Frame Dragging of the Drawing: Phi Based Drawing Topos: Art and Quantum Structuralism Through Mats and Physics Operads 

Edwin VanGorder

In this drawing the involved categories of derived categories  (operads) are given the domain construct of their Hecke Sheaves(  coherent objects supporting) 

Drawing Morphology of the Point: These processes as such derive from the morphology of the mathematical point.  As  point  line and plane evolve and devolve also a return on the morphology of the point itself as it passes through the world line of General relativity and World sheet of string theory where that dual (ie the AdsCFT correspondence which is a link itself in the Langlands mathematical to Geometric bleeding into the Hodge crystalline entry on a quantum crystal friendly mode) The diagonal of the world sheet as a point on the world line can set the stage then for a  free morphology of the point as it engages process and Category Theory through that chain of Langlands, Schroedinger. Hilbert, Shimura Boosts Kavenov elaboration of Jones Polynomial and Noncommutative Quantum Geometry to Higher Topos and bleeding into Hodge Crystaline orders where Riemannian Manifolds translate into a crystal like morphology over which a resonance to Pre-cosmic  Time Crystal and development from the Plenum zero pre relational to space time has multiple resonance factors in space time motivating the drawing operads and  Hecke Vectors… these resonances include: the quantum q bits ordering to plus superposition and minus superpositions which all investigating noise as additional structure beneath the smoothing curve and relating to higher dimensions through the coarser graining… similarly  prograde and retrograde directions of potential in the Black hole photon-sphere  from which the effect of an underlying structure of the Ricci flux engaged to Levi Civita Surreal Math (Cantor tree like) incorporates Relativistic tensors as momentum building towards then its own compression to the limit reformed as the massless but rubber-sheet formed residue which projects that energy via the Weil tensor on residuals with meromorphic structure the photon field yields the interesting conclusion of time becoming space like… in this event the black hole then becomes analogous to Pre-cosmic time and that evolution from zero plenum to  the black hole null horizon carries the evolution of the morphology from pre relational to relational via the constructs over which the final frame dragging  shows the dramatic interchange and inter-charge. So as the drawing  as framed by the Frame Dragging

: then elicits as structures a transparent formalism relating elastic and plastic elements.

§ There is the use of a golden section Hermitian grid which is evenly divisible by a derivative .0156 which is the value of the Planck

§ A torus form is used to code to higher dimensions the outer rings of which are in a value cadence of Phi suffixes which are expansive, and the inner ring contracts beneath the .o156 to its half value of .0073 or the value of the Fine structure Constant and a harmonic ring of values .0073, .073,.73, .703, .7003 and complement .2997(analogous speed ofl ight) are a four dimensional like cycle

§ A structural link between the mathematical gnomon and the DeMorgan fractal like division tree  and over this a signature of a four dimension linking of  chiasmic lines 

§ Use is made of a Y-cleft structure which Calabi Yau like encodes a dimensional view and  additional towards relating three transcendental  commutators of phi, Golden sections and Pi

§ Highly involved Index of Phi Based Ateles : these golden section neighborhoods are string lengths  like musical chords so to speak of involved Differentiation and Integration moods of the system built up over time

§ Dyads and Triads are contrasted as opening on Clifford and Jordanian Geometries

§ Disk forms on the Torus and on the plane permit reference to successive normalization strategies

§ Normalization strategies include transverse entry on the whole plane, Edge -holographic like marking, Centroids, routing to j,k, z axes, and location of Triangular matrices and diamond rotations

§ Jet like bundles projecting from corners to center allow an information topology through independent functions

§ gravity- well formal modes are built into the centroid to torus construct

§ A timi like form introduces a generalization of complex structure.

§ Tableau and lattice forms identify distinct harmonic stages

§the stage at which a line no longer shows a space at about ratio .0027 is taken as being analogous  to a plenum construct.

§ The diagonal itself in sequence carries the information of the quantum parallelogram

https://archive.org/details/time-crystal-entropy-2

https://archive.org/details/categorical-conceptual-art-non-museum

https://archive.org/details/ultra-red-infra-violet-catetorical-suspension-and-review-of-space-time-and-spin

https://archive.org/details/gravity-wells-and-quantum-peers-of-time

https://archive.org/details/ds-2-from-the-zen-of-ingres-to-the-nets-of-physics

https://archive.org/details/echinus-2

https://archive.org/details/DrawingTags1

Editing and Proofreading Your Dissertation

Written by Bess Chan

Before submitting your dissertation, you’ll want to be sure you’re submitting the best version you can. Therefore, you really should set aside some time to edit and proofread the whole piece of work, as these steps matter just as much as drafting the chapters themselves. But what exactly should you do? Read on and find some tips that can help you refine your dissertation:

Revise your structure and content first

This is what we call “editing”, and it’s different from proofreading, which focusses on surface-level errors, such as spelling, grammar, punctuation, formatting, and consistency. Always edit your work before proofreading, as there’s no point perfecting the wording of a paragraph you’re about to delete.

Ask yourself the following questions when you’re revising your structure and content. Please note that these questions assume a dissertation with separate research methods, results, and discussion chapters. If your structure differs, adapt them to the conventions of your discipline.

a. Does my introduction state the research question clearly, and does it explain why the question is worth asking?

Readers should know what you set out to do and why it matters before they reach the literature review. Check that your research aim or question appears explicitly rather than being implied, and that you’ve established the gap or problem your study responds to.

Check this interactive presentation on writing the introduction for more information.

b. Am I reviewing the literature (synthesising, comparing, and critiquing) or just summarising it by reviewing each study separately?

A literature review should demonstrate your thorough understanding of the existing literature. Therefore, instead of listing and describing the studies, you should demonstrate how sources are related to each other and make evaluative comments, such as showing your own interpretation or explaining why the evidence is significant.

If you’re unsure about the differences between descriptive and analytical writing, access this interactive presentation on synthesising critical voice and evidence in written work.

Here is another interactive presentation on writing the literature review.

c. Have I justified my methodological choices rather than just described them?

In the research methods chapter, you’re required not only to describe the data collection process, but also to explain why your choices make sense. For each major decision regarding your sample, instruments, procedure, and analysis, check that you’ve stated the reason behind it, not just what you did.

To review how you should write the research methods chapter, check this interactive presentation on methodologies.

d. Am I only reporting findings in my results chapter and saving interpretation for the discussion, or have the two blurred together?

Struggling to differentiate the two chapters is a very common issue among students. Remember that the results chapter focusses on “What are the results?”, while the discussion answers “What do my findings mean?”

Access this interactive presentation on findings or results for more tips and strategies.

e. Have I explained why my findings matter and connected them back to the literature, rather than just restating what they were?

As mentioned in the previous point about the results chapter, the discussion mainly presents the meaning of your findings. In order to do this effectively, you need to establish connections between your present findings and the existing literature. You should also explain why your findings matter and what they imply.

Find out more about writing the discussion chapter by clicking on this interactive presentation on discussion sections.

f. Have I explained why my limitations matter and where future research should go, rather than just listing them?

These may sit at the end of your discussion chapter or in your conclusion, depending on your structure. Either way, check that you’ve explained why each limitation matters and how it likely affected your results, rather than listing them generically. Also, ensure that your suggestions for future research point to specific directions rather than a general statement that more research is needed.

g. Does my conclusion answer the research question directly, or does it just summarise the dissertation?

The conclusion should return to the question you posed in the introduction and state what your study allows you to say in response. A summary of each chapter is not an answer to your question; check that a reader who reads only your introduction and conclusion would understand what you found and what it contributes.

Have a look at this interactive presentation on conclusions for further information.

h. Does every chapter/section help answer the research question(s)?

Now step back and look at the dissertation as a whole. If there are any interesting but tangential parts that don’t actually advance the argument, consider deleting them. Remember that you have limited space in your dissertation, and you want to make sure that you make the best use of it.

i. Is every claim supported by evidence or a credible source, and have I included enough critical evaluation?

This applies at paragraph level throughout, not just in the literature review. Check each paragraph individually for the PEEL structure: it should make a point, support it, and evaluate the evidence rather than leaving it to speak for itself. Each paragraph should link back to your argument.

Check this interactive presentation on paragraph structure for details.

If you’re unsure how to use sources in your dissertation, click on this interactive presentation on using supporting evidence. For more information on presenting your evaluative comments, have a look at this interactive presentation on voice in academic writing.

j. Does each section flow logically into the next?

Given the length of your dissertation, it’s your responsibility to help your reader navigate the whole piece of work. Therefore, check whether there are explicit links between paragraphs, sections, and chapters; look for signposting language at the beginning or at the end of each part. Don’t assume that your headings and subheadings will do this job for you.

Access this interactive presentation on coherence and cohesion for more information.

Be mindful of the word limit

Adjusting your word count, whether that means trimming excess or deepening thin sections, is also part of the editing process. After you’ve revised your structure and content, check where you stand against the required word count and act accordingly.

If you’re over the word limit

Being over the limit is often a sign of repetition, over-inclusion, or inefficient wording, rather than a sign that your ideas are too ambitious for the limit. Try the following to cut the number of words while maintaining the quality of your dissertation:

    • Check whether there is progression in ideas in each paragraph, section, or chapter. Consider which part(s) should be merged or deleted.

    • Paraphrase or summarise an idea if you have quoted exact words from the source, especially if the quote is a lengthy one.

    • Look for over-inclusion in your literature review: as noted above, describing sources one by one is descriptive rather than analytical, and it costs far more words than synthesising them. You should consider grouping two sources that make a similar point into a single sentence rather than giving each its own.

    • Move any paragraphs or sections in the results chapter that are secondary to your main findings, rather than central to your research questions or hypotheses, to the appendices instead. Appendices, according to your dissertation handbook, are excluded from the word count, so this is a genuine saving.

    • Identify over-qualification in the discussion: while you should use hedging, such as “perhaps”, “tend to”, and “possibility”, in academic writing to show your cautious interpretation, its overuse, such as “it could perhaps be tentatively suggested that this might possibly indicate”, can hint at a lack of confidence.

You can also trim your work at the sentence level. If you’d like to learn more about this, check this set of PowerPoint slides on writing precisely and concisely.

If you’re under the word limit

Being under the limit is often a sign that your analysis needs to go deeper, not that you need to add more words for the sake of it. Try the following:

    • Expand your critical engagement in the literature review: instead of listing more sources, which may make this section more descriptive, add or expand your evaluation, especially when you have cited several sources in a paragraph.

    • Strengthen your methodological justification: rather than briefly stating your reasons, discuss why you chose your specific method over alternatives, the theoretical assumptions behind your approach, or the design decisions you made and why.

    • Deepen your discussion: try to add specific point-by-point comparisons instead of referring to the literature broadly. Address alternative explanations for your results and discuss the implications (theoretical, practical, or both).

    • Develop your limitations and future research suggestions: as mentioned above, both need explanation rather than a list. If they currently sit in a short generic paragraph, spelling out how each limitation affected your results, and why each future direction is worth pursuing, will add genuine depth.

Avoid padding with filler adjectives, adverbs, or repeated points just to inflate length. This can be spotted easily and can weaken, rather than strengthen, your dissertation. Any added length should come from genuine depth, not decoration.

Finally, whether you’ve cut or expanded, remember that you’ve just changed the shape of your dissertation. Re-read the sections you altered in context: a deleted paragraph can remove the link a later section depended on, and a newly expanded one may need signposting to connect it to what surrounds it. Check that your argument still runs from the introduction through to the conclusion before you move on to proofreading.

Proofread your work last

Before you start, put the dissertation aside for a day or two if you can. Proofreading fails when you re-read from memory instead of reading what’s actually on the page, so anything that makes the text look unfamiliar helps: change the font, read it on paper, read it aloud, or work backwards from the last paragraph. Then check your work against this list of questions:

    • Is my tense consistent within sections that should match (usually past tense in research methods and present tense in discussion)?

    • Are my sentences complete and easy to follow on a first reading, with no missing words, tangled clauses, or sentences that have run on so long they’ve lost their subject?

    • Have I used a word that’s correctly spelled but wrong for the context, such as “their” / “there” and “affect” / “effect”, the kind of error spell-check won’t catch?

    • Does every citation in my text appear in my reference list, and vice versa, with matching spelling of author names and years?

    • Do my figure/table numbers and any cross-references, such as “see Table 3” and “as discussed in Chapter 2”, actually point to the right place?

    • Do my headings, page numbers, and table of contents match the actual document, especially after edits that shifted page breaks?

Lastly, if you’d like more tips on checking your work, please access this interactive presentation on proofreading. Also, if you have any questions about dissertation writing skills, I encourage you to book 1-2-1 meetings with me, Bess Chan, your London-based EAP Tutor, via email or the booking form.

I didn't know I was a sandwich!

Image courtesy of Getty Images

As the demands of caring span multiple generations, Dr Rebecca Higginson, Reader in Metallurgy and Materials Engineering and Associate Dean for Equity, Diversity and Inclusion, reflects on the growing pressures facing ‘sandwich carers’ balancing the needs of children and ageing parents.

Sandwich generation is not a term I’d come across until today. Apparently, it’s the group of people usually between 40 and 60 years old who are “sandwiched” between two dependent generations; their children and elderly parents. It can lead to considerable stress on the individual who is trying to balance multiple calls on their time and finances. As soon as I read the definition, I realised I fitted it perfectly. Like many people in midlife, I spend time supporting family members, often without really thinking of myself as a carer.

A quick internet search led me to discover that there is more than one type of sandwich carer. Not only am I a sandwich, but I am a specific type of sandwich! There are three different sandwich situations. The first is a “traditional sandwich”, which is where someone is caring for their elderly parents whilst also raising children, or who has children or young adults who are still dependent on them. Then there is the club sandwich, which is somebody who has the “traditional sandwich” responsibilities and is also looking after grandchildren, adding a third layer to the sandwich. The final sandwich is referred to as an open sandwich and describes individuals caring for an elderly parent, but who do not have children for whom they are responsible. While this terminology may sound light-hearted, the reality is much less amusing for many families.

Although often referred to as the “sandwich generation”¹, it is not a generation in the same sense as Generation X or the Baby Boomers. Instead, it describes a stage of life, making the term “sandwich carers” arguably more accurate. I remember both my mother and grandmother being at the sandwich age, caring for children, grandchildren and their elderly parents.

Research has shown that sandwich carers can suffer from burnout due to the increased pressure of trying to juggle all these responsibilities. Unfortunately, with the age profile of the UK population changing, longer life expectancies and women delaying having children, it will become increasingly likely that we reach a crunch point where parents of young children may also be looking after dependent elderly parents.

Although accurate data can be difficult to obtain because many people do not identify themselves as carers, the Office for National Statistics estimates that there were more than 1.4 million sandwich carers in the UK between 2021 and 2023. Women make up the majority of this group, accounting for 61% of sandwich carers, compared with 39% who are men².

The data also suggest that caring has a tangible impact on wellbeing. Around 31% of sandwich carers reported symptoms consistent with anxiety or depression, compared with 24% of the wider population. Those providing 20 hours or more of care each week reported the poorest outcomes, with higher levels of financial difficulty, lower life satisfaction and poorer physical health.^3,4

In an ever-faster-moving society, where it is already a struggle to balance work commitments and personal time, this may lead to an increase in burnout or people leaving employment to take up care responsibilities full time, which can cause further isolation. While many sandwich carers manage these competing demands successfully, the data highlights why it is important to seek support before reaching crisis point.

If you’ve recognised yourself in this description, what can you do?

• Identify yourself as a carer. Many people provide significant support to relatives without thinking of themselves in that role. Simply recognising the contribution you make can help you access appropriate support.
• Ask for help early. Family members, friends, community groups and local authorities may be able to share some of the burden. Waiting until you are exhausted often makes the situation harder.
• Talk to your employer. The University has a number of measures in place that can help. These include carers’ leave⁵ and flexible working⁶. The Employee Assistance Programme is also available to you and your immediate family, offering a wide range of support and advice.
• Protect your own wellbeing. It can feel selfish to make time for yourself when others depend on you, but regular exercise, social contact and personal interests are important safeguards against burnout.
• Know what support is available. External organisations such as Carers UK⁷ and Age UK⁸ provide information, advice and practical guidance for people balancing caring responsibilities.

Being a sandwich may not sound particularly glamorous, but as our population ages, more of us may find ourselves in this position. Recognising the challenges faced by sandwich carers, and ensuring they receive the support they need, will be increasingly important for families, employers and society.  Perhaps, like me, the first step is simply recognising that many of us are already carers.

References

1. The Sandwich Generation: Caring at Both Ends (accessed 09/07/2026)
2. Sandwich carers, UK – Office for National Statistics (accessed 04/08/2026)
3. Sandwich carers call for greater recognition and help – BBC News (accessed 04/08/2026)
4. Carers at breaking point: The social care burden on women | Age UK (accessed 04/08/2026)
5. Carer’s Leave | Human Resources | Loughborough University (accessed 04/08/2026)
6. Flexible Working Policy | Human Resources | Loughborough University (accessed 04/08/2026)
7. UK | Carers UK (accessed 05/08/2026)
8. Age UK | Let’s change how we age (accessed 05/08/2026)

Five Minutes With: Tara Keatinge

What’s your job title and how long have you been at Loughborough?

I am the Deputy Student Accommodation Manager and have been at Loughborough for over two years. I absolutely love my job and have a really fantastic team!

Tell us what a typical day in your job looks like?

The role of the Student Accommodation Centre is to allocate rooms to our students and work closely with Hall Management and Warden teams to make the student experience as smooth and seamless as possible. Where you live is a big deal, so it’s important we get it right!

With over 6,000 students to look after, there’s always something different happening, and my day varies depending on which cohorts of students we are working with at the time. From our new undergrad starters, postgrad students, presessionals, OnCampus, preseason, returners and much more, there’s always a lot going on. There’s also wild logistics to work out all the time, like emotional support tortoises or surprise students turning up on the doorstep with no accommodation booked! The core of the job is absolutely communication and reassurance, especially for parents as they worry more than the students do. It’s also a giant game of emotional Tetris to ensure everyone is happy.

What’s your favourite project you’ve worked on?

I run the Accommodation Call Centre of around 20 volunteers during the week of A-level results when the majority of our students book their accommodation. It’s a huge buzz with hundreds of phone calls coming in with queries to be solved. It’s a high-stress time for our students, and some can be disappointed, especially if they don’t get what they have their heart set on (ensuite bathrooms being by far the biggest deal for people). Managing emotions and logistics simultaneously is a massive operation, so it’s an amazing thing to run and be a successful part of.

What is your proudest moment at Loughborough?

The proudest moments are always the individual ones with students or parents when you can really help to make a difference to them. We manage a lot of students with additional needs, some of which come in very last minute, so being able to help people in distress is the best part of my job. First and foremost, I’m a people person, so working things out for a great student experience is an amazing feeling. I’m also really proud of the interdepartmental relationships my team have built, which only goes to strengthen the Loughborough experience.

Which University value do you most resonate with and why?

It’s got to be collaborative. Working together gets the best results, especially in such a huge operation like a university. When departments work together, it makes the University offering so much stronger and keeps us in that top 10 spot!

Tell us something you do outside of work that we might not know about?

I’m a massive sucker for an old fat dog; I used to volunteer at Dogs Trust doing walks and just loved it. My dog Lulu is 15 years old; she’s a lab, so very rotund and the absolute best. I would take all the senior dogs if I could!

What is your favourite quote?

“I’m suspicious of people who don’t like dogs, but I trust a dog when it doesn’t like a person.” ― Bill Murray

If you would like to feature in ‘Five Minutes With’, or you work with someone who you think would be great to include, please email Martha Causier at m.causier@lboro.ac.uk.

The Age of AI Societies

By Nicholas R Jennings

Receiving the IJCAI Research Excellence Award is an enormous privilege and I’m truly humbled to appear alongside some of the most influential AI researchers from the last 40 years.

The award has given me an excuse to reflect on my research journey. And what is apparent is that many of the issues that now dominate discussions about contemporary AI are precisely those that the multi-agent systems community has been wrestling with for decades. So, while the technology of agentic AI is certainly new, the underpinning science is not.

That may sound like a curious claim when almost every week brings another announcement or story about AI agents. OpenAI, Microsoft, Google, Anthropic, NVIDIA and many others are investing heavily in agent platforms and capabilities. Analysts predict an adoption curve unlike anything we’ve seen before. Now, I understand this excitement as I’ve literally spent my entire professional career making this point [1, 2]. But I also think much of today’s debate has a significant blind spot. It assumes that once we have sufficiently capable individual AI systems, the rest is largely an engineering problem.

I don’t believe that is true.

The next breakthrough in AI will not come from smarter agents. It will come from understanding intelligent societies.
In entering this Age of AI Societies, the field needs to move on from its current preoccupation with cognitive intelligence: making individual systems better at reasoning, learning and planning. Intelligence alone is not enough to transition AI from answering questions to accomplishing meaningful tasks in the real world.

Hardly any interesting problems involve a single agent working in isolation. An autonomous procurement agent must negotiate with suppliers and banks. A healthcare assistant must coordinate with clinicians, patients and insurers. A logistics planner must interact with warehouses, customs systems and transport providers. Intelligence is not about solving such problems by bringing everything together into a centralised oracle—it is about interactions between agents representing different participants that possess different information, pursue different objectives and retain autonomy over their own decisions. Single-agent AI is the exception. Solipsism is an edge case and we must focus much more on social intelligence.

Once you view the world in terms of multiple autonomous decision-makers, entirely new phenomena appear. Cooperation and competition. Incentives and institutions. Trust and reputation. Coordination and negotiation. Emergent behaviour that cannot be understood by studying one participant in isolation.

What strikes me, looking back, is that every important problem we tackled hinged on interactions rather than intelligence. We designed automated negotiation algorithms that allowed independent organisations to coordinate maintenance, logistics and supply chains [3]. We built human-agent partnerships that helped emergency responders to understand an evolving situation and allocate rescue teams after natural disasters [4]. Although these projects addressed very different domains, they rest on the same scientific foundation. The challenge was never simply building a single clever agent. It was to engineer effective interactions between autonomous participants that have both individual and collective goals.

The distinction between cognitive and social intelligence matters because the next phase of AI will be shaped less by improvements in individual models and more by advances in organising collections of models. This shift from individual capability to collective organisation has many precedents. Human civilisation did not emerge because one individual became exceptionally intelligent. It emerged because large numbers of people learned how to cooperate, specialise, establish institutions, resolve conflicts and build trust. Collective intelligence mattered at least as much as individual intelligence.

I believe AI is approaching a similar transition.

For many years, increasing the intelligence of individual systems was the dominant challenge. Today, even though that challenge is far from solved, it is no longer the only show in town. As soon as AI systems begin working together—and alongside people—the organisation of those interactions becomes equally important. The fundamental unit of AI is shifting from individual systems to societies of interacting agents.

That changes the questions we need to ask. For example, we need to consider how collective responsibilities should be distributed to a team, how we establish trust between agents that have never previously encountered one another, and how humans remain appropriately involved as systems become increasingly autonomous. These are not peripheral issues. They are central to the very future of AI.

This also explains why I have never found the narrative of humans versus AI particularly compelling. The most successful systems we built were never those that removed people from the process. They were those that combined complementary strengths [5, 6]. Humans bring judgement, experience, contextual understanding and accountability. Agents bring speed, persistence, scalability and the ability to process enormous quantities of information. The goal should not be to replace people with AI. It should be to create multi-agent systems in which humans and AI agents work together to achieve things that neither could effectively accomplish alone.

Receiving this award also reminded me that research itself is a profoundly collective endeavour. All the contributions I have been involved with happened because of exceptional students, collaborators and colleagues. Multi-agent systems has always been an unusually multidisciplinary community, drawing ideas from economics, social psychology, game theory, operations research, and software engineering. That breadth sometimes made it feel a slightly interstitial field that didn’t fit neatly within conventional boundaries. Ironically, I now believe it may prove to be one of its greatest strengths [7].

There is a tendency in AI to assume that every technological breakthrough creates an entirely new scientific discipline. History tells a different story. Progress often comes from combining new technological capabilities with scientific ideas whose time has finally arrived. Agentic AI feels exactly like such a moment.

So, while building intelligent agents has been the first half of the AI story, let’s make building intelligent societies the second.

