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Villa Vision receives £20K from Wesleyan to measure impact of child eye health project
Villa Vision programmes provide access to eye health care for children from deprived areas of Birmingham. 5,500 children have been reached so far. The Wesleyan Foundation and Aston University’s five-year partnership is valued at over £250K The findings of the evaluation will be shared with the Villa Vision team and all partners including participating schools, parents and children. Villa Vision, a project that delivers eye health care to children from deprived areas of Birmingham, has received £20,000 from the Wesleyan Foundation. The money will help evaluate the impact of the project to date which has reached approximately 5,500 children across the West Midlands. Villa Vision programmes are designed to increase access to eye health education, eye screening, eye examinations and to dispense glasses to children who need them with the aim of providing them with the visual foundation to succeed. The Villa Vision project is a collaboration between the Aston Villa Foundation, Aston University and optical lens supplier Essilor Vision For Life. The money donated by Birmingham based Wesleyan, alongside the Aston University funding of almost £15,000, will pay for research assistants to evaluate the first three years of the project. The objectives of the impact evaluation are to: • Review how many children have been screened, detail the coverage of the programme and its reach within the city • Analyse Villa Vision’s data recording children’s eye screening tests and eye examinations • Examine the potential impact on student’s performance on tasks that require attention to detail after being given glasses • Work with children to explore their experience of the Villa Vision programme to help develop the educational part of the programme • Work with teachers to examine the potential impact of corrected vision on children’s classroom behaviour (their integration into class, their reading at distance and close-up, their English and maths) • Work with parents to understand the impact of Villa Vision on their eye health knowledge and the quality of life of the children involved in the programme and the family more generally. The findings of the evaluation will be shared with the Villa Vision team and all collaborating partners as well as participating schools, teachers, parents and children. The findings will also be published in peer-reviewed journals, online and in newsletters to reach interested audiences. Dr Rachel Shaw, a health psychologist in Aston Institute for Health & Neurodevelopment, and project lead, said: “Villa Vision is an inspirational project offering children eye care in their schools. Not only that, Nik Sonpal and Zak El Khalifi from the Villa Vision team, have created an educational, entertaining, and imaginative workshop helping children to understand the importance of eye health, bringing it to life with the help of Aston Villa and a footballing theme.” Leon Davies, professor of optometry and physiological optics in the School of Optometry at Aston University and Vice President of the College of Optometrists said: “The team led by Dr Rachel Shaw with support from Dr Laura Shapiro, Esra Yeter, Sidratul Kazi and myself will provide robust evidence to demonstrate the impact and value of Villa Vision on children’s eye health and education in Birmingham, which we believe will help secure Villa Vision’s long-term future.” Nathan Wallis, Chief of Staff at Wesleyan said: “We are proud to be supporting Villa Vision and its research, they are making a huge difference to the lives of so many primary school children across the West Midlands. It is vital for all children to be given access to good eye care, not just to improve engagement in the classroom but for their overall quality of life and self-confidence. “As a financial service mutual for teachers and doctors it is important to us that we support the things that matter most to our customers and supporting Villa Vision is a great example of this.” Nikhil Sonpal, Villa Vision Project Manager and optometrist at Aston Villa Foundation, said: “Villa Vision and the Aston Villa Foundation are incredibly excited to have the support of both the Wesleyan Foundation and Aston University in helping to establish a deeper understanding of our eye health project. "Not only will this evaluation help unearth the level of impact our intervention is having within the community, but it will also allow us to discover ways to develop our provision further and strengthen our reach when trying to address local inequalities in eye care.”
Aston University Pathway to Healthcare programmes shortlisted in Student Social Mobility Awards
Pathway to Healthcare programmes shortlisted for University Access Initiative in the 2022 Student Social Mobility Awards University Access Initiative of the Year Award judged by student vote and panel Aston University Pathway to Healthcare programmes were shortlisted from more than 250 nominations. The Aston University Pathway to Healthcare programmes have been shortlisted for the University Access Initiative of the Year Award in the 2022 Student Social Mobility Awards. The Pathway to Healthcare programmes which launched in 2016 are designed to raise students’ aspirations, support their attainment, improve progression and provide experiences to enhance UCAS applications when applying for medical and other healthcare courses. During the 18-month programme, students are given the opportunity to take part in healthcare subject taster days, work experience in various healthcare settings and A level revision boot camps. Following the success of the first pathway programme for Year 12/13, the Keith Bradshaw Introduction to Healthcare programme was launched in 2019 to work with key stage three to key stage four students across the West Midlands. The University Access Initiative of the Year Award will be decided by a combination of the Judging Panel’s scores (50%) and the Student Vote (50%). The Aston University Pathway to Healthcare programmes were shortlisted from more than 250 nominations. Sarah Fullwood, pathways manager at Aston University, said: “We are delighted we have been shortlisted for this prestigious award. “Our pathway programmes are going from strength to strength, despite a sector-wide dip in engagement for widening participation programmes during the pandemic, which is why we were so thrilled to experience an increase in attendance at our pathway events.” “By breaking down barriers for access for disadvantaged students, the programmes play a vital role in building a future workforce that is representative of the community it serves.” The Student Social Mobility Awards are organised by upReach to showcase the achievements of undergraduates from lower socio-economic backgrounds from across the UK. The awards seek to recognise students who have excelled in their studies and beyond and shown great potential to excel as they launch their careers. The focus of the awards is on students who have demonstrated great resilience, determination or initiative, or boosted their employability in innovative ways. They are also a chance to showcase up-and-coming talent and identify rising stars. Award winners and nominees overcome significant socioeconomic barriers and mitigating circumstances, serving as inspiring role models for those from similar backgrounds. The ceremony is due to take place on 21 July at the House of Lords, where the winners will be announced. For more information about the Pathway to Healthcare programmes at Aston University please visit our webpages.
