Regional Working in the East of England: Using the UK National Standards for Public Involvement

Plain English summary: Involving patients and members of the public to help shape and carry out research is recommended in health research in the United Kingdom (UK). There are a number of regional networks of Patient and Public Involvement (PPI) groups, which support the collaboration between researchers, patients and public members. We are a group of researchers, patients and public members who came together via a PPI regional network in the East of England to collaborate on a research study about the extent of feedback from researchers to PPI contributors.The aim of this paper is to use the recently developed UK National Standards for Public Involvement to structure our thinking about what worked well and what did not, within our recently completed study. We believe this paper is one of the first to use the National Standards to structure a retrospective reflection on PPI within a study.Our findings showed that there are benefits of regional working, including easier access to public members and bringing together researchers, public members and those who run PPI groups for research collaboration. The main challenges included involvement of people before studies are funded and working across organisations with different payment processes.The National Standards for Public Involvement has provided a useful framework to consider how best to involve patients and members of the public in research and could be a helpful structure to reflect on successes and challenges in individual projects and also regional, national or international comparisons of PPI in research. Abstract: Background Regional networks of Patient and Public Involvement (PPI) organisations, including academic institutions, health and social care services, charities, patient and public groups and individuals, can play an important part in carrying out health research. In the UK, recommendations by the National Institute of Health Research (NIHR) encourage the use of regional, collaborative networks with shared resources and training. Methods The newly developed UK National Standards for Public Involvement were used as a framework for a retrospective reflection of PPI within a recently completed research study which focused on feedback from researchers to PPI contributors. PPI contributors, those running PPI groups (PPI leads) and researchers involved in the study have contributed to this reflection by completing evaluation forms throughout the research alongside notes of meetings and co-authors' final reflections. Results Results revealed a number of successes where the regional network was particularly useful in bringing together PPI contributors, those who lead PPI groups and researchers. The regional network helped researchers to get in touch with patients and members of the public. Challenges included involving people before funding and bureaucratic and financial barriers when working across different organisations in the region. The importance of working together in flexible, informal ways was key and on-going support for the PPI contributors was vital for continued involvement, including emotional support not just monetary. The first four National Standards of inclusive opportunities, working together, support and learning and communications were particularly useful as means of structuring our reflections. Conclusions To our knowledge, this is one of the first research studies to use the UK National Standards for Public Involvement as a framework to identify what worked well and the challenges of PPI processes. It is suggested that as more reflective papers are published and the National Standards are more widely used in the UK, many lessons can be learnt and shared on how to improve our Patient and Public Involvement within research studies. Evaluations or reflections such as these can further enhance our understanding of PPI with implications for regional, national and international comparisons.Peer reviewedFinal Published versio

Socioeconomic Inequalities in Access to Elite Occupations

This thesis explores socio-economic inequalities in access to ‘elite’ professional or managerial occupations in the UK with a particular focus on inequalities in ‘non-educational’ attributes. Social gradients in educational attainment are often the primary focus when explaining barriers to elite occupations, however they are unable to fully explain socio-economic gaps in access. This thesis therefore extends the study of access to elite occupations, by moving beyond educational attainment to consider a range of other barriers which are widely discussed in academic and policy circles but are under-researched quantitatively. The findings provide new empirical evidence on the importance of social capital (in the form of relevant personal networks and work experience which influence career choice), non-cognitive skills (often termed soft skills or personality traits) and career self-management (such as career aspirations, promotion- or challenge-seeking values, work experience, commercial awareness and the use of networks for educational or career guidance) for gaining access to elite occupations and creating barriers to these careers for young people from less advantaged backgrounds. The thesis also makes several other contributions. It empirically shows how social background and gender intersect to provide a large ‘triple advantage’ for males from higher socio-economic backgrounds over females from lower socio-economic backgrounds when accessing elite careers. Methodologically it shows the benefit of analysing elite occupational outcomes over multiple waves of survey data rather than a single mid-career snapshot which is common in related literature but underestimates levels of access to elite occupations as it conflates access (whether individuals enter these careers) and retention (whether they remain in these careers). It also demonstrates the significant research value of using newly available recruitment data from employers to disentangle the role of aspirations (who applies) and recruitment processes (who is rejected by employers) in driving inequalities in access to elite occupations

The NeST (neoadjuvant systemic therapy in breast cancer) study - Protocol for a prospective multi-centre cohort study to assess the current utilization and short-term outcomes of neoadjuvant systemic therapies in breast cancer.