References:
[1] N. R. Jennings, Cooperation in industrial multi-agent systems. World Scientific, 1994. 10.1142/2257
[2] M. J. Wooldridge and N. R. Jennings, “Intelligent agents: Theory and practice,” Knowl. Eng. Rev., vol. 10, no. 2, pp. 115–152, 1995. 10.1017/S0269888900008122
[3] N. R. Jennings, P. Faratin, T. J. Norman, P. O’Brien, and B. Odgers, “Autonomous agents for business process management,” Applied AI, vol. 14, no. 2, pp. 145–189, 2000.
[4] S. D. Ramchurn, T. D. Huynh, Y. Ikuno, J. Flann, L. Moreau, N. R. Jennings, et al., “A disaster response system based on human-agent collectives,” J. Artif. Intell. Res., vol. 57, pp. 661–708, 2016. 10.1613/jair.5098
[5] S. D. Ramchurn, S. Stein, and N. R. Jennings, “Trustworthy human-AI partnerships,” iScience, vol. 24, no. 8, p. 102891, Jul. 24 2021. 10.1016/j.isci.2021.102891
[6] N. R. Jennings, L. Moreau, D. Nicholson, S. Ramchurn, S. Roberts, T. Rodden, et al., “On human-agent collectives,” Commun. ACM, vol. 57, no. 12, pp. 80–88, 2014. 10.1145/2629559
[7] I. Rahwan, M. Cebrian, N. Obradovich, J. Bongard, J. F. Bonnefon, C. Breazeal, et al., “Machine behaviour,” Nature, vol. 568, no. 7753, pp. 477–486, Apr. 2019. 10.1038/s41586-019-1138-y

Introducing Professor Giuseppe "Peppe" Saccomandi

My academic ties to the United Kingdom are deep and multifaceted, yet until this summer—when I took up a Residential Fellowship from July 2 to 31—I had never once set foot on the campus of Loughborough University.

July at Loughborough carried a quiet, unhurried pulse—the kind of rhythm that invites long walks and lingering reflection. In that spacious stillness, I found myself able to truly appreciate the meticulous care and thoughtful design woven into every layer of the IAS experience. From the initial travel coordination to the final logistics of arrival, each step was managed with striking professionalism, tempered always by a genuine warmth that never felt formulaic.

The welcome card waiting in my apartment, the small tin of biscuits, the inviting comfort of the living space—these were not mere gestures of politeness. They were, in their own understated way, foundations: quiet signals that said not only you are welcome, but also you belong. And belonging, I came to realise, is not a frivolous luxury in academic life—it is the very precondition for intellectual freedom. In that carefully held environment, creative thought found room to stretch, uncluttered by distraction or friction.

Perhaps this is the deeper reason behind the IAS’s growing reputation—not merely as a site of interdisciplinary exchange, but as a place where collaboration is nurtured not through grand declarations, but through the quiet architecture of attention. It is a space where scholarship is taken seriously precisely because the scholar, first and foremost, is taken care of.

The fellowship also offered invaluable opportunities for research engagement—particularly in a field as intellectually demanding as applied mathematics, where clarity of framework is not a luxury but a necessity for meaningful progress. Presenting my work during a postgraduate researcher workshop, and later at a formal seminar, created fertile ground for genuine dialogue and constructive critique. What struck me most, however, was not merely the quality of the questions or the depth of the discussions, but the IAS’s steadfast commitment to ensuring that collaborators and mentors were not only invited but actively present—engaged, attentive, and invested in the intellectual exchange.

In the span of a single month, I found myself meeting repeatedly with colleagues and mentors from the Department of Mathematics, each conversation layering new insights onto old questions. These encounters, brief as they were in calendar time, have since taken on a life of their own: they have evolved into ongoing online meetings, regular touchpoints around a collaborative research project that now feels less like a post-fellowship afterthought and more like a genuine intellectual partnership taking root. It is a vivid reminder that academic networks are not forged in grand gestures, but in the quiet continuity of shared curiosity.

Looking ahead to the coming months, I am quietly confident that what was sown during this period will find its way into tangible fruit. The seeds of thought planted in those seminar rooms and corridor conversations are already beginning to germinate, and I have little doubt that they will crystallise into results of substance—findings that will eventually find their place in relevant and compelling scientific publications. The work, of course, remains to be done; but the foundation has been laid with care, and that, I have learned, is more than half the battle.

As is always the case, moments become truly memorable not because of places or facilities, but because of people. And in this, the fellowship exceeded every expectation. Everyone I encountered—staff, faculty, researchers, and fellow collaborators—demonstrated a genuine, unfailing commitment to my comfort, wellbeing, and productivity throughout the entire month. There was an unmistakable culture woven into the fabric of the IAS: a culture of care, of generosity, and of intellectual openness that never felt performative, but deeply authentic.

I would be remiss not to offer particular gratitude to Dr Karima Khusnutdinova, who offered me not only a warm and generous welcome, but also research directions of remarkable depth—questions that challenged me, intrigued me, and continue to occupy my thoughts long after my departure. Equally, I must thank Professor Evgeny Ferapontov, who was unfailingly hospitable and, more than that, profoundly insightful—his vast erudition and sharp intellectual acumen made every conversation a true pleasure and a genuine learning experience.

For me, this fellowship was never simply an academic residency. It was, above all, an exceptional opportunity to encounter exceptional people—to exchange new ideas, to forge new collaborations, and to discover new ways of seeing both my own work and the wider world. The IAS at Loughborough University is, in every sense, a formidable institution—one that truly makes a difference, not only in the careers of those it hosts, but in the quiet, enduring way it shapes how they think, connect, and create.

Professor Giuseppe “Peppe” Saccomandi

The IAS Residential Fellowship: A Family Experience

In July 2026, I had the honor and privilege to spend time as a Residential Fellow at the IAS House with the Institute of Advanced Studies at Loughborough University. Upon reflecting on this experience, I believe it is not only something that I now understand that I needed and benefited from professionally, but also one that I needed personally, and that my family enjoyed and benefited from greatly. It is difficult, in thinking and reflecting about the experience, to untangle the experience from professional, personal, and familial perspectives. But, perhaps this is unnecessary, as we (as humans) are not monolithic beings that sit neatly in different categories at times, but rather exist in ways that different identities are always acting. With that, the best way to describe this experience for me is holistically, as a month-long work experience that took our family and placed us in a new setting that allowed us to learn more about each other while we enjoyed time with our hosts, other IAS fellows, and others within the Loughborough community, while I simultaneously existed and learned professionally from the faculty and students at Loughborough within my field.

In thinking about the visit, it is clear to me that the crux of the quality of our visit was the people whom we had the pleasure to interact with on a daily basis. This was all led by our host, Janine Coates, who did a masterful job of integrating me into the work community at Loughborough, as well as my family within the community she has built here. On campus and away from campus, we spent a month involved in conversations about new emerging technologies, potential funding opportunities, as well as current and future collaborations. Of course, these were incredibly fruitful conversations, which will surely continue. Beyond this, we spent time with our families learning from and getting to know one another, and these are the times that will made the Residential Fellowship memorable and remarkable for my family and I. We are very grateful to Janine and her family for this. All of these experiences were enhanced by the people throughout the Loughborough community, including many Loughborough faculty, doctoral scholars, and alumni. It seemed that each day, another person in our field was on or around campus and interested in talking about our field and research, as well as spending time with my family and I. I believe this speaks to the importance of the residential fellowship, where we had enough time to speak beyond work, and learn more about each other and our values. We were also joined by Dr. Maria Luiza Tanure Alves, from the University of Campinas (Brazil), whom has been a dear friend and colleague for many years, as another IAS Fellow for a week. This visit was not only wonderful for me, but also for my family who know Malu from a prior visit of hers to our university several years ago.  

This experience was truly a family experience for me, where I was able to enjoy a long month abroad with my family while engaged with colleagues and their families while in and around Loughborough. The way in which the IAS House permits IAS to allow families to join is truly remarkable, and makes this experience both enjoyable and productive. With that, I cannot complete this reflection without thanking those who hosted me. First, the work done by those at IAS, including Connor, Kieran, Lynda, Yajie, Laura, and Ksenia, is truly remarkable. From the first emails and (several and varied) planning conversations with Connor, and through arrival with my family and throughout the month, the IAS could not have been more welcoming. Second, I feel truly indebted to Janine Coates and her family for hosting Jane, Casey, Emma, and I throughout the month. The experience we had extended beyond just academics, and built bonds that likely will result in lifelong friendships among our children. I cannot thank Janine enough for the time and effort she spent making our family feel ‘at home’ in Loughborough.

Professor Justin A. Haegele

One Pleasant Surprise After Another!

My June 2026 residency at Loughborough University’s Institute of Advanced Studies (IAS) was the circuit breaker I didn’t fully realise I needed until I got there. My role at Bond University in the city of Gold Coast, Queensland, Australia had been incredibly busy leading up to leaving. So, although I arrived at the IAS with fairly depleted batteries, I was excited and eternally grateful for the opportunity to finally just focus my energies purely on research. I was very soon re-energised!

To that end, as a sport management scholar, with Loughborough University ranked Number 1 globally for sport-based programs, I literally could not have come to a better place for research collaboration. Primarily, I got to reconnect with Dr. Mathew Dowling from the School of Sport, Exercise and Health Sciences, having numerous productive meetings in which we laid the groundwork for future research collaboration around emerging governance issues in the Oceania region of the Olympic Movement. My timing was also perfect in that Mat and his colleague, Dr. Alex Thurston, had just returned from data collection at the inaugural and highly controversial Enhanced Games in the United States. It was a highlight listening to some of their early findings and I look forward to reading future publications from this research. I also enjoyed opportunities to compare notes on program management and other sport management issues with Dr. Pete Dickenson over many a coffee in the Martin Hall Café! It was dumb luck that my residency happened to coincide with the FIFA World Cup, so it was a real cultural experience to be in a football-mad nation and being taken to a local pub by Mat and Pete to watch an England game (albeit a 0-0 draw with Ghana!).  

Coming from a comparatively small sport management program, the IAS Fellowship was also a valuable opportunity to develop new research relationships. I valued the opportunity to meet Dr. Susana Monserrat-Revillo and learn about her research in sport and gender relations, and PhD candidate, Vladyslava Kravchenko, and her important work in disability sport. Dr. Verity Postlethwaite and I also share a mutual research interest in event leverage, and the guided tour of Loughborough University’s world-leading sport facilities that Verity gave me was an absolute eye opener! Another highlight was meeting world-renowned sport management scholars like Professors Paul Downward, Simon Shibli and Borja Garcia Garcia – it was a real privilege to connect with these scholars.

While I was in residence at the IAS, I made two presentations. The first was on June 10 to the university’s postgraduate researchers titled, “How to Bite Your Tongue and Smile at the Same Time: Ideas on Responding to Reviewers & Examiners.” This presentation was designed to help postgraduate researchers in their efforts to navigate the manuscript review process and to increase their success in getting published. I was unsure how this would be received but as it turned out, the presentation was fully attended with an enthusiastic and engaged in-person and live-streamed audience.

My second presentation on June 24 was one of my works-in-progress titled “Surfing as a lever for positive social change: A bricolage approach in Papua New Guinea.” This research explores an initiative being implemented by a resource-deprived national sport organisation in Papua New Guinea that leverages resources related to surfing and surf tourism to address endemic social issues like gender equity and gender-based violence, access to education, healthy living behaviours and social justice. Again, I left the presentation feeling energised upon receiving very useful feedback from an engaged audience.

What really stands out for me from this IAS Fellowship was just how nice and welcoming the people were. In the months leading up to my residency, Connor and Kieran seriously could not have been more helpful, and this level of individualised consideration continued throughout my visit. The thoughtfully appointed accommodation provided to me right close to campus was a real oasis but also facilitated a truly productive work environment. And of course, the other people who make it all happen there at the IAS like Laura, Yajie, Jenny and Lynda are all absolute superstars – I just felt so warmly welcome at every turn. None of this happens without excellent leadership, and for that I must thank Professor Ksenia Chmutina – what a superb team you have put together, and what an excellent program you manage! I thank you all from the bottom of my heart!

Professor Danny O’Brien

Disclosure Will Fail If AI Use Feels Like Confession

Universities are increasingly asking students and staff to be transparent about generative AI. Students may be required to state whether they used AI, explain how they used it or retain evidence of their process. Staff may also be expected to explain AI use in teaching, assessment, research or administrative work.

In principle, disclosure is a sensible approach. It allows AI use to be judged in context rather than treating every interaction with a tool as the same. But disclosure depends on something that policy documents cannot create on their own. It depends on people feeling safe enough to tell the truth.

If legitimate AI use is mocked in offices, meetings or corridor conversations, transparency can begin to feel less like responsible practice and more like personal risk. When that happens, disclosure starts to feel like confession.

Criticising the technology is not the problem

Generative AI deserves serious criticism. It can produce confident errors, fabricate sources, reproduce bias and be used to bypass learning. It raises difficult questions about privacy, copyright, environmental cost, labour and the meaning of independent work. Universities should not minimise any of these issues.

The problem begins when criticism of the technology slides into judgement about the people who use it. There is an important difference between saying that a particular use is inappropriate and implying that anyone who uses AI is lazy, fake, less intelligent or less academically serious.

Universities should be capable of maintaining that distinction. In computer science and related disciplines, we teach students to examine systems, assumptions, risks and consequences with precision. The same discipline should apply to our own conversations about generative AI. Slogans about the character of AI users do not help us assess what a tool is doing, whether the use is legitimate or what human judgement remains.

AI use is not one behaviour

A major weakness in polarised discussions about AI is that very different practices are collapsed into a single category.

A student who submits AI-generated material they do not understand is not doing the same thing as a student who asks AI to generate revision questions. A colleague who sends an unchecked AI-generated document is not doing the same thing as a colleague who uses a tool to organise notes, simplify a piece of routine communication or test alternative wording before reviewing it carefully.

The distinction matters for academic integrity, but it also matters for culture. If all AI use is treated as evidence of poor ability or weak professional standards, people who are using it within legitimate boundaries have an incentive to keep quiet. That makes it harder for institutions to understand actual practice and harder for colleagues to learn from one another about appropriate and inappropriate uses.

Disclosure requires trust

This is especially important because disclosure is becoming a central part of institutional responses to generative AI. Students are often expected to state whether AI contributed to an assessment and what role it played. That approach assumes that students believe an honest answer will be interpreted fairly.

The wider evidence suggests that this cannot be assumed. The 2025 HEPI and Kortext student generative AI survey reported that 92 per cent of surveyed students used AI in some form, compared with 66 per cent in 2024. Research on AI-use declarations has also reported substantial non-compliance, including a study in which 74 per cent of students failed to declare AI use despite a declaration being required. (Freeman, 2025). (Gonsalves, 2025).

These figures do not tell us that shame is the only reason for non-disclosure. Students may misunderstand rules, forget requirements or deliberately conceal inappropriate use. But they do show that widespread AI use and effective disclosure are not the same thing. A declaration box is not a substitute for trust.

Staff culture matters too

Discussion of AI shame has often focused on students, but staff culture deserves equal attention. Academics are expected to model careful and transparent practice for students. That becomes difficult if staff themselves feel embarrassed to acknowledge legitimate use. (Giray, 2024).

Generative AI can be used for focus, organisation, language, accessibility, routine drafting and communication without replacing the person’s ideas or judgement. For some people, these functions may be particularly helpful when workload is high, when they are working in an additional language or when they benefit from support with planning and organisation.

That does not mean every use is appropriate. It means the value and risk of AI depend on what it is doing in the workflow. A healthy academic culture should make it possible to say, openly, that a tool was used for a limited purpose and then discuss whether that use was sensible.

Why this is also an inclusion question

Shaming language can have uneven effects. Generative AI use may intersect with disability, neurodivergence, language background, confidence, caring responsibilities, workload and access to informal academic support.

This does not justify misconduct and it does not mean AI should be recommended to everyone. It means institutions should avoid making tool use a proxy for intelligence or character. Someone who uses AI to organise their own ideas may be exercising judgement rather than avoiding it. Someone who uses it to create an accessible version of material may be addressing a barrier rather than seeking an unfair advantage.

Policies need to be capable of recognising these distinctions. Culture needs to be capable of discussing them without ridicule.

Building a culture in which disclosure can work

If universities want meaningful transparency, several conditions need to be in place.

Students need assessment briefs that explain permitted and prohibited uses in concrete terms. Staff need confidence that they understand institutional expectations and can explain them consistently. Disciplines need examples that reflect their own forms of assessment rather than relying only on generic statements. Accessibility and equity need to be part of the policy design from the beginning.

The language used around AI also matters. Responsible practice is more likely when people can ask questions, admit uncertainty and describe what they have done without expecting an immediate judgement about their competence. That does not weaken standards. It creates better information on which standards can be applied.

Universities should also separate disclosure from automatic suspicion. A declaration should provide context for evaluating the work, not function as an admission of wrongdoing. If students or staff believe that saying they used AI will automatically make their work appear less legitimate, non-disclosure becomes a predictable response.

Transparency needs the right conditions

The policy challenge around generative AI is not simply whether a tool is allowed or banned. It is whether universities can create environments in which its use can be discussed accurately.

That requires clear boundaries and real accountability. It also requires restraint in how we talk about people. Critique should focus on the practice, the evidence, the risks and the remaining human responsibility. It should not divide academic life into real thinkers and AI users.

Disclosure will not work if AI use feels like confession. If universities want students and staff to be transparent, they also need to build the conditions that make transparency safe. Generative AI deserves scrutiny. The people using it deserve clear guidance, education and respect.

Sources and further reading

The sources below are those used in, or directly relevant to, the original article and the claims retained in this blog adaptation.

Freeman, J. (2025). Student Generative AI Survey 2025. HEPI Policy Note 61, in partnership with Kortext. https://www.hepi.ac.uk/reports/student-generative-ai-survey-2025/

Giray, L. (2024). AI Shaming. The Silent Stigma among Academic Writers and Researchers. Annals of Biomedical Engineering, 52, 2319–2324. https://doi.org/10.1007/s10439-024-03582-1

Gonsalves, C. (2025). Addressing student non-compliance in AI use declarations. Implications for academic integrity and assessment in higher education. Assessment & Evaluation in Higher Education, 50(4), 592–606. https://doi.org/10.1080/02602938.2024.2415654

Making the Most of Your 1:1 Academic Call

As part of our applicant support, we offer academic 1:1 calls to give you the opportunity to speak directly with a member of the academic team from the programme you’re interested in joining. This is a great opportunity to ask any questions you may have about your degree, career prospects, teaching methods and the overall student experience.

Academic 1:1 calls are offered to all offer-holders via email and will usually be with the Programme Director, who is responsible for overseeing your degree programme. Once you submit a request, our academic team will contact you to arrange a date and time that is convenient for you.

The call will take place via Microsoft Teams and can be either a video or phone call, depending on your preference.

We know speaking to an academic for the first time might feel a little intimidating, so we’ve put together some guidance to help you prepare. This includes what to expect during your call, the types of questions you can ask and some examples of questions you may want to consider asking.

What could you talk about?  

You might want to know more about the degree 

• What does a typical week look like for a student on the degree? 

• Which modules do students find most valuable and most challenging? 

• How much choice will you have over modules and dissertation topic? 

• Is the programme more theoretical or more practical?  

• What makes this programme different from similar ones at other universities? 

• How does my employment or previous studies prepare me for the degree?  

• What prizes are there for students who do well on the degree?  

The academic can tell you about teaching and assessment 

• Who teaches on the programme, and how much access will I have to them? 

• How large are seminars and lectures? 

• How will I be assessed? 

• How is the dissertation run, and how will I choose a topic and supervisor? 

• Are there opportunities to work on projects with external organisations? 

• Is there anything I should read or do before my first class?   

You could ask about careers 

• Where do graduates from this programme typically go after graduation? 

• How does the programme help students build a professional network in London? 

• What careers support is available and what does the Future Space do?  

• Are there micro-internship or work placement opportunities? 

• How does the programme prepare students for work after graduation? 

• I am interested in [your career goal]. How will this programme help me with that? 

You might want to know more about the institute and the London school 

• What events, talks, and other opportunities are available? 

• What are the students like, and how international are the students? 

• How does being in London shape the degree and student life? 

• What is it like to be a student in London?   

• Can I connect with the institute on social media?  

And there are plenty of practical questions students often ask 

• What support is there for students whose first language is not English? 

• What scholarships or funding opportunities are available? 

• Can the programme be studied part-time, and how does that work in practice? 

• Are there January and September start dates, and does it matter which I choose? 

• What visa support is available for international students? 

Five Minutes With: Yasir Ali

What’s your job title and how long have you been at Loughborough?

I’m a Reader in Transport Modelling at the School of Architecture, Building, and Civil Engineering. I joined Loughborough University in September 2022 as a Lecturer, having moved from Australia. Although I’ve been at Loughborough for a relatively short time, it has been a rewarding journey, and I’ve enjoyed contributing to the University’s research and teaching in transport and urban planning.

Tell us what a typical day in your job looks like?

A typical day for me follows a bit of a sandwich model, with family time at the beginning and end of the day and work in between. My mornings usually start with getting the family ready and spending some time together before heading to campus.

During the day, my work is a mix of teaching, research and academic leadership. I teach urban mobility and transport-related subjects, supervise postgraduate and doctoral students, and work closely with colleagues on research projects. A significant part of my time is also spent developing transport models, analysing data, writing research papers and grant proposals, and collaborating with industry and government partners to address real-world transport challenges.

Alongside my teaching and research, I also hold two leadership roles within the University. As Deputy Associate Dean for Research and Innovation, I help shape the School’s research and innovation portfolio, supporting colleagues to develop new research opportunities, foster collaborations, and strengthen our research culture. I also serve as the School Ethics Lead, where I work with colleagues to support the preparation and review of ethics applications, helping to ensure that our research is conducted to the highest ethical standards.

In the evenings, I switch back into family mode. After work, I enjoy spending time with my young family, whether that’s sharing dinner, helping with family routines, or simply unwinding together before getting ready for the next day.

What’s your favourite project you’ve worked on?

My favourite has to be our research on e-scooter adoption in India. It was one of the most rewarding projects I’ve worked on, not because it was straightforward, but because it presented challenges at almost every stage. Before the project even began, I was initially denied a work visa to India, which meant rethinking our plans and navigating a series of administrative hurdles before we could get started.

Once we were finally able to begin, the challenges continued. Our data collection was repeatedly disrupted as several cities where we planned to conduct surveys were temporarily shut down due to public protests. We had to adapt quickly, revise our fieldwork plans and work closely with our local collaborators to keep the project moving. Those experiences reinforced an important lesson in research: flexibility and perseverance are just as important as technical expertise.

Despite these setbacks, the project was ultimately a success and generated valuable insights into the factors influencing e-scooter adoption in a rapidly developing transport market. Looking back, it’s the combination of overcoming unexpected obstacles, working with an outstanding international team, and producing research with real-world relevance that makes this project particularly memorable.

What is your proudest moment at Loughborough?

It’s difficult to choose just one proud moment, but two stand out.

The first was seeing the University’s first-ever undergraduate cohort in Urban Planning graduate. I had the privilege of being involved in developing and delivering the programme from its early days, and watching those students cross the stage at graduation was incredibly rewarding. It felt a little like watching your own child grow up—we had all invested a huge amount of time and effort into building the programme, supporting the students and helping shape their learning experience. Their success felt like a shared achievement for the entire programme team.

The second was seeing my first PhD student graduate. Whilst it might seem like a routine milestone, for an early-career academic it is a truly special moment. Supervising a doctoral student is a long journey that involves far more than research guidance—it means mentoring, encouraging and supporting someone through the highs and lows of their PhD. Seeing my first student successfully complete that journey and graduate remains one of the most memorable and rewarding moments of my career at Loughborough.

Which University value do you most resonate with and why?

The University value I resonate with most is ‘collaboration’. This is not to suggest that the other values are any less important, but rather that collaboration provides the foundation on which they all depend.

In my experience, meaningful academic work is rarely achieved in silos. Whether it is developing new teaching modules, delivering programmes effectively, or advancing research in transport and urban planning, it relies heavily on strong teamwork, mutual support and shared responsibility. In particular, the ability to share teaching and administrative loads with colleagues creates the space for all of us to be more adventurous in our research and more creative in our teaching.

For me, a collaborative culture is what enables both individual and collective success within the University, and it is something I actively value and try to contribute to in my day-to-day work.

Tell us something you do outside of work that we might not know about?

