Posts in AMC Category

How to Write a 4* Journal Article

Professor Mark Reed, Professor of Socio-Technical Innovation at Newcastle University

In December, Prof Mark Reed, Professor of Socio-Technical Innovation at Newcastle University and the man behind Fast Track Impact, tweeted some thoughts on how to write a 4* paper for the REF and wrote a blog about it. This post is published here with the author’s permission.

How do you write a 4* paper for the Research Excellence Framework (REF)? It is a question I’ve asked myself with some urgency since the Stern Review shredded my REF submission by not allowing me to bring my papers with me this year to my new position at Newcastle University.

Obviously the answer is going to differ depending on your discipline, but I think there are a few simple things that everyone can do to maximize their chances of getting a top graded research output.

I’m going to start with the assumption that you’ve actually done original, significant and rigorous work – if you haven’t then there is no point in reading any further. However, as I am increasingly asked to pre-review papers for colleagues across a range of disciplines, I am seeing examples of people who write up work as a 2* or 3* paper that has the potential to get a better score. I should point out that I believe that there is an important role for 1* and 2* papers, and that I regularly write these on purpose to address a problem of national significance and frame it for the specific, narrow audience that is likely to be able to benefit most from my work. However, whether I like it or not, as a Professor in a research-intensive University, there is an expectation that I will be submitted as a 4* researcher, which means I need a few 4* papers as well.

You can see some more detailed thoughts on what I think makes 4* for different types of paper in this Tweet:

https://twitter.com/profmarkreed/status/801348612345253888/photo/1

As you’ll see from the discussion under that tweet though, my more detailed thoughts probably only apply to Units of Assessment across panels A-C, and probably isn’t relevant to the arts and humanities.

Having said this, I think there are a number of things we can all do to maximize the chances of our work being viewed favourably by REF panelists.

  1. Write to the criteria:when I was learning to drive, my instructor told me that in the test I should make sure I moved my head when I was looking in the rear view mirror, to make sure the examiner noticed I was using my mirrors. We’re all used to writing to the criteria of funding calls, and in fact we are all perfectly used to writing papers to the criteria of our target journals. In the last REF, research outputs were judged against three criteria: originality, significance and rigour. Whatever the interpretation of these criteria in your discipline, have you made it explicit to REF panelists reading your work exactly what is original, and why it is so original? Have you explained and effectively justified the significance of your work? And have you included evidence that your methods, analysis and interpretation is rigorous, even if you have to use supplementary material to include extra detail about your methods and data to get around journal word limits?
  2. Get REF feedback before you submit your work for publication:find out who is going to be reviewing research outputs for REF internally within your Unit of Assessment at your institution and ask them to review your work before you submit it. They may be able to make recommendations about how you might improve the paper in light of the REF criteria. Sometimes a little bit of extra work on the framing of your research in relation to wider contexts and issues can help articulate the significance of your work, and with additional reading and thinking, you may be able to position your work more effectively in relation to previous work to demonstrate its originality more clearly. Adding a few extra details to your methods and results may re-assure readers and reviewers that your approach is indeed rigorous. This is not just about doing world-leading research; it is about demonstrating to the world that your work is indeed world-leading. For me, these criteria are nothing new and are worth paying attention to, whether or not we are interested in REF. Meeting these three criteria will increase the chances that you get through peer-review and will increase the likelihood that your work gets cited.
  3. Analyse and discuss good practice in your own area: the only way to really “get your eye in” for REF is to actually look at examples of good and poor practice in your own area. Below, I’ve described how you can design an exercise to do this with your colleagues. You can do it yourself and learn a lot, but from my own experience, you learn a lot more by doing this as a discussion exercise with colleagues who work in your area. If you can, take notes from your discussion and try and distill some of the key lessons, so you can learn collectively as a group and more effectively review and support each other’s work.

