The document provides information about preparing for the Research Excellence Framework (REF) 2014 assessment. It discusses differences from the previous RAE 2008 assessment, including a new emphasis on research impact. The University of the Highlands and Islands' performance in RAE 2008 is summarized, showing most research was rated as nationally or internationally recognized. A timeline is outlined for UHI's REF 2014 preparation, focusing on staff engagement and developing submissions. Practical advice is given on creating impact case studies and obtaining help.
The document discusses preparation for the 2014 Research Excellence Framework (REF) assessment at the University of the Highlands and Islands. It provides an overview of the REF, compares UHI's performance in the 2008 Research Assessment Exercise to other Scottish universities, and outlines UHI's draft timeline and approach for REF 2014, including a greater emphasis on research impact. The document also discusses practical sessions on creating impact case studies and notes that early preparation will be important.
The Pentland Firth is an area with a very strong and highly turbulent tidal current, offering excellent potential for the generation of tidal energy. However the environment is, as yet, poorly documented or understood.
The focus of this project is to better understand the relation of benthic habitats and extreme flow environments. Specifically this project seeks to develop a core understanding of densities, distributions and diversities of benthic assemblages of epifauna in relation to extreme flow environments, and determine predictions on possible ecological impacts due to the installation of tidal energy devices (TED)
This document provides advice for public speaking by breaking it down into key steps: prepare by formatting your content, focus on delivery through your voice and presence, and practice both in small and large groups. It suggests considering topics like why your department is the best or work-related issues rather than threatening physical violence.
C:\Users\Dynamite Dilly\Documents\As Media Studies\Evaluation Activity 6Dylan
The student learned about various film production technologies through constructing a short thriller film. They used a dolly to track shots and capture different angles, a sound microphone to record clear dialogue, and redhead and Lilliput lights to illuminate the dark setting and create contrasting colors that added to the grim atmosphere. Editing in Final Cut Pro allowed them to experiment with effects and adding sound for more drama.
This document provides background information on land reform and community empowerment in Scotland. It discusses the growth of community land ownership since the 1990s and debates around the meaning and impact of land reform. The research will examine two case studies of community land initiatives to analyze how empowered communities and individuals have been as a result of land reform efforts. Key concepts of power, community, and community empowerment will be applied. The researcher is in the process of selecting case studies and obtaining ethics approval before conducting interviews and analysis.
C:\Users\Dynamite Dilly\Documents\As Media Studies\Evaluation Activity 1Dylan
1) The opening scene of the film "The Gamble" establishes the thriller genre through tense music, quick shots showing different actions, and a dramatic title sequence.
2) The victim and villain characters are introduced through their contrasting costumes and stereotypes - the victim wears a suit representing his upper-class job, while the villain wears black and a mask concealing his identity.
3) Camerawork like an extreme close-up of the victim's terrified face and a shaky shot of the dancing villain help set an unsettling tone and conceal the villain's identity. Few special effects are used to maintain grit and suspense.
C:\Users\Dynamite Dilly\Documents\As Media Studies\Evaluation Activity 1Dylan
1) The opening scene of the film "The Gamble" establishes the thriller genre through tense music, quick shots showing different actions, and a dramatic title sequence.
2) The victim and villain characters are introduced through their contrasting costumes and stereotypes - the victim wears a suit representing his upper-class job, while the villain wears black and a mask concealing his identity.
3) Camerawork like an extreme close-up of the victim's terrified face and a shaky shot of the dancing villain help set an unsettling tone and conceal the villain's identity. Few special effects are used to maintain grit and suspense.
C:\Users\Dynamite Dilly\Documents\As Media Studies\Example How To Format A Sc...Dylan
The document provides instructions on how to properly format a screenplay, including the four main elements - sluglines, action, character names, and dialogue. It explains how to write each element and provides examples. It also discusses variations like additional location information in sluglines and ways to emphasize cuts between scenes. Finally, it covers additional details like formatting of parentheticals, uses of capitalization, including camera directions.
The document discusses preparation for the 2014 Research Excellence Framework (REF) assessment at the University of the Highlands and Islands. It provides an overview of the REF, compares UHI's performance in the 2008 Research Assessment Exercise to other Scottish universities, and outlines UHI's draft timeline and approach for REF 2014, including a greater emphasis on research impact. The document also discusses practical sessions on creating impact case studies and notes that early preparation will be important.
The Pentland Firth is an area with a very strong and highly turbulent tidal current, offering excellent potential for the generation of tidal energy. However the environment is, as yet, poorly documented or understood.
The focus of this project is to better understand the relation of benthic habitats and extreme flow environments. Specifically this project seeks to develop a core understanding of densities, distributions and diversities of benthic assemblages of epifauna in relation to extreme flow environments, and determine predictions on possible ecological impacts due to the installation of tidal energy devices (TED)
This document provides advice for public speaking by breaking it down into key steps: prepare by formatting your content, focus on delivery through your voice and presence, and practice both in small and large groups. It suggests considering topics like why your department is the best or work-related issues rather than threatening physical violence.
C:\Users\Dynamite Dilly\Documents\As Media Studies\Evaluation Activity 6Dylan
The student learned about various film production technologies through constructing a short thriller film. They used a dolly to track shots and capture different angles, a sound microphone to record clear dialogue, and redhead and Lilliput lights to illuminate the dark setting and create contrasting colors that added to the grim atmosphere. Editing in Final Cut Pro allowed them to experiment with effects and adding sound for more drama.
This document provides background information on land reform and community empowerment in Scotland. It discusses the growth of community land ownership since the 1990s and debates around the meaning and impact of land reform. The research will examine two case studies of community land initiatives to analyze how empowered communities and individuals have been as a result of land reform efforts. Key concepts of power, community, and community empowerment will be applied. The researcher is in the process of selecting case studies and obtaining ethics approval before conducting interviews and analysis.