Outside of work, I would probably describe myself as an avid sportsperson, with cricket taking up a large part of my time throughout the year. I play regularly in local leagues during the summer and try to keep involved in indoor cricket during the winter months to stay active and connected to the game.

For me, cricket is a great balance to academic life. It provides a completely different kind of focus and teamwork, and it is also a good way to switch off from research and teaching whilst still staying competitive and engaged. I’ve been involved in the sport for many years, and I really enjoy both the social side of playing and the discipline it brings.

It’s something that not everyone at work might know about me, but it plays a fairly important role in keeping a healthy balance alongside my academic responsibilities.

What is your favourite quote?

“Never get so busy making a living that you forget to make a life.”— Dolly Parton

If you would like to feature in ‘Five Minutes With’, or you work with someone who you think would be great to include, please email Martha Causier at m.causier@lboro.ac.uk.

Practitioner reflections on openness in 2026: Reflections from the London Open Science & Scholarship Festival

Practitioner Day

In April I attended the Practitioner Day at the London Open Science & Scholarship Festival 2026, which took place at Francis Crick Institute. It was an engaging and useful day, and I got a lot out of some really thoughtfully designed sessions. This Spring felt like a tipping point in how UK research organisations approach open science and scholarship, back towards repository support, closely followed by UKRI’s announcement of changes to its block grant terms and conditions an energising Research Libraries UK-organised Repositories Symposium at the British Library.

I wanted to share the practical takeaways I picked up, with a core theme being how open research policies are maturing, while challenges in implementing policy, monitoring activity and achieving large-scale behavioural change remain.

Session 1: Research perspectives on data sharing and reproducibility expectations

The first session considered different perspectives, starting with Gareth Knight, Research Data Manager at the London School of Hygiene & Tropical Medicine. Two points he made thoroughly resonated with me. The first was understanding your audience and using approachable language – sometimes we need to sacrifice relentless accuracy for intelligibility! The second was researchers feeling like they are “getting homework from multiple teachers” with research data priorities diverging between stakeholders. It’s so important we align and simplify as much as possible.

The second speaker in the session was Paul Richards, Open Research Lead at UKRI. Last year, while working at Research Consulting, I helped kick off some work with UKRI on their approach to data management plans within the review of the UKRI Research Data Policy. I believe we’re expecting an update soon. It was reassuring to hear Paul talking about how UKRI is considering FAIR data, digital research infrastructure, trusted research, future research talent and artificial intelligence in a linked up way.

Session 2: Rights Retention workshop

Sarah Molloy, Head of Library Research Support at Queen Mary University of London, did a great job in taking a mixed group of practitioners through the topic of rights retention. Sarah spoke about how valuable communities of practice have been to her work in this area, with a session that paid this forward by giving attendees a space to discuss ideas and plan next steps.

Over the last seven months I’ve been heavily involved with the second phase of implementing rights retention at Loughborough University – our authors started automatically retaining their rights just three weeks before the workshop, and the Library is seeing more and more articles deposited with immediate rights retention every week. Communicating a complex policy in a simple way is an ongoing challenge, so the practitioner day was a great space to bring people together, identify shared struggles, and even highlight a few areas where I realised our own local implementation had been comparatively straightforward.

Session 3: Plan S and its implications

I stepped into the spotlight for this third session, leading a discussion on cOAlition S and Plan S. The research funders represented by the Session 4 panel were all members of cOAlition S so it felt very topical! My workshop aimed to take participants on a journey around how Plan S has changed and developed since cOAlition S first formed in 2018. My slides: Plan S and its implications are available if you’d like to check them out.

From a show of hands in the room, the community was very aware of the original Plan S launch, but far less aware of the consultation ‘Towards Responsible Publishing’ that took place in 2023-24, and even less aware of the updated strategy cOAlition S launched in November 2025. I invited the group to discuss the bold proposals in ‘Towards Responsible Publishing’ in some detail before revealing the course correction that followed, which I’d recommend reviewing. I’m watching with interest to see what follows, with cOAlition S having since appointed Curt Rice as its new Director and OPERAS as its new host secretariat.

Session 4: Funder perspectives panel

The final session for the day brought together a panel of research funders (listed in full below) representing varied strategic approaches to publishing and open access. The Gates Foundation’s shift to preprints is the most radical shift in funder policy for quite a while, and it has been interesting to see Howard Hughes Medical Institute follow in a similar direction.

It was clear from discussions how conscious research funder representatives are of the implementation and implications of their policy, with Aki MacFarlane talking about requirements, monitoring and sanctions, infrastructure and support for compliance as all part of the picture. It was also gratifying to hear so many speakers name-check the Barcelona Declaration on Research Assessment unprompted, while representing Loughborough University as a signatory.

The session concluded with Sara Ball previewing some of the changes to the UKRI Open Access Block Grant Terms and Conditions for 2026/27, which certainly gave me something to mull over on the way home.

Session 4 speakers in full:

• Ashley Farley, Senior Officer Knowledge & Research Services, Gates Foundation
• Randy Shekman, University Professor, Department of Molecular and Cell Biology, Howard Hughes Medical Institute, University of California, Berkeley; Chair of the Scientific Advisory Board
• Aki MacFarlane, Open Research Specialist, Wellcome Trust
• Sara Ball, Strategy Lead, Open Research, UK Research and Innovation

Final thoughts on the day

Overall, the practitioner day reinforced that open research in the UK is entering a more mature phase. Our focus is no longer just on making the case for openness, but on refining implementation and supporting meaningful cultural change across diverse research environments.

The value of the day lay not just in the session content, but in the opportunity to compare perspectives across roles and organisations, where we share goals more than we sometimes realise. Shared understanding and collaboration are so important for progress, so I think events like this remain an essential part of the way forward. Thanks enormously to the festival for hosting.

July Copyright Reads (2026)

Here we are at the end of July and the fourth heatwave of the year, as well as a drought warning for half of England, and wildfires raging in Europe and currently in Suffolk.

I have to admit, I do not have much to tell you in this blog post. I have had a recent bereavement and the world is on fire and we are still pretend it is not happening.

© Cristina Rusu, lake at Jubilee Campus, July 2026, University of Nottingham

As such, I will leave you with this month’s copyright reads:

Generative AI and liability for copyright infringement under EU law: State of play and emerging issues

AI opt-out registry for content creators backed in new study

Copyright Law: Cases and Materials [OA book]

From I do to IP

The Afterlife of Copyright

Open Research Europe

A wolf in sheep’s clothing: the hidden issues in Institutul G. Călinescu

Comment | How much can one artist take from another before it is copyright infringement?

Saudi Arabia: New Copyright Law Modernises KSA IP Framework

Influencer who ran ‘superfake’ fashion side-hustle ordered to pay out £213k to designer brands

New EU report: the multiple roles of public libraries should be recognised and reinforced

Romanian diaspora emerges as one of UK’s most valuable workforces in new report [As a Romanian, I had to highlight this]

One-Copyright-Size Does Not Fit All: In Search of Copyright’s Identity in Central and Eastern Europe

Italy Went First on AI — and Missed the Opportunity on Copyright

Ethical concerns of generative AI in academic libraries: A cross-regional quantitative study of librarians’ risk perceptions, trust, and governance practices

Enactment of the French Fast Fashion Law: Pending Implementing Decrees and European Uncertainties

Tetiana Podoliaka on Copyright Law in Ukraine: AI, Enforcement, and Legal Foundations

Integration of artificial intelligence (AI) technologies into academic library services: user opinions in Türkiye

It’s all about the money: financial aspects of transformative agreements and their impact on two university libraries in Sweden

Chat, are we cooked?

Copyright protection of prompted generative AI outputs in the United Kingdom: A preliminary taxonomy

The Open Book Collective: Now in German!

AI promised to democratise academic publishing – the evidence says otherwise

OER Policy update – Copyright, AI and open licensing

The end of physical games? Copyright, ownership, and Sony’s all-digital future

Protecting Copyright in Turkey: A Practical Guide

Current Challenges in the Relationship Between Slovenian Copyright Law and EU Law

The Copyright Infrastructure Task Force (CITF) – Status Quo and Way Forward [Finland]

Regulating AI in Europe: The EU AI Act

UK AI copyright plans align – and diverge – with the EU position – Pinsent Masons

AI must be built with Indigenous Knowledges, not against them

Toolkit for Interdisciplinary Learning and Teaching ebook published

Intelligence Piracy: Why Copyright’s Next Battle Is Not About Copying

Copyright Developments in New Zealand: Going in the Right Direction

Trademark vs copyright vs patent vs trade dress: What protects you when copycats hit? [YouTube video]

Project biography: an archival approach to large digital cultural resource management datasets

The Quiet Rise of Europe’s Copyright Office

Europe as science superpower: what it will take to rival the US and China

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From the Vice-Chancellor - July 2026

In my final newsletter of this academic year: our summer degree ceremonies, the new Defence Universities Alliance, new Sectoral Groups launched, the 2026 Commonwealth Games, and a look back on the last 12 months. 

Our summer degree ceremonies

Thousands of our 2026 graduates, their families and friends were on campus earlier this month for our summer degree congregations. It’s always wonderful to see the campus so alive with celebration, particularly when it’s bathed in glorious sunshine. 

The graduation ceremonies are also an opportunity for us to honour the achievements of people who have made a significant contribution to the University or to fields the University has links with. This summer we presented Honorary Doctorates of the University to five individuals whose achievements align with our strategic aims, themes and values.

From the world of sport we recognised Loughborough alum Tammy Beaumont MBE, one of the most accomplished cricketers of her generation and a dedicated advocate for women’s sport and gender equality; triathlete Dave Ellis MBE, who won Paralympics gold at the Paris 2024 Games; and former Loughborough College student Jill Scott MBE, one of the most recognisable figures in English football, celebrated not only for her playing career but also her advocacy for grassroots football.

We also honoured the Loughborough-born artist Mike Nelson, who is a two-time Turner Prize nominee and whose work has been exhibited at Tate and the Hayward Gallery, and Anita Gurumurthy, an internationally recognised leader in the field of digital justice. 

As well as honorary degrees, we awarded University Medals to five members of the University community in recognition of their exceptional service, dedication and leadership across the University and beyond.  

From the Academic Schools we recognised Professor Patricia Carillo, who has made a significant impact on research and education in construction management; Dr Andrew Dix, for his contribution to the student experience and his long-standing service with the University and College Union; and Professor Roy Kalawsky, who positioned Loughborough at the forefront of virtual reality research when the field was still in its infancy. 

We also honoured Pauline Matturi, Senior Learning and Development Advisor, who has played a pivotal role in helping colleagues across the University to develop their skills and realise their potential, and Sarah Van Zoelen, who has transformed our approach to occupational health and wellbeing. 

Congratulations to all our honorary graduates and University medallists on their awards, and thank you to everyone across the University who works so hard to make the ceremonies so special for all those involved.

Loughborough becomes a founding member of the Defence Universities Alliance 

Earlier this year the Government invited applications from universities to become members of the new Defence Universities Alliance (DUA) – a collaborative network to partner with the Ministry of Defence (MOD), the Office of the Chief Scientific Advisor for National Security and the UK Armed Forces. 

This month Loughborough was announced as one of the 35 founding universities. Through the DUA we will enhance our research in areas that help to keep the country safe and secure. We will also be able to offer our students greater options for careers in the defence sector, creating a pipeline of people with skills in areas of crucial importance, from cyber security and robotics to aerospace engineering and advanced manufacturing.   

The DUA is part of the Government’s £182 million defence skills package to strengthen the UK’s talent pipeline and support economic growth, and will fundamentally change the way defence, universities and industry work together. I am delighted that Loughborough will be part of this important initiative to tackle some of the most complex challenges facing the UK today.

Sectoral Groups are launched to boost collaboration 

This month we welcomed representatives from the Department for Business and Trade, the Engineering and Physical Sciences Research Council and UK Research and Innovation for the launch of a set of new Industry Sectoral Groups, which we have established to strengthen our collaboration with business, government and other key stakeholders. 

The groups cover areas of our particular research and innovation strength and are aligned to many of the UK Government’s Industrial Strategypriority growth sectors: Advanced Manufacturing; Creative Industries; Defence and Security; Digital and Technologies; Finance, Professional and Business Services; Life Sciences; and Sport. 

In a particularly challenging research funding landscape, our partnerships with industry and government, and our ability to demonstrate value from public investment, are more important than ever. Our new sectoral groups will provide a way to connect Loughborough’s research and innovation strengths and our good track record of partnership working with national priorities for growth, productivity and competitiveness.  

Working collaboratively with other universities, government and business is crucial to our, and the country’s, success. An event I attended last week is a perfect illustration. I was honoured to be invited to the opening by His Majesty The King of the New Whittle Laboratory at the University of Cambridge and participate in the Frank Whittle Summit, which brought together universities, government officials and executives from companies such as Rolls-Royce, Boeing and Siemens Energy to kickstart a series of missions that will pioneer new technologies and industries in the UK.   

Loughborough already works in partnership with Cambridge and Oxford universities, and global industry partners, on aerothermal training and research through the Centre for Doctoral Training (CDT) in Future Propulsion and Power. The CDT is linked to the National Centre for Combustion and Aerothermal Technology (NCCAT), which is built on a decades-long partnership with Rolls-Royce through the Rolls-Royce University Technology Centre (UTC). 

The Frank Whittle Summit enabled us to define the partnerships, capabilities and investments needed to accelerate the UK’s journey from discovery to deployment. The missions that will arise from the event will transform and accelerate the UK’s approach to innovation in hardware development and manufacturing across aerospace, energy and defence, harnessing AI and autonomous laboratories to shrink today’s multi-year technology development cycles from years to months.

Loughborough athletes shine at the Commonwealth Games

The 2026 Commonwealth Games in Glasgow are now in full swing and by the end of Wednesday’s events, if Loughborough were a country we’d be 8th in the medal table, with our athletes having won 25 medals. Our athletes had a phenomenal day yesterday, securing nine podium places across 3×3 Basketball, 3×3 Wheelchair Basketball, swimming and athletics, winning two gold, five silver and two bronze medals.

This year’s Games are particularly special for Loughborough, as we are the official University Partner of Team England. This value-in-kind partnership is an opportunity for us to further our long-standing relationship with Team England and raise Loughborough’s profile on the world stage.   

Before the Games I was delighted to visit the Team England ‘Kitting Out’ set up in the Sir Denis Rooke building, which had been transformed to house a showroom, athlete lounge space and warehouse. Kitting Out is an important milestone in the sporting journey for athletes and support staff. More than 450 Team England personnel passed through the venue to collect their kit provided by sport apparel brand, Kukri, including their podium kit which proudly displays the Loughborough University logo on the sleeve, as part of our value-in-kind partnership with Team England. 

Make sure you keep up to date with all our latest news from Glasgow on our Games Ready website and via social media on Insta, Facebook and X.

Reflections on the academic year 

Each July, at the Senate and Council dinner, I reflect on our achievements over the past 12 months.  

Throughout the year we have made good progress towards the aims of our strategy across our three priority areas of Education and Student Experience, Research and Innovation, and Sport. You can read the summary of some the highlights from the past year that I mentioned in my speech at the event.  

But we have also had to make some tough decisions to deliver financial savings that will stand us in good stead for the future. I recognise this has been difficult for all those involved and I am grateful for the thoughtful and collaborative way in which this has been handled.  

This year is particularly special as it’s the 60th anniversary since Loughborough was awarded its university charter. Anniversaries are, of course, a time to reflect. Our success has been shaped by our ambition, and the commitment of people who continually strive to raise the bar – and then raise it again. Anniversaries are also a chance for us to look ahead. As we head into our seventh decade, I am confident that our future will be shaped by the same spirit of togetherness and determination that has brought us this far. 

  For some of us the summer is a time to take a breath and to begin to prepare for the coming year. But I know that there are colleagues across the University who are continuing to work hard on events and initiatives in the next few weeks, such as Confirmation and Clearing.  

Whatever you are doing, thank you for your contributions throughout the year and at this particularly important time in the recruitment calendar. I hope are able to find time to enjoy the summer.  

BUCS Championship 

Loughborough has continued its dominance of British Universities and Colleges Sport (BUCS), securing an incredible 45th consecutive title. Loughborough’s total of 10,243 points is a sector-leading record, making the University the first institution to surpass the ten-thousand-point mark. 

National Student Survey (NSS) 

Loughborough has increased its student satisfaction scores in the 2026 NSS, with students rating us more positively across all seven themes, reflecting our commitment to strengthening our sector-leading position for student experience.

Flagship Research Institutes 

Associate Pro Vice-Chancellors/Directors have been appointed to lead the six new Flagship Research Institutes, which will bring together established and emerging areas of excellence across globally significant themes. 

Who Owns Culture? Copyright, Colonialism, and Creative Justice

Introduction

In the last few years, there have been a lot of conversations around decolonising the curriculum. But before that, I must make a confession. I am not British (technically, although I hold a British passport), I grew up in Romania, so colonialism is somewhat of a foreign concept. Romania was not a colony and even though we learn about colonialism in school, it was mainly as it pertained to France and the Americas. However, we were settled once upon a time by Rumäniendeutsche (Germans of Romania) however, that was pre-unification. Some of my family members, and really myself included are descendants of these settlers.

When it comes to the UK, colonialism takes a different meaning. As a former Empire, the way colonialism is still taught in schools is as a form of whitewashed retelling of the history of empire which only showcases the “successes” and ignores any of the evils, as well as silencing the voices of the oppressed.

While decolonisation in general refers to the withdrawal of political, military and governmental rule of a colonised country by its invaders, decolonising education generally refers to rethinking, reframing and reconstructing the curricula and research from a Europe-centred colonial lens.

Copyright law reflects historical colonial power structures and may require reform to better recognise indigenous, collective, and non-Western forms of creativity and knowledge.

Copyright’s Colonial Origins

As with anything in our modern times, the cornerstone of copyright law had its origins in ancient Greek, Roman and Jewish cultures and can be traced back to around the 6^th Century BCE in ancient Greece. However, the creation of copyright law did not take place until the printing press became widespread across Europe.

With the invention of the Gutenberg press, and its widespread and fairly rapid adoption, this brought about a high dissemination of printed material. Without copyright law, each printer could reprint new works quickly. The effect of this was low cost for reprints and a rise in literacy across Europe.  

In the UK, Richard III (1483) recognised the value of literary works and while he did encourage the spread of printing, he also limited and censored texts which he considered harmful to the church and crown. Henry VIII furthered this censorship by requiring all the books to be approved before printing, while Mary I gave the Stationers’ Company its Royal Charter as well as power to decree who could print books, as well as the right to seize pirated books.

The Licensing of the Press Act 1662 gave the Stationers’ Company the right to censor literary works. The Act had a 2-year validity and after expiry and protests, it was not renewed by Parliament. However, the Stationers’ Company still wanted to hold monopoly over the printing, as such they came up with the idea of authors having the right of ownership to what they wrote, which persuaded Parliament into enacting the Statute of Anne in 1710, the first Copyright Act.

The Statute of Anne remained in force until the Copyright Act 1842 and became highly influential in in the formation of other copyright laws across the world. Despite its widely acknowledged shortcomings, the Statute of Anne became a landmark model for copyright legislation, influencing both British and international copyright systems. Although its direct impact on early French copyright law remains difficult to establish, scholars suggest it contributed indirectly to broader European copyright debates. In Belgium, while the statute itself was not directly adopted, English copyright theories that informed it, particularly those of Locke and Edward Young, shaped ideas about what qualifies for copyright protection and the balance between public interest and authors’ rights. These principles later influenced discussions surrounding Belgium’s first copyright law. The Statute of Anne also had a significant impact in the United States, serving as a foundation for both the Copyright Clause of the U.S. Constitution and the Copyright Act of 1790, which replicated key features of the statute, including a 14-year copyright term and protections for previously published works.

Individual Ownership Versus Collective Knowledge

Copyright focusses heavily on individual ownership. Works created by an author will be automatically protected as long as they have been created in a tangible form, this includes also digital born materials. In the UK, in general, copyright lasts the lifetime of the author plus 70 years. Copyright is territorial, meaning that different rules apply in different countries.

Traditional knowledge (TK), indigenous knowledge (IK), folk knowledge, local knowledge refer to knowledge systems embedded in cultural traditions of regional, indigenous, or local communities.

Many organisations have tried over the years to enshrine and protect the rights of Indigenous peoples as well as their knowledge, for example, IFLA (The International Federation of Library Associations and Institutions) acknowledges the value and importance of indigenous, traditional and local community knowledge, and the necessity of considering it from a holistic point of view in spite of the contested definitions and uses.

The United Nations Declarations on the Rights of Indigenous Peoples, Article 31, 2007 states:

Indigenous peoples have the right to maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions, as well as the manifestations of their sciences, technologies and cultures, including human and genetic resources, seeds, medicines, knowledge of the properties of fauna and flora, oral traditions, literatures, designs, sports and traditional games and visual and performing arts. They also have the right to maintain, control, protect and develop their intellectual property over such cultural heritage, traditional knowledge, and traditional cultural expressions.

Indigenous and local communities often view knowledge as something to be cared for rather than privately owned. Customary laws may determine who can use certain knowledge, when it can be used, and the responsibilities attached to its use. Misuse or unauthorized use of traditional knowledge can be seen as disrespectful and may have cultural, spiritual, or practical consequences. As a result, these communities often seek respectful and sensitive treatment of their knowledge. Critics, however, argue that such expectations can limit the critical examination of traditional knowledge claims, particularly in areas such as environmental management.

There is however Indigenous intellectual property which is a legal concept that recognises the rights of Indigenous peoples to control, protect, and benefit from their traditional knowledge, cultural expressions, and innovations. Developed largely within Western legal systems, the concept has been promoted internationally by organisations such as the World Intellectual Property Organization (WIPO) and the United Nations to help safeguard Indigenous cultural heritage from misuse, exploitation, and unauthorised appropriation.

Many countries have struggled to align Indigenous laws and cultural practices with predominantly Western legal systems. As a result, the individual and collective intellectual property rights of Indigenous peoples have often received limited legal protection. The Native American Rights Fund (NARF) has advocated for stronger recognition of these rights, particularly in relation to treaty law and intellectual property. NARF board member Professor Rebecca Tsosie has emphasised that Indigenous knowledge and cultural property should be recognised as collective community assets rather than the property of individual people.

The Limits of Copyright for Protecting Traditional Cultural Expressions

Initial concerns focused on the territorial and resource rights of Indigenous peoples and local communities. Over time, these groups also became increasingly concerned about the misappropriation and misuse of their intangible cultural heritage and traditional knowledge. They have objected to practices such as the use of traditional symbols and designs as mascots or in derivative arts and crafts, the adaptation or alteration of traditional songs, the patenting of traditional medicinal plant uses, and the copyrighting and commercial distribution of traditional stories.

Indigenous peoples and local communities have sought to prevent the patenting of their traditional knowledge and natural resources without their explicit consent. They have also advocated for stronger protections and greater control over the use of their knowledge and resources. In addition, many communities have emphasized the need for their traditional knowledge to be used fairly and in accordance with customary laws and cultural protocols, often requiring benefit-sharing arrangements defined by the communities themselves.

One issue with the western approach to copyright and protection of material is that copyright expires becoming part of the public domain, either after 50 or 70 years after the death of the author. Folk songs, for example, do not benefit from protection.

Current data shows that there are 476 million Indigenous peoples in the world, making up 6.2 percent of the global population, spread across 90 countries and representing around 5,000 different cultures.

This map by Bhabna Banerjee uses data from the Indigenous World 2022 report to show the population distribution of the roughly 476 million Indigenous peoples around the world

Appropriation is the use of something without the owner’s permission, while misappropriation is the misuse of something entrusted to one’s care. Indigenous artworks, recognized by the United Nations as traditional cultural expressions, are among the most frequently appropriated and misappropriated cultural works globally. Although some products are created through legitimate licensing agreements, many examples involve unauthorized use, exploitation, and unfair business practices in both physical and online marketplaces.

Traditional cultural expressions (TCEs), often referred to as expressions of folklore, encompass a wide range of cultural manifestations, including music, dance, visual art, designs, names, symbols, performances, ceremonies, architecture, handicrafts, stories, and other artistic or cultural creations.

TCEs:

• represent the ways in which traditional culture is expressed and shared;
• form a vital part of the identity, heritage, and cultural continuity of indigenous peoples and traditional communities;
• are transmitted from one generation to the next, preserving collective knowledge and traditions;
• made by “authors unknown” and/or by communities and/or by individuals communally recognized as having the right, responsibility or permission to do so.