How to organize a discussion to work out what makes a 4* paper in your area:

  • Identify top scoring institutions for your Unit of Assessment (UOA): download the REF2014 results, filter for your UOA (columns E or F), then filter so it only shows you the outputs (column J), and then filter for 4* (column L), showing only the institutions from your UOA that had the highest percentage of 4* outputs. Now for those institutions, look across the table (columns L-P) to see which has the highest proportion of outputs at either 3* or 4*. For example, an institution may have 80% of its outputs graded at 4* and 15% graded at 3*, meaning that 95% of its outputs were graded at 3-4*
  • Download a selection of papers from the top scoring institutions: go to your UOA on the REF website, find and click on the institutions you’ve identified in step 1, under “view submission data”, click on “research outputs”, copy and paste output titles into Google Scholar (or your search engine of choice) and download the articles. You may want to select outputs randomly, or you may want to go through more selectively, identifying outputs that are close to the areas your group specialize in
  • Repeat for low scoring institutions so you can compare and contrast high and low scoring outputs
  • Discuss examples: print copies of the high and low scoring outputs, labeled clearly, and in your next UOA meeting, let everyone choose a high and a low-scoring example. Given them 10-15 minutes to quickly read the outputs (focusing on title, abstract, introduction, figures and conclusions so you’re not there all day) and then ask the group (or small groups if there are many of you) to discuss the key factors that they think distinguish between high and low scoring outputs. Get your group(s) to distill the key principles that they think are most useful and disseminate these more widely to the group, so that anyone who wasn’t present can benefit.

It would be great if I could tell you that these are my “three easy ways to get a 4* paper” but doing work that is genuinely original, significant and rigorous is far from easy. If you have done work that is of the highest quality though, I hope that the ideas I’ve suggested here will help you get the credit you deserve for the great research you’ve done.


ESRC Festival of Social Science 2017 – Call for Proposals

ESRC Festival 15th Year BannerBuilding upon the successful collaboration from last year, University of Salford will partner with the Economic and Social Research Council, the University of Manchester and Manchester Metropolitan University to deliver the ESRC Manchester Festival of Social Science.

The aim of the Festival is to showcase Manchester social science research to a broad non-academic audience. Last year we hosted an eclectic blend of activities designed to celebrate the social sciences, including discussions and debates, exhibitions, schools visits, workshops, and lots more.

The call for applications is now open. The Festival runs from 4-11 November and will involve academics working alongside community and cultural partners to create engaging and inspiring research-led events, aimed at a broadly non-academic audience. The goal is to provide an insight into the many ways social science contributes to social, economic and political life across our cities, regions and beyond.

Any researcher or team can apply to hold an event under the ESRC Festival banner. Applicants can also request up to £1,000 sponsorship from the University of Salford to hold an event as part of the Festival. This will also be an excellent opportunity to tag these events to the University’s 50th anniversary celebrations. Events must include social science and seek to engage groups outside of academia including young people, third sector organisations, business, local government, policy makers and the general public.

We particularly welcome applications that:

  • Seek to bring together two or more festival partners
  • Seek to deliver interdisciplinary events
  • Consider the role and future of social science as a discipline
  • Involve early career researchers
  • Address issues pertinent to the Manchester city-region

For inspiration and ideas for the kind of event you might run, you can find out about the 2016 events at www.esrcmanchesterfest.ac.uk

Please note, applications SHOULD NOT be made directly to the ESRC, but rather via the University of Salford. The application deadline is 4pm on Friday 5th of May. The application form and guidance can be requested through research-impact@salford.ac.uk.

Further details can be found on the ESRC website, including eligibility criteria: www.esrc.ac.uk/public-engagement/festival-of-social-science/apply-to-organise-an-event/

 


Salford Military Historians Deliver Papers at Practitioner Conference at Pembroke College, Oxford

On Monday, 6 March 2017, three Salford academics delivered papers at a one-day conference held at Pembroke College, Oxford. The conference on ‘Military Doctrine: Past, Present and Future’ saw historians and armed forces practitioners meet to discuss the way in which military doctrine has been formulated and disseminated in the past, with a discussion on how past and current experience can inform future practice. The conference was hosted by the Oxford Changing Character of War (CCW) Programme. Three Salford military historians – Dr Brian Hall, Professor Alaric Searle and Dr James Corum – delivered papers, together with other academics and several practitioners.