The Centre for Research in Ethnic Minority Entrepreneurship (CREME) has partnered with NatWest for the Time to Change report It sets out ten evidence-based recommendations for advancing the growth potential of ethnic minority businesses (EMBs) including increasing their GVA contribution from the current £25 billion a year to £100 billion The report is being launched at a special event on 10 May at NatWest Conference Centre in London with keynote speaker Sir Trevor Philips OBE. A new report from Aston University has set out a plan for advancing the growth potential of ethnic minority businesses (EMBs) in the UK. The Centre for Research in Ethnic Minority Entrepreneurship (CREME) has partnered with NatWest for the Time to Change report which sets out ten evidence-based recommendations to promote greater success and inclusion of ethnic minority businesses (EMBs) in finance and business support in the UK. Experts say the implementation of the recommendations could help tackle the multiple barriers faced by EMBs, particularly in accessing finance, markets and quality business support, and could increase their GVA contribution from the current £25 billion a year to £100 billion, highlighting the significant potential of EMBs to the UK economy. The report says that to combat racial inequality, there should be a UK-wide support for ethnic led businesses should be a standard feature of all future plans. This includes integrating them into broader policy agendas of inclusive growth, productivity and innovation. A more inclusive approach to enterprise is key to tackling wider social structural barriers such as unequal access to employment opportunities and product markets, and gender and ethnicity pay gaps. Concerted action is needed to support the growth ambitions of EMBs, particularly in light of damaging consequences of the pandemic for ethnic minority communities. The report calls for a strong action to eliminate the longstanding challenge of discouragement of ethnic minority entrepreneurs from seeking finance and business support. It found EMBs have been particularly hit hard by the Covid-19 pandemic due to the sectors in which they tend to operate and recommends recovery support is focussed on the businesses that need it most. The report also highlights the need for greater accountability of organisations across public, private and third sectors, including business support agencies, finance providers and large purchasing organisations, for their business engagement with EMBs. Professor Monder Ram, director of the Centre for Research in Ethnic Minority Entrepreneurship at Aston Business School, said: “This major report sets out an ambitious yet practical agenda to realise the potential of UK’s ethnic minority businesses. “The entrepreneurial ambition of ethnic minorities can play a crucial role in the UK Government’s vision of ‘Levelling Up’ prosperity across regions, promoting trade opportunities of ‘Global Britain’ and creating a more cohesive society. “Drawing on the latest research and examples of international best practice, the report presents a comprehensive approach to tackling the barriers faced by firms owned by ethnic minority communities. “We pinpoint key challenges and present recommendations – informed by extensive consultation with business support practitioners and entrepreneurs – that invite policy-makers, corporations and entrepreneurs to collaborate in a new partnership to advance entrepreneurial activities and the UK’s diverse communities.” The report calls for central government and local decision makers to develop clear objectives for inclusive entrepreneurship, informed by evidence, and ensure that EMBs can access quality business support that helps them grow. Dr Eva Kašperová, a research fellow at CREME, said: “To address the barriers faced by EMBs and help them realise their entrepreneurial potential will require commitment and leadership from the government as well as local business support ecosystem actors. “The current lack of an explicit UK-wide policy on inclusive entrepreneurship could mean that some parts of the country are left behind in terms of tackling structural inequalities and enabling entrepreneurs from ethnic minority communities and other under-represented or disadvantaged groups to access finance, wider markets and quality business support. “If past experience is a guide, ensuring commitment from key stakeholders may be the biggest challenge.” Andrew Harrison, head of Business Banking at NatWest Group, said: “As the UK’s biggest bank for business, we’re committed to championing small businesses and supporting growth, but we know that there are barriers which disproportionately affect Ethnic Minority Businesses (EMBs). “This is why we aim for at least 20% of the places on our 13 nationwide accelerator hubs to be for ethnic minority entrepreneurs. In 2021, 26% of businesses in our hubs were EMBs. “Only close collaboration can deliver meaningful change to ensure EMBs get the support they need to reach their full potential. Now is the time to accelerate action, and at NatWest we commit to playing an integral role in the change that is required.” The Centre for Research in Ethnic Minority Entrepreneurship (CREME) will share this report, inviting policy-makers, corporations and entrepreneurs to come together in a collaborative and strategic partnership to champion enterprise and advance entrepreneurial activities and the UKs diverse communities, further building an inclusive entrepreneurial eco-system supporting businesses to thrive at a launch event at NatWest Conference Centre in London on 10 May.