INTRODUCTION: Neoadjuvant systemic therapy (NST) has several potential advantages in the treatment of breast cancer. However, there is currently considerable variation in NST use across the UK. The NeST study is a national, prospective, multicentre cohort study that will investigate current patterns of care with respect to NST in the UK. METHODS AND ANALYSIS: Phase 1 - a national practice questionnaire (NPQ) to survey current practice.Phase 2 - a multi-centre prospective cohort study of breast cancer patients, undergoing NST.Women undergoing NST as their MDT recommended primary breast cancer treatment between December 2017 and May 2018 will be included. The breast surgery and oncological professional associations and the trainee research collaborative networks will encourage participation by all breast cancer centres.Patient demographics, radiological, oncological, surgical and pathological data will be collected, including complications and the need for further intervention/treatment. Data will be collated to establish current practice in the UK, regarding NST usage and variability of access and provision of these therapies. Prospective data on 600 patients from ~50 centres are anticipated.Trial registration: ISRCTN11160072. ETHICS AND DISSEMINATION: Research ethics approval is not required for this study, as per the online Health Research Authority decision tool. The information obtained will provide valuable insights to help patients make informed decisions about their treatment. These data should establish current practice in the UK concerning NST, inform future service delivery as well as identifying further research questions.This protocol will be disseminated through the Mammary Fold Academic Research Collaborative (MFAC), the Reconstructive Surgery Trials Network and the Association of Breast Surgery. Participating units will have access to their own data and collective results will be presented at relevant conferences and published in appropriate peer-reviewed journals, as well as being made accessible to relevant patient groups

Key Issues that apply to Wireless Local Area Networks (WLANs) Technology from a Study of the Chinese Campuses and UK Equivalent

With wireless technology developing quickly, the wireless network service has become more popular on university campuses. More and more universities provide wireless Internet access to all users in academic buildings and students villages and throughout the entire campus. The availability of wireless APs (Access Points) throughout campus offers many educational opportunities and learning benefits for faculty, staff and students. Compared with the wired local area network, WLANs (Wireless Local Area Networks) have many advantages, particularly in the area covered. However there are some issues with WLANs that are problematic for network managers such as usage, the signal stability and security. This investigation focuses on technical issues surrounding WLANs on the university campuses. Comparisons are made between the usage on campuses in the UK and China and a traffic model is created to enable simulations to be run on OPNET. This enables infrastructure comparisons to be made between different WLAN technologies such as WiFi and WiMAX and, following the analysis, conclusions to be drawn

Characterising the research profile of the critical care physiotherapy workforce and engagement with critical care research: a UK national survey

This is an Open Access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/Objective: To characterise the research profile of UK critical care physiotherapists including experience, training needs, and barriers and enablers to engagement in critical care research. 'Research' was defined broadly to encompass activities related to quantitative and qualitative studies, service evaluations, clinical audit and quality improvements. Design: Closed-question online survey, with optional free-text responses. Setting: UK critical care community. Participants: UK critical care physiotherapists, regardless of clinical grade or existing research experience. Results: 268 eligible survey responses were received during the 12-week study period (21 incomplete, 7.8%). Respondents were based in university-affiliated (n=133, 49.6%) and district general (n=111, 41.4%) hospitals, and generally of senior clinical grade. Nearly two-thirds had postgraduate qualifications at master's level or above (n=163, 60.8%). Seven had a doctoral-level qualification. Respondents reported a range of research experience, predominantly data acquisition (n=144, 53.7%) and protocol development (n=119, 44.4%). Perceived research training needs were prevalent, including topics of research methods, critical literature appraisal, protocol development and statistical analysis (each reported by ≥50% respondents). Multiple formats for delivery of future research training were identified. Major barriers to research engagement included lack of protected time (n=220, 82.1%), funding (n=177, 66.0%) and perceived experience (n=151, 56.3%). Barriers were conceptually categorised into capability, opportunity and motivation themes. Key enabling strategies centred on greater information provision about clinical research opportunities, access to research training, secondment roles and professional networks. Conclusions: UK critical care physiotherapists are skilled, experienced and motivated to participate in research, including pursuing defined academic research pathways. Nonetheless wide-ranging training needs and notable barriers preclude further involvement. Strategies to harness the unique skills of this profession to enhance the quality, quantity and scope of critical care research, benefiting from a multiprofessional National Clinical Research Network, are required.Peer reviewedFinal Published versio

Remote from what? Perspectives of distance learning students in remote rural areas of Scotland