Dr Brian Hall, Prof Alaric Searle and Dr James Corum at Pembroke College

Dr Brian Hall, Prof Alaric Searle and Dr James Corum at Pembroke College

 

‘The idea for the conference emerged after a discussion I had with Dr Robert Johnson, Director of the CCW Programme, while I was a Visiting Fellow at Pembroke last semester’, explained Alaric Searle, Professor of Modern European History in the School of Arts and Media. ‘The basic idea was that if we considered how military organisations had developed their doctrines from a historical perspective there might be lessons which contemporary military organisations could draw to inform future practice. If we invited those who had written recent doctrine, then that would create a discussion between practitioners and historians.’

 

Military doctrine is, in essence, what armies put in their manuals; the process itself can be very contentious, often leading to major internal controversies inside armed forces. The aim of the conference was to provide an international, historical perspective, and combine these papers with presentations by those who had been involved in the process in the past. Professor Searle began the conference with an overview of historical experience and the lessons which suggested themselves. Dr Brian Hall, Lecturer in Contemporary Military History, offered a case study of British communications doctrine in the First World War. Dr James Corum, Lecturer in Terrorism and Security Studies, one of the co-authors of the US Army FM 3-24: Counterinsurgency manual of 2006, written under the direction of General David Petraeus, reported on the experience of doctrine-writing for what has turned out to be the most down-loaded field manual in history.

 

The conference provided an opportunity for Salford to showcase its expertise in both military history and high-level practitioner experience. Professor Searle noted: ‘It is always very pleasurable as a historian to be able to engage in debate with military professionals and test one’s ideas and interpretations with those who have been involved in real-world policy making, even if it is at times slightly intimidating to be debating with high-ranking officers. However, my experience has been that quality research can very often throw interesting new perspectives on practical problems.’ He added: ‘While the general public often regard history as something which is not particularly practical, it often is extremely useful for policy-makers. Events such these demonstrate the relevance and importance of historians and political scientists for the University of Salford’s ICZ agenda.’


Salford Professor’s Book Launch at Pembroke College, Oxford

Armoured Warfare Book CoverAlaric Searle, Professor of Modern European History in the School of Arts and Media, was able to launch his new book, entitled Armoured Warfare: A Military, Political and Global History, at a conference at Pembroke College, Oxford, last week. Following a one-day conference on ‘Military Doctrine: Past, Present and Future’, he was interviewed by the Director of the Oxford Changing Character of War Programme Director and Senior Fellow at Pembroke College, Dr Robert Johnson, on his motivation for writing the book and which trends he anticipated in armoured warfare over the next two decades.

‘Holding the book launch at the end of the one-day conference on military doctrine seemed to be a particularly good way of publicising it’, said Alaric. ‘For one, the role of military doctrine has been absolutely central to the development of armoured warfare since the first appearance of the tank in the First World War. Moreover, what better way to showcase the book than in front of an audience of military historians and professional soldiers.’ He added: ‘It might seem a little intimidating to be answering questions about a military subject as technical as armoured warfare when several retired generals are sitting in the audience. However, the book has been the product of many years of research, so I feel fairly confident about the views I have expressed in the book.’

 

Book Launch TableThe book, which was published by Bloomsbury Academic last month, was conceived as a textbook for university undergraduate and postgraduate students. What is unusual about it is that it is the first work to consider both the global aspects of the subject, but also include the history of the politics of armoured vehicles and the political symbolism with which they have been invested. As Alaric noted: ‘There have been many, many books written on specific armoured vehicles, but there has been until now no one single volume which provides a reliable guide to the subject suitable for students. I was also able to persuade the publisher to include an extensive bibliography, so that students can follow up individual subjects which interest them.’