C:\Users\Dynamite Dilly\Documents\As Media Studies\Evaluation Activity 1Dylan
1) The opening scene of the film "The Gamble" establishes the thriller genre through tense music, quick shots showing different actions, and a dramatic title sequence.
2) The victim and villain characters are introduced through their contrasting costumes and stereotypes - the victim wears a suit representing his upper-class job, while the villain wears black and a mask concealing his identity.
3) Camerawork like an extreme close-up of the victim's terrified face and a shaky shot of the dancing villain help set an unsettling tone and conceal the villain's identity. Few special effects are used to maintain grit and suspense.
C:\Users\Dynamite Dilly\Documents\As Media Studies\Evaluation Activity 1Dylan
1) The opening scene of the film "The Gamble" establishes the thriller genre through tense music, quick shots showing different actions, and a dramatic title sequence.
2) The victim and villain characters are introduced through their contrasting costumes and stereotypes - the victim wears a suit representing his upper-class job, while the villain wears black and a mask concealing his identity.
3) Camerawork like an extreme close-up of the victim's terrified face and a shaky shot of the dancing villain help set an unsettling tone and conceal the villain's identity. Few special effects are used to maintain grit and suspense.
C:\Users\Dynamite Dilly\Documents\As Media Studies\Example How To Format A Sc...Dylan
The document provides instructions on how to properly format a screenplay, including the four main elements - sluglines, action, character names, and dialogue. It explains how to write each element and provides examples. It also discusses variations like additional location information in sluglines and ways to emphasize cuts between scenes. Finally, it covers additional details like formatting of parentheticals, uses of capitalization, including camera directions.
This document summarizes a PhD candidate's research using artificial intelligence to automate building energy management. The research aims to integrate a building energy management system with micro-generation systems on a single platform to achieve zero energy building status. The candidate is developing a cost function controller that considers energy costs, thermal comfort, and energy production. Preliminary MATLAB modeling shows a neural network model can accurately predict and optimize a simulated heat plant to track temperature references. Further work is needed to optimize plant tracking and include integral or derivative controls. Overall, the research aims to make buildings more adaptive and energy-productive entities.
This document summarizes a study on the effects of drainage and restoration practices on aquatic bacterial communities and greenhouse gas concentrations in peatland streams. The study found seasonal differences in bacterial profiles across all stream orders. Bacterial community profiles also varied between catchment types (undrained, drained, restored). Specifically, drainage and restoration practices had a greater impact on bacterial communities than they did on carbon dioxide and methane concentrations. Future work is planned to analyze water chemistry and greenhouse gas data in more detail considering discharge variations, and to conduct additional analyses to identify causes of bacterial variability.
This PhD research studied the effects of nitrogen fertilizer, fungicide, and plant growth regulators on the yield and grain quality of Bere, a Scottish landrace barley. Trials found that Bere responded positively to nitrogen fertilizer and fungicide with 17-19% yield increases compared to untreated controls. However, Bere yields remained lower than the modern variety Optic and its grain nitrogen content was inherently higher. While Bere has stability under low input systems, developing niche markets will be important for its survival as its high nitrogen content makes it unsuitable for large-scale production.
Propagation of global stressors at the algae-consumer interface: From short- to long-term scales of observations (Session 6.3). Presented by Manuel Villar-Argaiz at the "Perth II: Global Change and the World's Mountains" conference in Perth, Scotland in September 2010.
The document discusses common objections to innovation in industry and provides some rules to consider for successful innovation. It notes there are three types of wrongs in industry: moral, legal, and anything new. Common objections to new ideas include that the current system works fine, the idea will be too difficult to sell, it may upset the existing balance, funding will run out, unforeseen problems may arise, others may have thought of it already, and mistakes may be publicly known. It then provides eight rules to consider for innovation, such as solving a real problem, technical complexity, market willingness, and ensuring needed support is in place. The document encourages persistence in innovation efforts.
During the current culture of austerity measures where public sector is facing unprecedented levels of cuts, there is a sense of foreboding about the impact on rural services. Policy rhetoric is that individuals, families and communities have to do more and the state will do less. Kate Stephen will give her perspective on the potential implications for rural communities in Highland and will describe what the DIY approach can look like, warts and all. Clive Sheppard will draw on his experience to describe the role social enterprise can play in rural service delivery.
Kate Stephen has been Project Manager on the O4O: Older People for Older People project and has experience working and volunteering in community development and community care.
Clive Sheppard has extensive experience in the social enterprise sector as a mentor, teacher and practitioner. He sits on the Board of Community Care Assynt which was supported by the O4O project.
Transnational education (TNE) refers to higher education programs where students are located in a different country than the institution providing the education. TNE takes various forms, including distance learning, international branch campuses, franchising, and validation. TNE is an important and growing phenomenon for UK universities as it allows them to recruit more international students. However, TNE also poses challenges for UCAS in terms of how international students enter UK higher education programs and providing market data, as TNE pathways are changing and classifications can be unclear.
The document discusses Australian Research Council (ARC) funding trends from 1974 to 2014. It shows that universities like Sydney, Monash and Adelaide received the majority of early ARC funding in 1974. Over time, funding has shifted across fields, with biological sciences receiving increasing shares of National Competitive Grants Program funding from 2006 to 2013. The document also analyzes the ages of researchers receiving ARC grants, finding the average age is rising for Discovery Project grants but remaining steady around 35 for Discovery Early Career Researcher Awards.
Finlay McQuistan earned a Master of Physics with Honours degree from the University of Edinburgh in 2016. He studied physics full-time for 5 years and achieved a Second Class Division 1 classification. Some of his coursework included astronomy, mathematics, quantum mechanics, and a senior honors project. He is now eligible for Chartered Physicist status after 4 years of experience.
The University of Central Lancashire (UCLan) is a British university based in Preston, England that has existed in various forms since 1828. It has over 5,000 international students enrolled both in the UK and through transnational education partnerships. UCLan emphasizes sustainability, employability, research and innovation, and internationalization in its strategy. It has over 70 professors and 600 research-active staff conducting significant international research projects. UCLan aims to increase its number of international students on campus to 2,500 and through transnational education to 5,000 by 2016-2017.