As key elements of the cultural and social identity of indigenous and local communities, TCEs embody traditional knowledge, skills, values, and beliefs. Protecting these expressions helps foster creativity, promote cultural diversity, and safeguard cultural heritage for future generations.

Protecting such expressions through current legal frameworks can prove difficult. Depending on the provisions of national intellectual property laws, some traditional cultural expressions may be regarded as being in the public domain and, therefore, may be used freely by anyone without requiring permission.

Because of the anonymity and collectiveness of TCEs, as well as its evolving nature within a community, copyright as well as other IP rights are viewed as inadequate tools for protection.

Decolonial Critiques of Copyright

As we have seen in previous blog posts, copyright and other IP rights are rather individualistic and exclusive, either to a private person or to a corporation. Decolonial scholars argue that these frameworks reflect Eurocentric concepts of creativity, authorship, and property that do not necessarily align with the cultural practices of Indigenous peoples and many non-Western communities.

As we have already discussed, in many cultures, knowledge, stories, songs, designs, and artistic expressions are created, maintained, and transmitted collectively rather than by identifiable individual authors. Critics argue that modern IP laws were developed largely in Europe and later exported globally through colonialism and international agreements. As a result, traditional forms of knowledge governance and collective ownership were often marginalised or overlooked in favour of Western concepts of property and authorship.

Indigenous peoples and communities in the Global South have frequently been treated as passive recipients of legal norms rather than active contributors to the development of global intellectual property standards. This can lead to the inadequate recognition and protection of traditional knowledge, traditional cultural expressions, and community-based forms of creativity.

Ultimately, decolonial approaches call for a more inclusive intellectual property framework that recognises diverse cultural understandings of creativity, ownership, and innovation. Such approaches seek to move beyond a one-size-fits-all model and towards systems that better accommodate collective rights, cultural protocols, and the public interest as a central justification for intellectual property protection.

Alternative Approaches and Emerging Reforms

Although conventional IP regimes were not specifically designed to protect traditional cultural heritage, certain forms of TCEs may be safeguarded through existing IP rights. For example, contemporary adaptations of folklore can qualify for copyright protection, while performances of traditional songs, dances, and other cultural expressions may be protected through performers’ rights. Similarly, trademarks, geographical indications, and appellations of origin can be used to promote and identify authentic cultural products and services linked to particular communities or regions. In some jurisdictions, these mechanisms are supplemented by dedicated legislation specifically aimed at protecting folklore and traditional cultural expressions.

Trademarks have also been used as tools for cultural preservation and authenticity. For instance, certification and authenticity marks can help consumers identify genuine Indigenous arts and crafts while preventing misleading commercial exploitation of cultural heritage. Such approaches seek to empower communities by giving them greater control over how their cultural expressions are represented and marketed.

Recognising that existing intellectual property systems do not always adequately address the collective, intergenerational, and cultural dimensions of TCEs, international efforts to develop more appropriate forms of protection continue. A key forum for these discussions is WIPO’s Intergovernmental Committee on Intellectual Property and Genetic Resources, Traditional Knowledge and Folklore (IGC), which has been working toward international legal instruments aimed at protecting traditional knowledge and traditional cultural expressions from misappropriation and unauthorised use.

If we look at it broadly, from an open science and open data point of view, these movements do not yet fully engage with Indigenous People’s rights and interests. The open data movement often reflects colonial assumptions by prioritising access and sharing over Indigenous rights and histories. While frameworks such as FAIR focus on making data more reusable and accessible, they pay less attention to power imbalances and Indigenous Peoples’ claims to control their own data and knowledge. The CARE Principles for Indigenous Data Governance address this gap by emphasising collective benefit, authority, responsibility, and ethics, supporting Indigenous self-determination and challenging one-size-fits-all approaches to openness.

What Would a Decolonised Copyright System Look Like?

Decolonising copyright and other IP rights is not an easy task. As already mentioned, the collective authorship of traditional knowledge and folklore makes protection through current legal systems difficult.

There are many cases of appropriation, from Urban Outfitters using the name “Navajo”, including clothing, jewellery, underwear, and accessories that were not made by the Navajo Nation. The Navajo Nation argued this exploited their identity and culture for commercial gain and even the LEGO Group fell afoul of appropriation of Māori words and concepts, including terms such as Tohunga, Mata Nui, and other names drawn from Māori language and culture. Māori representatives argued that sacred cultural concepts were being commercialized without consent.

To avoid such appropriation of Indigenous people’s culture, there is a need for greater participation of Indigenous communities in policymaking as well as protection of cultural heritage beyond economic interests.

The most important international instrument on Indigenous rights is the United Nations Declaration on the Rights of Indigenous Peoples. It recognizes Indigenous peoples’ rights to:

• Maintain and strengthen their cultures and traditions;
• Protect sacred sites and cultural practices;
• Use and revitalize Indigenous languages;
• Control and protect traditional knowledge and cultural heritage;
• Give or withhold consent for activities affecting their lands and culture (Free, Prior and Informed Consent, or FPIC).

Article 31 is especially important because it states that Indigenous peoples have the right to maintain, control, protect and develop their cultural heritage, traditional knowledge, and traditional cultural expressions.

Another important treaty is the UNESCO Convention for the Safeguarding of Intangible Cultural Heritage. This treaty protects cultural practices and knowledge that are passed down through generations, including:

• Oral traditions;
• Languages;
• Rituals and ceremonies;
• Traditional craftsmanship;
• Performing arts;
• Knowledge about nature and the environment.

The Convention explicitly recognizes the important role of Indigenous communities in preserving and transmitting intangible cultural heritage.

 There are also national laws and of course the traditional IP laws which can be used to protect TCEs in a holistic way.

A key challenge in Indigenous cultural rights is balancing the protection of Indigenous heritage with society’s interest in cultural exchange, education, artistic freedom, and creativity. Supporters of stronger protections argue that Indigenous peoples should have control over how their cultural expressions, traditional knowledge, symbols, and ceremonies are used, particularly when commercial entities profit from them without consent or benefit-sharing. At the same time, scholars and policymakers recognize that cultures naturally influence one another and that excessive restrictions could limit artistic innovation, research, and public access to cultural knowledge. International frameworks such as UNDRIP and WIPO therefore seek a balanced approach that protects sacred, sensitive, or commercially exploited Indigenous cultural expressions while still allowing respectful cultural appreciation, learning, and creative engagement where appropriate. The ongoing debate focuses on where the line should be drawn between legitimate cultural exchange and harmful cultural appropriation.

The information contained in this blog post should be taken as recommended advice or guidance but should not be taken as legal advice. If in any doubt, please seek proper legal advice. Images licensed from Adobe Stock. 

Our most recent blog posts:

• Bluesky
• Link

Webinars and whatnots – July 2026

Upcoming:

• CaSDaR Hybrid Data Stewardship Conference 2026 – 17-18 November.

Catch up:

• Recognising and rewarding diverse contributions to research – Using CRediT to enhance transparency and trust
• Open Science monitoring for institutions (PLOS webinar)
• Tools for Data FAIRification
• Getting to know NERC’s Environmental Data Service

Of interest:

• ORWG Guide: Reusing Open Datasets
• Introducing Open Data Format: A platform-independent, non-proprietary, metadata-enriched, multilingual data format for tabular data
• From quest to request: Chasing data in the wild
• R-Course: R for Social Scientists
• Beyond Platforms and Protocols: Funding the Human Layer of Infrastructure
• Catalogue of Open Research Practices in the Arts, Humanities, and Social Sciences
• Fair-Wizard: tool for creating Data Management Plans

Previous months’ Webinars and whatnots:

• June 2026
• May 2026
• April 2026
• March 2026 – none
• February 2026
• January 2026
• December 2025
• November 2025
• October 2025
• September 2025- none
• August 2025
• July 2025
• June 2025
• May 2025 – Midlands Innovation Open Research Week 2025
• April 2025
• March 2025
• February 2025
• January 2025
• December 2024
• November 2024

How to Write Discussion

Written by Bess Chan

In academic research papers, the discussion chapter usually comes after the results/findings, or the two chapters can be combined. However, as mentioned in the blog post on writing the results/findings, the two chapters are different. While the results/findings chapter primarily answers the question, “What are the results?”, the discussion focusses on, “What do my findings mean?”

Here are some strategies to help you present your discussion in a compelling way that persuades your reader of your argument in your dissertation:

Mirror the macro structure of the results/findings

As mentioned in the blog post on writing results/findings, you’re advised to structure it according to your research questions, hypotheses, theoretical/conceptual framework, or themes. To create coherence, you’re advised to carry the same structure into the discussion. For example, if you organise your results based on themes, you are recommended to use the same structure, as it makes it easy for your readers to trace each finding through to its interpretation.

Interpret, not repeat, your results

A common trap in the discussion chapter is repeating, rather than interpreting, your results. This can happen in different ways, such as transferring raw data wholesale from the results chapter and/or relabelling a trend or pattern using different words. In both cases, the underlying result is being restated, not explained.

Instead of repetition, interpretation of results is key in the discussion. Here is a list of questions for you to consider:

• What does this finding actually tell me that I didn’t know before?
• Why might this result have occurred? What mechanism, process, or explanation could account for it?
• Is this finding more or less significant than I expected? Why?
• Did this confirm, contradict, or only partially support what I expected or hypothesised?
• If it did not fully align with expectations, what plausible explanations are there? Methodological, contextual, or theoretical?

Here are two examples to show you what interpretation looks like in the discussion:

Engage directly and critically with the literature

Interpreting your results isn’t limited to explaining what they mean in isolation. It also means asking what they mean in relation to what is already known. Therefore, comparing your findings with the existing literature should be considered another form of interpretation, rather than a separate step. Rather than simply citing studies alongside your results, you should use the comparison itself to deepen your explanation. Ask yourself the following questions:

• Does a finding confirm or contradict current research?
• Why are there similarities?
• If they contradict, what’s different about my study (sample, context, method, timing) that might explain that?
• Does this finding extend, refine, or complicate an existing theory or model?

Here is another example that demonstrates how you can engage critically with the literature:

Address unexpected or contradictory findings

Students may think that they shouldn’t discuss anything that doesn’t confirm their hypotheses. However, you should instead treat this as an opportunity to showcase your critical thinking. You should acknowledge these surprising outcomes and explore possible explanations. Can any methodological or contextual factors help to explain these findings? You should also discuss what they might reveal about the phenomenon under study. Remember that unexpected findings can often become some of the most interesting aspects of a dissertation.

Discuss theoretical and practical implications

Within each section of your chosen structure, after interpreting your findings, engaging with the literature, and addressing unexpected findings where relevant, you should discuss theoretical and/or practical implications that emerge from these insights. In relation to theoretical implications, explain how your findings relate to theories or conceptual frameworks. Do they support existing theories, or do they challenge current assumptions? Ask yourself as well whether they extend understanding in a particular area.

In addition to theoretical implications, there can be practical implications for policy, industry, or professional practice. Think about what practitioners should do differently and how organisations might apply these findings. You should also consider what recommendations emerge from the research.

Acknowledge limitations

Let’s face reality: there isn’t any research study that is perfect. There are usually several factors that limit your research, including small sample sizes, a narrow geographical focus, time constraints, self-reported data, and potential researcher bias. State these limitations in a specific way, because generic disclaimers usually don’t apply directly to your research.

In general, depending on disciplinary conventions, limitations may either be integrated into the discussion chapter or presented as a separate section/chapter. You should therefore check the expectations within your discipline.

Suggest directions for future research

It’s not surprising that your research can’t answer some questions, whether due to its scope and design, methodological constraints, or other limitations discussed above. You may also find that your findings generate new questions that go beyond what your study set out to investigate. Therefore, your suggestions for future research should reflect two considerations: the scope and limitations of the current study, as well as the new questions raised by your findings.

If you’d like to learn more about the writing the discussion chapter, please access this interactive presentation on discussion sections. Also, if you have any questions about this chapter, I encourage you to book 1-2-1 meetings with me, Bess Chan, your London-based EAP Tutor, via email or the booking form.

Introducing Professor Mark Bevir

In May 2026, I had a productive and delightful residential fellowship at the Institute for Advanced Studies at Loughborough University. Professionally, I got a lot of useful work done and met some fascinating colleagues. My main project was on the future of decentred theory in collaboration with Professor Justin Waring, the Dean of Social Sciences and the Humanities. We ran a successful workshop on that topic, which was replete with well-researched papers and lively discussions. We are currently looking at publishing those papers in a journal. More generally, IAS managed my time well, spreading my events out over the month. These events included a discussion with graduate students on the impact agenda and working with the UN and a research seminar on my more philosophical work. I also had a wonderful trip to London where I spent time at Loughborough’s terrific campus in the Olympic Park. There I gave a lecture on the genealogy of governance, led a seminar on impact, and participated in a roundtable on the future of policy orientated research. The discussions at all these events were very illuminating and I learned a lot.

The staff at IAS were brilliant. They prepared and managed the trip with minimal fuss. They also involved my wife and I in some social events. During our first week, we made our way down to the Organ Grinder on Woodgate where Bob Alexander, another residential fellow, was easily the best performer at the open-mike night. Later in our stay, we had another IAS night out in Nottingham, with dinner at Skein and drinks at Pogo.

What most surprised us about our stay was how fond we became of the Loughborough campus. We are both from the UK – was I the first ever Brit to get an International Fellowship at IAS? My wife did a one-year master’s degree at Loughborough almost 40 years ago and I visited her regularly during that year. Yet, it took us a while to find our way around campus. Amid many changes, there were things that came back to us: the Pilkington Library; the EHB, which had been a students’ union; the coop stores with the pizza place next to it; and the Falkner Eggington halls, where my wife had lived. We also enjoyed the excellent sports facilities, especially the Holywell Gym. The IAS flat was nicely comfortable and nicely situated in the center of it all. Even with my professional activities, I came away feeling relaxed and as if I had a break, even a holiday.

Five Minutes With: Oli Buckley

What’s your job title and how long have you been at Loughborough?

I am a Professor of Cyber Security and have been at Loughborough for two years.

Tell us what a typical day in your job looks like?

My days can vary so much that it’s hard to describe a typical day, and that’s one of the things that I love most about my job – the variety. Some days I can be up bright and early, getting ready to teach (I live in Norfolk, so a teaching session at 10am means leaving the house at 6.30am) and then spending a day interacting with students. Another day, I will be heading out to meet someone and possibly write/record something media-related, or I might be going out to do some hands-on research, whether that’s an engagement event, a workshop or running one of the many games we’ve developed as part of our research projects. Then there are some days when I get to sit and think and create, designing a new game, coming up with a new idea to get some key elements of research across or thinking of a new project.

What’s your favourite project you’ve worked on?

I have to say the recent Responsible AI-funded project on developing digital literacy and skills in AI stands out. We created a megagame (a large-scale interactive role-playing game – think Secret Cinema meets Dungeons & Dragons) and a children’s illustrated A to Z of AI. The megagame has been fantastic fun, and I’m due to run it as an event at the British Science Festival. I have even ended up taking it to the University of Tasmania for a trial run as part of a collaboration project.

The children’s book has been hugely rewarding. I spent a week or two writing in rhyming verse, and consequently speaking that way much to the pleasure of my family. I worked with three excellent illustrators to make something that is genuinely great fun. I’ve been out and done schools and science engagement events, ran a robot crafting workshop and an AI treasure hunt in a local library. We’ve had wonderful feedback and had the book featured on some tech books for kids websites, and other media. It’s available digitally too.

What is your proudest moment at Loughborough?

I think it has to be delivering my inaugural lecture. I never even imagined that I would make it as far as being a Professor, so I’ve felt very lucky to be where I am right now. Having the chance to deliver a lecture for my colleagues, friends, family and the general public was massively rewarding. One of my old sixth form teachers even came along with 10-15 students from his school, to show them what you can do with computer science (that isn’t just being a software developer). That, along with my four children actually sitting and listening for half an hour, was a real point of pride!

Which University value do you most resonate with and why?

I’m torn between adventurous and creative.

I spent the first half of my career to date working as a software engineer because I thought it would give me the licence to be creative and express myself. The reality was that I was delivering the same things in the same way time after time. Since I transitioned back to academia in 2013, I’ve been trying to do things differently. I’ve given a talk in the past called ‘Computer Science isn’t all about Computers’ and I’m trying to maintain that creativity and sense of adventure in my work. Yes, computers are important but the people that use them are equally important. I’m always keen to find different ways of engaging people with the subject, whether that’s writing a children’s book, creating a role-playing game or using storytelling-driven methods to think about the future.

Tell us something you do outside of work that we might not know about?

Tough one.

I think the thing that surprises people most when I tell them is the sheer amount of living things I have that depend on me in my house! We have four children, as well as four Maine Coons (giant cats!) and a dog. It is a very…active house, which occasionally borders on chaotic.

The other thing that I do enjoy is cooking, and at present that is focused on baking. We have a long standing pizza night in our house, which means I have handmade in excess of 1,000 pizzas at this point in my life. I’ve also been experimenting with as many different cookie recipes as I can find, recently.

Both of those things feed my other main hobby…running – it’s essential to maintain a healthy waistline and to get some space for mindfulness, and listening to an audiobook.

What is your favourite quote?

“When big things happen on such a large scale, it’s easy to forget sometimes that these big things are also happening to the little things in the world.” – Dungeon Crawler Carl

If you would like to feature in ‘Five Minutes With’, or you work with someone who you think would be great to include, please email Martha Causier at m.causier@lboro.ac.uk.

Turning AI Insights into Impact: A Guide to Explaining AI Results

By Diwei Zhou, Professor in Statistics, Loughborough University

Artificial Intelligence (AI) is increasingly being used to support decision-making across business, industry, government and academia. From predicting infrastructure failures and optimising transport systems to supporting healthcare planning and informing public policy, AI has become a powerful tool for turning data into actionable insights.

As researchers, we often focus on developing models that are more accurate, more sophisticated and more powerful. However, through my work with external partners, I have come to realise that technical excellence alone is not enough. A highly accurate model can still fail to create impact if decision-makers do not understand what the results mean, how reliable they are, or how they should be used.

This challenge motivated me to write A Practical Guide to Explaining AI Results in Knowledge Exchange, recently published by the UK Knowledge Exchange Hub for Mathematical Sciences (KE Hub) with support from the Engineering and Physical Sciences Research Council (EPSRC). The guide was developed to help researchers, businesses, policymakers and knowledge exchange professionals communicate AI results more clearly, responsibly and effectively.

Over the past few years, I have had the privilege of working with a wide range of organisations through research collaborations, consultancy projects, Knowledge Transfer Partnerships, Innovate UK programmes and national knowledge exchange activities. Across these different settings, I repeatedly encountered a common challenge. Organisations were often less concerned about how an AI model worked and more interested in understanding what the results meant for their decisions.

Questions such as “Can we trust this prediction?”, “How certain is the result?”, and “Why has the model reached this conclusion?” frequently arise when AI is introduced into real-world environments. These are entirely reasonable questions, yet they are often overlooked when communicating AI outputs.

As highlighted in the guide, many AI projects do not struggle because of poor model performance. Instead, they struggle because the results are not explained in a way that supports understanding and decision-making. In some cases, good models are rejected because stakeholders cannot justify their use. In others, AI outputs are trusted too readily because uncertainty and limitations have not been communicated clearly.

One of the key messages of the guide is that accuracy, usefulness and understandability are not the same thing. An accurate model is important, but impact is achieved when AI results are also useful for decision-making and understandable to the people who need to act on them.

To address this challenge, the guide introduces a simple four-step framework for explaining AI results:

• Context – What decision is being supported?
• Result – What does the model output mean in plain language?
• Reason – Why has the model produced this result?
• Uncertainty and Limitations – What should users be cautious about?

The framework is deliberately practical and designed to be applicable across a wide range of AI applications. It encourages researchers to focus not only on model performance but also on interpretation, transparency and responsible communication.

The guide also emphasises the importance of communicating uncertainty. In my experience, decision-makers rarely expect certainty. What they need is a clear understanding of what an AI result means, how much confidence can be placed in it, and where caution is required. Openly discussing uncertainty does not undermine trust; rather, it helps build it.

I am grateful to the KE Hub and EPSRC for supporting this work. Through the KE Hub, I have had the opportunity to engage with academics, businesses, industry and government partners across diverse sectors. These interactions have provided invaluable insights into the challenges of translating AI research into real-world impact and directly informed the development of this guide.

As AI continues to become embedded in decision-making processes, the ability to explain AI results clearly and responsibly will become increasingly important. Responsible AI is not only about developing robust models; it is also about ensuring that their outputs can be understood, challenged and used appropriately.

I hope this guide helps researchers and external partners bridge the gap between technical innovation and practical impact, enabling AI to support better decisions, stronger collaborations and more sustainable innovation.

Further details about the guide can be found in the KE Hub news article: New practical guide helps bridge the gap between AI research and real-world decision-making. The guide is freely available to download from the KE Hub website.

Open Research comment: Zhou’s guide is a great example where Openness increases the likelihood of real world impact. A paywall would have presented a significant barrier to the audience they would be trying to reach. By offering a practical guide, they’re making the knowledge more accessible to readers beyond academia. All of which contributes to making this world a little better 🙂 – Lara Skelly, Open Research Manager for Data & Methods, Loughborough University.

Open Researcher Profile: Thomas Steffen 

Thomas is a Reader for Control Engineering in the Department of Aeronautical and Automotive Engineering, and the Open Research Lead for the School of Aeronautical and Automotive, Chemical and Materials Engineering.

What sparked your interest in Open Research? 

My interest in Open Research is driven by a desire to make research more collaborative, more transparent, and more accessible. I strongly believe that transparency is the best answer to the replication crisis. As we share our methods, our research data, and our code, replicating results becomes simpler, and that in turn makes it easier to innovate, at least incrementally, based on existing work.  

On Open vs confidentiality 

In our School of Aeronautical, Automotive, Chemical and Materials Engineering, the approach to Open Research often meets confidentiality concerns from partner companies. It is not unusual to publish graphs without axis labels, or with normalised axes, to overcome this, and consequently, research data is often not published. At the same time, we have managed to create and publish important open datasets based on non-confidential work, and I hope we can extend this in the future.

Where do you see Open Research going in the future? 

I always say that my interest goes beyond Open Access. Personally, I have contributed to Open-Source projects for many decades, and I have a few Open-Source projects going myself. I even managed to get a small line into the Linux kernel at some point. What I never really achieved was to create a vibrant open-source community, and I still hope that I will eventually find the right area.

Thomas’s top 10 by downloads in the Loughborough University Research Repository 

Five Minutes With: Elizabeth York

What’s your job title and how long have you been at Loughborough?

I am the Lead Chaplain and manage the Chaplaincy team, which is based upstairs in Edward Herbert Building (EHB). I’ve held this role since January 2024.

Tell us what a typical day in your job looks like?

As with other Schools and Professional Services across the University, the Chaplaincy has a seasonal rhythm of repeating events and recurring work that gives structure to the year. Things like Welcome Week, Interfaith Week, the University Carol Service and the Interfaith University Iftar are important marker posts in our calendar and great opportunities to connect with students, staff, alumni and the wider community in Loughborough itself. So, whilst there’s no one typical day, the annual pattern of events, faith festivals, services and vigils that the Chaplaincy delivers for the University creates a structure that the team build other activity around.

As you might expect, pastoral work forms a large part of how I spend my time; whether this is offering a confidential listening service to staff or students, in person or online, or facilitating one of the Bereavement Journey courses which run throughout the year for students and staff living with grief and loss.

As Lead Chaplain, I also have a representational role that involves advocating for people of faith and belief, ensuring the University takes their needs into consideration in decision-making and resource provision, so some days involve attending meetings that fall within this remit. Since the Chaplaincy is a staff and student-facing service, my role and the team’s work have to flex to take account of different needs and priorities, but the overarching aim of all our work is always to support human flourishing.

What’s your favourite project you’ve worked on?

There have been so many highlights in the past couple of years including working with different LSU student committees throughout the year to support the 15+ student faith societies/groups on campus; meeting international students as they arrive at Heathrow and travel to Loughborough for the first time; running the Bereavement Journey course (because I know it makes a difference to those who attend); becoming a member of the Loughborough University Students and Academics At-Risk Group (LUSARG) and seeing the University gain University of Sanctuary Award last year.

