Professor Roslyn Bill is the director of Aston Institute for Membrane Excellence (AIME) The Big if True Science (BiTS) accelerator aims to bridge the gap between cutting-edge lab science and multi-million-dollar collaborative projects Professor Bill’s research is focused on the brain’s plumbing system and developing drugs against traumatic brain injury and cognitive decline. Professor Roslyn Bill, director of Aston Institute for Membrane Excellence (AIME), has been selected as an inaugural fellow of the new Big if True Science (BiTS) accelerator.
BiTS was set up by a non-profit organisation, Renaissance Philanthropy, to support its scientist and innovator fellows in developing groundbreaking research initiatives and equip them with the tools, skills, and networks needed to design high-impact, collaborative research programmes and technical projects with multi-million-dollar budgets beyond their own laboratories.
The first cohort of 12 fellows was selected after a highly competitive process. The cohort represents diverse fields including neuroscience, environmental engineering, biomedical research, and materials science. Over a 15-week period, they will transform their breakthrough concepts into fundable eight-figure R&D programmes, before pitching their ideas to funders on 10 December 2025.
Professor Bill’s research focuses on the glymphatic system, the brain’s ‘plumbing’ system, which facilitates the movement of fluid and clears waste products. Water moves in and out of brain cells through tiny protein channels in the cell membrane called aquaporins. Uncontrolled water entry, for example, after a head injury, can cause catastrophic swelling and severe brain injuries of the type suffered by racing driver Michael Schumacher after a skiing accident. When the flow is impeded, for example, as we age, waste products can build up, leading to diseases like Alzheimer’s.
In 2020, Professor Bill was lead author on a paper published in the prestigious journal Cell on how the flow of water through aquaporin-4 is controlled. She is now researching drugs to affect this process, which could have a huge impact on the treatment of traumatic brain injury and cognitive decline.
Professor Bill said:
“Every year, tens of millions of people are affected by injuries to their brains. Every three seconds, someone in the world develops dementia. There are no medicines that can fix these terrible conditions. Being an inaugural member of BiTS is a great honour, and I am delighted to be in the company of truly inspiring people. This exciting programme offers hope to patients for whom no medicines are available!”
Professor Sangeeta Khorana, professor of international trade policy at Aston University, has been made a Fellow of the Academy of Social Sciences
Fellows are elected for their contributions to social science, including in economic development, human rights and welfare reform
The 2025 cohort of 63 Fellows will join a 1,700-strong Fellowship with members from academia, the public, private and third sectors.
Professor Sangeeta Khorana, professor of international trade policy at Aston University, has been made a Fellow of the Academy of Social Sciences as part of the Autumn 2025 cohort.
The 63 new Fellows have been elected from 39 UK organisations, comprising 29 higher education institutions, as well as think tanks, non-profits, business, and from countries beyond the UK including Australia and China. The Academy of Social Science’s Fellowship comprises 1,700 leading social scientists from academia, the public, private and third sectors. Selection is through an independent peer review which recognises their excellence and impact.
Professor Khorana has more than 25 years of academic, government and management consulting experience in international trade. She has worked for the Indian government as a civil servant and on secondment to the UK Department for Business and Trade. Her expertise includes free trade agreement (FTA) negotiations and World Trade Organization (WTO) issues. As well as sitting on various expert committees, Professor Khorana is an advisor on gender and trade to the Commonwealth Businesswomen’s Network in London and serves on Foreign Investment Committee of the PHD Chambers of Commerce and Industry, India.
The Autumn 2025 cohort of Fellows have expertise in a range of areas including educational inequalities, place-based economic development, human rights protection, the regulation of new technologies, and welfare reform, highlighting the importance, breadth and relevance of the social sciences to tackling the varied challenges facing society today. As well as excellence in research and professional applications of social science, the new Fellows have also made significant contributions beyond the academy, including to industry, policy and higher education.
Professor Khorana said:
“I am deeply honoured to be elected a Fellow of the Academy of Social Sciences. This recognition underscores not only the importance of international trade policy as a driver of inclusive and sustainable growth, but also the role of social sciences in shaping fairer and more resilient societies. At Aston University, my research seeks to bridge academia, government and industry to inform evidence-based trade policy for global cooperation. I am proud to contribute to the Academy’s mission of demonstrating how social science knowledge and practice can address some of the most pressing challenges of our time.”
President of the Academy, Will Hutton FAcSS, said:
“It’s a pleasure to welcome these 63 leading social scientists to the Academy’s Fellowship. Their research and practical applications have made substantial contributions to social science and wider society in a range of areas from international trade policy and inclusive planning systems through to innovative entrepreneurship and governing digital technologies. We look forward to working with them to promote further the vital role the social sciences play in all areas of our lives.”
Professor Helen Higson OBE of Aston Business School, discusses why gamification is embedded in all of the School's postgraduate portfolio of degrees
Give the students something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results. (attributed to John Dewey, US educational psychologist (1859-1952)
Imagine you’re the CEO of a cutting-edge robotics firm in 2031, making high-stakes decisions on R&D, marketing and finance; one misstep and your virtual company could collapse. You win, lose, adapt, and grow. This isn’t a case study, it’s your classroom experience at Aston Business School in Birmingham.