The University of Central Lancashire (UCLan) is a British university based in Preston, England that has existed in various forms since 1828. It has over 5,000 international students enrolled both in the UK and through transnational education partnerships. UCLan emphasizes sustainability, employability, research and innovation, and internationalization in its strategy. It has over 70 professors and 600 research-active staff conducting significant international research projects. UCLan aims to increase its number of international students on campus to 2,500 and through transnational education to 5,000 by 2016-2017.
This Higher Education Achievement Report provides information about a student's studies at King's College London. It details the student's name, program of study in Physics, individual module grades and credits earned, and describes that the qualification has not yet been awarded. It also outlines the structure and requirements of the Physics program, the college's grading scheme, and certifies that the information provided in the report is accurate.
Impact and the 2014 Research Excellence FrameworkRoger Watson
The document summarizes key aspects of the 2014 Research Excellence Framework (REF) in the United Kingdom. The REF was a process that assessed the quality of research in UK universities across all disciplines. It was conducted by 36 expert panels and aimed to inform research funding, provide accountability for public funding, and establish reputational standards. The results of the REF were published, including quality profiles for institutions that aggregated sub-profiles on research outputs, impact, and environment based on expert review. The REF demonstrated many impacts of UK research on the economy, society, policy, health, environment, and culture.
Provincial Perspectives on Research Impacts: Eddy Nason, Renata Osika, Krista...CASRAI
When we say “Research Impact” many things come to mind and the reasons for why we are concerned with it vary. The underlying concepts are complex and often require expert knowledge, and there is also no one single interpretation or answer. Stakeholders are diverse and so are the means of communication. Therefore across Canada, we continue to seek more consistent and harmonized ways of telling the “Impact Story.” The panel will reflect on harmonization efforts across provinces.
The document discusses international students in UK universities. It provides statistics on the percentage of top global universities located in different countries, with the US having the highest percentage at 43%. It also shows data on the number of international students studying in different UK regions, with England having the most at 83.5% of the total. The top subjects studied by international students are also presented, with business being the most popular. Finally, statistics are given on the top UK universities recruiting international students, with the University of Manchester having the highest number of non-UK students.
Robert Lawrence Kemble earned a Master of Arts with Honours in Philosophy and Politics from the University of Edinburgh in 2014. He completed a 4-year full-time program, achieving a Second Class Division 1 classification. His studies covered subjects such as economics, morality, politics, and international relations. He is eligible for further postgraduate study based on his qualification.
The big picture: who comes, why and what might change in the future?University of Limerick
This presentation reviews the latest data from HESA on international student recruitment by English universities, examining the trends from 2009/10 to 2013/14. It shows that the decline in new enrolments started in 2011/12 and reversed in 2013/14, but that the variation has been at postgraduate level, with undergraduate enrolment s growing steadily over the five year period. It then looks at global trends, discussing the drivers of international student mobility and considering the factors that could erode the UK's share of this market in the medium term.
Jack McCarthy received a first class honours BSc in Geography from the University of Plymouth on 26 June 2015. He completed a 4 year full time programme and obtained a classification of first class honours. His individual module results were all passes and he received strong marks, including marks over 70%, on several modules in his third and final year of study.
Liam Cleere University College Dublin’s Senior Manager for Research Analytics...IrishHumanitiesAlliance
From the IHA Impact in the Humanities event 8 June held in QUB and co-sponsored by InterTradeIreland
Panel Three Impact: How should we capture it?
From the perspectives of analytics, science and policy: how should we capture and measure Impact, how should the definition of Impact incorporate academic perspectives and what role can the humanities play in policy?
HEFCE funds and regulates universities in England. It allocates funding based on factors like teaching, research, and knowledge exchange. For 2015-2016, research funding surpassed teaching funding for the first time. Research funding was allocated based on REF 2014 results, with increases to high performing institutions. Teaching funding was reduced due to the transition to higher tuition fees. HEFCE is also focused on postgraduate education, with priorities like the Postgraduate Support Scheme, and reviewing finance for postgraduate studies. International student numbers, particularly for taught masters programs, have been increasing in recent years. HEFCE is also leading a review of quality assessment in higher education.
Innovation and Development in Initial Teacher Education. The conference addresses the peculiararities of the English, Welsh, Northen Irish and Scottish teacher education.
This document summarizes a PhD candidate's research using artificial intelligence to automate building energy management. The research aims to integrate a building energy management system with micro-generation systems on a single platform to achieve zero energy building status. The candidate is developing a cost function controller that considers energy costs, thermal comfort, and energy production. Preliminary MATLAB modeling shows a neural network model can accurately predict and optimize a simulated heat plant to track temperature references. Further work is needed to optimize plant tracking and include integral or derivative controls. Overall, the research aims to make buildings more adaptive and energy-productive entities.
This document summarizes a study on the effects of drainage and restoration practices on aquatic bacterial communities and greenhouse gas concentrations in peatland streams. The study found seasonal differences in bacterial profiles across all stream orders. Bacterial community profiles also varied between catchment types (undrained, drained, restored). Specifically, drainage and restoration practices had a greater impact on bacterial communities than they did on carbon dioxide and methane concentrations. Future work is planned to analyze water chemistry and greenhouse gas data in more detail considering discharge variations, and to conduct additional analyses to identify causes of bacterial variability.
This PhD research studied the effects of nitrogen fertilizer, fungicide, and plant growth regulators on the yield and grain quality of Bere, a Scottish landrace barley. Trials found that Bere responded positively to nitrogen fertilizer and fungicide with 17-19% yield increases compared to untreated controls. However, Bere yields remained lower than the modern variety Optic and its grain nitrogen content was inherently higher. While Bere has stability under low input systems, developing niche markets will be important for its survival as its high nitrogen content makes it unsuitable for large-scale production.