What is your proudest moment at Loughborough?

It’s tempting to think of things like the establishment of a structured bereavement care programme, or the introduction of community building events, such as the Interfaith Iftar, but the thing that makes me most proud is the knowledge that the Chaplaincy space and its people – my team – consistently offer a place of safety and welcome to all. Whatever their reason for contacting or their place in the institution, people are heard and supported. I’m proud we can offer this service to the University.

Which University value do you most resonate with and why?

Collaborative. We’re a small team, so collaboration is vital. It helps us deliver activities and other events that would otherwise be beyond the scope of the Chaplaincy alone. However, it’s not just about output. For me, working collaboratively helps to make working here enjoyable. In the past couple of years, the Chaplaincy team have been fortunate to be able to work with colleagues from Schools, Professional Services and LSU in a range of contexts. It’s great to have these opportunities to work alongside others, and I look forward to more of this in the future.

Tell us something you do outside of work that we might not know about?

I stumbled across a new hobby last summer – painting.

A few months earlier, a friend asked me how I made time to play. I struggled to answer, so I decided to do something about it and booked onto a low-stakes art course. I’m glad I did, and I’m very grateful to the friend whose prompt helped me to discover a new way to relax and be creative.

What is your favourite quote?

Choosing one is hard. I have two competing quotes in mind, so I’ll share both.

The first is by Cardinal Henry Newman. Reflecting on his life and purpose, Newman said: “I am a link in a chain; a bond of connection between people”. I remember reading these words when I was a teenager and thinking how they seemed to speak for me. They were important to me throughout my first career as a teacher and now inspire me in my work as a chaplain.

The second quote is by Julian of Norwich. Julian was a theologian and mystic who lived through the Black Death. She offered deep wisdom for her time and was able to look forward in hope, drawing strength from her Christian faith. She wrote: “All shall be well and all shall be well and all manner of things shall be well.”

Julian inspires me to stay grounded in faith and trust God for the future. Her words encourage me to hold onto hope for myself, for others, and for our world as we navigate our way through uncertain times.

The tragedy of Brexit is that Britain was the EU’s most effective member state

In 2009, the Czech artist David Černý unveiled “Entropa”, a satirical model-kit depiction of all 27 EU member states, to mark the Czech presidency of the EU. France was depicted by a protest banner, a nod to its reputation as a land of perpetual strikes. Germany appeared as a motorway grid reminiscent of a swastika, and Denmark as Lego bricks. In the space where the UK should have been, there was an empty void.

The UK had always behaved as if it was half-in, half-out of the EU. But the irony is that Britain was never truly absent. Behind the façade of reluctance lay a deep involvement in EU politics and integration, and a record of shaping the EU more than most other member states.

Britain in the EU might have earned the reputation of being “an awkward partner” – a phrase coined by Stephen George in his 1990 book of the same name – but it was in many ways Janus-faced: one face, often seen in public, was the awkward, angry one, while the other, private face was constructive, engaging and leading.

It left as the country with arguably the best membership deal any member state has ever had, and one of the strongest records of winning in Brussels. The tragedy of Brexit is that almost nobody in Britain seemed to realise it, and nor did much of the rest of Europe. What the UK had lacked was a way to tell this story, to fill the gap in the model, in a proud rather than reluctant way.

An awkward partner?

The idea of Britain as an awkward partner in the EU rests on real facts and events. Britain came late to European integration, joining the EEC in 1973 after two vetoes from French president Charles de Gaulle, and struggled to adapt to a union set up to serve the founding members.

Weak public enthusiasm, a sceptical media, a “special relationship” with the United States, and Westminster’s adversarial majoritarian politics made it difficult for its leaders to promote pro-Europeanism at home or engage with the consensus culture of Brussels.

By the 1990s the “awkward partner” reputation seemed fixed, with governments treating membership as a transactional accounting exercise and not an affair of the heart, with opt-outs from the euro and Schengen, disputes over the budget, and clashes such as David Cameron’s 2011 veto only deepening the impression of awkwardness.

The Brexit referendum of 2016 seemed to turn the awkwardness dial up to eleven. Britain, the vote seemed to say, had never belonged, and Brexit appeared to confirm President de Gaulle’s warning that Britain did not belong in the EU.

Not the only one

There’s no denying the awkward partner history is a compelling one. But the empty gap in Entropa also tells of the absence of a history of Britain as a good European. Indeed, Britain was not the only awkward partner. George’s title points to this, something he discussed in a 1995 debate. He used the indefinite article “an” not the definite article “the”.

Every member state has at some point been awkward, sometimes more so than the UK. France brought the entire project closer to the verge of collapse than at any time during the “empty chair crisis” of 1965, when President de Gaulle boycotted the EU. Countries such as Denmark, Ireland and France have rejected EU treaties in referendums. The prospect of such votes happening again mean few want to attempt a new EU treaty.

Some Central and Eastern European states have been threatened with having their membership suspended because of rule-of-law disputes. Britain had a stellar record of abiding by EU law, whether or not the laws were ones the UK supported. As a Greek economist asked me in 2017, “why didn’t the UK just ignore the laws it didn’t like?” Perhaps such attitudes help explain why Greece, and others such as Italy, brought the Eurozone to the verge of collapse. Germany’s approach to the Eurozone crisis left many people in places such as Greece feeling that it was not just awkward but arrogant and imperious.

Similarly, Britain’s “special relationship” with the United States can distract from the fact that most EU member states claim something special about their relations with the United States. European states have been content to live under the security protection afforded by the US, but Britain was one of the few to do so while pulling its weight on defence. Some EU member states have spent so little on defence (Ireland, for example, spends 0.2% of its GDP on defence) that they have not even tried to hide their free riding.

Britain’s constructive engagement

Britain’s record within the EU also reveals a history of constructive engagement. Britain was central to the creation and expansion of the Single Market, without which European integration would be unrecognisable.

Margaret Thatcher, remembered now as a Eurosceptic icon, was the midwife of the Single Market. Her 1988 Bruges speech warning against a European superstate might have inspired British Eurosceptics. What isn’t appreciated is that politicians across the EU, on both left and the right, have shared some of her unease about centralising power in Brussels.

Britain was also one of the strongest advocates of EU enlargement, especially to Central and Eastern Europe. UK governments saw enlargement as both a moral duty of advancing post-Cold War democracy, and a pragmatic strategy to widen the EU and dilute pressures for deeper integration.

Similarly, the UK pressed for reform of the EU budget, challenging entrenched agricultural interests and pushing for money to be spent on research, competitiveness and modernisation. The budget rebate Thatcher negotiated in the early 1980s has often been seen as a sign of Britain’s awkwardness, but it formed part of wider necessary changes that brought fairness and efficiency to the budget, a change welcomed across the EU.

British influence extended to areas such as climate change and animal welfare, where the UK championed ambitious EU policies. The key to these British successes in Brussels was the professionalism of British officials, who were known for their detailed analysis, legal and financial precision, and pragmatic negotiating. The UK was also home to some of the most respected analysis and debates about the EU.

The House of Lords’ EU committees provided scrutiny of EU affairs unmatched in any other member state. The FT and The Economist have long been required reading of any Eurocrat or official in any EU member state capital. Britain also played an outsized role in shaping the EU’s external relations thanks to its global diplomatic network, its advocacy for transatlantic relations and its engagement in foreign and security policy coordination.

The tragedy of Brexit

There is no denying, however, that Entropa points to a British absence. To depict the UK as a void was, in one sense, an accurate reflection of its missing emotional commitment and ambivalent identity.

Unlike other member states, the British never embedded EU symbols into daily life. EU flags were scarce, EU citizenship rarely appreciated and politicians were reluctant to speak in defence of the EU. At the same time, Entropa distorted reality. Britain was not absent from the European project. It was present, though in ways that were often invisible to the public, and especially the British public.

Here then is the tragedy of Brexit. The country with arguably the best membership deal of any EU state, and which played a leading role in EU politics, was also the one whose own citizens were least aware of how successful it was. And the rest of the EU, too, often failed to grasp what Britain contributed. By 2020 the symbolic absence became a political fact when Brexit made real the void that Černý had imagined. 

Recovering the history of Britain as a good European matters today because any future debate about Britain’s relationship with the EU, including debates about rejoining, will be distorted by fears of awkwardness unless both sides learn to see Britain’s membership for what it really was.

This post first appeared on the LSE’s EUROPP blog. Dr Tim Oliver is the Director of the Institute for Diplomacy and International Affairs at Loughborough University’s London school. He is a former LSE Dahrendorf Fellow. He is the author of Understanding Brexit (2018), Europe’s Brexit (2018) and Understanding the UK and the EU (forthcoming 2026).

Top 10 Downloads for June 2026

Top of the list, Neil Lindsey’s thesis has an incredible 15268 download during the month of June 2026. It didn’t appear in the Top 10 Downloads list in April. In fact, Mostapha Al-Dah’s thesis is the only one that is on the April list and this one for June. Amazing to see how interests change!

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Vice-Chancellor’s Speech, Council Senate Dinner 2026

This is now my fifth Senate and Council dinner, and every year I feel a sense of enormous pride in talking about our achievements and the amazing colleagues who make them happen.

Once again, I’m pleased to say we have made good progress towards the aims of our ‘Creating Better Futures. Together’ strategy.

With significant shifts in the UK higher education landscape, this year we undertook a comprehensive review of our strategy and realigned our trajectory to focus on three priority areas.

Specifically, over the coming years:

• We will grow our research power in the run up to the Research Excellence Framework submission, to put us in the best possible place to deliver research with impact  
• We will enhance the Loughborough Student Experience and maintain our leading UK ranking, to underpin our student recruitment. And
• We will capitalise on our prowess in sport to raise our global profile and give us a competitive edge

The year got off to an excellent start.

In the autumn we were awarded one of the most prestigious honours in the sector – a Queen Elizabeth Prize for Higher Education. Loughborough now ranks among the most highly acclaimed institutions, with eight awards in total – only Oxford has more.  

The latest Prize (our first for 12 years) recognises our outstanding contributions to Para and disability sport research and development. Over the last two decades, Professor Vicky Tolfrey and her team have been pivotal in driving Britain’s success, delivering performance innovations that have helped ParalympicsGB secure a top two world ranking at three consecutive Paralympic Games. With colleagues in Loughborough Sport, they have created a world-class ecosystem that is unique in higher education.

Groundbreaking sports-related research such as this also underpins our consistently excellent performance in the QS global subject rankings. This year we were crowned the world’s best university for sports-related subjects for the tenth year in a row. Being the best in the world in a given academic subject is a rare achievement. Being at the top for a decade is truly special!

Other subject areas also performed well. We are in the top 50 in the world for our work in Information Management, Physiology, and Art and Design. And we are in the top 100 in Communication and Media Studies, Geography, Architecture and several of our engineering areas from automotive to mechanical.

We also made significant progress towards our strategic aim to break into the world’s top 200 universities. In the QS World Rankings, we climbed 22 places to 203rd. This is our highest ever ranking! And reflects real progress in our international profile, our standing with employers, and our research impact.

As a university, we have always excelled in research that informs debate and brings about meaningful change.

• The Digital Decarbonisation team in the Business School is working to embed best practice in governments and businesses to reduce the carbon footprint associated with AI and data management.
• Our experts are leading the DECODE partnership with the NHS to enhance the coordination of care for people with intellectual disabilities and multiple long-term conditions
• And our Centre for Renewable Energy Systems Technology has deployed the world’s first, full-scale, battery-electrolyser test unit — producing and using green hydrogen for clean cooking at hospitals in Malawi.

Our research makes a real difference: on our doorstep, across the country and around the world.

Ensuring we are well placed to address key societal challenges is a key aim of our recently launched Flagship Research Institutes. The six Institutes represent areas of genuine research excellence and impact: Clean Energy; Culture and Society; Digital Futures; Healthy Living; Responsible Manufacturing; and Women in Sport. 

Through these Institutes we will strengthen collaboration across disciplines, deepen engagement with external partners, and be more focused in our approach to attracting large-scale research funding.

As well as shaping our thinking, research is also the foundation for pioneering innovation and we’re at the heart of the country’s drive to turn great ideas into thriving businesses.

This year we led the Midlands’ campaign to encourage investment in university research. The campaign featured prominently at a global investment summit during London Tech Week. The summit attracted around 2,000 delegates representing the government, civic leaders, universities and investors to showcase the UK’s world-leading research strengths, innovation ecosystems and investment‑ready opportunities.

We are also part of a newly-announced digital gateway to the region’s £31billion innovation economy. The Midlands Ecosystem Platform connects startups, universities, industries and investors. More than 600 Loughborough University-linked companies are listed on the site. These include spin-outs such as TransHumanity Ltd (which analyses data to reduce traffic congestion and improve road safety) and Zayndu (that specialises in seed priming technology to enhance crop yields without chemicals).  

Nurturing talent and ambition are the foundation for successful innovation. This year we became the first Midlands university to join the prestigious WE Innovate network, led by Imperial College London. The network supports women-led startups across the UK, transforming early-stage ideas into viable, investor-ready ventures. Twenty female founders enrolled on our inaugural programme and we’ve now selected our first winner, whose business uses elite sport and music to develop performance-driven cultures in organisations.

Such initiatives are an important part of our research ambitions, as is our new Research Academy. The Academy will help drive the transformative cultural change needed to harness our collective power and position Loughborough as a global research powerhouse. Over the next five years, the Academy will support and develop more than 4,000 staff, doctoral researchers and students.

The establishment of the Academy was made possible thanks to the generous philanthropic donation – the largest in our history – from Loughborough alum Chris Gill. This is the second transformative donation that Chris has made to the University. In 2021, he generously supported the development of the Student Success Academy to support students from underrepresented backgrounds. Since its launch, the Academy has had nearly 30,000 interactions with students as they move through their University journey and into graduate life.

Philanthropic gifts and donations from alumni, supporters and friends enable so much of what we do. This year, on our first-ever Giving Day, staff and alumni donated more than £90,000 to help support a range of initiatives, including Opportunity Scholarships for students from lower income backgrounds or areas of low participation in higher education.

Ensuring every student can reach their potential and be supported to be their best, is the cornerstone of our education and student experience offer. Our success stems from continuous innovation and our DigiLabs are a perfect example of this.

The next half century will be shaped by technologies such as AI, VR and 3D data capture. With DigiLabs Central, the three labs will keep the University at the forefront of teaching and learning and ensure our graduates are future fit for the world of work with the knowledge and experience required for the highly skilled roles of tomorrow.

When taken together — our excellent student experience, our pedigree in sport, and our impactful research — ensure we’re able to offer something truly distinctive. In an uncertain world we must take every opportunity to capitalise on our Loughboroughness.

This distinctiveness is especially important in today’s higher education sector. All universities are facing a level of pressure we have not experienced before. And we are not immune. This year we’ve had to take difficult decisions to deliver financial savings that will stand us in good stead for the future. Alongside spending controls, vacancy management and changes to the ways we work, we have removed a number of Professional Services roles and made changes to others to bring key teams together. I recognise this has been difficult for all those involved and I am grateful for the thoughtful and collaborative way in which this has been handled.

In terms of being future fit, it’s important that we continue to fly high in national league tables. To this end, I was delighted to see that we were ranked 8th in the 2027 Complete University Guide. We have now entered our second decade as one of the UK’s top 10 universities — an amazing achievement of which everybody in this room has played a part.

But we cannot be complacent. We cannot stand still. We have plans for growth and know the importance of investing in our student experience. That’s why we’re building a new hall of residence on campus and have added nearby Longcliffe House to our suite of postgraduate accommodation. It’s why we’re transforming the buildings, performance spaces and outdoor areas associated with our art and design education.

Our students regularly tell us that where they live and the facilities on their doorstep are important parts of their university experience. At Loughborough, hall life fosters a real sense of community and belonging, helping build friendships and global networks that last through our students’ Loughborough years and beyond. That’s why it’s so important that we continue to invest in such projects.

Building connections is so important. Last month, I was part of the UK Government’s largest ever trade delegation to the US to help boost Britain’s transatlantic ties. The event was part of the UK Government’s Greater Together mission to highlight the strengths of UK higher education, research and development. 

We visited a number of universities to strengthen the pipeline of US student athletes coming to Loughborough. We also explored ways to unlock and accelerate UK-US innovation and investment partnerships grounded in sport. 

Over the next few years, the US will host global sporting events, such as the 2028 Olympic and Paralympic Games, which will be the perfect stepping stones for collaboration. Thankfully, we’re already on the right track. As a founding partner with the University of Oregon in the Global Sport University Network, we’re using our expertise in sport to solve timely, complex problems. And we’re supporting the US performance sport infrastructure. In the run-up to the 2025 Women’s Rugby World Cup last autumn, for example, we hosted the USA team training camp. However, despite benefitting from our first-class preparation environment, the US team was no match for the England Red Roses, who ultimately stormed to victory to lift the World Cup trophy. I’m proud to say that the squad included seven Loughborough-linked players, including University student Sadia Kabeya, who was named player-of-the-match in the final.

Later this month we’ll welcome another Team England to campus ahead of the 2026 Commonwealth Games in Glasgow. As the official University Partner of Team England, we’ll host a number of their immersion camps ahead of the Games. We’ll also host ‘Kitting Out’, where they will be provided with all their apparel including their podium kit featuring our logo.

This value-in-kind partnership with Team England reflects not only our strategic ambition to enhance our excellence in sport, but also underlines the quality of the sporting ecosystem we offer to athletes as they head onto the world stage.   

All these achievements and the global reputation we enjoy are due to the hard work and contributions of our people – whether they’re lecturing in our classes or landscaping our grounds. If we are to continue succeeding in our endeavours, we need to attract and retain the very best. Loughborough must be a great place to work and develop. A place where everyone feels welcome, empowered and valued.

I was therefore delighted to see us placed 26th in the 2026 Financial Times ranking of the UK’s best employers. And I very much hope that our first ever People and Culture strategy will help cement our position as an employer of choice. It’s already guiding how we shape the experience of our staff and approach our development, wellbeing and leadership. An important manifestation of this is our Growth Learning Opportunity and Wellbeing – or GLOW – framework. Inspired by the research of our academics in coaching and building high-performing teams, we’ve completely changed our approach to personal and career development. I believe this will have a profound effect on the way we work and the quality of our employee experience. 

2026 marks the 60th anniversary since Loughborough University was granted its Royal Charter. The world has changed considerably over the last six decades and so have we. In 1966, we had 1,800 students and a handful of academic departments. And while iconic buildings such as Towers, Hazlerigg and Rutland were proudly in place, others, such as the Pilkington Library and the Students’ Union, were yet to be imagined.

But throughout our history, we’ve had a strong sense of purpose and been aware of the strengths that made us stand out. The years since 1966 are punctuated with myriad achievements, successes and developments. This evening, I’ve only had time to mention a few from the last 12 months. But I hope tonight has made you feel proud of everything we’ve achieved and, perhaps most importantly of all, I hope it has inspired you to help lay the foundations for the next 60 years.

How to Write Results/Findings

Written by Bess Chan

In many dissertations, the results/findings chapter immediately follows the research methods. Depending on disciplinary practices, this chapter is sometimes combined with the discussion. However, the results/findings chapter is fundamentally different from the discussion: the former presents what your study found, while the latter explains what those findings mean, how they relate to the existing literature and theories, and the wider implications of the research. To keep these chapters separate, focus on this simple division of labour:

• Results/findings chapter: Present the results, themes, or patterns derived from analysing your own dataset.
• Discussion chapter: Connect those findings to existing literature and theories, or explain why you got those specific results.

In practice, the results/findings chapter may still contain a small degree of analytical commentary, such as noting how prevalent or significant a finding is, but it remains comparatively more descriptive than the discussion.

Here are a few tips to help you produce a strong results/findings chapter in your dissertation:

Choose a clear organisational structure for your results/findings

Before planning your structure, you need to understand the difference between data and results/findings. While data refers to the information collected during the study, results are the patterns, themes, relationships, or statistical outcomes derived from analysing that data. Therefore, you shouldn’t report every single piece of data, because too much of it will distract your readers, making them confused about the critical data needed to answer your research questions.

You’re strongly advised to organise your results or findings according to your research questions, hypotheses, theoretical/conceptual framework, or themes. Start each section in this chapter with a heading that relates to one of the questions, hypotheses, or themes. Then, present your finding, provide specific data points, such as statistics or quotations, as evidence, and comment briefly on its prevalence, strength, or relationship to other patterns within your dataset. Here is an example:

Research question: How do postgraduate students perceive the usefulness of assessment feedback?

Demonstrate alignment with earlier chapters

In dissertations, you want to make sure that there is clear coherence throughout. To achieve this, you’ll need to repeatedly connect this chapter back to research objectives, questions, and/or hypotheses. You should also make sure that the results or findings align with the research methods. For example, if you state in your research methods that your study uses thematic analysis to analyse interview data, you can present a set of clearly labelled themes and subthemes drawn from the data and use them as section headings in the current chapter. Where relevant, findings may likewise be organised in ways that reflect the conceptual or theoretical framework introduced earlier in the dissertation.

Use visuals strategically

Students often either overload this chapter with visuals or avoid them entirely. If your data is so complex that a table or figure can help simplify it, you should include one. Remember that every table or figure should be discussed in the text. You don’t have to restate every individual number from the tables or figures in your text, but you’re encouraged to highlight trends, prominent pieces of information, or critical anomalies. Also, don’t forget to make the visual titles informative – simply naming one as “Figure 1” doesn’t help your readers understand what the visual is about and how it is related to your study.

Find out more about including figures and tables in your written work in this interactive presentation.

Prioritise coherence and signposting

Chapters in your dissertation tend to be long, and your markers will get tired. To help them navigate this chapter more smoothly, you need to use a lot of signposting. Try to start each section with a mini-introduction and end it with a brief summary. You should also add transition sentences to show how data is connected.

Find out more about writing clearly and making connections between chapters in this interactive presentation.

Lastly, if you’d like to learn more about the writing the results/findings chapter, please access this interactive presentation on findings or results. Also, if you have any questions about this chapter, I encourage you to book 1-2-1 meetings with me, Bess Chan, your London-based EAP Tutor, via email or the booking form.

River Rights Charter for the Channelsea in collaboration with the Surge Co-operative

Written by Jamie Wilks

On Wednesday, 27^th May, the Climate and Ecological Transitions Hub at Loughborough University, London, in collaboration with the Surge Cooperative, held a Rivers Rights for the Channelsea lecture and workshop. The workshop occurred during UK Rivers Week, which is a campaign aimed at celebrating all of London’s rivers and the projects that aim to improve their health. The lecture and workshop welcomed over 30 attendees, including staff and students at Loughborough University London, members of the Surge co-op, researchers from external universities, members of community groups, and interested individuals who all wanted to learn more and understand River Rights. These discussions come at an important moment, as the Nature Rights Bill was debated in parliament on 3^rd June. In this blog post, I reflect on the lecture and workshop discussions in the context of evolving rights of nature debates.

The lecture

The first hour of the afternoon was led by Josh Levene. Josh has been working with river-based communities across the world for the last 25 years and has more recently led the creation of a River’s Rights charter for the River Ouse. Josh began by asking us to think of a memory we had of being by a river. For me, it was being around and swimming in the River Mole in Leatherhead with friends during the summer as a teenager. However, as Josh demonstrated, these positive memories and stories have no place in current water governance. The river is a resource to be managed, and financially, it is worth more when it is dead rather than alive. But how can an entity that has existed for thousands of years, contain living organisms, be the site of economic activity, leisure activity and fond memories of generations of humans, be treated with such disregard?

The remainder of Josh’s lecture looked to answer this question and outline the context of the contemporary governance of rivers in the UK. As it stands, we have a fragmented water governance system, weak accountability for privately owned water companies and low public trust and engagement. Subsequently, our rivers are in crisis. In 2024, only 14% of rivers were in good ecological health, and none reached a good chemical status. Josh argued that the causes of this outcome are systemic. Western philosophers have informed our anthropocentric worldview, which views humans (mainly men) in a hierarchy above and separate from the natural world. Consequently, over the last few centuries, water has been commodified, and the rivers are seen as property or a resource to be managed. This has led to extractive practices and managing ecological harm after damage occurs. The Rights of Nature (RoN) framework aims to address these systemic issues. RoN provides a unifying framework that gives nature value and representation within governance. The framework embodies the notion that the health and empowerment of local communities and the health and empowerment of nature are connected. In practice, this means a river’s value is intrinsic and not substitutable or reducible to its instrumental benefits. In addition, a representative of the river is appointed to speak in governance contexts and protect its fundamental interests, which are grounded in ecological health. This unifying logic helps to navigate complexity across institutions, sectors and scales. Currently, there are 31 UK Rights of Nature initiatives in the UK, including the River Wye, Rother, Roding and Lodden. Furthermore, river rights have been recognised and formalised in New Zealand and Ecuador. Overall, the construction of river rights transforms the historical management of rivers towards a governance structure that recognises the river’s intrinsic value and empowers local communities to have political agency in their governance.