 

The presentation of the book was followed by a wine reception at which conference participants could purchase a copy of the book and network.

 


Publishing in Scholarly Journals

Peer review of scholarly writingAs a researcher, sharing your work is essential to furthering the discussion, development and potentially even funding of your findings. The sheer quantity of guides available on “how to write” and “how to target X journal” perhaps signifying the impact of targeting the right place and the best audience for your research.

Before reaching the stage of submitting in the hope of publication, many publishers expect researchers to have already made some key considerations:

  1. Is your research original, engaging, innovative?
  2. Who do you expect to be the audience for your research?
  3. Which journal(s) do you think might be interested in accepting your article for publication and does your article fit with their aims, scope and style?
  4. What are your open access needs?
  5. Is your manuscript suitably and well written (free from grammatical error, solid narrative, clear abstract and conclusions) in accordance with the journal’s style guide?

Your researching peers and foremost, your supervisor, are the best place to start for advice on where to publish and whether your manuscript is ready. Then, once you think you have found the right journal for your article, you should read their Author’s Guide and make sure you can freely submit to them as some journals are invitation-only.

Read more…..


PhD student secures funding for international performances

Stockholm’s DansmuseetSalford doctoral candidate Manoli Moriaty is a composer and performer researching collaborative interdisciplinary arts. Last year he was supported by Arts Council Englad in working with Swedish dancer and choreographer Teresia Björk on Vi-We-Nous, a stage work based on the life of Swedish artists and activist Siri Derkert, which was performed in Beijing and Stockholm. He writes about his experience of working abroad.

_Teresia invited me to create and perform the score and sound design for her work Vi-We-Nous, the second piece of the trilogy Teresia had written based on the life of seminal Swedish artist and activist Siri Derkert. The performance schedule involved programming at the second edition of the Beijing New Dance Festival at the end of August, and further four at Stockholm’s Dansmuseet (Dance Museum) in mid-October.

The 45’ piece was developed at a series of rehearsals during August in Stockholm ahead of the trip to China. The collaborative process involved Teresia providing a conceptual narrative on which I was to respond through the sonic material composed on my laptop. The material were then compiled into an arrangement over which the choreography was written. One of the score’s most fascinating and yet challenging aspects was that while the arrangement allowed for improvisation during performance, it was arranged on a rigid timeline which required accuracy in initiating and manipulating specific sounds. Further to this, the final mix of the score needed to remain flexible as to accommodate the vastly different spaces and respective sound systems that it would be performed at.

Vi-We-Nous BeijingVi-We-Nous was premiered at the 9 Theatre of the Chaoyang Cultural Centre in Beijing, with the festival including works by international dance companies such as Dansema Dance Theatre and Compagnie Marie Chouinard. The programme was adventurous and experimental, which was one of the aims of the festival as means of introducing local audiences to artistic creations that had little previous exposure in China. Our two performances were presented at the TNT Stage, with audiences of up to 300 people providing a warm reception and positive feedback after each showing. This sentiment was also reflected in the dance workshop we conducted ahead of the first performance, with participants responding enthusiastically to both Teresia’s guidance and the sounds I had prepared for the session.

The second round of performances were programmed by the Dansmuseet in Stockholm, with four showings scheduled for the second week of October. The stage was set at the museum lobby, a narrow space with high ceiling, which proved to be a substantial challenge in setting up the sound system in a way as to accurately reproduce the score. All four performances were well attended, with the space able to accommodate up to 40 people, with the second evening also including a discussion between the audience and the performers. The feedback was again particularly favourable for the work, even more due to the local audience’s familiarity with Siri Derkert and Teresia’s previous work in Sweden and abroad. This was reinforced by favourable reviews in two of Stockholm’s daily newspapers, Dagens Nyheter and Svenska Dagbladet.