Propagation of global stressors at the algae-consumer interface: From short- to long-term scales of observations (Session 6.3). Presented by Manuel Villar-Argaiz at the "Perth II: Global Change and the World's Mountains" conference in Perth, Scotland in September 2010.
The document discusses common objections to innovation in industry and provides some rules to consider for successful innovation. It notes there are three types of wrongs in industry: moral, legal, and anything new. Common objections to new ideas include that the current system works fine, the idea will be too difficult to sell, it may upset the existing balance, funding will run out, unforeseen problems may arise, others may have thought of it already, and mistakes may be publicly known. It then provides eight rules to consider for innovation, such as solving a real problem, technical complexity, market willingness, and ensuring needed support is in place. The document encourages persistence in innovation efforts.
During the current culture of austerity measures where public sector is facing unprecedented levels of cuts, there is a sense of foreboding about the impact on rural services. Policy rhetoric is that individuals, families and communities have to do more and the state will do less. Kate Stephen will give her perspective on the potential implications for rural communities in Highland and will describe what the DIY approach can look like, warts and all. Clive Sheppard will draw on his experience to describe the role social enterprise can play in rural service delivery.
Kate Stephen has been Project Manager on the O4O: Older People for Older People project and has experience working and volunteering in community development and community care.
Clive Sheppard has extensive experience in the social enterprise sector as a mentor, teacher and practitioner. He sits on the Board of Community Care Assynt which was supported by the O4O project.
Transnational education (TNE) refers to higher education programs where students are located in a different country than the institution providing the education. TNE takes various forms, including distance learning, international branch campuses, franchising, and validation. TNE is an important and growing phenomenon for UK universities as it allows them to recruit more international students. However, TNE also poses challenges for UCAS in terms of how international students enter UK higher education programs and providing market data, as TNE pathways are changing and classifications can be unclear.
The document discusses Australian Research Council (ARC) funding trends from 1974 to 2014. It shows that universities like Sydney, Monash and Adelaide received the majority of early ARC funding in 1974. Over time, funding has shifted across fields, with biological sciences receiving increasing shares of National Competitive Grants Program funding from 2006 to 2013. The document also analyzes the ages of researchers receiving ARC grants, finding the average age is rising for Discovery Project grants but remaining steady around 35 for Discovery Early Career Researcher Awards.
Finlay McQuistan earned a Master of Physics with Honours degree from the University of Edinburgh in 2016. He studied physics full-time for 5 years and achieved a Second Class Division 1 classification. Some of his coursework included astronomy, mathematics, quantum mechanics, and a senior honors project. He is now eligible for Chartered Physicist status after 4 years of experience.
The University of Central Lancashire (UCLan) is a British university based in Preston, England that has existed in various forms since 1828. It has over 5,000 international students enrolled both in the UK and through transnational education partnerships. UCLan emphasizes sustainability, employability, research and innovation, and internationalization in its strategy. It has over 70 professors and 600 research-active staff conducting significant international research projects. UCLan aims to increase its number of international students on campus to 2,500 and through transnational education to 5,000 by 2016-2017.
The University of Central Lancashire (UCLan) is a British university based in Preston, England that has existed in various forms since 1828. It has over 5,000 international students enrolled both in the UK and through transnational education partnerships. UCLan emphasizes sustainability, employability, research and innovation, and internationalization in its strategy. It has over 70 professors and 600 research-active staff conducting significant international research projects. UCLan aims to increase its number of international students on campus to 2,500 and through transnational education to 5,000 by 2016-2017.
This Higher Education Achievement Report provides information about a student's studies at King's College London. It details the student's name, program of study in Physics, individual module grades and credits earned, and describes that the qualification has not yet been awarded. It also outlines the structure and requirements of the Physics program, the college's grading scheme, and certifies that the information provided in the report is accurate.
Impact and the 2014 Research Excellence FrameworkRoger Watson
The document summarizes key aspects of the 2014 Research Excellence Framework (REF) in the United Kingdom. The REF was a process that assessed the quality of research in UK universities across all disciplines. It was conducted by 36 expert panels and aimed to inform research funding, provide accountability for public funding, and establish reputational standards. The results of the REF were published, including quality profiles for institutions that aggregated sub-profiles on research outputs, impact, and environment based on expert review. The REF demonstrated many impacts of UK research on the economy, society, policy, health, environment, and culture.
Provincial Perspectives on Research Impacts: Eddy Nason, Renata Osika, Krista...CASRAI
When we say “Research Impact” many things come to mind and the reasons for why we are concerned with it vary. The underlying concepts are complex and often require expert knowledge, and there is also no one single interpretation or answer. Stakeholders are diverse and so are the means of communication. Therefore across Canada, we continue to seek more consistent and harmonized ways of telling the “Impact Story.” The panel will reflect on harmonization efforts across provinces.
The document discusses international students in UK universities. It provides statistics on the percentage of top global universities located in different countries, with the US having the highest percentage at 43%. It also shows data on the number of international students studying in different UK regions, with England having the most at 83.5% of the total. The top subjects studied by international students are also presented, with business being the most popular. Finally, statistics are given on the top UK universities recruiting international students, with the University of Manchester having the highest number of non-UK students.
Robert Lawrence Kemble earned a Master of Arts with Honours in Philosophy and Politics from the University of Edinburgh in 2014. He completed a 4-year full-time program, achieving a Second Class Division 1 classification. His studies covered subjects such as economics, morality, politics, and international relations. He is eligible for further postgraduate study based on his qualification.
The big picture: who comes, why and what might change in the future?University of Limerick
This presentation reviews the latest data from HESA on international student recruitment by English universities, examining the trends from 2009/10 to 2013/14. It shows that the decline in new enrolments started in 2011/12 and reversed in 2013/14, but that the variation has been at postgraduate level, with undergraduate enrolment s growing steadily over the five year period. It then looks at global trends, discussing the drivers of international student mobility and considering the factors that could erode the UK's share of this market in the medium term.