School to provide increased access to preventative health services for young students so they can learn, grow and thrive To address health issues at the earliest and most preventable stages, provide whole child health, and advance health equity in the community, ChristianaCare opened a new school-based health center at Kuumba Academy Charter School in Wilmington on Friday, May 6th. The creation of the center, made possible through ChristianaCare’s partnership with the Community Education Building (CEB), which houses Kuumba Academy, means that students at the kindergarten-through-8th grade school will have increased access to an array of health services. “At ChristianaCare, we recognize the comprehensive health needs of adolescents in our community and are committed to partnering and using our resources wisely and effectively to expand our school-based health centers,” said Bettina Tweardy Riveros, J.D., chief health equity officer and senior vice president of Government Affairs and Community Engagement at ChristianaCare. “We know that childhood trauma adversely affects the ability of children to learn and build healthy relationships and it increases their risk of mental health issues and lifelong chronic disease. The opening of our school-based health center at Kuumba Academy means that ChristianaCare can support medical and behavioral health services and wraparound social care our children need, so we can positively influence their health, their education and their futures.” With the latest opening, ChristianaCare now operates 21 school-based health centers throughout the First State, in partnership with the Delaware Department of Health & Social Services, the Delaware Division of Public Health and several school districts. Kuumba Academy students, who spoke at an event Friday to celebrate the grand opening, will have access through its school-based health center to the following: Comprehensive behavioral health services. Crisis intervention and suicide prevention. Substance use disorder treatment. Tobacco cessation. Nutrition and weight management. Physical examinations. Health screenings. Treatment for minor illnesses and injuries. Reproductive health. In addition, Kuumba Academy students also will have access to resources that help their families surmount obstacles such as transportation, challenging appointment times, and worries about cost and confidentiality. “Kuumba Academy remains committed to meeting the needs of the whole child and family,” said Sally Maldonado, head of school at Kuumba Academy, the mission of which is to provide an innovative learning environment for the whole child from kindergarten through eighth grade. “The opening of this school-based health center means that our students and families will have daily access to the high-quality behavior and health services that they deserve, and we are grateful to ChristianaCare and CEB for their partnership. We are beginning to see ourselves on the other side of this pandemic and we are energized to emerge with these newfound partnerships focused on health and wellness for our village.” ChristianaCare has partnered with CEB and Kuumba Academy on community-focused health initiatives in the past. In February 2021, ChristianaCare provided more than 800 vaccinations to community members and staff at CEB. On February 7th of this year, ChristianaCare vaccinated 38 people, including 19 children, against COVID-19. This added to the more than 6,000 vaccinations that ChristianaCare Community Health has administered since 2021. “At CEB, we understand the importance that health plays on a child’s ability to learn and succeed,” said Linda Jennings, CEO at CEB. “We are beyond excited to partner with Kuumba and ChristianaCare to launch the Kuumba Academy School-Based Health Center at CEB and add to the list of holistic and integrated support we provide to students and their families.” Today’s event coincides with Better World Day, an annual, national event on the first Friday in May. During Better World Day, students showcase their learning about initiatives that they believe will have a positive impact on their community and the world. Through collaboration and acts of service, students learn the power of their voice to make change. About ChristianaCare Headquartered in Wilmington, Delaware, ChristianaCare is one of the country’s most dynamic health care organizations, centered on improving health outcomes, making high-quality care more accessible and lowering health care costs. ChristianaCare includes an extensive network of primary care and outpatient services, home health care, urgent care centers, three hospitals (1,299 beds), a freestanding emergency department, a Level I trauma center and a Level III neonatal intensive care unit, a comprehensive stroke center and regional centers of excellence in heart and vascular care, cancer care and women’s health. It also includes the pioneering Gene Editing Institute. ChristianaCare is nationally recognized as a great place to work, rated by Forbes as the 2nd best health system for diversity and inclusion, and the 29th best health system to work for in the United States, and by IDG Computerworld as one of the nation’s Best Places to Work in IT. ChristianaCare is rated by Healthgrades as one of America’s 50 Best Hospitals and continually ranked among the nation’s best by U.S. News & World Report, Newsweek and other national quality ratings. ChristianaCare is a nonprofit teaching health system with more than 260 residents and fellows. With its groundbreaking Center for Virtual Health and a focus on population health and value-based care, ChristianaCare is shaping the future of health care. About Kuumba Academy Charter School Kuumba Academy Charter School’s mission is to provide an innovative learning environment for the whole child from kindergarten through eighth grade. Our directors, staff, and families share the core belief that parents are children’s primary educators. KACS parents, in partnership with teachers and administrators, believe that every child can maximize his or her learning potential given the opportunity to do so. In response to the outcry from Wilmington parents looking for a high-quality public education