Developing Vi-We-Nous was one of my most significant works to date, and I kindly thank Teresia Björk for providing me this opportunity. My participation was made possible through support from the Artists International Development Fund by Arts Council England. The AIDF scheme is aimed at supporting emerging artists in collaborating with international practitioners and organisations, and I am particularly grateful to the Arts Council’s team in providing me with excellent support and guidance in completing and managing the fund. I also extend warm gratitude for their support to Mathias Lafolie, cultural director of the Swedish Embassy in Beijing, Xi Zhao, founder of the Beijing New Dance Festival, and Erik Näslund, director of the Dansmuseet.

More details and video of Vi-We-Nous can be found at manolimoriaty.wordpress.com/vi-we-nous/


University of Salford launches first student safety and wellbeing accreditation scheme developed by the Design Against Crime Solution Centre

 

 

A new accreditation scheme launched by the University of Salford has been developed by the Design Against Crime Solution Centre with the Head of Security at Salford that will make it easier for prospective students and their parents to identify safe universities in the UK.

All higher education institutions across the UK are now being encouraged to join ProtectED an accreditation scheme assessing the work done by universities to ensure their students’ safety, security and wellbeing.

They can then work towards accreditation by providing details about the services and structures they provide to enable students to avoid problems and achieve their full potential.

 

ProtectED is the first accreditation scheme in the UK’s higher education sector to comprehensively consider practices across the areas of student safety, security and wellbeing.

It is founded on the belief that HEIs have a critical role to play in student safety, security and wellbeing — one that does not end at campus boundaries but encompasses the wider student experience.

Professor Helen Marshall, Vice-Chancellor of the University of Salford, said: “An issue which the higher education sector has grappled with for years is that institutions have varied and different ways of considering the safety and wellbeing of their students, without a higher education specific code of practice and benchmark for policies and best practice.

“These are huge issues to students and parents, but up until now there has been no standard way of benchmarking and assessing how effectively universities manage the issue. I really welcome this work developed by our dedicated and internationally-recognised security and community relations team at Salford.”

Through the accreditation process, ProtectED will gain insight into issues and collect evidence on what works. This will be anonymised, aggregated and analysed, and findings shared with members, enabling them to focus resources on effective strategies that provide demonstrable benefits.

ProtectED accreditation focuses on five areas: Core Institutional Safety and Security – covering campus security measures; Wellbeing and Mental Health; International Students; Harassment and Sexual Assault; and the Student Night Out.

There are 2.3 million university students in the UK’s 162 HEIs — more that the population of Qatar. Office of National Statistics figures show full-time students are more at risk than the general population of being victims of crime, while an NUS survey of more than 1,000 students found 78 per cent had experienced mental health issues during the previous year.

ProtectED brings together university staff and students in tackling these issues, and requires HEIs to implement practical measures. For example, ProtectED universities will deliver training and awareness-raising initiatives to highlight the support available to students, and to facilitate conversation around sensitive subjects such as mental ill-health and sexual assault.

Research suggests that international students are particularly concerned about safety in their choice of where to study overseas.

Helen Clews, External Relations Adviser for the British Council and member of the ProtectED Advisory Board, said: “Personal safety in the UK for students, their dependents, visitors and workers coming to the UK is a duty of care the British Council takes very seriously and we work with partners such as ProtectED to help international students take care of themselves and settle happily into their community.”

Student retention is another significant issue. According to the Higher Education Statistics Agency, 26,000 UK students failed to complete their first year in 2010/11. ProtectED is based around the need for effective prevention, early intervention and timely support, raising levels of student satisfaction and enabling more students to complete their studies.

Mark Sutton, chairman of the Association of University Chief Security Officers (AUCSO), said: “The ProtectED code of practice gives a clear opportunity to benchmark processes and procedures that will allow universities to focus on sector best practice, continuous improvement and the student experience. It will raise standards throughout HE and therefore I fully support this excellent initiative.”

Ben Lewis, chairman of the Association of Managers of Student Services in Higher Education (AMOSSHE), said: “ProtectED gives real potential for institutions to think more strategically about how they structure their security and support services, how they work with one another and how they can improve all aspects of the student experience. AMOSSHE is fully supportive of the work being led by ProtectED and the team at Salford University.”