The Workshop

In the second half, we participated in a workshop facilitated by Hannah White from the Surge Co-operative. Hannah explained the formation of the Surge co-op in 2018 and the legal challenges they have faced in becoming stewards of the Channelsea. Surge aims to reanimate the barge-friendly area by creating sustainable community-led moorings for larger boats. This involves using underused blue spaces, wharves and quaysides to build links between communities and nature. The Channelsea is a tidal estuary of the River Lea located just south of Stratford in East London. Disputes between Surge and the Port of London Authority over who owns or manages the Channelsea led to a legal precedent based upon the 1857 Tomlin Order. This has led to an opportunity to “create a new form of stewardship of the land and water based upon cooperation and collaboration to benefit future generations and build climate resilience” (Dartford County Court, 2020:3)

We split into three tables to discuss the potential barriers, opportunities for synergies between other societal goals, and what the charter may look like in 20 years’ time. I sat on the opportunities table. We discussed the potential of the charter to strengthen social cohesion among local communities that can become stewards of the river they belong to, the physical and mental health benefits of access and care for the river, the river providing a unifying social force, and increasing healthy individual political agency. Several barriers were identified, the impacts of sewage pollution, including power relations between the cooperative and the Port of London Authority, being stonewalled or labelled as troublemakers, a lack of economic capital to support the co-op, and macro- political shifts that may affect governance. Finally, future possibilities included increased access to the river and making it swimmable, floating gardens, and the prioritisation of river ecology. But also, the potential for actors to co-opt such initiatives that present greenwashing concerns.

Reflections     

Following these discussions, I had one reflection that I thought was worth sharing. Firstly, during the workshop, we raised concerns over managing pollution when being near and in the river at the Channelsea. River and blue space pollution has become ubiquitous in the United Kingdom. Combined sewer overflows, urban run-off, chemical spills from industry, plastics and material waste, forever chemicals, and microplastics all pose a risk to human and non-human health. Furthermore, toxic environmental legacies remain in many coastal communities that have experienced deindustrialisation, and the state has done little to prevent repeated exposure to pollution for local communities. Unfortunately, pollution is not going anywhere, and its effects are experienced unequally across social groups (e.g. gender, class, race, disability). Recent research has shown that despite the health risks from pollution exposure, people continue to use blue spaces for recreation and leisure sports (see Evers, 2019). So, in the development of river rights and the increased access to blue spaces that communities seek, we need to develop sensibilities to navigate pollution. This means developing an in-depth understanding of the places we interact with. Newcastle University scholar and surf studies expert Clifton Evers argues that people and communities who work, live, swim, paddle, boat, surf, and fish around blue spaces develop an embodied pollution literacy. This entails identifying physical pollution spills, smells and tastes associated with pollution, access to water quality testing equipment, identifying changes in the local ecology and having access to medicine following exposure to pollution. While by no means a panacea to the toxic legacies of polluting industries and continued sewage pollution, these micro actions can go hand in hand with the institutional-level changes to alter the governance of rivers that support the rights of nature and give agency to local people.

To conclude, the River Rights charter provides us with a framework for understanding our relationship with nature. The creation of a contract helps to limit the complexity of the legal system that currently governs rivers and ensures the river has a legitimate claim to not be polluted. While many institutional and legal disputes remain, the capacity of community groups is often strained, and pollution concerns continue to affect the health of those wanting to be close to rivers. River Rights presents an important opportunity for transformative change, ensuring rivers are spaces for all people and creating positive memories. The lecture from Josh Levene and the workshop facilitated by Hannah White helped all those who attended think differently about the rights of a river and showed the potential for a genuine alternative. Thank you to all who attended!

Cited literature: Evers, C. W. (2019). Polluted leisure. Leisure Sciences, 41(5), 423–440.

Working with contemporaneously produced text & talk: A hybrid problematising workshop

Held on Friday May 22nd, Loughborough University & Online

Workshop convenors: Emma Richardson, Sarah Atkins, and Alexandra Kent

This workshop, hosted by the internationally renowned Discourse and Rhetoric Group and supported by the CRCC brought together international scholars of ethnomethodology and conversation analysis (EMCA) concerned with how to collect, analyse and present data from in-person conversations where contemporaneously textual accounts are being produced. This concern is not only methodological or analytical but is a live concern for participants across a range of interactional contexts as they make choices about what to attend to.

Take aways from us as the convenors

· The gap between talk and text is systematic, not incidental – Across every setting discussed, researchers reported how complex spoken interactions must routinely be compressed into brief, formulaic written entries.

· Tools and templates shape talk – Electronic systems, pop-up prompts and structured forms don’t just record the interaction, they shape what gets asked, in what order and what gets documented.

· AI-generated records raise new questions – AI scribes are already changing how records are produced. Understanding how skilled human operators navigate entextualisation judgements is important groundwork for designing automated systems that can support this.

· Aligning talk and text data is a shared methodological challenge – Even with time-stamped records, tracking log entries relative to the conversation is not straightforward

Talk and text in clinical encounters

To start the day, Graham Johnson, Consultant in Paediatric/Emergency Medicine (University Hospitals of Derby & Burton) and Doctoral Researcher (Loughborough University) showcased the challenges with ‘interruptions’ when documenting ‘referral conversations’ in the Emergency Department. Of central importance is that what is contained in the record ‘sets the tone’ and initiates a trajectory for the patient’s clinical journey. Graham posed the question, “what gets lost between the conversation and the notes?”

AI-scribes in General Practice produce records during the consultations mitigates the issues with interruptions. Thinking methodologically, Deborah Swinglehurst (Queen Mary University of London) raised challenges with the feasibility of gaining access to the ‘AI-scribes– in use’ during the consultation, but also the work that clinicians do to edit the text and codes being produced. Especially relevant given that records are now readily accessible to patients. Deborah raised analytic questions for academics and practitioners around how GPs adapt their consultation practices to accommodate the presence of the AI-scribe, and how we might ensure our research in this area remains current in such a fast-changing technological landscape.

Al Hughes works within an outpatient clinical setting within the NHS, seeing patients prior to major surgical procedures. Liz Stokoe (LSE) and Al are working together on the possibility of having a real-time means of recording complex surgical preassessment appointments. Summarising and documenting (for medical colleagues, patients and their health record) these conversations that might be more effective than the current summary letters produced from the clinician’s recollections after the appointment.

This panel strikingly demonstrated the highly consequential relationship between text and talk in clinical settings and how the future audiences and use of records shapes what can be recorded and how.

Talk and text in other institutional settings

Outside of the clinical setting, Jennifer Watermeyer (University of the Witwatersrand) provided an example the challenges faced by those seeking to make sense and use of multiple available texts, when there are differing participation frameworks. Discursive Psychology has long eschewed the relevance and inclusion of ‘context’ regarding participants cognitive matters and states of mind, focussing on only what is observable in the interaction. However, the question asked was how do we manage the differential access participants have to the texts, especially if we can use them retrospectively.

Katariina Harjunpää (Tampere University), focused our attention on ‘repair organisations’ when correcting texts produced collaboratively during a mediation agreement. Then, Aafke Diepeveen (University of Agder), guided us through how statements are collaboratively produced during police-suspect interviews. Both settings are illustrative of institutional encounters which routinely involve the live production, refashioning, and consultation of written records alongside spoken interaction. In the discussion, Aafke opened up the possibility that other complementary methodologies, frameworks and terminology could be applied.

Our discussion highlighted the interactional and analytic challenge of managing multiple orientations at once, especially when not all the orientations are similarly understood or known to all participants in the interaction.

Methodological challenges and approaches

Saul Albert and Liz Stokoe then offered a story which served as a reminder of the ‘The ordinary inadequacy of ‘conversational AI’ and the importance of the tacit work humans do in institutional settings. They highlighted the inadequacy of LLMs engagement in the delicate interactions we’d seen clinicians and other institutional practitioners manage during the morning sessions. LLMs do not have the same stake in what is recorded and how it is interpreted.

Lorenza Mondada (Univerisity of Basel) guided us to back to earlier consideration on shifting participation frameworks, who has access to what. Lorenza reflected on how video data are generally not made to capture the details of documents manipulated (such as screens which are being read from). In some cases, it is possible to access materials (such as in Jennifer’s case), but as Lorenza showed, their connection to the video records is sometimes hard to establish precisely. Jessica Robles (Loughborough University) extended these analytic concerns by pointing us to the question; how can we analyse something in a social environment that’s not made available to co-participants? And, is there value in reproducing transcripts of simultaneous but seeming-parallel events “on the same page” in some sense?

We arrived at the tentative answer that, if the text engagement relates to the main interactional activity, then it is useful to have it represented in the analysis in a way that more tangential activities might not need to be represented.

Talk/Text in 999 kidnap call data

Finally, Sarah Atkins (Aston University) facilitated an in-person data session featuring an extract from a UK police emergency call where the caller was reporting a kidnap. Working hands-on with this data we were able to apply our earlier discussions. These high-stakes incidents unfold across dual communicative tracks: (1) the spoken interaction between caller and call-handler, and (2) the simultaneous written text of the Computer-Aided Dispatch (CAD) log. The CAD log, initially typed by the call-handler but open to real-time contributions from dispatchers and other officers, becomes a crucial institutional text, shaping the ongoing interaction with the caller, the immediate police response and the longer-term record of the incident. The session focussed on the representational and analytic challenges these talk-text interactions pose for conversation analysis and related approaches.

Conversation Analysis and Ethnomethodology have the ability to provide powerful, grounded insights into these crucial and consequential interactive environments. As analysts we need to think carefully and deeply about the adequacy of the methods we use.

RAISE Nature Plan:  Our new plan for a Nature Positive Future

This month, the Sustainability team launched its new RAISE Nature Plan 2026-2030, setting out an ambitious vision to enhance biodiversity, restore habitats, support wellbeing, and use our campuses as living laboratories for learning and research. The plan represents an important step forward in our commitment to creating a more sustainable future for both people and nature.

Why Nature Matters

Nature is facing unprecedented pressures, with biodiversity declining across the globe. Universities have a vital role to play in addressing these challenges, and at Loughborough, we recognise that our responsibility extends beyond protecting green spaces. We have an opportunity to lead by example, demonstrating how campuses can actively contribute to nature recovery while enriching the experiences of students, staff and local communities.

The benefits of nature are not only environmental. Access to green spaces and opportunities to connect with wildlife support both physical and mental wellbeing. A more biodiverse campus can improve health, enhance learning environments and create stronger connections between people and the natural world.

Building on a strong foundation

Our 523-acre Loughborough campus is already one of the largest and most biodiverse university estates in the UK. Around ¾ of our campus is open green space, home to more than 7,500 trees, two ancient woodlands and a wide variety of wildlife. Species monitoring has recorded bumblebees, bats, butterflies, birds, freshwater invertebrates and a rich diversity of plant life across the estate.

Our commitment to nature has already been recognised externally. In 2023, Loughborough University received Ark Wildlife’s highest Platinum Tier award for its work supporting wildlife and biodiversity.

Our London campus also benefits from its proximity to significant green spaces, including Queen Elizabeth Olympic Park, creating opportunities for staff and students to engage with nature and sustainability initiatives in an urban environment.

The RAISE Framework.

The new nature plan is based off 5 key drivers:

• Recover – Protecting and restoring existing habitats and wildlife populations
• Act – Taking meaningful action to support sustainability goals and environmental commitments
• Improve – Enhancing biodiversity through habitat creation, restoration and wildlife corridors
• Sustain – Managing our grounds and buildings in ways that support long-term ecological resilience
• Educate – Using our campuses as living laboratories to inspire learning, research and engagement

Together, these themes provide a clear roadmap for how we will become a more nature positive university over the next 5 years.

Working beyond our campus boundaries

Nature recovery cannot be achieved in isolation. The University’s commitments through initiatives such as the Leicester, Leicestershire and Rutland Civic Partnership, the Leicestershire Climate and Nature Pact, and the Nature Positive Universities Alliance demonstrate the importance of collaboration in tackling biodiversity loss at both local and global scales.

Looking ahead

The launch of the RAISE Nature Plan marks the beginning of an exciting new chapter for the university. Building on a strong biodiversity baseline, the plan will guide future habitat restoration, species protection, sustainable estate management and community engagement activities across our campuses.

Most importantly, this plan is intended to be collaborative. Whether through volunteering, research, teaching, sport or everyday actions, everyone in the Loughborough community has a role to plan in helping nature thrive.

How you can get involved

• Get involved in volunteering
• Use the campus as a living laboratory
• Sign up to Biodiversity Literacy Training
• Be a citizen scientist, join our biodiversity surveys

To stay up to date with our opportunities to get involved, keep an eye out on our Instagram and Events Page.

From the Vice-Chancellor - June 2026

In my June newsletter: the QS World University Rankings, the UK’s Global R&D and Science Investment Summit, the new Loughborough Venture Investment Network, our end-of-year degree shows, and this year’s LEN Impact Awards. 

Our highest ever place in the QS rankings

The QS World University Rankings are one of the most well-respected global league tables, and I am delighted that we have risen 22 places to 203 in this year’s rankings – our highest-ever position. This is a significant result, and an important step forward towards our strategic ambition to break into the world top 200 universities. 

The QS rankings assess universities across six areas: academic reputation, citations, employer reputation, faculty-to-student ratio, global engagement and sustainability. While rankings are only one measure of success, this year’s improvement is a reflection of the work happening across the whole University, in research and teaching, professional services, and our external partnerships and engagement – work that many of you have contributed to directly. 

This significant rise reflects the collective effort across the University and the momentum we are building. But it is not the finish line. The global top 200 is now within touching distance, and our ambition is stronger than ever. Every high-quality research paper, every successful graduate, every international partnership, every employer collaboration and every opportunity to showcase our expertise strengthens Loughborough’s reputation and contributes to our future success. 

Thank you for all that you do to support all aspects of our operation across the University which has led to this fantastic result. 

Event showcases how research and innovation drives growth 

Loughborough took centre stage at the UK’s Global R&D and Science Investment Summit, held at the Royal Society this month as part of London Tech Week. Bringing together leaders from government, industry, academia and the investment community, the event explored how research and innovation can drive economic growth while addressing global challenges. 

As host of the Invest in UK University R&D – Midlands Campaign, which featured prominently at the Summit, the University is helping to position the region as a powerhouse for research, innovation and commercialisation, showcasing the strength of our collective ecosystem and the opportunities it offers to investors and partners. 

I was invited to speak at the event, alongside senior figures from across the UK science landscape, including Lord Patrick Vallance, Minister for Science, Innovation, Research and Nuclear, to ensure our voice was heard at the highest level of debate on the future of research and innovation. 

Five of our spinouts – Myomaker Bio, LectomeBio, TriboDENS, Figura Analytics and TransHumanity – were on hand to present their technologies to investors and industry leaders, highlighting the breadth and quality of innovation emerging from across the University. 

This Summit built on the success of initiatives such as Forging Ahead, one of the largest university collaborations in the UK. Forging Ahead aims to enable more commercialisation opportunities, joint ventures and spinout businesses to grow here in the region, which in turn create jobs, attract investment and drive economic growth across the Midlands. Our involvement in partnerships such as this underscores the vital role universities play in driving innovation-led growth and delivering benefits beyond the laboratory. 

Loughborough Venture Investment Network launched 

This month we launched the Loughborough Venture Investment Network (LVIN), a new initiative designed to connect promising founders from across the University’s entrepreneurial ecosystem with external investors. The network aims to strengthen opportunities for startups and spinouts to access investment and support as they grow and scale.  

LVIN focuses on attracting and leveraging funding from outside the University, helping founders access the capital, expertise and networks they need to accelerate their development. By bringing together investors with innovative ventures emerging from our community, the initiative supports entrepreneurship and innovation while drawing additional investment into the wider Loughborough ecosystem.  

Colleagues at the University work with a wide range of businesses to help them launch, grow and succeed: BidScript, for instance, uses AI technology to help businesses with bids and tenders for public and private sector contracts. And Moti Me, a physiotherapy-focused product, is helping children with learning and movement disabilities. 

The launch of LVIN is a strong example of successful collaboration across the University. The initiative has been developed through close working between Student Services, the Research and Innovation Office (RIO) and Philanthropy, Alumni and Supporter Engagement (PASE), and with valuable support from the Finance, Legal and Marketing teams. 

By combining expertise from across these areas, LVIN demonstrates how collaborative working can create new opportunities for founders, strengthen support for innovation, and help unlock external resources that benefit both entrepreneurs and the University community. 

Degree shows celebrate our students’ creativity 

The Design and Creative Arts Degree Show, our students’ annual showcase of their final year projects, and the Architecture students’ end of year show were held earlier this month. We also held the 10th annual Collaborative Project Show at our London campus. All are a fantastic showcase of the hard work, innovation and creativity of our students.  

The Design and Creative Arts show provides those graduating soon with the chance to share their work with the public and also, crucially, with those who work in the design and creative industries. It’s a great way for the students to show potential employers the breadth of their talents and what they could contribute to their company. Projects on display this year ranged from alien-inspired tableware to environmentally responsible Hindu urns, as well as the work of the first cohort of Fashion Design and Technology students to graduate from Loughborough. 

This year’s Architecture show demonstrated the creativity of students at every stage of their course, based on themes; second years, for instance, were asked to design a library and community centre for the city of Hartlepool under the ‘Exclusion/Inclusion in the City’ theme. 

The Collaborative Project Show saw more than 100 students from across the London Institutes showcase projects, created in collaboration with partner organisations such as UNICEF, Sainsbury’s and the West Ham Foundation, that tackle real-world challenges.

Every year I am amazed by the talent and vision of our students, who will be our next generation of artists, designers and creators. And this year was no exception. I very much hope you were able to go along to see our students’ outstanding work. 

LEN Impact Awards recognise entrepreneurial vision 

It’s always incredibly rewarding to be able to recognise entrepreneurship at the annual LEN (Loughborough Enterprise Network) Impact Awards. The evening allows us to bring together all those who are part of our entrepreneurial ecosystem – students, graduates, academic colleagues, alumni, friends and supporters – to celebrate the vision and creativity of our business founders.  

The standard of nominations for the 2026 awards, held this month, was so high that in the main award category we presented a highly commended award and an overall winner.  

Highly commended went to Zak Marks for Kitt Medical.  Zak took his final year project and created a life-changing business. Since graduating, he has developed a product that has literally saved lives. His wall-mounted anaphylaxis kits are now located in over 2,000 locations across the UK, with more than 17,000 staff trained to use the equipment. Zak secured investment for his invention on the Dragon’s Den television programme and was recognised on The Times Young Power List.   

The overall Impact Award winner was the Aftrak project, which combines solar microgrids and tailored tractors to empower smallholder farmers, with the aim of significantly increasing crop yields and incomes and providing rural communities with access to clean, green electricity. The project, which emerged from Loughborough University research, has already demonstrated a significant impact, with their innovative approach not only boosting smallholder farmers’ incomes but also contributing to broader economic growth and sustainability goals across the continent. 

 My congratulations go to all the nominees and the winners. 

Loughborough Experience Awards

Loughborough Students’ Union (LSU) has held its 2026 Loughborough Experience Awards to recognise the efforts of students and staff who go above and beyond to make life at Loughborough the best it can be.

SafeZone app

Over the summer we’ll be rolling out the introduction of SafeZone, a personal safety and security app designed to support staff and students across our campus. 

Santander Grant 

Applications are now open for the Santander University Staff Development Grant to support university staff across the UK to invest in their professional development. 100 grants of £500 are available, which can be used to support a wide range of career-enhancing opportunities. 

Brexit Revisited: Marking Ten Years Since Britain Voted to Leave the EU

Written by Dr Tim Oliver, Director of the Institute for Diplomacy and International Affairs

To mark ten years since Britain’s referendum on EU membership, IDIA hosted “Brexit Revisited,” an online panel reflecting on what Brexit has meant for the UK, the EU and the wider world.

The discussion brought together five colleagues from across Loughborough University: Dr Tim Oliver (Chair), Dr Borja Garcia Garcia, Professor Graham Hitchen, Professor Caroline Kennedy-Pipe, and Professor Gerhard Schnyder.

Each panellist began by recalling where they were on the night of the referendum, from a university open day in the East Midlands to a conference in Berkeley and a graduation ceremony attended by Boris Johnson.

Dr Borja Garcia Garcia spoke about Brexit’s effects on communities that felt left behind by globalisation. But he also pointed to Brexit’s negative effects on these communities and that the effect was less as a car crash and more a slow puncture whose effects are still being felt.

Prof. Graham Hitchen reflected on how the discussion was being held on the tenth anniversary of the murder of Jo Cox MP and how that tragedy fit a broader failure of deliberative democracy in the UK. He also pointed to the effect Brexit has had on the UK’s creative industries, with a large fall in earnings for touring musicians as one tangible cultural cost.

Prof. Caroline Kennedy-Pipe focused on Ireland, defence and security, arguing that Brexit pushed Britain into closer alignment with the USA at a moment when European cooperation, sharpened by the war in Ukraine, has become more important.

Prof. Gerhard Schnyder compared the UK with Switzerland, where a recent referendum on capping the population had partly turned on warnings not to “do a Brexit,” and set out how the UK’s post-Brexit immigration system has produced higher, not lower, levels of migration.

Dr Tim Oliver argued that the irony of Brexit is that the UK, often the member state that won the most from EU membership, was the one to leave because the people who appreciated least how successful the UK was as a member state were the British. But Brexit has revealed to Britain and the world how European the UK is.

Despite growing support for a closer UK-EU relationship, panellists agreed that any path back towards membership of the EU is complicated by domestic polarisation, a difficult negotiating position, and the political risk facing any British party leader who puts rejoining into a party manifesto.

Questions from the audience covered regulatory divergence, the influence of populist parties on UK-EU policy, and whether Brexit has strengthened or weakened the EU’s unity. The panel closed by looking ahead to where UK-EU relations will be in 2036. Views ranged from cautious pessimism about the strength of populism worldwide to a more hopeful sense that a new framework, perhaps including Ukraine and even Canada, could eventually create the potential for change to the current model of UK-EU relations.

Webinars and whatnots – June 2026

Upcoming:

• CaSDaR Hybrid Data Stewardship Conference 2026 – 17-18 November.

Catch up:

Of interest:

Previous months’ Webinars and whatnots:

• May 2026
• April 2026
• March 2026 – none
• February 2026
• January 2026
• December 2025
• November 2025
• October 2025
• September 2025- none
• August 2025
• July 2025
• June 2025
• May 2025 – Midlands Innovation Open Research Week 2025
• April 2025
• March 2025
• February 2025
• January 2025
• December 2024
• November 2024

June Copyright Reads (2026)

Well, here we are in June and it is hot. So hot that we ordered an AC. Not a wall mounted one but just a stand one, because our house is now as hot as a greenhouse.

In this iteration of the copyright reads I have shared some articles on how to keep your house cool, some of the research being done by one of our own, so have a look.

I have to say I miss Scotland! I was away last week for the Edinburgh Open Research Conference and it was nice and cool. The conference was great too. Keep an eye out for the proceedings.

Cristina Rusu presenting at Edinburgh Open Research Conference

This month’s copyright reads have a mix of everything. We look at copyright in the wild and in other territories, plastic pollution, how to keep cool and of course, we look at a hungry museum visitor.

Enjoy!

View over Lindisfarne. © Cristina Rusu, 2026

Wiley acquires Emerald Publishing in £337m deal

The AI vibe shift is real: Why the backlash is growing

Worried about the next heatwave? How southern Europeans keep their homes cool without air con

Advance your skills with these 10 online courses

A Note from Re:Create: Why the Pope Skipped Copyright (and Policymakers Should, Too)

Developments in the U.K. and Germany Target Google’s AI-Generated Summaries

Spain’s renewables revolution is paying off: Electricity bills are lower despite energy crisis

Plastic food packaging blankets the world’s coastlines, study finds

Europe’s bathing waters remain safe to swim

Bots are scraping open data — how should researchers respond?