Distance learning is seen as the obvious answer for remote learners, and the use of online media is expected to overcome any access difficulties imposed by geographical distance. However, this belief may be obscuring our understanding of the role that location and individual circumstances have in shaping student experience. This paper explores the variation in experiences of remote rural students who study with the Open University (UK). The researchers found that perceptions of remoteness depended on geography, but were also relative to individual circumstances. With respect to students’ sense of connection with university staff and peers, most mentioned their contact with their personal tutor. Networks with peers were less common, a matter of concern if peer networks are integral to fostering improved retention and progression. In this particular context, distance education may be playing an important and distinctive role for remote students by providing opportunities for connections with like-minded people

Digital technology and governance in transition: The case of the British Library

Comment on the organizational consequences of the new information and communications technologies (ICTs) is pervaded by a powerful imagery of disaggregation and a tendency for ?virtual? forms of production to be seen as synonymous with the ?end? of bureaucracy. This paper questions the underlying assumptions of the ?virtual organization?, highlighting the historically enduring, diversified character of the bureaucratic form. The paper then presents case study findings on the web-based access to information resources now being provided by the British Library (BL). The case study evidence produces two main findings. First, radically decentralised virtual forms of service delivery are heavily dependent on new forms of capacity-building and information aggregation. Second, digital technology is embedded in an inherently contested and contradictory context of institutional change. Current developments in the management and control of digital rights are consistent with the commodification of the public sphere. However, the evidence also suggests that scholarly access to information resources is being significantly influenced by the ?information society? objectives of the BL and other institutional players within the network of UK research libraries

The Virtual Reading Room: thinking globally, acting locally

The University of Melbourne and Sydney Libraries in Australia have unparalleled collections of special, rare and archival collections in the national academic library landscape. Both institutions are driven by the same ambition; to maximise engagement and use of these unique collection to further global scholarship.  During the peak of the global pandemic physical access to collections was limited which led to the development of digital solutions to provide a minimum level of access for scholars. On emerging from lockdowns, we engaged in a range of reflective practices about how we may transform and evolve service models in direct response to changing expectations of access for global scholars and regional communities, in particular Indigenous communities but also in tandem strengthen global professional networks. Over the last year, in partnership, the libraries at Melbourne and Sydney have developed distinctive and different approaches to piloting two new service models; Virtual Reading Room (VRR) and Virtual Teaching Space (VTS) which has been informed by the global practice emerging through the Research Libraries UK (RLUK) and International Alliance of Research Library Association (IARLA). This presentation will outline our motivations for exploring these service models and the benefits we see them realising. In addition, we will outline the power of strong and strategic partnerships across university libraries in developing new service models to increase the visibility and engagement with unique and distinctive collections for local and global communities

Promoting fair and equitable research partnerships to respond to global challenges

This report presents the findings from a programme of strategic research funded by UKRI through the GCRF. The research sought to elicit a 'partners' perspective' on participation in UKRI-funded research by generating data from three groups of partner: i) academics based in the global South; ii) civi society practitioners based in the global South; and iii) international NGOs and research capacity providers based in the UK. Drawing on this data, the report identifies eight principles for understanding and improving fair and equitable research collaboration which form the basis of a series of targeted learning modules for 6 groups of stakeholders: UK-based research funders; UK-based academics; research brokers and capacity providers; international NGOs; academics based in the global South; and civil society practitioners based in the global South

Business schools inside the academy: What are the prospects for interdepartmental research collaboration?

Established literature about the role of business schools tends towards more parochial concerns, such as their need for a more pluralist and socially reflexive mode of knowledge production (Starkey and Tiratsoo 2007; Starkey et al 2009) or the failure of management’s professionalism project expressed through the business school movement (Khurana 2007). When casting their gaze otherwise, academic commentators examine business schools’ weakening links with management practice (Bennis and O’Toole 2005). Our theme makes a novel contribution to the business school literature through exploring prospects for research collaborations with other university departments. We draw upon the case of UK business schools, which are typically university-based (unlike some of their European counterparts), and provide illustrations relating to collaboration with medical schools to make our analytical points. We might expect that business schools and medical schools effectively collaborate given their similar vocational underpinnings, but at the same time, there are significant differences, such as differing paradigms of research and the extent to which the practice fields are professionalised. This means collaboration may prove challenging. In short, the case of collaboration between business schools and medical schools is likely to illuminate the challenges for business schools ‘reaching out’ to other university departments