Jack McCarthy received a first class honours BSc in Geography from the University of Plymouth on 26 June 2015. He completed a 4 year full time programme and obtained a classification of first class honours. His individual module results were all passes and he received strong marks, including marks over 70%, on several modules in his third and final year of study.
Liam Cleere University College Dublin’s Senior Manager for Research Analytics...IrishHumanitiesAlliance
From the IHA Impact in the Humanities event 8 June held in QUB and co-sponsored by InterTradeIreland
Panel Three Impact: How should we capture it?
From the perspectives of analytics, science and policy: how should we capture and measure Impact, how should the definition of Impact incorporate academic perspectives and what role can the humanities play in policy?
HEFCE funds and regulates universities in England. It allocates funding based on factors like teaching, research, and knowledge exchange. For 2015-2016, research funding surpassed teaching funding for the first time. Research funding was allocated based on REF 2014 results, with increases to high performing institutions. Teaching funding was reduced due to the transition to higher tuition fees. HEFCE is also focused on postgraduate education, with priorities like the Postgraduate Support Scheme, and reviewing finance for postgraduate studies. International student numbers, particularly for taught masters programs, have been increasing in recent years. HEFCE is also leading a review of quality assessment in higher education.
Innovation and Development in Initial Teacher Education. The conference addresses the peculiararities of the English, Welsh, Northen Irish and Scottish teacher education.
UK Knowledge Exchange, TechnologieAllianz, Berlin 16.04.2013David Bembo
The document summarizes research and knowledge exchange activities in the UK. It discusses the structure and activities of AURIL, the main professional body. It also provides statistics on the UK research base from the Higher Education-Business and Community Interaction Survey, showing trends such as increasing collaborative research income. Barriers to commercializing university research are discussed, such as accessing early-stage "valley of death" funding.
AAA London Network Event 27 Nov 2015 Jan Yates overview presentationPHEScreening
The document outlines an agenda for a network day for the Abdominal Aortic Aneurysm (AAA) Screening Programmes in London to improve quality through achieving pathway standards, sharing best practices, and establishing standardized reporting. Key topics to be discussed include the national and regional overviews of AAA screening, training requirements, and roles and responsibilities within screening teams. The overall aim is to support London programmes in safely and effectively screening their populations for AAAs.
The document outlines an agenda for a network day for the Abdominal Aortic Aneurysm (AAA) Screening Programmes in London to improve quality through achieving pathway standards, sharing best practices, and establishing standardized reporting. Key topics to be discussed include the national and regional overviews of AAA screening, training requirements, and roles and responsibilities within screening teams. The overall aim is to support London programmes in safely and effectively screening their populations for AAAs.
The document provides information about the Department of Biotechnology at an unnamed institution. It was established in 2010-2011 and offers a 3-year BSc program in biotechnology. Student enrollment has increased over the years from 10 students initially to over 100 currently. The department aims to provide quality education and make students employable. It has well-equipped laboratories and plans to further improve infrastructure and research opportunities. Overall, the department seems to be progressing well and achieving its vision of creating a center of excellence in biotechnology.
Similar to Research Excellence Framework 2014 [Michael Rayner & Shirley Leckie] (20)
The document discusses self-management of chronic conditions and its importance for sustainability of healthcare systems. It notes that:
- Chronic conditions will rise dramatically, with many people having multiple conditions.
- Expectations of care quality will increase as standards that are currently seen as inadequate will be viewed as inhumane.
- For healthcare systems to be sustainable, chronic conditions must be managed differently by empowering self-management supported by technology and expertise when needed.
This document provides links to further information to accompany a presentation on leading change for the future, including links about:
- The ALISS project, which is an open innovation process to improve health information access
- Using social assets and co-production approaches to deliver better and more sustainable community services
- Reports on public service reform in Scotland to develop new approaches that are better and cheaper
- The importance of health literacy, adult literacy, and effective communication and consultation skills between healthcare professionals and patients.
The CARE Measure is a 10-item consultation process measure developed by Dr. Stewart Mercer and colleagues to assess empathy in the patient-doctor relationship. Each item is scored from 1-5 on factors like making the patient feel at ease, listening, understanding concerns, and developing a care plan together. Scores are added up to a maximum of 50 to evaluate the consultation. The measure has been validated in over 3,000 consultations in Scotland. It can be used free of charge for research purposes, with attribution to the developers.
This document contains biographies of two speakers, Glenn Hinds and Tim Warren, presenting at an event on leading change for the future and supporting self-management. Glenn Hinds is a director of a training company who has almost 20 years experience as a social worker in mental health and substance abuse services. Tim Warren has a background in social work and worked in criminal justice, child protection, and health policy roles within the Scottish government focusing on long term conditions and self-management.
This document provides an agenda for an event titled "Leading Change for the Future" focused on supporting self-management. The one day event at the Centre for Health Science in Inverness includes coffee and registration, opening remarks from the chair, two keynote speakers on education solutions and self-management programs, a motivational speaker, three workshop sessions on various self-management topics, lunch and posters, a plenary on personal experiences with long-term conditions, closing remarks summarizing the workshops and next steps, and identifying actions to apply lessons in daily work.
This project was funded to develop self-management modules delivered by the University of Highlands and Islands. An audit found gaps in resources and materials, which informed a self-management competency framework. In response, two Masters level modules were developed for lead practitioners focusing on enabling change and leading change. A resource pack was also created, including an online Health Action Plan tool and self-management competency self-assessment toolkit to help practitioners support self-management. Ongoing work will improve the toolkit and embed the competencies and tools in practice, along with a champion network for support.
Self-management involves individuals managing their long-term conditions on a daily basis through self-care activities, with support from health and social care providers. The document discusses educational solutions developed by a project to support self-management through two university modules training leaders and champions of self-management. Lessons learned included the need for flexible timelines and dedicated project management. Future work involves further developing and embedding resources like a competency framework and champions network to support practice change.
OiWillo Training Co. Ltd. provides training to help with long term health conditions. The company is led by Principal Glenn Hinds who can be contacted via email at glenn@oiwillo.com regarding their training services for long term conditions.