Addressing the Impact of AI Bots on Repositories: OpenAIRE’s New Working Group

Europe’s heat pumps replace Middle East gas imports twice over. Which country is leading the way?

Sonnenfinsternis, Perseiden, Mondfinsternis: Was der Sommer 2026 am Himmel bereithält [German article on what to look forward to during starry nights: Sun and Moon eclipses, and Perseid meteor shower]

From yoghurt to luxury sails: how to shade your home from supercharged UK heatwaves

Threat of ‘flesh-eating bacteria’ spreads along Europe’s beaches with climate change

From misting fans to wearable air conditioners: Here’s the tech to keep you cool this summer

More than 150 shipwrecks discovered beneath Gibraltar waters

London climate week disrupted by … the climate [Oh, the irony]

The mistakes people make when trying to keep their home cool in a heatwave

Generative AI art and copyright governance: Rethinking the adaptation right and its limits

Overheated and underprepared — Europeans’ experience of living with climate change [Report]

Announcing: UKRN’s Open Research Programme considers the equality impact of open research work

Copyright protection of prompted generative AI outputs in the United Kingdom: A preliminary taxonomy

Reframing Repositories: Why Repositories Matter More Than Ever!

A for Effort: How AI Upends Copyright Law

Elsevier et al. sue Meta over AI training: what’s at stake for researchers?

Decolonization in action: Lessons from the Musée d’ethnographie de Genève

Can Software Copyright in the EU Survive the End of Programming?

Barriers to Research: Insights into the Patchwork of Research Exceptions in European Copyright Laws and Practical Perspectives from European Researchers

Horizon Europe Research Manager Event 14 July 2026 09:00-16:30 University of Warwick [Event]

Who Owns What AI Creates? China’s Courts Have Started Answering — and the Answer Is Nuanced

Brad Pitt sued by intimate skincare brand over name dispute, company seeks damages

Exploring Digital Cultural Heritage Access, Use, Value and Sustainability [Book]

‘They picked the wrong artist’: how a Dallas mural cover-up led to a $25m lawsuit against Fifa

The state of AI and intellectual property – a thematic scientometric assessment

Copyright implications of super-intelligence

AI ready: how to prepare archives for Artificial Intelligence, improve discoverability, and enhance access

UK media websites given power to block Google using their articles in AI search

Taylor Swift trademarking her voice and likeness points to a new legal frontier in combating AI deepfakes

50 years of litter on Skye

Updates to the Copyright Act. The Government is preparing to update the Copyright Act 1994. [News from New Zealand]

The Case for Fonts: The Copyrightability of Font Software in the United States

Fender’s Cease-and-Desist Campaign Over Stratocaster-Style Guitars Raises New IP Questions for Guitar Makers

Europe’s next copyright reform moves a step closer to reality: what can we tell from the twin Commission consultations?

A successful open access book mandate requires infrastructure not compliance

Workshop on Plastic Litter in Tórshavn: From Disappearing Waste to Visible Consequences

Navigating Activist Archiving: Saving Ephemeral Moments Ethically and Legally

Meet the academics refusing to use generative AI

Chicken Soup for the Soul Sues the Entire AI Industry

How ‘learnrights’ would compensate creators for AI model training [US]

Cox and Effect: Why Volitional Conduct Is AI Copyright’s Next Battleground

Achieving Global Open Access The Need for Scientific, Epistemic and Participatory Openness [Book]

French museum reports theft of arty banana [Well, people do get hungry walking around a museum all day….]

I hope you enjoyed this month’s reads. As usual, stay cool and hydrated! Until next time!

View from Lindisfarne Castle. © Cristina Rusu, 2026

Five Minutes With: Andrew Dix

What’s your job title and how long have you been at Loughborough?

I’m a Senior Lecturer in American Literature and Film in the English Department, in the School of Social Sciences and Humanities. As to how long I’ve been at Loughborough, the answer is a frighteningly long time. I arrived in 1996, teaching for a semester while a member of staff was on study leave, and never left. For the first ten years, I had a series of fixed-term teaching contracts, trying to make myself useful by teaching everything across the English curriculum (from Early Modern drama and Paradise Lost to Bollywood cinema and Madonna videos). A permanent lectureship came up in 2006 and I was very pleased to be appointed.

Tell us what a typical day in your job looks like?

At the moment my working day is less varied than usual as I’m on study leave, researching and writing towards my current book project, which is a study of contemporary Hollywood stardom and globalisation. In term time, much of my day is taken up with teaching undergraduate and postgraduate modules in English – some, though not all, relating to my specialism in American literature and film. Working alongside colleagues from other parts of my School, I also enjoy teaching two modules outside the English Department: one in screen culture, the other in post-Civil War American cultural history. In addition to doing my teaching, research and admin, I am a personal caseworker for the Loughborough branch of UCU. So my typical day is likely to include interacting with one of our campus members who is looking for union support.

What’s your favourite project you’ve worked on?

Inevitably, over such a long time at Loughborough, I’ve been involved in many enjoyable projects, including supervising some excellent PhD students and helping to develop new degree programmes. Picking out just one, though, I’ve taken a lot of pleasure from devising and delivering an undergraduate module in African American culture. The module’s quite a fixture in our catalogue now, but I update it regularly (for example, by including the film Sinners or Black Lives Matter writing and imagery in the syllabus). The seminar on hip-hop is always great fun: I’ve done plenty of homework, in both listening to and reading about the music, but I always look forward to learning from the students with their greater knowledge of younger hip-hop artists. That kind of reciprocal pedagogical exchange, in which I’m educated by the group as well as offering them what I can, seems to me ideal.

What is your proudest moment at Loughborough?

Receiving a Vice-Chancellor’s Award in 2025, not for work in my academic role but for what I’ve done as a Loughborough UCU caseworker. In this capacity, including five years as our branch’s Personal Casework Coordinator, I’ve supported more than 60 colleagues, from right across the institution, who have been facing challenging situations at work (disciplinary investigations and hearings, grievances, sickness absence, redundancy, etc.). It was a nice moment for me, personally, to get this award. More importantly, though, it was an acknowledgement of the efforts of our casework team as a whole, and very encouragingly it also showed the University’s recognition of the positive role played by the campus unions.

Which University value do you most resonate with and why?

Collaborative. This isn’t to disparage the other values. However, without a developed culture of teamwork and mutual support – in my role, sharing the load of teaching and admin with colleagues – it would be impossible for all of us also to have the opportunity to be ‘adventurous’ or ‘creative’.

Tell us something you do outside of work that we might not know about?

I’m a season ticket holder at Derby County Football Club and enjoy the fortnightly escapes from academia offered by home matches. Unless you support a Manchester City or a Bayern Munich, being a fan of a football team can seem like a lesson in disappointment. But there’s always the promise of next season…

What is your favourite quote?

“If you have built castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them” (Henry David Thoreau, Walden; or, Life in the Woods [1854]).

If you would like to feature in ‘Five Minutes With’, or you work with someone who you think would be great to include, please email Martha Causier at m.causier@lboro.ac.uk.

Beyond the ‘To-Do List’ Curriculum: Why School Mathematics Needs to Focus on Big Mathematical Ideas 

In this blog post Professor Colin Foster introduces us to five big mathematical ideas that link all of the school mathematics curriculum. You can read more about Colin’s work at his personal website and at bigmathematicalideas.org.

Introduction

When students come home from school and say what they have been doing recently in mathematics, it can often sound like quite a jumbled mixture. On Monday, they did pie charts, on Tuesday they were adding fractions, on Wednesday they constructed perpendicular bisectors, and so on. To a student, these can feel like separate rooms in a sprawling house, with the doors locked between them. The curriculum becomes a fragmented ‘to-do list’ of disconnected procedures to be rehearsed for the next test and then promptly discarded. 

Teachers and researchers know that mathematics does not have to be experienced like that. Mathematics is a deeply connected, coherent web of concepts, in which each becomes more secure and makes more sense when it is more strongly linked to the others. But how do we help students see it that way? How can we move away from an atomised approach to the curriculum and towards one that coheres around a smaller number of key, powerful ideas? 

To try to address this, I have launched bigmathematicalideas.org. 

The Problem of Fragmentation

Viewing the school curriculum as a long list of granular objectives may appear neat and tidy on a scheme of learning, but it hides the real underlying mathematical structure. When a student learns about multiplying fractions, and later learns about percentage change, they may not see the connections that would make both of these topics easier to grasp and more meaningful. 

This fragmentation isn’t just a student problem; it is a pedagogical one. If the teacher’s own mental model of the curriculum is fragmented, their ability to teach for deep understanding will be limited. They might be ‘teaching the topic’, but are they teaching the powerful underlying connections within the mathematics? Beyond school, when a lot of the smaller details will likely be forgotten, it is these deeper foundational ideas that we might hope would remain.

What is a ‘Big Idea’? 

I have structured bigmathematicalideas.org around the five ‘Big Ideas’ shown in the figure. A Big Idea is not a topic title, like ‘fractions’. It is an idea central to mathematics – one that links across numerous different content areas. I show on the website how all the disparate topics within school mathematics rest on one or more of these five pillars. 

Making sense of struggles

Difficulties students have across diverse areas, such as fractions, ratio, trigonometry and percentage change, for instance, often relate more to trouble with thinking multiplicatively than to anything specific to those content areas. Teaching these topics when the ‘Thinking Multiplicatively’ pillar is still weak is likely to be stressful and inefficient, and everything is at risk of collapse.

When students struggle with mathematics, on investigation it often turns out they have a relatively small number of real ‘issues’. Indeed, why would they struggle across so many different content areas if there were not common difficulties that were blocking progress? Very often, although the student has encountered the relevant Big Ideas, they have not spent long enough getting really familiar with them. They have never processed them deeply enough to gain the confident fluency that allows them to use the idea across different areas of content.

Investing lots of time on the five Big Ideas aims to put students in the strongest possible position to learn all the smaller ideas much more efficiently and with greater satisfaction and success.

Making use of the ‘Big Ideas’

Each of the Big Ideas captures an essential understanding that a large amount of the school mathematics curriculum builds on. On the bigmathematicalideas.org website, I go into detail, setting out explicitly the most important features of each Big Idea.

In each of the five chapters of bigmathematicalideas.org, I explain the Big Idea, consider the difficulties students typically experience, and suggest how these might be addressed. I then try to show how all the areas of content that build on that idea might be much more efficiently and painlessly taught once the Big Idea is firmly in place. Finally, I suggest how problem solving tasks can be used to delve further into each Big Idea.

You might be surprised at how I have organised the different topics across the site. Everything from the school mathematics curriculum is there, but you may think the topics are ‘all mixed up’. But that is because I have organised them by Big Idea. I have found it really interesting to see how topics that might not usually be thought of as being related can naturally go together.

The website contains hundreds of figures, tasks and references, often including links to lesson plans and full solutions to the tasks. I hope there is something there to interest every mathematics teacher from the trainee to the most experienced.

Let’s stop teaching the ‘to-do list’ and start teaching the Big Ideas!

About the author

Colin Foster is a Professor of Mathematics Education at Loughborough University. His research focuses on the learning and teaching of mathematics in ways that support students’ conceptual understanding.

Constructing Vulnerability Symposium

The CRCC, alongside the Discourse and Rhetoric Group (DARG), hosted the symposium: ‘Constructing Vulnerability’ on Thursday 21st May at Loughborough University.

The event brought scholars from Loughborough University together with distinguished invited speakers from Heriot-Watt University, University of Michigan Medical School and the University of the West of England, to interrogate the communicative construction of vulnerability and its implications. Presentations drew on diverse empirical backgrounds—including digital environments, healthcare delivery, justice systems, and educational institutions––and explored how vulnerability is produced, negotiated, and managed through specific communicative practices.

Defining vulnerability as an interactional concern

Vulnerability denotes exposure to potential harm—a condition that, while applicable across a range of domains, assumes particular ethical and political significance in relation to human subjects. Contemporary discourse frequently designates certain populations as “vulnerable” through political, medical, or regulatory frameworks. Yet vulnerability should not be understood as an inherent or essentialist attribute. Rather, it emerges as a contingent phenomenon, constituted and mediated through social structures, institutional arrangements, political economies, and discursive regimes. Vulnerability, in short, is communicatively constructed across multiple scales and contexts.

Defining persons as vulnerable

The first panel focused on how people are defined, or self-define, as vulnerable. Marc Alexander (Heriot-Watt University), discussed how callers and call-takers establish vulnerability as the basis for support through self description and diagnostic categories during calls to a UK housing helpline. Next, Itoitz Rodrigo-Jusue (Loughborough University) introduced the ways in which individuals are constructed as vulnerable to radicalisation within UK media and political counter-radicalisation discourse. Finally, Kirsty Horsey (Loughborough University) shared how, in the context of surrogacy, legal definitions of vulnerability are primarily framed as a concern for surrogates, and potential surrogates, whilst neglecting the vulnerability of potential parents.  

Vulnerability in institutional settings

After a short break, the focus shifted to how vulnerability is constructed in institutional settings. First, Emma Richardson (Loughborough University) and Laura Jenkins (Loughborough University) discussed how vulnerability is interactionally produced in police investigative interviews to construct and negotiate the reliability of witness and victim’s statements. Next, Kathryn Jordin (Loughborough University) introduced how a child’s emotional vulnerability is constructed and negotiated in adult caregiver responses to their upset in UK preschool settings. Finally, Francesca Williamson (University of Michigan Medical School) shared how vulnerability becomes a specific concern for Black families during discussions about risk and pain management in paediatric surgical consultations.

Reflections on vulnerability and practice

The final panel brought together three presentations that explored vulnerability as a reflexive practice. First, Jo Sims (Loughborough University), Marco Pino (Loughborough University) and Jessica Robles (Loughborough University) discussed how, for patients with life-limiting illnesses, vulnerability is constructed in conversations about their condition and care with palliative care professionals. Next, Paula Saukko (Loughborough University) introduced how those living with eating disorders negotiate vulnerability in online spaces to find support and share their experiences. Finally Penny Litchfield (University of the West of England) and Cristian Tileagǎ (Loughborough University) shared their experiences of navigating their own vulnerability as a researcher during a focused ethnographic project, highlighting that when investigating difficult and traumatic events and experiences, our own vulnerability as researchers is also a valid concern.

Symposium closing

The symposium closed with the organiser, Jessica Robles, thanking presenters for bringing such important discussions about vulnerability for wider consideration, and outlined the hope that through such valuable interdisciplinary dialogue, we can advance theoretical understanding and critical reflection on how communication shapes the politics and experience of vulnerability in contemporary society.

London Summer Break Guide 2026 

Summer is a fantastic time to be in London! The city comes alive with outdoor events, festivals, markets, parks, and cultural experiences that everyone can enjoy. For many of our international students, the summer break is the perfect opportunity to explore the city, discover new places, and make the most of your time in the UK.

To help you plan your summer, we’ve put together a week-by-week guide packed with exciting activities! Whether you’re looking to relax in the sunshine, spend time with friends, or discover something new, there’s plenty to help you make the most of your summer break.

Things To Do in June    

• Here East – Summer by the Canal – From 11^th June – 19^th July watch this summer’s biggest sporting events on the big screen.  

• Taste of London Food Festival | The Regent’s Park, London – Food festival in Regents Park 17^th – 21^st June. Tickets from £24.  

• Summer Screens – Canary Wharf / Summer Screens: Film Club – Canary Wharf: Live sport and film screenings outdoor on the big screen throughout summer. Screenings include, Wimbledon, F1, cricket, gold and a programme of popular films – all free to attend! 

• Alfresco Arts: Theatre – Canary Wharf: A free outdoor arts programme featuring live theatre performances.  

• Regent’s Park Open Air Theatre Open from June – September.  Tickets from £1, showing 4 different theatre productions from now (June) until September.  

• World Cup in Vauxhall – Vauxhall: Tickets from £16.88. Watch England’s work cup matches across three large outdoor screens alongside fellow England fans. Street food and drinks available to purchase.  

• Buy tickets – Vauxhall One – Free outdoor screenings of crowed favourite feel good films. Free + small admin fee. 

• Between The Bridges | Open Air Beer Garden | Street Food | Cocktails | Southbank, Central London – Free entry, drinks, food stalls and DJs. Showing Sports throughout the entirety of the summer, including the World Cup. 

• Zoo Nights | London Zoo Every Friday from 5^th June – 24^th July the zoo will be open from 6PM-10PM exclusively to adults. Street food options, live talks, and love music. Tickets  £23.50  

• West End LIVE 2026 | London City Hall – West End Live Saturday 20^th – Sunday 21^st June. Free (first come- first served basis) performances from top West End musicals.  

• Wellness at Canary Wharf goes beyond fitness, blending movement, mindfulness and community to support living well, working well and feeling connected. Wharf Wellness 2026 includes a month programme of free and ticketed wellness events  

• Make and Meet June 2026 – Festival at V&A South Kensington · V&A –Friday 12^th June, specifically for ages 16-26. Hosted at V&A South Kensington and includes a day of free workshops, networking, creative activities, food and museum exhibition access. 

• Marylebone Music Festival  An Orchestral festival 15^th -21^st June. Tickets from £22.50  

• Shōtengai pan-Asian Street Market- King’s Cross Local street markets featuring pan-Asian homeware and street food Thursday 18^th June – Sunday 21^st June.  

Things To Do in July 

• Everyman On The Canal 2026 — Everyman Cinema – free to attend runs until the 16^th August. Programme of films and will also be screening Wimbledon. 

• Sketch and Sip Social at Roof East – The Big Draw Free social at Roof East rooftop bar Stratford. Sunday 26^th July 1:00PM – 3:00PM  

Things To Do in August

• Summer Sounds Music Festival Coal Drops Yard – King’s Cross Free music and performance festival, with a mix of folk, jazz, soul classical and indie rock music. Runs every evening from 13^th– 23^rd August. 

• Greenwich+Docklands International Festival 2026 | 

Wondering about comments on a data management plan? Here's an example

Part of my day job is to comment on data management plans (DMPs) that researchers send to me. Most of them are needed for grant applications, a few for ethics applications and the odd one just because it’s good practice (it is very good practice!). Perhaps you’re wondering what kind of comments you’ll get, so I prompted Copilot to “write a basic 200-word data management for a UKRI grant”. Here’s what it gave me, together with my comments.

By and large, you’ll see that my comments are around specificity. Adding the unique details relevant to your project, institutional setting, and policy environment shows that you’ve put in the time and effort to think through exactly what you might need to manage your data properly.

If you’re new to crafting DMPs or just want to take some of the thinking out of it, I suggest starting with DMPOnline. It’s a great tool that has most of the funders’ requirements preloaded, so you don’t have to look them up. There are helpful tips, sample phrases, and you can share the plan directly with me for comment.

I regularly do online calls with researchers to talk through anything from the basics to the fine details. Or maybe you’d just prefer email – I can be reached at <RDM at lboro.ac.uk>. Always happy to help ☺️

My Experience Renting in London (As a January Starter)

By Puranjay Dixit (Student of MSc Sport Marketing)

As someone who had never left his city, let alone his country, for more than a holiday, accommodation was one of the biggest concerns I had when moving to London. I arrived in January 2026, having booked my flat at the last possible moment. Looking back, it all worked out, but there were definitely things I learned along the way. Let me share my experience of finding accommodation and living in London so far, including what worked for me, what did not, and what I wish I had known before arriving.

I currently live in a student accommodation with four flatmates, sharing a kitchen. On paper, it is one flat, but in reality, it is practically five individual ensuite rooms connected to a shared kitchen. The rooms are not particularly huge, but they are more than sufficient for living as a student for one year. You get a single bed, a pretty large desk, a wardrobe, and an adequately sized bathroom. Considering that bills are included in the amount, amenities like study room, 24×7 security, quick repairs, and the fact that it is in central London, I think it is good value for money.

The building is in a prime location. It is within walking distance of tourist hotspots like King’s Cross and Oxford Street, bustling areas like Islington and Old Street, and landmarks like the British Library and the Emirates stadium.

Unless you have close family or friends living in London, your best tool to find places to stay is on the internet. There are many student housing providers, plus real estate websites if you wish to rent privately.

Having looked at both options, I would personally recommend student accommodation for most students. The paperwork is much simpler and day-to-day living is much more convenient. As a student who has a lot on their plate like coursework and submissions, I find it reassuring to not have to worry about bills and maintenance. The trade-off is usually smaller rooms and shared kitchens, something I do not mind compromising with for a year.

Most student accommodation providers have their own websites where you can browse properties, book viewings, and even finalise and make payments after choosing a room as per your choice. I found the property I live in after searching through various websites and listings, then dropping an email to the accommodation team to discuss availability.

Here are some tips that helped me during my accommodation search:

• Have multiple options. Look everywhere, do not rush to finalise the first or second option you see, even if you are short on time. There are plenty of student housing providers and private landlords in London, there will likely be a better deal out there.

• Do your own research.  Once people know you are looking for accommodation, you will inevitably receive a lot of advice and recommendations. Agencies and housing providers will contact you, friends and family will often have suggestions of their own, and so on. While it is worth listening to different perspectives, I would recommend doing your own research and making your own judgement. Rent prices, amenities, locations, and reviews are all readily available online. Go through it and build your own understanding to find houses, rather than completely relying on what others said.

• Do not shy away from direct approaches. If looking at privately owned houses on property websites, do not be afraid to directly message/email the listed owner. This is also useful if you are starting in January, like I was, because student accommodations usually offer only year-long contracts from September to September. In such cases, the only way you as a January starter can get in is if you take over an existing tenant’s contract.

That is exactly what happened in my case. I emailed the student accommodation I now live in and asked whether they had any vacancies or tenants planning to leave early. They replied within two days, and another two days later I had signed my contract and secured my room.

• Always get a viewing. Do not agree to any contract without having a viewing first. The ideal scenario is to have a friend or relative living in London to go over and view in person, with you on video call. However, if that is not possible, get a virtual viewing. Either way, never book a property based only off photos and videos. .

• Use all available resources. The university offers a service of reviewing your rental agreements before you sign them. Given how common scams are, having someone check the contract is a valuable safeguard and can give you extra peace of mind.

• Do not restrict your options based on area. London has an incredible transport network. Tubes and buses, and even hire bikes, are abundant. You do not have to restrict your options only to the immediate areas around where your university is.

For example, Loughborough London is in Stratford (East London), but I live in Central. I am well connected by bus (40 minutes to reach) and tube (20 minutes to reach). So, it is not the end of the world if you do not find a place near the University, or if you find that one perfect place that happens to be in south London.

I was fortunate to have my girlfriend living in London for five months before I came here. We had already gone through a similar search process for her housing, and her being there greatly helped me before I moved in as well. I also know many students who reached out to friends, relatives, or other contacts in London to attend viewings or communicate directly with landlords on their behalf. If you have someone who can help in that way, make use of it.

In addition to the rent and the authenticity of the place, transport links are just as important as well. As I mentioned before, I do not recommend restricting your search only to areas in immediate proximity of your campus. However, that also does not mean I recommend finding a place that leaves you with a two-hour commute to the campus. Try to find a balance between affordability, location, and convenience.

Another thing to keep in mind, especially if you choose a shared accommodation, is that you can never be certain what flatmates/roommates you may get when you move in. You will have to keep an open mind and have patience. Don’t worry! Its not always bad (I managed to end up with pretty good flatmates).

One advantage of student accommodation is how quickly everything moves. These providers deal with room turnovers regularly, so their processes are usually streamlined. In my case, there were only four days between my first email and signing the final agreement, and I completed everything just two days before flying to London.

That said, I would strongly recommend starting your search as early as possible. Leaving everything until the last minute is stressful and can lead to rushed decisions or higher costs. It is never too early to start. Browsing through options and reaching out to landlords is something you should start as soon as you can. It gives you more time to compare options and negotiate better deals. In fact, you actually have more options if you start early because the London rental market moves fast. Rooms and houses are often rented out quickly, so the later you start, the more options you lose out on.

If there is one thing I wish I had known before moving to London, it is just how fast the housing market moves. Because I live in a student accommodation, I will need to move out when my lease ends. You cannot continue in a student housing after your programme is complete. What I did not realise when I first arrived was that finding your next place often needs to start months in advance, filtering by rent, location, and other agreeable terms. Time flies fast and before you know it, you are in a position where you need to find a new place, and you need to do it quick.