and increased access to arts education for their children, Christina Cultural Arts Center leaders, parents, and community supporters took action and were granted a Department of Education charter to create Kuumba Academy Charter School (KACS) in 2001. KACS was the first school model in the state that partnered a public charter school with a nonprofit community organization. Christina Cultural Arts Center (CCAC) and KACS form a unique nonprofit/public school partnership committed to educational excellence. Through the innovative union of academics, arts, technology, and family engagement, each KACS student’s individual learning style is nurtured—resulting in creative learners who are agents of positive change in the community. The CCAC/KACS model is regarded by many as the single most significant achievement in Wilmington’s post public school desegregation history. About the Community Education Building (CEB) CEB was established in 2012 after Bank of America donated the former MBNA Bracebridge IV building to The Longwood Foundation. Living up to its commitment of increasing access to education, the Longwood Foundation created CEB as an independent entity, and transformed the space into an ecosystem to support the social, emotional, physical, and academic development of Wilmington’s youth. CEB is an innovative co-location and shared services model. Focused on supporting the entire family, CEB offers vibrant programs and support systems that provide a sound foundation for each student. It serves as a hub for families by offering services such as healthy meals, life coaches, and mental health services. This model leads to deeper family engagement in their child’s learning and allows schools to focus on teaching and learning, not operations and overhead. CEB is an educational ecosystem that holistically integrates programs and resources for students and their families, ensuring that every student has an equitable opportunity to succeed.
Aston University launches community project to promote healthy lives in East Birmingham
The Knowledge Exchange project is led by Aston University with Birmingham Community Healthcare NHS Foundation Trust, in partnership with Citizens UK It aims to identify local barriers that lead to poor health outcomes A total of £6,390 has been awarded to five projects to support local residents. Aston University and Birmingham Community Healthcare NHS Foundation Trust, in partnership with Citizens UK, have launched a community project to identify local barriers that lead to poor health outcomes. Dr Céline Benoit (Sociology and Policy), Dr Alexis Paton (Sociology and Policy), Dr Angela Jeffery (RKE) and Aisha Masood (RKE) have been leading on the Knowledge Exchange project in East Birmingham to help improve health and wellbeing. On 17 March, the team hosted the first community sandpit at Aston University, where a number of community-led organisations and charities came together to identify small-scale projects to support local residents and promote healthy lives. A total of £6,390 was awarded to five projects which will submit a report by 31 July 2022 and meet again in the autumn to share their journeys with each other as well as representatives from the NHS and Birmingham City Council. Dr Céline Benoit, associate dean for public engagement for the College of Business and Social Sciences at Aston University, said: “It was such a privilege to host a community sandpit at Aston University and have the NHS and local organisations talk to one another and come up with joint projects to help promote health and wellbeing in East Birmingham. “It was truly inspiring to see how many brilliant projects were put forward. “It not only helped us get a better understanding of the challenges local residents face when it comes to health and accessing healthcare services, but it was also a great reminder of how much we can achieve when we work collaboratively”.
Aston University appoints translator in residence to inspire future literary translators
Aston University and Writing West Midlands have appointed Sarah Letza, a professional translator from the region to the role She will be working on community engagement activities at Aston University and with the West Midlands community The project is funded by Arts Council England. Aston University has appointed a translator in residence as part of a project developed by the translators Daniel Hahn and Ros Schwartz, a new one-off literary translation residency for 2022 based in Birmingham. Sarah Letza, a professional translator from the region, has been appointed to the position until March 2023. The project is funded by Arts Council England and will be run in partnership with Aston University and Writing West Midlands. Sarah’s residency will encourage an interest in literary translation and translated literature, and the valuing of languages, among communities in and around Birmingham through workshops, talks and other public engagement and collaborative participation projects. Sarah Letza, translator in residence at Aston University, said: “I hope to draw attention to the opportunities that translation and language learning can lead to and capitalise on the wealth of talent that can be drawn from Midlands schools and universities. “There is the potential to be involved with the many translation research projects already under development at Aston University as well as promoting and supporting languages and translation pathways. “I want to showcase Birmingham as a city that has been built on cultural crossings, intellectual exchange and creativity, all of which are the bedrock of both translation and language learning.” Dr David Orrego-Carmona, a lecturer in English, languages and applied linguistics at Aston University, said: “Birmingham is an incredibly multilingual city and Aston University is particularly well-placed to raise awareness and showcase the value of languages, translation and intercultural exchanges. “We are certain the programme will provide inspiring experiences for our beneficiaries in Birmingham and the region, and we are looking forward to the engaging activities that Sarah is already planning.” For more information about our courses in translation click here.
