-funding
Introduction the Erasmus+ programme for UK organisations interested in applying for funding in 2017. This is the main presentation. For slides from the sector-specific sessions (higher education, vocational education and training, schools, adult education and youth), please visit our clipboard: http://www.slideshare.net/ErasmusPlusUK/clipboards/2017-call-erasmus-information-sessions
Personal and Professional Development of Doctoral Candidates in the British D...Ray Wallace
The presentation introduces the audience to the British doctoral system. It describes in particular typical regulations, funding methods and research councils. It highlights the Robert’s report and interpersonal skills and charts the growth of graduate schools. It describes some more recently developments including the Vitae Researcher Development Framework (covered in some depth) and ‘Tuning’ and the emergence of European Labels.
1st year lecture 6 education in the UKElhem Chniti
This lecture covers the education system in the UK (mainly England & Wales)
The various steps of education from primary schools to universities as well as the related social and political issues are explained.
The european context of school leadership – current trends, innovations and i...fmik_ppk_elte
The European context of school leadership – current trends, innovations and international initiatives - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: TEMPUS PF Konferencia 2011. november 24. Budapest
Résztvevő: Halász Gábor, előadó
School leadership and pupil learning outcomes fmik_ppk_elte
School leadership and pupil learning outcomes - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: ENIRDELM Conference 2010. szeptember 16.-18.
Résztvevő: Halász Gábor, plenáris előadó
Presented by Dr Karen Lucas on 9th July 2014
http://www.its.leeds.ac.uk/people/k.lucas
Abstract:
Until now, human and social factors have not been very dominant aspects of transportation research. The general trend has been a biased towards more technical and engineering studies and transport economics. Nevertheless, there has been continuous social science research on the fringes of transport studies. For example behavioural psychology has been used in traffic safety risk management and human geography has been concerned with the interface between space, time, and mobility. There has also been a significant academic discourse around transport equity and the mobility and accessibility needs of transport disadvantaged groups, which has gathered momentum in recent years. More lately, sociologists and cultural geographers have begun to explore the embodied meanings and the cultural significance of different transport modes within our everyday social practices.
A number of scholars within the Institute of Transport Studies at Leeds have already forged important cross-disciplinary partnerships with other disciplines within and outside the University. In this lecture, I will explore the potential to further strengthen and exploit these new directions within transport research. I will briefly reflect on the opportunities for achieving this through mechanisms such as within the University’ core research themes, the new Social Science Strategy, other research University-wide supported initiatives and more informal collaborations. But more importantly I will be asking whether it is possible to use these inter-disciplinary collaborations to radicalise our research enquiries so that we are able to offer transformational solutions to overcome the currently environmentally unsustainable and socially unjust allocation of mobility resources within and between nations.
Marie Skłodowska-Curie Actions (MSCA) in Horizon 2020SRTD _ II
MSCA Objective
Ensure the optimum development and dynamic use of Europe’s intellectual capital in order to generate new skills, knowledge and innovation
Erasmus+ Key Action 1 is all about mobility. Take a look at our presentation for more information about applying for Key Action 1 funding in 2019. This presentation was first delivered during our autumn Information Sessions. For more information visit our website: https://www.erasmusplus.org.uk/apply-for-funding
What is Erasmus+? How can I apply for Erasmus+ funding? If you are looking for answers to these questions take a look at our presentation especially for newcomers to the programme. This presentation was first delivered during our autumn Information Sessions. For more information visit our website: https://www.erasmusplus.org.uk/new-to-erasmus
Erasmus+ Key Action 2&3 is all about improving practice and policy. Take a look at our presentation for more information about applying for Key Action 2&3 funding in 2019. This presentation was first delivered during our autumn Information Sessions. For more information visit our website: https://www.erasmusplus.org.uk/apply-for-funding
Introduction the Erasmus+ programme for UK organisations interested in applying for funding in 2017. This is the main presentation. For slides from the sector-specific sessions (higher education, vocational education and training, schools, adult education and youth), please visit our clipboard: http://www.slideshare.net/ErasmusPlusUK/clipboards/2017-call-erasmus-information-sessions
Personal and Professional Development of Doctoral Candidates in the British D...Ray Wallace
The presentation introduces the audience to the British doctoral system. It describes in particular typical regulations, funding methods and research councils. It highlights the Robert’s report and interpersonal skills and charts the growth of graduate schools. It describes some more recently developments including the Vitae Researcher Development Framework (covered in some depth) and ‘Tuning’ and the emergence of European Labels.
1st year lecture 6 education in the UKElhem Chniti
This lecture covers the education system in the UK (mainly England & Wales)
The various steps of education from primary schools to universities as well as the related social and political issues are explained.