Dave Humphries, Director of Partnerships & Interventions at the Security Industry Authority, said: “As the UK Government’s regulator of private security, we support the ProtectED initiative as it is an innovative way to ensure a higher university security standards. We have been pleased to work alongside colleagues at the University of Salford.”

Institutions wanting to join must sign up to the five key ProtectED Principles, committing to adopting within their policies, structures, processes and culture.

To gain accreditation, applicant institutions must self-assess their own policies, processes and practice against the ProtectED Code of Practice. This is followed by peer review and a verification visit by a ProtectED approved assessor and student assessors.

Membership is open from Monday 6 February 2017, with the first group of ProtectED Accredited Institution award holders expected to be certified in early 2018.

For more information, visit www.Protect-ED.org, follow @ProtectED_HEI or email info@protect-ed.org

ENDS

Notes to Editors:

  1. ProtectED has benefitted from the support and guidance of organisations including the Association of University Chief Security Officers (AUCSO), the British Council, the Security Industry Authority (SIA), the Association of Managers of Student Services in Higher Education (AMOSSHE), the University Mental Health Advisers Network (UMHAN), Greater Manchester Police, student insurers Endsleigh, International Professional Security Association (IPSA), National Landlords Association, College & Universities Business Officers (CUBO).
  2. The launch of the ProtectED Code of Practice is especially timely given the publication in October 2016 of the Universities UK ‘Changing the Culture’ task force report, which examines violence against women, harassment and hate crime affecting university students. For example, the National Union of Students (NUS) ‘Hidden Marks’ report (2010) found that 68% of female students experienced one or more incidents of sexual harassment at university — a problem that has been increasingly reported upon in recent months. Further, the NUS ‘No Place for Hate’ survey (2012) found that 18% of students from ethnic minority backgrounds described experiencing at least one racial hate incident whilst at university. The Universities UK Task Force report clearly signals that HEIs can no longer continue to ignore these issues. The ProtectED Code of Practice incorporates all of the report’s recommendations and goes further in addressing staff-to-student sexual harassment, hate crime and cyber bullying.
  3. The wide-ranging measures contained in the ProtectED Code of Practice (the indicators universities must meet to achieve accreditation) were developed using an evidence-based approach. To better understand the issues facing contemporary HEIs and their students, the ProtectED team conducted a literature review of the mental health and wellbeing of students and young adults. They also ran focus groups with University Security Managers, Police Higher Education Liaison Officers and Students Union Sabbatical Officers, and surveyed 800 university NUS students.
  4. Eric Baskind, senior lecturer in law and consultant in violence reduction at Liverpool John Moores University, and a member of the ProtectED Advisory Board, said: “ProtectED provides institutions with an excellent tool for implementing best practice procedures and improving campus safety and thereby enhancing the student experience. It is an excellent initiative and has my full support.”
  5. It is proposed that the ProtectED accreditation scheme will eventually be expanded to cover UK further education (FE) colleges, as well as universities in other parts of Europe.

For press enquiries please contact: Conrad Astley, Senior Press and PR Officer, University of Salford at c.l.astley@salford.ac.uk  / +44 (0) 161 2956363


Salford-Nankai Cooperation Up and Running

Prof Alaric Searle, who was appointed Distinguished Visiting Professor in the Faculty of History, Nankai University, Tianjin, PRC, in June of last year, has already started to cooperate with staff from Nankai. Within the framework of his recent Visiting Fellowship to Pembroke College, Oxford, and the Changing Character of War (CCW) Programme in particular, undertaken during his sabbatical in Semester 1 of AY 2016/17, Alaric was able to arrange a guest lecture in Oxford by Dr Wang Wei of Nankai.