The document contains population data from the General Register Office for Scotland on the population of NHS Highland (excluding Argyll & Bute) from 1981 to 2032 broken down by age and sex. It provides mid-year population estimates for each year over this 52-year period sourced from the General Register Office for Scotland.
The document contains a list of over 100 delegates including their name, job title, organisation, and email address. The delegates are from a variety of healthcare organizations in Scotland such as NHS Highland, Robert Gordon University, and the University of the Highlands and Islands. Their roles include nurses, physiotherapists, occupational therapists, dietitians, pharmacists, and others involved in healthcare, education, and patient organizations.
The document provides information about two Masters level modules on self management offered by the University of the Highlands and Islands (UHI) in collaboration with several health organizations. Module 1 focuses on developing an understanding of self management theories and practicing communication skills to empower individuals. It involves online learning and one face-to-face session. Module 2 focuses on leading organizational change to support self management. It is completed entirely online. Both aim to develop "self management champions" to facilitate culture change within their organizations and support long-term conditions management.
Garry Coutts has been chair of NHS Highland since 2004. He was recently appointed Rector of the University of the Highlands and Islands in November 2010. He believes that fully integrating health and social services under single management and budgets can improve care. Garry Coutts is passionate about using strategic commissioning to involve stakeholders in service planning across the public sector.
The document describes several abstracts presented at a conference on leading change for the future and supporting self-management. The abstracts discuss partnerships and resources for promoting self-management, including a partnership for delivering supported self-management in Highland and Argyll & Bute, a training toolkit for carers and telehealthcare, examples of self-management projects funded in Scotland, tools for chronic disease management using the Flinders model of self-management, using technology and education to support self-management, and developing resources to support a skilled workforce in planning for self-management.
The University of the Highlands and Islands (UHI) offers postgraduate students the opportunity to study in a supportive environment across various campuses located in the beautiful and unique setting of the Highlands and Islands of Scotland. UHI provides both taught postgraduate courses and opportunities for postgraduate research. Research strengths include diabetes, sustainable rural development, archaeology, Gaelic, and renewable energy. The Graduate School supports all postgraduate research students. International students will find assistance to study at UHI and opportunities to experience Scottish culture. Some courses are taught through the Gaelic language, helping to advance Gaelic in the 21st century.
The presentation is aimed at students who are thinking of a career in teaching in Scotland. It offers an overview of the teaching profession at both Primary and Secondary school level. In addition it will outline the nature of Teacher Education training courses as well as academic entry requirements, the application and interview process and current employment prospects.
This document summarizes the 433 abstracts accepted for the conference "Global Change and the World's Mountains" held in Perth, Scotland from September 26-30, 2010. It analyzes the geographical distribution and topical focus of the abstracts. The abstracts came primarily from Europe (194), Asia (82), and North America (67). Most papers focused on ecological systems (150) and global environmental change (92). Other popular topics included ecosystem interactions (34), social systems (28), decision-making (14), and resource use (10). The analysis found the greatest emphasis was on global environmental change and ecosystems, with fewer papers considering social drivers or entire socio-ecological systems impacted by global change.
Professor Martin Price, director of the Centre for Mountain Studies at Perth College UHI and UNESCO chair in sustainable mountain development, welcomes the "Perth II: Global Change and the World's Mountains" conference in Perth, Scotland in September 2010.
Conducting Climate Change Risk and Vulnerability Assessments in Rural Mountain Communities in the Columbia Basin Region of Canada. Presented by Jeff Zukiwsky at the "Perth II: Global Change and the World's Mountains" conference in Perth, Scotland in September 2010.
Global Change in Katunskiy Biosphere Reserve: Vulnerability of ecosystems and Adaptation Strategy. Presented by Tatyana Yashina at the "Perth II: Global Change and the World's Mountains" conference in Perth, Scotland in September 2010.
Water transparency to UV radiation in montane lakes: consequences of climate-driven changes in terrestrial inputs. Presented by Craig Williamson at the "Perth II: Global Change and the World's Mountains" conference in Perth, Scotland in September 2010.
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2. Research Excellence Framework
(REF) 2014
Michael Rayner – Dean of Research
Shirley Leckie – Research Data and
Information Manager
Creating the University of the Highlands and Islands
3. Introduction
Creating the University of the Highlands and Islands
Background Information:
RAE 2008
UHI Performance
Sector Performance
REF 2014
New Rules and Approaches
UHI Approach to REF 2014
Research Impact – Practical Session
REF 2014 Hints and Tips
4. What is research
assessment?
Creating the University of the Highlands and Islands
• Research assessment began in the UK in the 1980’s
• Originally this exercise was NOT related to funding – focussed on
volume of outputs
• Developed into RAE in 1986 and was based on quality
• Run approximately every 5 years – 1986, 1989, 1992, 1996, 2001
and 2008
• RAE undertaken by the four UK higher education funding councils
• Each UoA given a rank/score with this used to inform allocation of
quality weighted research funding
5. RAE 2008
Creating the University of the Highlands and Islands
Four star Quality that is world-leading in terms of originality, significance
and rigour.
Three star Quality that is internationally excellent in terms of originality,
significance and rigour but which nonetheless falls short of the highest
standards of excellence.
Two star Quality that is recognised internationally in terms of originality,
significance and rigour.
One star Quality that is recognised nationally in terms of originality,
significance and rigour.
Unclassified Quality that falls below the standard of nationally recognised
work. Or work which does not meet the published definition of research for the
purposes of this assessment.