Network Mapping Training Eli Lilly TB ChallengeGlobalGiving
Manmeet Mehta presents on mapping your organizations network and creating an online fundraising strategy for the Eli Lilly TB Challenge on GlobalGiving.
Dr. Mary Patterson (Akron Children's) describes her experience in Grantsmanship, Funding, and Research planning, particularly with AHRQ and delves in to the structure of the AHRQ Committees that judge and award funding.
WHO Implementation Research Program on Factors Explaining Success and Failure...RBFHealth
A presentation by Maryam Bigdeli, delivered during "Transforming Health Systems Through Results-Based Financing," an event held during the Third Global Symposium on Health Systems Research in Cape Town on September 30, 2014. This event was hosted by the Health Results Innovation Trust Fund at The World Bank, in partnership with the PBF Community of Practice in Africa.
Megan Drangstveit, presentation at 2013 ACPA Convention in Las Vegas NV.
Identifying and securing funding within higher education can mean the difference between a program continuing or ending, or a dissertation being completed on time, if at all. Understanding how to find appropriate funding opportunities, compose grant applications, and successfully secure funding for personal or organizational projects is a skill that can be helpful no matter your position. This session aims to assist higher education / student affairs practitioners and students in exploring the world of grants and external funding.
Please contact Megan at mdrangst@msu.edu with any questions.
A key proposal emerging from National Innovation Council deliberations: is the proposal to establish the India Inclusive Innovation Fund. This Council effort seeks to establish a Fund that will drive and catalyse the creation of an ecosystem of enterprise, entrepreneurship, and venture capital, targeted at innovative solutions for the bottom of the pyramid.
The British education system, its organization, and characteristics. This lecture is part of ISLN civilisation course for 1st year studetns of English. Content covers primary and , secondary education as well as universities.
Demystifying European Funding: From FP7 to Horizon 2020David Young
An overview of EU research funding, including discussion of remaining calls in FP7 (as at July 2013) and an indication of future topics and priorities to be addressed in Horizon 2020.
Gillies D. Funding & Research: "random choice vs peer review"Logic & Knowledge
room x – villa mirafiori – via Carlo Fea 2 – rome
20 May 2015 – 15:30-18:00
Science & Philosophy Colloquia
ROARS – Returns On Academic ReSearch
WEB: HTTP://WEB.UNIROMA1.IT/LOGIC/S&P
What is a fundraising strategy?
A plan that
•Sets out organizational funding needs
•Identifies actions, timescales, resources to meet this need.
A Strategy is a long term plan of action designed to achieve a particular funding goal.
Why create one?
•Sustainability
•New sources
•Diverse funding base
•More income
Who Needs to Be Involved in the Planning Process?
•Leadership –planning
–Board(s) and Staff
•Stakeholders –as part of community survey
–Government
–Private
•Donor-Investors –community survey, planning
–Individuals, foundations, corporations
•Constituents –community survey, planning
–Customers, community
Context for fundraising
1.Case for Support
2.Funding Need
3.Scenario Planning
4.Internal Bridges & Barriers
5.Competitors
6.Audiences
Key Stages in Developing a Strategy
•Clarify organisational goals/needs
•Analysis –where are we?
•Generating ideas
•Choosing what to focus on
•Planning and resourcing
•Monitoring
Research Fellowship in UK at University of Nottingham 2023.pptxScholarshiphive
The Nottingham Research and Anne McLaren Fellowships are open to all, promoting inclusivity. Flexibility is offered for those with commitments, allowing part-time work. This program focuses on modern research techniques, fully funded in the UK. Global applicants are welcome. Elevate your research career with high standards, receiving childcare, research funding, and more. #ResearchFellowships #CareerBoost
Brief
• Program: Fellowship
• Coverage: Fully Funded
• Offered By: University of Nottingham
• Nationality: International
• Degree Level: PhD
• Host Country: United Kingdom
Benefits
• Euro 15,000 will be given for childcare expenses.
• Independent research grant
• Chance of networking and connection with other people.
• Access to cutting-edge research opportunities.
• Awarded with Euro 75,000 as research grant.
Deadline
• Last date to apply for Research Fellowship in UK at University of Nottingham is 6th October, 2023.
The Digital Arts and Humanities structured PhD programme hosted its annual Institute in University College Cork, 3-4 September 2014. The theme, "Reflecting on Transformations: careers, disciplines, and methods" reflects the significant transformations that have taken place in the arts and humanities over the last number of decades.
This two day event included presentations by students as well as international and national speakers from the digital arts and humanities community as well as practical sessions on digital preservation and project management.
Dr. Jennifer Brennan, "Marie's curie actions - opportunities for individuals"
On Wednesday 29th January, the Doctoral Training Partnerships and Centres for Doctoral Training were launched at a conference at the University of Nottingham.