Dr Wang, Lecturer in International History in the Faculty of History at Nankai, delivered a talk on 23 January as part of the CCW lecture series entitled, ‘British Planning for the Postwar World Order: The Role of the Foreign Research and Press Service, 1939-43’ at Pembroke College. Alaric commented: ‘It was one of the great blessings of the Visiting Fellowship on the CCW Programme in Oxford that I was able to make the suggestion that Dr Wang deliver a lecture at Pembroke. I am most grateful to the Director of CCW, Dr Rob Johnson, for agreeing so readily to the suggestion. It is one example of the type of cooperation which I am hoping to pursue with the Faculty of History at Nankai in the future.’

 

Nankai Lecture

During the course of the visit to Oxford, Prof Searle and Dr Wang also had the opportunity to meet with Rana Mitter, Professor of the History and Politics of Modern China, at the University of Oxford China Centre. Prof Mitter, who is well-known for his research on twentieth century Chinese history, most recently through his book China’s War with Japan, 1937-1945: The Struggle for Survival (2013), discussed a variety of topics and projects relating to Chinese history with Alaric and Wei.

China Centre Building University of Oxford

Dr Wang is currently spending a year in the Department of International History, London School of Economics, as a Visiting Scholar. Wei commented: ‘I am immensely grateful to Professor Alaric Searle for making it possible for me to give talks in Oxford and soon in Salford. I look forward to visiting Salford; and, I hope more staff and students from Salford can come and visit Nankai in the future.’

Dr Wang will be visiting Salford University in April/May of this year and will be delivering a guest lecture. She also intends to take the opportunity to conduct archival research in the People’s History Museum and the Working-Class Movement Library. Alaric noted: ‘I am delighted that Wei is able to come to Salford. Much of her research intersects well with the interests of staff in Politics and Contemporary History. It will be a great way to cement the relationship with Nankai and for students and colleagues in English, Politics and Contemporary History to get to know her as well. We look forward immensely to hosting her for two weeks in Salford.’

 


Martin Bull honoured by Academy of Social Sciences

Professor Martin BullCongratulations to Professor Martin Bull from the School of Arts & Media who was recently made a Fellow of the Academy of Social Sciences.

Martin joins the latest list of distinguished social scientists to be conferred with the award. The new Fellows are drawn from across the spectrum of academia, practitioners and policymakers. They have been recognised for the excellence and impact of their work through the use of social science for public benefit. This includes substantial contributions and leadership in higher education, government, public health and social policy, funding councils, charitable foundations and think tanks.

Announcing the conferment, Professor Roger Goodman FAcSS, Chair of the Academy, said: “I am delighted that we have been able to confer a Fellowship on all these eminent social scientists. It is particularly gratifying to include a larger number of economists, policy makers and practitioners on this occasion. This is a result of our work to see representation from these areas increased to maintain balances between the individual disciplines and between academics and those working in the policy and practice communities. This gives the Academy legitimacy to speak on behalf of the social science community as a whole.”

A proud Martin added: “I am very pleased and honoured to be appointed as a Fellow to the Academy. In view of the current state of politics in advanced western democracies, there has never been a greater need for strong, inquisitive and impartial research in the political and social sciences, and the Academy is an essential means of us meeting that goal.”


English student flies the University of Salford flag

zahra darabkhaniEnglish student Zahra Gohari Darabkhani has been flying the University of Salford flag in her local community. 19-year-old Zahra recently attended a careers day at the Mohebban Al Mahdi Youth Foundation community group, talking to prospective students about the great learning experience she’s having at the University.

The community group in Gorton, founded in 1994, organises recreational, social and interfaith activities for the local community. There she spoke to GCSE and A Level students about her English studies and even handed out undergraduate guides about the course.

“I attended the careers day as I wanted to help young people in my community. Students were definitely interested to learn more about English at Salford – I had a lot of questions about the lectures in particular,” says Zahra. “I made sure everyone I spoke to was invited to the next Open Day.”

Zahra will be attending the University’s Open Day on the 29 October 2016. “I’m really looking forward to it. I’m an enthusiastic person so excited to talk to people about my life as a student and hear about other people’s aspirations,” she said.

You can find out more about the next Open Day here.