6. Building a Quality Profile
Creating the University of the Highlands and Islands
7. UHI Performance in RAE
2008
Creating the University of the Highlands and Islands
Unit of Assessment Cat A Staff World
Leading
Internat’ly
Excellent
Internat’ly
Recognised
Nationally
Recognised
u/c
4* 3* 2* 1* 0
15 Pre-clinical and Human
Biological Sciences
2 0 10 55 35 0
16 Agriculture, Veterinary
and Food Science
3 0 5 35 60 0
17 Earth Systems and
Environmental Sciences
42 5 35 45 15 0
31 Town and Country
Planning
7.5 0 10 35 40 15
33 Archaeology 3.3 5 15 40 40 0
50 European Studies 4 0 5 15 60 20
56 Celtic Studies 4 5 10 35 30 20
61 Theology, Divinity and
Religious Studies
3.6 0 10 30 50 10
per cent 2 13 36 41 8
8. UHI Performance in RAE
2008
Creating the University of the Highlands and Islands
RAE 2008 THE BASIC DATA
Interpretation
41 % Nationally recognised
36% Internationally recognised
13% Internationally excellent
2% World leading
•UHI is 96/132 in the UK, above 4 other Scottish institutions
•RAE fundable disciplines increased from 1 in 2001 to 8 in 2008
•RAE funded staff increased from 13 in 2001 to 75 in 2008
•Three disciplines contained world leading research
•Largest UoA, 13th
UK, 2nd
largest in Scotland behind Edinburgh
•ARC contributed half of the growth. Other half from UHI internal growth
•Boost to culture and confidence
9. RAE 2008 Results
Creating the University of the Highlands and Islands
2008 Research Assessment Exercise Results : Scotland
Overall quality profile
Note: In this table, joint submissions are shown split by their constituent institutions.
(% of research activity at each quality
level)
Institution name UoA No. Unit of assessment name
FTE
Category
A staff
submitted 4* 3* 2* 1* u/c
University of Aberdeen 15 Pre-clinical and Human Biological Sciences 35.00 5 35 35 15 10
UHI Millennium Institute 15 Pre-clinical and Human Biological Sciences 2.00 0 10 55 35 0
University of Aberdeen 16 Agriculture, Veterinary and Food Science 20.00 20 35 40 5 0
University of Edinburgh 16 Agriculture, Veterinary and Food Science 107.24 20 35 25 10 10
University of Glasgow 16 Agriculture, Veterinary and Food Science 74.90 5 50 35 10 0
Heriot-Watt University 16 Agriculture, Veterinary and Food Science 12.70 5 35 35 25 0
University of Stirling 16 Agriculture, Veterinary and Food Science 32.90 5 45 40 10 0
UHI Millennium Institute 16 Agriculture, Veterinary and Food Science 3.00 0 5 35 60 0
10. RAE 2008 Results
Creating the University of the Highlands and Islands
2008 Research Assessment Exercise Results : Scotland
Overall quality profile
Note: In this table, joint submissions are shown split by their constituent institutions. (% of research activity at each quality level)
Institution name
UoA
No. Unit of assessment name
FTE
Category
A staff
submitted 4* 3* 2* 1* u/c
University of Aberdeen 17 Earth Systems and Environmental Sciences 14.53 10 50 35 5 0
University of Abertay Dundee 17 Earth Systems and Environmental Sciences 12.00 10 35 40 15 0
University of Edinburgh 17 Earth Systems and Environmental Sciences 77.14 15 55 25 5 0
University of Glasgow 17 Earth Systems and Environmental Sciences 36.00 5 50 35 10 0
Heriot-Watt University 17 Earth Systems and Environmental Sciences 10.90 0 25 55 20 0
Napier University 17 Earth Systems and Environmental Sciences 13.00 0 20 45 30 5
University of Stirling 17 Earth Systems and Environmental Sciences 19.80 5 35 50 10 0
UHI Millennium Institute 17 Earth Systems and Environmental Sciences 42.00 5 35 45 15 0
University of the West of Scotland 17 Earth Systems and Environmental Sciences 7.00 0 15 50 35 0
University of Aberdeen 31 Town and Country Planning 7.90 20 40 30 10 0
University of Glasgow 31 Town and Country Planning 17.39 15 45 35 5 0
Heriot-Watt University 31 Town and Country Planning 13.80 20 30 35 10 5
UHI Millennium Institute 31 Town and Country Planning 7.50 0 10 35 40 15
11. RAE 2008 Results
Creating the University of the Highlands and Islands
2008 Research Assessment Exercise Results : Scotland
Overall quality profile
Note: In this table, joint submissions are shown split by their constituent institutions.
(% of research activity at each quality level)
Institution name
UoA
No. Unit of assessment name
FTE
Category
A staff
submitted 4* 3* 2* 1* u/c
University of Glasgow 33 Archaeology 20.86 10 40 35 15 0
UHI Millennium Institute 33 Archaeology 3.30 5 15 40 40 0
University of Glasgow 50 European Studies 9.00 5 35 45 10 5
Heriot-Watt University 50 European Studies 13.20 10 20 40 30 0
University of Stirling 50 European Studies 12.03 5 25 45 20 5
University of Strathclyde 50 European Studies 4.40 10 10 40 40 0
UHI Millennium Institute 50 European Studies 4.00 0 5 15 60 20
University of the West of Scotland 50 European Studies 4.00 0 5 45 45 5
12. RAE 2008 Results
Creating the University of the Highlands and Islands
2008 Research Assessment Exercise Results : Scotland
Overall quality profile
Note: In this table, joint submissions are shown split by their constituent institutions.