2017 WRoCAH AHRC Competition applications (optimized)Caryn Douglas
This presentation outlines the process for applying for doctoral studentships through the 2017 WRoCAH AHRC Competition.
54 fully funded places are available at the Universities of Leeds, Sheffield and York.
CDRC Masters Research Dissertation ProgrammeGuy Lansley
The CDRC Masters Research Dissertation Programme gives Masters students from across the UK the opportunity to undertake dissertations using commerical data on a problem set by a large commerical organisation.
For details visit: https://www.cdrc.ac.uk/retail-masters
Open Access refers to unrestricted access to peer-reviewed research outputs via the Internet, free of charge and free of most copyright and licensing restrictions.
Open Access is also often referred to as Gold or Green.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
4. Strategic Priorities 2013-18
• Championing the Humanities and Social Sciences
• Advancing Research
• Fostering Excellence
• Strengthening Policy Making
• Engaging with the Public
• Promoting Internationalism
6. Our subject areas
Other societies
• The Humanities
• The Social Sciences
• The Royal Society
• The Royal Academy of Engineering
• The Academy of Medical Sciences
• The Royal Society of Edinburgh
7. Relation to Research Councils
The British Academy
• ESRC – social sciences
• AHRC – arts and humanities
8. Focus of research funding
• Individuals
• International engagement
• Excellence and engagement
• Languages and Quantitative Skills
11. Languages and Quantitative Skills
Dedicated programme to address skills deficits in UK education and research
Through this programme, the BA:
• Works with key stakeholders with the aim
of facilitating greater change and
deepening awareness within relevant
communities;
• identifying and promoting best practice,
and supporting research and scholarship
in these areas.
12. Available research support
• Humanities and social sciences
• Postdoctoral level
• Applicants resident in the UK
• Complement the schemes of the AHRC and ESRC
• Major focus on individuals through Postdoctoral and Mid-Career
Fellowships
• International opportunities, including new opportunities as part of
the Newton Fund
13. Research Awards & Int’l Schemes
• Postdoctoral Fellowships (PDF)
• Mid-Career Fellowships (MCF)
• Senior Research Fellowships (SRF)
• BA/Leverhulme Small Research Grants (SG)
• Skills Acquisition Awards (SQ)
• Newton Advanced Fellowships (AF) - NEW
• International Partnership & Mobility (IPM); and Newton Mobility
Grants (NG) - NEW
• Newton International Fellowships (NIF)
14. Postdoctoral Fellowships
• currently offering up to 45 awards each year
• tenable for three years
– experience of independent research
– introduction to teaching
– career development
– output and dissemination
15. Postdoctoral Fellowships
Eligibility
– Any EEA national
– Anyone of any nationality with UK doctorate
– Doctorate awarded between April 2012 and April
2015
– Agreed support from UK university as host
16. Postdoctoral Fellowships
• Annual competition
• 2-stage application process
• Deadline for outline applications is 8 Oct 2014
• Shortlist announced before February
• Final awards announced in May
• Awards to be taken up from Sep 2015
• High priority scheme
18. Skills Acquisition Awards
• Open to early career scholars employed at UK
universities
• Awards for up to 1 year: relationship building, learning
from mentor
• Emphasis on real outcomes in skills development
• Deadline for applications 29 Oct 2014
• Awards taken up from summer 2015
19. Mid-Career Fellowships (1 year)
• Mid-career (research and communication)
• 2-stage selection process: outline stage Sep deadline
• Success rate under 10%, likely to be around 35 awards
• Awards for 6-12 months: research leave, FEC basis
• Emphasis on:
– Strength of research proposal
– Communication to a broad audience
20. BA/Leverhulme Senior Research Fellowships
7 awards each year, tenable for one year
• to complete major programme of research
• relief from teaching and administration
• Non-FEC, sponsored by Leverhulme Trust
• Deadline for applications: 19 Nov 2014; decisions
announced in following March
• Awards tenable from autumn 2015
21. BA/Leverhulme Small Research Grants
• Restored scheme, now with additional funding from Leverhulme
Trust
• Awards £10k, tenable for up to 24 months
• Commonly used for pilot studies, small-scale projects
• Worldwide in scope, international partners
• High priority in Academy portfolio
• Wide outreach: over 100 HEIs in last financial year
22. BA/Leverhulme Small Research Grants
• Two rounds of competition per year
• Next round open now for deadline on 15 October 2014
• Awards for research to start between 1 Apr and 31 Aug
• Further round in spring 2015 – deadline in April 2015
• Awards for research to start between Sep and Mar 2016
23. BA/Leverhulme Small Research Grants:
Other Funding Partners
• Honor Frost Foundation
• Modern Humanities Research Association
• Sino-British Fellowship Trust
• Sir Ernest Cassel Trust
• Sir John Cass’s Foundation
• Society for the Advancement of Management Studies
24. Academy Research Projects
• Recognition of c. 50 long-term infrastructural projects
• Datasets of fundamental resources
• Support for British contribution to collaborative
international enterprises
• Occasional Call for new proposals, most recently in
March 2014, for projects in the social sciences only
25. Proceedings of the
British Academy
• The British Academy’s flagship series, publishing
themed volumes of essays
• Proposals considered twice a year (deadlines
March and September)
• 8 volumes of essays published each year
• Volumes included in British Academy Scholarship
Online
27. Newton Fund
The Newton Fund was announced in 2014 as part of the
UK’s Official Development Assistance (ODA) commitment.