Aston University expert to talk on gender diversity and inclusion at major cyber security event
The Ethnic Minority in Cyber (EMiC) network's flagship event is supported by the Department for Digital, Culture, Media and Sport Attendees will hear from inspirational speakers looking at current and future initiatives to increase diversity in the cyber sector Dr Anitha Chinnaswamy from Aston University will be presenting a talk on gender diversity and inclusion in cyber. An Aston University expert and founding group member of Ethnic Minority in Cyber (EMiC) is set to present a talk at a major cybersecurity event on 28 April 2022. The EMiC network's flagship symposium is supported by the Department for Digital, Culture, Media and Sport and will take place at Edgbaston Park Hotel in Birmingham. Attendees will hear from inspirational speakers looking at current and future initiatives aimed around increasing diversity in the cyber sector and will also be able to provide feedback into the initiative and policies going forward. The symposium will consist of a keynote speech, invited talks, panel sessions and round table workshops. Dr Anitha Chinnaswamy from the Cyber Security Innovation (CSI) Centre at Aston Business School will present a talk on gender diversity and inclusion in cyber and the outreach work of the Centre with schools to increase representation. Simon Hepburn, CEO UK, Cyber Security Council is the keynote speaker. The EMiC network, of which Aston University is a founding member, is a pilot network for Black, Asian and Ethnic Minority cyber academia, professionals and businesses, with the long-term aim of significantly improving representation across the cyber sector. Dr Anitha Chinnaswamy, lecturer in cyber security management at the CSI Centre at Aston Business School, says: “I am looking forward to speaking at such an important event about an ever-important topic in cyber. “While there is a growing cyber security skills gap and high shortage in the UK cyber sector, a recent survey found that only 17 per cent of cyber professionals are from ethnic minority backgrounds across all cyber roles. “The cyber sector remains relatively nondiverse in terms of gender. Just 16 per cent of the workforce across these firms is female, compared to 28 per cent in other UK digital sectors. “Those filling senior roles, typically with six or more years of experience, are particularly nondiverse across a range of characteristics including gender, ethnicity, disability and neurodiversity. “For example, just three per cent of senior roles are filled by women.” Aston University’s CSI centre, led by Professor Vladlena Benson, is the only female-led cyber security centre in the Midlands region and serves on the UK Cyber Security Council (UKCSC), alongside Simon Hepburn its CEO, to promote professionalism standards in cybersecurity. Professor Benson, director of the CSI Centre at Aston Business School, said: “Aston University CSI is actively involved in shaping diversity policy, such as with the launch of the NCS22 strategy in Birmingham and enabling the Cyber Explorer programme as a first schools’ engagement for girls from diverse backgrounds. “As ambassadors we are passionate about working towards closing the gender gap. This will help pave the way for a future of gender diversity, and hopefully other types of diversity, in the cyber security field. “Our work with female students in a highly diverse Midlands’ landscape highlights the challenges that are yet to overcome with the levelling up agenda.” To find out more about the event please visit the site here.
With an estimated 1.5-million faculty in the US and a near 50,000 growth in UK-based academics in the last decade (to 225,000), universities and colleges have a whole range of interests and expertise on offer. In fact, despite rumours to the contrary, academia is a large and growing global ‘industry’. If you’re responsible for external relations, communications, marketing, civic engagement, knowledge exchange - or any other aspect of external engagement or “connectedness” in a university or college - then the ability to choose which faculty experts you selectively promote and publicise can be a very tough assignment. I’ve had first-hand experience with this. I was once in that very position - trying to keep up with the opportunities and the expectations afforded by 800 academics at just the one mid-sized UK institution where I worked. With the benefit of that firsthand experience and having since worked with more than 100 higher education institutions in the UK, Europe and North America, here are a few observations and also a few tips on how to organize your expertise: Approach #1: The Focus on Expertise Clusters An approach taken by some universities nowadays is to promote their expertise as a group of “grand challenges” or “beacons of excellence” - drawing together as many areas of research expertise under (usually) three or four headings. While identifying “token clusters” of expertise for focus and prioritisation may seem logical, this approach doesn’t really work. It may help with internal politics but it fails to generate enough precision to be relevant to various communities such as the media and industry. Approach #2: Selectively Promoting Key Experts One trap that universities can also fall into is to focus on a small group of academics who appear to be more suitable to promote. The reasoning for this approach is often driven by the need to have a manageable number for internal communications/press office staff to work with. The easy route to take is to just work with academics who are more keen to work with comms staff in promoting their work and who are already at ease in speaking to the media. Selection of experts on these factors, while important, isn’t the optimal way to build up the profile for the institution with key audiences. First off, this approach often doesn’t yield the diversity that audiences such as journalists and potential student and faculty recruits want to see represented. This approach will also miss the mark if it just plays to popular disciplines or hot topics. Being more inclusive to promote a wider range of disciplines and specialized topics is better value all round. Approach #3: The Faculty “Expertise Audit” I’ve seen institutions make many mistakes in positioning their faculty as experts, given it’s a proven way to differentiate brand, build profile and reputation. That’s why I’ve started to work with several universities on what I refer to as a “faculty expertise audit”. This brings a more