(% of research activity at each quality level)
Institution name
UoA
No. Unit of assessment name
FTE
Category
A staff
submitted 4* 3* 2* 1* u/c
University of Aberdeen 56 Celtic Studies 5.00 0 15 45 35 5
University of Edinburgh 56 Celtic Studies 12.00 20 30 35 10 5
University of Glasgow 56 Celtic Studies 6.00 10 50 30 5 5
UHI Millennium Institute 56 Celtic Studies 4.00 5 10 35 30 20
University of Aberdeen 61 Theology, Divinity and Religious Studies 18.00 15 65 20 0 0
University of Edinburgh 61 Theology, Divinity and Religious Studies 30.00 30 30 25 15 0
University of Glasgow 61 Theology, Divinity and Religious Studies 16.50 10 35 35 15 5
University of St Andrews 61 Theology, Divinity and Religious Studies 16.00 20 30 45 5 0
UHI Millennium Institute 61 Theology, Divinity and Religious Studies 3.60 0 10 30 50 10
13. UHI Compared to Scottish
Average
Creating the University of the Highlands and Islands
UHI RAE 2008 results compared to Scottish average
0
5
10
15
20
25
30
35
40
45
World Leading (4*) Internationally Excellent
(3*)
Internationally
Recognised (2*)
Nationally Recognised
(1*)
Percent(%)
UHI
Scottish Average
14. REF 2014
Creating the University of the Highlands and Islands
Official (Funding Councils) Timetable for REF 2014
• 8th October 2010 : Deadline for nominating panel members
• October 2010 : Sub-panel chairs appointed
• November 2010 : Reports from the impact pilot exercise
• December 2010 : Panel members appointed
• Early 2011 : Panels begin meeting
• Mid 2011 : Panels consult on criteria
• Mid 2011 : Guidance on submissions published
• Late 2011 : Panel criteria and methods published
• Early 2013 : Submission system operational
• Late 2013 : Submissions deadline
• 2014 : Panels assess submissions
• December 2014 : Outcomes published
15. REF 2014 - Differences from RAE
2008
Creating the University of the Highlands and Islands
Evolution, not Revolution
Panels and UoA’s
For further details please refer to HEFCE website
http://www.hefce.ac.uk/research/ref/
No of panels No of sub
panels/UoA’s
RAE 2008 15 67
REF 2014 4 36
16. REF 2014 - Differences from
RAE 2008
RAE 2008
• Research outputs – 70% (min
50%)
• Research Environment – 20%
(min 5%)
• Esteem Indicators – 10% (min
5%)
REF 2014
• Research Outputs – 60%
• Research Environment – 15%
• Impact – 25% ?
• Tweaked definitions of Quality
Descriptions:
• 4* = Exceptional
• 3* = Excellent
• 2* = Very Good
• 1* = Good
Creating the University of the Highlands and Islands
17. REF 2014
Creating the University of the Highlands and Islands
Particular stress on the economic and societal benefits
of research
• Outputs - Greater use of citations to inform peer review
• Environment – Development of structured template to
cover key issues, appropriate ‘level definitions’ and a
consistent approach for panels to produce environment
profiles. Also greater use of metrics (drawing from
HESA statistics).
• Impact – This has been introduced for the first time , in
line with the government’s ‘economic impact’ agenda
19. UHI Preparation for REF
2014
Creating the University of the Highlands and Islands
What are the main issues for UHI?
• Approach
• Focus
• Staff Engagement
• UHI Strategic Plan
• Timescale
20. REF 2014 – UHI Draft
Timeline
Creating the University of the Highlands and Islands
Key events July Aug Sept Oct Nov Dec
2010
Main Panel Chairs Designate appointed
Announce panel structure and start recruitment of expert panels
Prepare outline guidance/discussion paper for Res Cttee on managing REF preparations
Discuss outline plans with RPG members and Res Cttee
Secure names and details of potential nominees for sub-panel membership
Engage with Deans and Academic partners re. approach to REF preparation and support
Establish REF Internet/intranet site for UHI
Start to identify - with partners - main REF contacts in Academic Partner locations
Deadline for applications for sub-panel chairs
Arrange for REF stock-take/audit
Begin to secure names for potential 'critical friends' for UoA submission development
Deadline for nominating panel members
Sub-panel chairs appointed
UHI research conf. - EO to provide advice and info. on the REF and Dean of Res. to lead a
workshop
Reports from the impact pilot exercise
Undertake REF stock-take/audit
Analyse information and advice following impact pilot exercise
Panel members appointed
21. Research Impact
Creating the University of the Highlands and Islands
• HEFCE currently developing an approach to recognising the wider
contribution of high quality research to society
• Embracing a wide definition of impact – economy, society, public policy,
culture or quality of life
• The impact must be evident during the REF assessment period, but the
research may have been undertaken earlier
• Impact arising from the unit’s portfolio of research as a whole – not the
impact of each researcher
• Assessment by expert panels, against criteria that are deemed appropriate
for each discipline group
• Assessment not measurement – impact statement, case studies
22. Impact Pilot
Creating the University of the Highlands and Islands
• 29 UK HEIs, each submitting to 2 panels
• Submissions based on case studies
• Pilot panels include a mix of practicing researchers and beneficiaries and
users of research
• Criteria reflecting the ‘breadth and depth’ of impacts
23. Impact Pilot
Creating the University of the Highlands and Islands
• Definitions and types of impact
• Criteria for assessment
• How to frame evidence of impact:
• Refining the case study approach
• What are appropriate indicators?
• How to establish the link with high quality research, and over what timeframe?
• ‘Overlap’ with environment
• Role of ‘users and beneficiaries’ in the assessment
• Burden implications
• Reports from the pilot due to be released during seminars from November
18th
24. Practical Segment
Creating the University of the Highlands and Islands
• In small groups think about how you would go about
creating a case study for a particular piece of research
and showcasing the impact the research has had.
• Make notes and each group can briefly recap their
thoughts
26. Help and Advice
Creating the University of the Highlands and Islands
• Early Preparation is Key – good data management
• Be Smart and Strategic
• Regional focus but international applicability
• Researcher Portal
• Research Networks
• Mentoring
• Partnerships and Collaboration
• Research Office
• Make use (as permitted) of UoA Panel Members
Editor's Notes
Not revolution as in it completely based in metrics (originally wanted greater use of metrics)
Impact is the main change and therefore greater time will be designated to this later on
More about impact later
This is the one slide we were not sure of so you may want to make changes to this one.
Decided to run pilot of the assessment of impact to help develop an approach to assessing the impact of research.
Will be hard as no results from pilot have been released yet but just to get people and groups thinking about impact and how they can frame research as ‘high impact’
Will leave it on this slide as people write small case studies so that they remember where impact can lie