Imagine you’re participating in Europe’s biggest MBA tournament, the University Business Challenge, where your strategic flair and financial acumen will be tested against the continent’s sharpest minds. Then you’re solving real-world sustainability crises in the Accounting for Sustainability Case Competition, crafting solutions that could be showcased in Canada.
What if you could do all this from your classroom seat, armed with only your MBA learnings, teamwork and the thrill of gamified learning.
At Aston, we believe the best way to master business is by doing business. That’s why we’ve embedded active learning through games, simulations, and competitions across all our postgraduate programs. The results? Higher engagement, deeper learning, and students who graduate with confidence and real-world skills.
Research says gamified learning boosts motivation, lowers stress, and helps students adopt new habits for lifelong success.
As educational researchers Kirillov et al. (2016) found, “Gamification creates the right conditions for student motivation, reduces stress, and promotes the adoption of learning material—shaping new habits and behaviours.”
This has led to what Wiggins (2016), calls the “repackaging of traditional instructional strategies”.
In Aston Business Sschool we have long embraced this approach as a way of increasing student outcomes and stimulating more student engagement in their learning. Our Centre for Gamification in Education (A-GamE), launched in 2018, is dedicated to advancing innovative teaching methods.
We run regular seminars with internal and external speakers showcasing gamification adoption, design and research and we use these techniques across the ABS in a wide range of disciplines. (We have included two examples of this work in our list of references.)
Furthermore, in 2021 we published a book which outlines the diverse ways in which we use these methods (Elliott et al. 2021). Subsequently, during 2024 we redesigned all our postgraduate portfolio of degrees, and as part of this initiative games and simulations were embedded across all programmes.
Why Gamification Works Through simulations like BISSIM, students step into executive roles, steering futuristic companies through the twists and turns of a dynamic marketplace.
A flagship programme running since 1981, BISSIM was developed in collaboration between academics from ABS and Warwick Business School, and every decision on R&D, marketing, or HR has real consequences as teams battle each other for the top spot. After each year of trading the results are input into the computer model. The results are then generated for each company in the form of financial reports, KPIs and other non-financial results and messages. Each team’s results are affected by their own decisions and the competitive actions of the other teams, as well as the market that they all influence. This year one of our academics, Matt Davies, has been awarded an Innovation Fellowship further to commercialise the game.
Competitions with Global Impact We also encourage students to take part in national and international competitions which have the same effect of developing their engagement with real-life business problems on a global scale.
Beyond the classroom, Aston students represent the university in major competitions like the University Business Challenge (in which ABS had the highest number of UK teams this year) and the Accounting for Sustainability (A4S) Case Competition, for which we are an “anchor business school”. Here, theory gets stress-tested against real-world scenarios and top talent from around the globe. The result? Award-winning teams, global experience, and friendships built under pressure.
At the heart of this approach is Aston’s Centre for Gamification (A-GamE), dedicated to making learning interactive, motivating, and fun. Regular seminars, fresh research, and close ties to industry keep the curriculum evolving and relevant, so students graduate ready to lead, adapt, and thrive in any business environment.
Why does it matter? In a volatile, fast-paced economy, employers appreciate agility, teamwork and decisiveness. At Aston, every simulation and competition is geared towards sharpening these skills. Graduates emerge not only knowledgeable, but prepared for the job market.
Engagement Our students have been embracing these opportunities. Six MBA/Msc teams developed their A4S videos, hoping to reach the final in Canada early in 2025, and three teams out of nine reached the national UBC finals.
Additionally, the BISSEM simulation has just finished inspiring another group of MBA students (particularly as the prize for the winning team was tickets to a game at our local Aston Villa premiership football (soccer) club, currently riding high in the league!). Typical feedback from non-Finance specialists is that they suddenly surprised themselves during their participation in the simulation and were reconsidering the options of taking a career in Finance. It seems that our original purposes have been met – increased confidence, passion, deep learning and engagement have been achieved.
To interivew Professor Higson, contact Nicola Jones, Press and Communications Manager, on (+44) 7825 342091 or email: n.jones6@aston.ac.uk Elliott, C., Guest, J. and Vettraino, E. (editors) (2021), Games, Simulations and Playful Learning in Business Education, Edward Elgar. Kirillov, A. V., Vinichenko, M. V., Melnichuk, A. V., Melnichuk, Y. A., and Vinogradova, M. V. (2016), ‘Improvement in the Learning Environment through Gamification of the Educational Process’, International Electronic Journal of Mathematics Education, 11(7), pp. 2071-2085. Olczak, M, Guest, J. and Riegler, R. (2022), ‘The Use of Robotic Players in Online Games’, in Conference Proceedings, Chartered Association of Business Schools, LTSE Conference, Belfast, 24 May 2022, p. 79-81. Wiggins, B. E. (2016), ‘An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education’, International Journal of Game-Based Learning (IJGBL), 6(1), 18-29. https://doi.org/10.4018/IJGBL.2016010102