structured process that helps prioritize key areas of research expertise and identify specialist experts. The audit also looks at the resources and overall capacity that universities have available to support an “expertise marketing” program that optimizes all these elements to significantly boost performance. Start with The Business Case for Expertise At the heart of this more structured, targeted audit approach is ensuring you are generating “return-on-investment” and “value-for-effort.” A good starting point is to ask: Where is the budget coming from? Where is current and expected demand for your programs? When starting this assessment, you have to think longer than a year out. Instead, look very hard and in detail at the next three to five years (the typical cycle of research investment and university strategies) and identify which expertise is most likely to solve the problems and consequential explorations that governments, industry, benefactors/donors, and funding agencies will want to support. I’m not saying that research areas without such sizable levels of predicted investment should be ignored - far from it - but we are in a competitive climate and universities now have to secure ‘orders’ (for applied and contracted expertise) that will ensure institutional sustainability and success. In turn, that success will allow investment in other areas that are socially vital but financially a weaker bet as regarded by funding sources. Having proven where research funding is most available, pressing and externally directed, then the audit is designed to identify and match the institution’s research talent to these requirements. These audits involve shortlisting, enlisting and then coaching the appropriate academic experts. The best results come from one-to-one sessions with academics which create buy-in and yield a more detailed marketing plan to leverage your experts. While more inclusive, this is an efficient process designed to create a “shared roadmap” for where the university and the academic both want to take their expertise. A large part of this roadmap then covers off other important activities such as creating a more discoverable and engaging online presence with enriched academic profiles that perform far better than the traditional “faculty directory.” Keeping online academic profiles fresh, content-rich, jargon-free, and compelling makes the job of expert ‘mining’ so much easier. Developing a sustained program of content with an organized lead generation process is also necessary. These extra steps are where many universities miss the mark. The result is a significant loss of inbound opportunities for research grants, consulting revenues, academic collaborations as well as local and global media coverage. I recently spoke with a Vice Chancellor of a prominent UK University who admitted that they as an institution deserved a failing grade when it came to promoting their faculty research achievements, saying that he “doubted any of their academics would be happy with the way their work was being promoted online.” This is an important aspect of the faculty audit. As a consultative process, it is non-threatening and we’re listening to staff and academics. That not only enriches the information the University has to promote its brand better, it also helps to enlist the support of the academic community who see that the university cares and that it is getting their input to put together a plan – both for the university and for individual academics. The academic is happy (they understand the value for them personally and for their institution); the University is happy (it is able to focus and prioritise its expertise in an evidence-based manner), and Communications and press office staff are happy (they have so more to work with in connecting the work of the University to a variety of local and global communities). The Benefits of A Faculty Audit Having completed many of these, I’ve seen very clearly, the results of a well run Faculty Audit process that without exception yield an excellent return on investment. Here are just some of the benefits to consider: Greater Insights: Gain a deeper understanding of the hidden strengths and opportunities within your academic ranks. Better Planning: A detailed report from a Faculty Audit enables a more strategic approach to planning where faculty research and expertise can support various programs within the University - such as industry engagement, media coverage and recruitment. Building Trust: When conducted by a third-party, a Faculty Audit is seen as more credible and less prone to perceptions of internal bias. More Engaged Faculty: Increased collaboration with faculty is gained through a more consultative process that builds “shared awareness” and enables more proactive support of their research. Increased Capacity: Producing more proactive content with faculty yields better results in terms of media coverage, research engagements, etc. Demonstrate Diversity: A better understanding of expertise that goes beyond the “usual suspects” to engaging a more diverse set of faculty to promote the University. News Coverage: Positioning your faculty and their research in a more relevant way aligns with the interests of the outside world and what's on the mind of outsiders. Less Stress: A more proactive, well structured plan helps everyone to synchronise activities better versus scrambling too much to meet deadlines in the “here and now.” Is a Faculty Audit Right for Your Institution? Here are some key considerations when evaluating the value of a Faculty Audit for your institution. You are ideally suited to undertake a faculty expertise audit if: You have a stretched workload where there's little capacity for proactive comms. You're tending to turn to the same academics for expert commentary in the media or elsewhere. You tend to get complaints (or mild mutterings) about not supporting academics enough. You don't have time to get to know the range of academic experts in your institution - especially new arrivals or eager early career academics. You've adopted an 'inside out approach' rather than one that engages with the interests of the outside world and what's on the mind of outsiders. There's weak management of expectations with the academic community - and a need for clarity and shared pathways for publicity. You're operating too much in the here and now and don't have the time to plan for future events, milestones and opportunities. You want to be more strategic in your comms and engagement - and make a real difference via attracting