The British Academy is one of a number of funding bodies
which are partners in delivering the fund.
We are offering support through a number of dedicated
schemes of grants and fellowships.
See www.britac.ac.uk/newtonfund
28. Newton Fund:
Newton Advanced Fellowships
Offered by three national academies (Royal Society, British
Academy and Academy of Medical Sciences)
•Supports early to mid-career international researchers (up to
15 years post PhD)
•Researchers from Brazil; Mexico; South Africa and Turkey
•Helps develop their research strengths by linking with UK
groups and networks
•Funding includes salary top-up, research support, travel and
subsistence, and training costs
•Up to £37,000pa; one year or two year awards (maximum
£74,000); not FEC
29. Newton Fund:
Newton Mobility Grants
• Researchers from Brazil; Mexico; South Africa; Turkey
and Vietnam
• Helps establish and develop collaboration with UK
researchers around a specific jointly defined project
• One-year awards particularly suited to new collaborative
partnerships or to new initiatives
• Funding can include travel, accommodation and
subsistence, organisation of workshops and seminars,
consumables; up to a maximum of £10,000
• Awards must begin in March 2015
30. International Funding
International Partnership and Mobility Scheme
• Funding for research partnerships between UK
scholars and scholars in Africa, East Asia, the Middle
East, Latin America & Caribbean, and South Asia
• 3-year and 1-year awards: £10,000 per year
• Next call expected November 2014; deadline in February
2015
31. Newton International Fellowships
Run by two national academies (Royal Society, British
Academy)
•Two-year postdoctoral research fellowships
•For overseas researchers (from any country) to conduct
research at a UK host institution
•Covers any discipline within remit of RS and BA
•Electronic application via RS e-Gap system
•Next deadline expected to be in early part of 2015
•See www.newtonfellowships.org
33. Evaluation Criteria
For all awards:
o academic merit
o originality of proposal
o relationship to and volume of research already in the
field
o feasibility of research programme
o specificity of scheme of research
o intended outcomes
34. Evaluation Criteria
Research Posts: additional factors:
• For PDFs: potential to go on to a successful academic career as a
teacher in higher education
• For MCFs: the communication plan and the public benefit of the
intended outcomes
• For Senior Fellows: how pressing is the need for the research time
applied for
35. Evaluation Criteria
International: additional factors
IPM awards
• The match and appropriateness of planned activities for developing
the partnership
• Degree to which collaboration within the partner area is encouraged
• Ways in which knowledge development is encouraged
• Outcome of the project, both academic and in terms of plans for
continued links
Newton Advanced Fellowships and Newton Mobility Grants
• Expected benefits to overseas individuals and country
36. Peer Review
• assessment procedures proportionate to scale of
funding
• subject specialists within Academy
• for international grants, may also use area specialists
• recommendations confirmed by Award Committees, in
light of budget available
• Code of Practice for all assessors
37. Northumbria University
Past awards include:
• Dr Pamela Davies (Dept of Social Sciences)
Needs of and Support for Families of Child Sexual Abuse
– Small Research Grant, £6,389.00
• Dr Tom Vickers (Dept of Social Sciences and Languages
The position and experiences of 'new migrants' in the
North East England workforce
– Small Research Grant, £9,896.20
38. Public engagement
• Media
• Websites
• Blogs
• Social Media
• Conferences/talks
• Books/publications
• Partnerships
39. Contacts
• Research Awards Team
grants@britac.ac.uk / 020 7969 5217
posts@britac.ac.uk / 020 7969 5270
• International Department
newtonfund@britac.ac.uk / 020 7969 5220
• partnerships@britac.ac.uk / 020 7969 5220
overseas@britac.ac.uk / 020 7969 5220
40. Mailing List and Information
• To have news about the Academy, such as forthcoming grant
deadline dates, policy statements and events, delivered straight to
your inbox, please subscribe to our mailing list.
• Register from link on website, www.britac.ac.uk
• Follow the Academy on Twitter and Facebook
Twitter: @britac_news
Facebook: facebook.com/The BritishAcademy