interest, income and investment. You don't have an integrated approach to comms (where content can be repurposed and recycled). You want more global reach and presence and can exploit digital tools to enable this. Additional Resources Academic Experts and the Media (PDF) This report, based on detailed interviews with some of the most media-experienced academics across the UK and United States draws on their experiences to identify lessons they can share in encouraging other academics to follow in their path. Download the UK Report Here Download the US Report Here The Complete Guide to Expertise Marketing for Higher Education (PDF) Expertise Marketing is the next evolution of content marketing. Build value by mobilizing the hidden people, knowledge and content you already have at your fingertips. This win-win solution not only gives audiences better quality content, but it also lets higher ed organizations show off their smarts. Download Your Copy Click Here for Additional Resources
$100K student scholarship pool available for 2022 summer courses in Ireland Six professors from Georgia Southern University’s College of Education (COE) recently broadened their horizons during a trip to Ireland as they learned from and shared insight with instructors and educational leaders in the Wexford County community. Led by Howard Keeley, Ph.D., director of the University’s Center for Irish Research and Teaching, COE faculty traveled to Georgia Southern’s learning center in Wexford, Ireland, to observe Irish educational settings and exchange ideas with local leaders just ahead of a summer study abroad program opportunity for Georgia Southern students in which $100,000 of scholarship funding is available. “The main thing we did was get in front of leaders in the education space in Ireland,” stated Keeley. “We spoke to a number of folks who are either principals or vice principals or, in some way, senior administrators in a variety of schools including all-boys, all-girls, religious, secular and mixed schools.” The group included Catherine Howerter, Ph.D., associate professor of elementary and special education; Kip Sorgen, Ph.D., assistant professor of leadership, technology and human development; Alex Reyes, Ph.D., assistant professor of middle grades and secondary education; Amanda Wall, Ph.D., associate professor of middle grades and secondary education; Betsy Barrow, Ed.D., assistant professor of middle grades and secondary education; and Dan Calhoun, Ph.D., professor of leadership, technology and human development. Reyes, who trains pre-service and in-service teachers to work with culturally and linguistically diverse students, was excited to travel to Wexford after a study abroad program in Czech Republic she spearheaded with Wall was canceled in March 2020 due to the pandemic. Intrigued by Ireland, a plurilingual country, she was curious to see how Wexford’s environment might benefit students culturally. “I thought it was really exciting,” said Reyes. “All of the street signs are in Irish, even though English is the main language spoken. That prioritizing of that cultural heritage is fascinating. It was great to learn that the students in their primary and secondary schools take Irish language and culture as a subject every year.” She was especially motivated by a field trip to an Irish-language school, Meanscoil Gharman, which serves middle and high school students. With the exception of one daily class in English, teachers and students conducted all lessons in Irish. “It was really interesting to see that perspective,” she said. “There has been a revitalization of that culture. I thought that was fascinating to see how that can be handled in school.” In addition, Reyes was duly impressed with the country’s prioritization of social and emotional literacy for children, and the mandated well-being hours that are incorporated into daily school routines as a result of the pandemic. A program that promotes hygiene and an anti-bullying campaign also fit into the wellness curriculum. “It really impressed me that as a nation they prioritize the wellness of students, and how language and cultures can really be supported in a meaningful way,” Reyes said. “It’s affirming to see a proactive approach that has positive outcomes. Now, thinking ahead, we can look at how we can create opportunities for our students to experience this kind of approach.” Sorgen, who teaches in the educational leadership program at Georgia Southern, was interested in Ireland’s professional preparation. “None of them had advanced degrees, like what we offer at Georgia Southern,” noted Sorgen. “Learning about how to be a principal in Ireland is on-the-job training. In Georgia, there are specific educational requirements for our school administrators guided by professional standards. In Ireland, they generally ascend through the ranks, which makes professional mentoring essential to their success. We are exploring ways our educational leadership students could learn from Irish administrators about their experience, specifically with mentoring.” He also foresees the international partnership as a two-way exchange. “Given educational leadership programs are not common in Ireland, our faculty are considering ways in which we could use our expertise to foster leadership development of principals and teachers in Wexford,” said Sorgen. “We would utilize the Georgia Southern Wexford campus to host some of these sessions, furthering Georgia Southern’s relationship within the Wexford community.” Keeley also arranged meetings with education policy makers, including an extended meeting with an Irish congressman who is a representative for the County of Wexford in the Irish national parliament and chairs the joint committee for the Irish equivalent of the House and Senate Committee on education and higher education. “That was a tremendous opportunity for our faculty to talk to somebody at the highest level of government in Ireland, creating Irish state policy on education,” said Keeley. “And I know from the feedback we got from our College of Education colleagues that particularly for those in higher education, that to them was a really useful, next-step experience.” The trip exceeded expectations. “It was a fantastic learning experience for everyone,” said Keeley. “We had lots of high-level and also very practical experiences, and I could see our College of Education team thinking, ‘How can I bring what I’m learning, what I’m experiencing in this moment, into my classroom, into my curriculum, into my prospective study abroad courses in a way to build student success for our Georgia Southern folks.’ I think it was a great visit.” Complementing the faculty’s trip, a COE Irish study abroad program on diverse education in Ireland was recently approved for Summer 2022 and will give education students the opportunity to take one or two courses with the study abroad component. This will be a part of a broader study abroad program in Wexford, presented by the Honors College and the Center for Irish Research and Teaching, with assistance from the Office of the Provost and the Office of Global Engagement. The costs for undergraduate students at Georgia Southern’s Wexford campus will be offset by a $100,000 scholarship fund with awards of $1,000 for each student accepted into the program. “For students traveling to Wexford, Ireland, this summer, we will be able to defray the cost of the program through a generous travel scholarship through the Georgia Southern University Foundation,” said Dustin Anderson, Ph.D., associate provost for Student Success. “The donation makes these the most affordable multi-week programs that we ever have been able to offer.” Keeley is thrilled the gifts from generous donors will enable a number of students to earn valuable global experiences. “For students to have an opportunity to have international lives is powerful, and it’s powerful in ways that sometimes we can’t even predict,” he said. “Just the very fact of being abroad is going to change any of us, right? It can have a really transformative effect to feel a sense that, you know, as a student, ‘I can do this,’ and then a sense after the fact, ‘I did this,’ and just that in itself is educational. Giving students a safe space in Wexford, Ireland, to grow and feel that they are in a sense global citizens and bring the best of America, bring the best of Georgia, bring the best of the states from Savannah to Ireland, and learn to be an ambassador. That’s wonderful.” In addition to the education courses, students will also be able to choose from a Wexford-Savannah honors inquiry and an interdisciplinary program open to all students on human migration with courses in geography, religious studies, public health and a CORE study abroad course. Students interested can learn more about the program by clicking here and can email Kristin Karam in the Office of Global Engagement for more information about the scholarships. Georgia Southern University-Wexford is a global hub for learning housed in a historic building constructed in 1812. The space now features state-of-the-art classrooms and student apartments. Georgia Southern is the first public university in the United States to open an outreach learning facility in Ireland. If you're a reporter looking to know more about this initiative, then let our experts help. Howard Keeley, Ph.D., is the director of the Center for Irish Research and Teaching at Georgia Southern University. He is available - simply click on his icon now to arrange an interview today.
Aston University appoints new Vice-Chancellor
Aston University is delighted to announce that Professor Aleks Subic has been appointed as its next Vice-Chancellor and Chief Executive. He succeeds Professor Alec Cameron, who stepped down after five years in December 2021. He will take up the post in August 2022, until which time Saskia Loer Hansen will continue in her role as Interim Vice-Chancellor. Dame Yve Buckland, Pro-Chancellor of Aston University, said “I am absolutely delighted at Professor Aleks Subic’s appointment. He joins the University at an exciting time and his wide experience of leadership across both academia and industry makes him a perfect fit for Aston University’s needs and ambitions.” Professor Subic said “I feel privileged at being given the opportunity to lead Aston University at this time. The University is renowned for its commitment to graduate employability, translational research and its engagement with business. “I look forward to continuing the momentum built up by Professor Alec Cameron and Saskia Loer Hansen, and I am ambitious to see Aston University continue to build on its reputation for high quality teaching, research and business engagement locally, nationally and internationally.” Saskia Loer Hansen, Interim Vice-Chancellor of Aston University, said “I should like to congratulate Professor Subic warmly on his appointment. His credentials as a leader, both in industry and in higher education, equip him for guiding Aston University to even greater success. “I am sure he will work rigorously to build on our achievements, promote the University worldwide and further strengthen our reputation as a leading university for business and enterprise.” Professor Subic is currently the Deputy Vice-Chancellor (STEM) and Vice President (Digital Innovation) at RMIT University, where he is responsible for leading the STEM College and Digital Innovation portfolio in Australia and globally. Prior to this appointment he was the Deputy Vice-Chancellor (Research & Enterprise) at Swinburne University of Technology, responsible for research, graduate studies, engagement and partnerships, advancement, innovation, enterprise, and commercialisation, leading the research transformation of the university towards top 2% in the world. Before that, he was the Executive Dean of Engineering at RMIT University, one of the largest engineering faculties in Australia, ranked in top 1% in the world and renowned for industry-partnered education and research. Concurrent with his academic appointments, Professor Subic has held notable appointments on the Australian Prime Minister's Industry 4.0 Taskforce and the Australian Advanced Manufacturing Council Leaders Group (Australian Industry Group). Previously he was the Director and Deputy Chair of the Australian Association of Aviation and Aerospace Industries, Director of Oceania Cybersecurity Centre Governing Board, Director of the Society of Automotive Engineers Australasia Board, Director of National Imaging Facility Governing Board, Director of Australian Housing and Urban Research Institute Governing Board, and Director of the Victorian Centre for New Energy Technologies Governing Board. He has served on a number of national and international research committees and expert panels, including as Chair of the European Research Council Expert Panel for Physical Sciences and Engineering, Technology Group of the Global Federation of Competitiveness Councils, Forbes Technology Council, Defence Materials Technology Centre, Editor and Associate Editor of international scholarly journals.