Overall, staying and studying in London is sure to be an exciting and memorable time. Having a good place to go back to at the end of the day is vital, because it dictates how you look back upon your time in the city. Finding accommodation can feel overwhelming at first, but if you start early, do your research, and stay sensible throughout the process, you will put yourself in a great position to enjoy your time in the city.

If you require additional support, our Student Services team can provide guidance on tenancy agreements, renters’ rights, and budgeting for accommodation costs. Visit our accommodation support page to learn more about the support available.

A Student Guide to Private Accommodation in London

By Alexandra Claudia Loreza (Student of MSc Digital Innovation Management)

Moving to London to pursue a postgraduate degree is an incredibly exciting milestone, but if there is one thing that routinely causes anxiety for incoming international students, it is finding a place to live. The London housing market moves at a breakneck pace and operates quite differently from many other global cities. As a student at Loughborough University London, I went through this exact journey. In this blog, I want to share my personal experience, the strategies that worked for me, the challenges I overcame, and my top tips to help you secure a comfortable, stress-free home in the capital.

My London Home: Life in East London

Currently, I live in private rented accommodation in East London. It is a fully furnished, charming 2-bedroom house where I rent a private bedroom and share the common spaces, like the kitchen, bathroom, garden, and reception room—with a housemate. My private bedroom serves as my personal sanctuary and is equipped with everything a student needs: a comfortable double bed, a nightstand, a spacious wardrobe, and a dedicated study desk where I spend hours working on my assignments.

One of the biggest advantages of my location is its not too far from Loughborough University London campus, which is situated in Here East (Queen Elizabeth Olympic Park). From my house, it takes me roughly 25 minutes to get to campus using the Bus 241, or 2 train stops to Stratford. Alternatively, if I want to get some steps in, it is a pleasant 35-minute walk to Stratford Bus Stop X, than continue with free HereEast Shuttle Bus from that bus stop.

The Secret Weapon: Tapping into Cultural and Student Communities

When I first started looking for accommodation, standard commercial platforms felt overwhelming and highly competitive. As an Indonesian student, I managed to find my current house through the Indonesian community WhatsApp Group.

Many nationalities and student groups maintain active networks specifically to support one another. Organizations like the Indonesian Student Association (PPI), Southeast Asian Student Community, Vietnamese Student Community, Indian Student Community, and Singaporean

Student Community have dedicated Instagram accounts, WhatsApp groups, or Telegram channels. In these groups, current students or departing alumni frequently post sublets, rooms for rent, or entire flats before they even hit the open market. This community-focused approach bypasses a lot of the traditional rental market stress and if you prefer to share a house with someone that came from the same place like you.

Top Tips for a Successful Accommodation Search

Based on my successful search and what I saw other students go through, here are my absolute golden rules for finding accommodation in London:

• Be Aggressively Early: The moment you have paid your tuition deposit or received your CAS/visa confirmation, start looking. Do not wait until August or September, as that is peak student migration season and prices skyrocket while availability plummets.

• Check Platforms Daily (and Act Fast): Good rooms in London can disappear within hours of being posted. Make it a habit to check student communities and rental platforms multiple times a day. If you see something you like, message the provider immediately. Speed is everything.

• Leverage Your Network: Don’t be shy! Ask your friends, seniors, family or anyone you know who already lives in London if they know of an available room or a tenant who is moving out soon. Word of mouth is incredibly powerful.

• Prioritize Personal Comfort: Remember that as a master’s student, you will spend a massive portion of your time in your room studying, writing essays, and resting. Ensure the environment is one where you feel safe, comfortable, and productive.

Overcoming Challenges: Navigating Remote Viewings and Avoiding Scams

I personally did not face any major contractual disasters during my search, but the biggest challenge I encountered—which almost every international student faces—was managing the search remotely. When you are overseas, you cannot attend property viewings in person, leaving you to rely strictly on pictures or pre-recorded videos.

To overcome this hurdle and ensure I wasn’t falling into a trap, I used a couple of key strategies. First, if you have a friend, relative, or acquaintance already living in London, ask them nicely if they can do an in-person viewing on your behalf. If that is not possible, explicitly ask the landlord or agent to send a live, updated video walk-through of the room and flat, or request a live video call via Zoom or WhatsApp. Additionally, always conduct in-depth research on the property owner or letting agency. Look up their reviews online, check if they are registered with a professional body (like ARLA Propertymark), and never transfer money unless you have a legally binding contract and verified credentials.

What I Wish I Knew Before I Started Looking

If I could go back in time and give myself one critical piece of advice, it would be this: Understand London’s transport infrastructure deeply, and do not rely on just one line!

London transport is fantastic, but Tube and rail strikes happen fairly regularly, and lines occasionally undergo maintenance. If you live in an area that relies solely on a single Underground line, a strike can leave you completely stranded or facing exorbitant Uber fares. I highly recommend finding a location with excellent multi-modal transport options—somewhere that gives you quick access to a reliable Tube line, multiple bus routes, the DLR, or the Elizabeth line.

Stratford is a perfect example of a multi-modal hub, which is why staying near campus or around East London is highly advantageous. Living near campus not only saves you significant amounts of money on daily transport fares (which add up quickly!), but it also insulates you from travel disruptions.

Good luck with your accommodation hunt! London is an incredible city, and finding the right place to live is the first step toward an unforgettable student experience at Loughborough University London.

IAS Residential Fellowship applications smash previous record in 2026!

Applications for the Institute of Advanced Studies flagship Residential Fellowship programme more than quadrupled for the 2026/2027 academic year.

For the third year running, application numbers have increased for the Residential Fellowship programme. The IAS Residential Fellowship programme offers outstanding international researchers the opportunity to undertake a month-long research residency at Loughborough University. Open to scholars from all disciplines and career stages, the programme is designed to bring leading international researchers into the University’s vibrant research community to develop new collaborations, exchange ideas and explore innovative research directions through interdisciplinary research.

Since Professor Songchun Moon arrived as the Institute’s first Residential Fellow from the Korea Advanced Institute of Science and Technology in October 2022, the Institute of Advanced Studies has hosted 47 Residential Fellows from 22 different countries from every continent except Antarctica. This has resulted in fellows spending a combined total of 1,733 days in residence at Loughborough University. To date, the IAS has hosted Residential Fellows from world leading academic institutions like UC Berkley and Monash University as well as from corporations such as Google and British Embassy Kathmandu.

This year, the IAS received over 300 applications for the 2026/2027residency coming from 67 countries, up from 69 applications in the previous year. Each year, the IAS appoints 10 to 15 Residential Fellows, who, during their residency, collaborate with Loughborough academics and expand their Loughborough networks on both campuses, helping to foster meaningful partnerships that extend beyond the Fellowship period. This leads to lasting legacy through joint publications, collaborative funding applications and future research projects, creating an enduring impact of international scholarly exchange.

Reflecting on the continued success of the Residential Fellowship Programme, the Director of the IAS Professor Ksenia Chmutina states:

“It’s really exciting to see our IAS being recognised as a destination for Residential Fellowships – it is attracting academics from all disciplines and from all around the world! This is only possible thanks to the wonderful and meaningful research that our colleagues do and the support that the IAS receives from the University. It’s wonderful to see our international community grow – and we look forward to welcoming the new cohort of 15 Residential Fellows to Loughborough.”

The sharp rise in applications reflects the growing international reputation of both Loughborough University and the Institute of Advanced Studies and its Residential Fellowship programme.

A map showing the global outreach of the Loughborough Institute of Advanced Studies Residential Fellowship Programme.

Dr Maali D. Alshamarri reflected on her Residential Fellowship in July 2025 by stating: “My time as a Residential Fellow… was a rewarding opportunity to step beyond institutional boundaries and engage with a vibrant, interdisciplinary academic community.”

As a result of the competitive application process, the Institute looks forward to welcoming 15 Residential Fellows in the 2026/2027 academic year. For more information on the Residential Fellowship programme, including how to apply for the 2027/2028 academic year, as well as other opportunities, please visit the IAS website using the button below.

Will Norriss – IAS Doctoral Leader

Erik Solheim on Diplomacy, Development and Global Challenges

By Venthan Kathiramalai (student of MSc Security, Peace-building and Diplomacy)

On Monday 11 May, students, staff, and guests gathered at Loughborough University London for an evening discussion with Mr Erik Solheim on diplomacy, international development, conflict resolution, and global challenges. The event, titled Diplomacy, Development and Global Challenges: In Conversation with Mr Erik Solheim, brought together individuals from a wide range of academic and personal backgrounds for what became a thoughtful discussion on some of the most difficult political questions facing the world today.

Mr Solheim has had a distinguished career in diplomacy and international development. Over the years, he has held senior positions including Norway’s Minister of International Development and Minister of the Environment, Executive Director of the United Nations Environment Programme (UNEP), and Chair of the OECD Development Assistance Committee. He has also played central roles in several international peace processes, including in Sri Lanka, Nepal, Sudan, and Myanmar.

The evening provided students with the opportunity to hear directly from someone who has spent decades working at the intersection of diplomacy, negotiation, development, environmental governance, and conflict resolution. While many discussions surrounding international politics often remain abstract or theoretical within classrooms, Mr Solheim’s reflections grounded these issues in lived diplomatic experience.

A major focus of the discussion centred around the realities of conflict and peacebuilding. Mr Solheim spoke candidly about the complexity of negotiations and the immense challenges involved in bringing opposing sides together after prolonged periods of violence, distrust, and political division. One point that particularly resonated with attendees was his view that compromise should not automatically be seen as weakness. Instead, he described compromise as one of the most difficult yet necessary aspects of diplomacy and conflict resolution.

Drawing from his experiences in Sri Lanka, Mr Solheim reflected on the peace process during the early 2000s and the pressures faced by all sides involved. He explained that negotiations are rarely as simple as “two sides sitting at a table.” Behind every formal peace process are multiple layers of political tension, internal division, competing interests, public pressure, and historical trauma.

He discussed how, on the Sri Lankan state side, political parties often deeply distrusted one another and frequently focused on identifying weaknesses or failures within the negotiation process itself. Simultaneously, on the Tamil side, there were tensions surrounding representation, legitimacy, and inclusion, with questions emerging from other militant and political groups regarding why they were not directly included within the talks.

Mr Solheim also reflected on the nature of the Liberation Tigers of Tamil Eelam (LTTE) during this period. He explained that while the LTTE were an extremely strong military force, they were not politicians in the traditional sense, which created major challenges within negotiations and political settlement-building. This distinction between military capability and political governance became an important point of discussion throughout the evening.

One particularly thought-provoking aspect of the event was the discussion around the motivations behind peace negotiations themselves. Mr Solheim reflected on the misconception that armed groups only pursue negotiations from positions of weakness. Referring to Sri Lanka specifically, he noted that the LTTE entered peace talks during a period in which they were arguably at the height of their military strength. This included the aftermath of major developments such as the capture of Elephant Pass and the attack on Bandaranaike International Airport, both of which significantly impacted the Sri Lankan state.

His reflections encouraged students to think more critically about how peace processes emerge and how political actors perceive negotiation, compromise, leverage, and legitimacy during periods of conflict.

The conversation also expanded beyond Sri Lanka and into broader global trends surrounding war, diplomacy, and international instability. Mr Solheim reflected on conflicts across different regions of the world, including Sudan, Ukraine, Gaza, Myanmar, and Nepal, discussing recurring patterns that emerge within prolonged conflicts.

One particularly striking part of the discussion was Mr Solheim’s reflections on lessons drawn from peace processes and wars across different parts of the world, including Sri Lanka, Nepal, Myanmar, Sudan, Iran, Ukraine, and Gaza.

He noted that one of the most important lessons from modern conflicts is that wars almost always become far more prolonged and destructive than those initiating them expect. Referring to examples ranging from Russia’s invasion of Ukraine to historical conflicts such as Germany’s invasion of the Soviet Union during the Second World War, he reflected on how political leaders repeatedly underestimate the complexity, resistance, and long-term human consequences of war.

This broader reflection led into discussion around the importance of diplomacy, communication, and sustained peacebuilding efforts internationally. Rather than seeing conflict as something resolved quickly through force alone, the evening emphasised the importance of developing stronger global conversations and movements centred around peace, negotiation, and long-term political understanding.

Students also engaged with Mr Solheim on questions surrounding international development and environmental governance. Given his experience leading UNEP and working across sustainability initiatives globally, he reflected on how climate change, development inequality, conflict, migration, and governance are increasingly interconnected.

Rather than treating environmental issues as separate from diplomacy or development, Mr Solheim emphasised that modern policymakers and diplomats must increasingly understand these issues as deeply linked. Environmental instability can fuel political instability, displacement, and economic hardship, while poor governance and conflict can simultaneously undermine environmental protections and long-term sustainability.

A recurring theme throughout the evening was communication, particularly the importance of communicating complex political and diplomatic ideas to wider audiences. Students studying diplomacy, development, and sustainability were particularly interested in hearing how international actors communicate with governments, civil society, businesses, media institutions, and the public.

Mr Solheim reflected on how effective diplomacy often requires not only negotiation behind closed doors, but also the ability to communicate difficult realities across deeply divided societies. This aspect of the discussion was especially valuable for students hoping to enter careers in international relations, development, policymaking, or global governance.

Outside of the formal lecture itself, many students also valued the opportunity to speak with Mr Solheim more informally during the networking session afterwards. Conversations continued around reconciliation, identity, diaspora communities, and the responsibilities of younger generations engaging with questions of conflict and political history.

Another important reflection emerging from the evening concerned the importance of historical understanding across communities affected by conflict. Discussions throughout the event highlighted how easily societies can become trapped within singular narratives, often without fully engaging with the experiences and fears of others involved.

This led to broader reflections on the need for stronger cultures of dialogue and peacebuilding within societies themselves. While governments and international actors remain important, lasting peace also depends on ordinary people creating space for understanding, education, and serious conversation rather than constant division.

A point that resonated strongly with many students was the reminder that political conflicts are ultimately lived and suffered by ordinary people. Decisions made through anger, fear, ideology, or reaction carry real human consequences for families, communities, and future generations.

In many ways, the evening demonstrated the importance of universities as spaces for serious dialogue. Discussions around conflict, peacebuilding, reconciliation, and diplomacy are often emotionally charged and politically sensitive. However, events such as this show the value of creating environments where difficult conversations can still take place thoughtfully, respectfully, and critically.

The event also highlighted the appetite students have for engaging directly with practitioners and individuals who have worked at senior levels within international affairs. For many students, hearing first-hand reflections from someone deeply involved in peace processes and international governance provided perspectives that extend beyond textbooks and classroom theory.

Importantly, the discussion was not framed around simplistic conclusions or easy answers. Instead, students were encouraged to grapple with complexity, to recognise that conflict resolution is rarely straightforward, that diplomacy often involves compromise between imperfect options, and that historical events are shaped by multiple actors, pressures, fears, and competing visions.

The atmosphere throughout the evening reflected this seriousness. Students remained engaged throughout the discussion and continued conversations long after the formal event had concluded. Many attendees expressed appreciation for the honesty, depth, and nuance that Mr Solheim brought to the discussion.

Loughborough University London would like to thank Mr Erik Solheim once again for taking the time to visit, speak with students, and share his experiences and reflections so openly.

60 years of Loughborough University

Did you make it to this year’s Alumni Reunion Weekend? It was a special celebration to mark 60 years of the University and 50 years of the Students’ Union!

The archives created some eye-catching posters for the event that showcased the incredible archive material we hold from across the decades. It was a fantastic opportunity to highlight the stories and memories that make our institution so incredible.

We also welcomed Students’ Union colleagues into the archives, giving them the chance to explore and share their own celebratory content.

So, where did it all begin 60 years ago? While we’re celebrating our University ‘diamond jubilee’, our story actually stretches back even further, to 1909, with the founding of Loughborough Technical Institute (you can explore this more on our website.)

But 60 years ago, in 1966, we were granted University status, becoming Loughborough University of Technology — proudly recognised as the UK’s first technological university.

The 1970s brought exciting changes. In 1975, the Union of Loughborough Colleges joined forces with the Loughborough University of Technology Students’ Union, creating the Loughborough Students’ Union (LSU).

Just a couple of years later, in 1977, the University amalgamated with Loughborough College of Education, marking the return of Sports Sciences and Physical Education. Paving the way for the sporting excellence we see today. The department is also marking its 50th anniversary, so keep an eye out for more celebrations.

The 1980s saw the opening of the iconic Pilkington Library, along with a memorable royal visit from Queen Elizabeth II.

In 1996, a bold new chapter began when the University dropped “of Technology” from its name, becoming simply Loughborough University. This evolution continued in 1998 with the amalgamation with the College of Art and Design, further enriching the University’s creative offering.

The 2000s brought a period of transformative expansion, with major campus developments and land acquisitions helping to cement Loughborough’s reputation as a global leader in sport, supported by world-class facilities.

That reputation shone through in 2012, when the campus was chosen as the official preparation camp for Team GB ahead of the Olympics and welcoming the Olympic Torch Relay as it passed through. Then in 2015, the opening of Loughborough University London at the Queen Elizabeth Olympic Park marked another exciting step in the University’s history.

And this is just the beginning… who knows what the next 60 years will bring?

Five Minutes With: Bee King

What’s your job title and how long have you been at Loughborough?

I’m a Technical Tutor in Textiles and a Hall Warden. I’ve been working at Loughborough since April 2009.

Tell us what a typical day in your job looks like?

First thing in the morning (whilst drinking a large coffee), I check our incident logs/emails so I’m up to date with anything that needs doing urgently in our hall. Following that, there’s not really a ‘typical’ day in the Stitch and Digital Embroidery workshop. Depending on the time of year, I’ll have practical workshop or lab-based teaching for all levels of students from a number of different programs. If I’m not teaching, then I’ll have ‘scheduled workshop access’, meaning that any student who has had an induction can come and work in the space or ask for assistance with their project.

Recently, I’ve been asked how to seal seams on an inflatable blimp, to help optimise digital embroidery files for output, to demonstrate how to make ‘applied fabric yoyos’, to make a pattern for a custom kimono-style pyjama top, and to help design a waist support to hold a medical device, to name a few. In the evenings, I might have meetings with my team of PhD student subwardens, my hall committee, hall events, meetings with students or hall admin, but this isn’t every day.

What’s your favourite project you’ve worked on?

I’ve loved working with Tim Head, a conceptual artist who came to me via Prof. Phillip Lindley with a problem to solve using digital embroidery. He’d been told by a commercial partner that his desired output was not possible due to the size and detail specifications. I thought, “Perfect, challenge accepted!” The work has since appeared in exhibitions and periodicals and is due to appear at an exhibition of collaborative work here at Loughborough in the not-too-distant future.

What is your proudest moment at Loughborough?

Honestly, watching students overcome all manner of issues from their work outputs to life in general, knowing that I’ve contributed in any way, makes me happy. I enjoy watching them grow further after Loughborough. In 2024, my team were awarded ‘Warden Team of the Year’ for our efforts in supporting students in the hall. For that recognition to come from our students makes me proud.

Which University value do you most resonate with and why?

It may sound clichéd, working in the School of Design and Creative Arts, but I would have to say ‘Creative’ because it works two-fold. We do work imaginatively and innovatively in our School. We also find solutions, and we are smart in the way that we apply our resources and capitalise on our strengths. This is not only in our work but also in life, and how we encourage our students to overcome day-to-day issues.

Tell us something you do outside of work that we might not know about?

I’m mum to a 13-year-old human, 20 chickens, two cats and an axolotl! One of my hobbies is paddleboarding, which I used to coach but is now just a chilled-out way for me and my daughter to get away from everything and spend time together.

What is your favourite quote?

“It’s no use going back to yesterday, because I was a different person then.” – Alice, in Lewis Carroll’s ‘Alice’s Adventures in Wonderland’.

If you would like to feature in ‘Five Minutes With’, or you work with someone who you think would be great to include, please email Martha Causier at m.causier@lboro.ac.uk.

Top 10 Views for May 2026

I’m not surprised that Joanna’s thesis is at the top of the charts. Such an interesting study! Conferences, theses, and journal articles are the most viewed this month, with only one report [7] as an unusual item type.

BioBlitz 2026: Capturing a snapshot of campus biodiversity

On Wednesday 22nd April, colleagues came together for an afternoon of nature discovery as part of Loughborough University’s involvement in the Nature Friendly Grounds programme.

Our BioBlitz event offered a chance to step away from desks and screens, get outdoors and explore the biodiversity thriving right here on campus. The results show just how rich that biodiversity is!

What is a BioBlitz?

A BioBlitz is a collaborative effort to record as many species as possible within a set period. It’s a simple but powerful way to build awareness of local wildlife while contributing to global citizen science.

The session began with a 30-minute training delivered by SOS-UK, who provided practical guidance on wildlife identification, survey techniques and how to upload observations using the iNaturalist app. We then headed out across campus to put their new skills into action.

What we Found

In just three hours, we recorded 144 observations across 92 different species. The snapshot highlights the diversity of life across our university grounds and reinforces the importance of managing these spaces in a nature-friendly way. All observations were uploaded to iNaturalist, which contributes to a dataset used by researchers and conservationists across the globe.

Reflections

We were joined by many enthusiastic staff members from across the university, whose curiosity and energy made the afternoon a real success. We had strong engagement from staff at the BioBlitz. We’re now looking ahead to expanding participation and encouraging more students to get involved in upcoming events.

We’d also love to keep up the momentum, as we believe a BioBlitz should be just a one off activity. Everyone can continue recording and identifying species in their own time, helping to build an even richer picture of biodiversity on campus throughout the year.

Get involved: Next BioBlitz

We’ll be running another BioBlitz on Wednesday 8th July 2026. Sign up using the link here.

Whether you’re completely new to biodiversity or already have an interest, everyone is welcome and no prior experience is needed. It’s a great opportunity to get outdoors, learn new skills and contribute to meaningful environmental data collection.

New training offer: Biodiversity Literacy Training

Alongside events like the BioBlitz, we are now offering Biodiversity Literacy Training (BLT) which is a fantastic opportunity to deepen your understanding of the nature crisis and learn how to take action.

What is Biodiversity Literacy Training?

This professional development course developed by the University of Edinburgh helps individuals and organisations:

• Understand the biodiversity and nature crisis
• Build skills to contribute to the nature-positive movement
• Identify practical actions within their own roles and influence

What will you gain?

Participants will benefit from:

• A strong foundation in biodiversity knowledge
• Practical ways to take nature-positive action
• Skills to communicate the value of biodiversity to others
• Insight into global efforts to restore nature
• Certified professional development to enhance your CV

Upcoming online sessions

• Thursday 2 July 2026 – https://forms.office.com/e/mD2iwfvRTi
• Thursday 24 September 2026 – https://forms.office.com/e/yWiPrc6RKU
• Wednesday 18 November 2026 – https://forms.office.com/e/WVgDCJMeC7

Looking ahead

The BioBlitz demonstrated just how much nature surrounds us on campus and how easy it is for us all to play a part in recording and protecting it. As we continue to develop our Nature Friendly Grounds approach, both hands-on events and training opportunities like BLT will be crucial in building knowledge, engagement and action across the university community.

We hope to see even more of you at the next BioBlitz in July. In the meantime, why not get outside, start spotting and keep the observations coming!

This blog was written by Kedijah Eaves-O’Connor, Sustainability Projects Officer at Loughborough University.

Private student accommodation options

Copyright and Sustainability: Why Upcycling Challenges Traditional IP Boundaries

If you read this blog, you might have noticed that I advocate a lot for sustainability. We only have one planet and the news about its survival is not great. So far there have been five mass extinction events, the fifth one saw the dinosaurs disappear. We are now rapidly going towards the sixth mass extinction event.

Unlike earlier mass extinctions driven by natural forces, the current sixth mass extinction is largely the result of human activity. Its main drivers include the unsustainable exploitation of land, water, and energy resources, as well as climate change. Today, around 40% of the Earth’s land surface has been transformed for food production. Agriculture alone is responsible for approximately 90% of global deforestation and consumes about 70% of the world’s freshwater, profoundly disrupting ecosystems and destroying habitats for countless species.

I really know how to bring things down, do I not? But it is important to understand that we all live together on this planet. For example, no pollinators, no food. When I was a child, growing up in somewhat rural Romania, during Summer there was always a hum in the air: bees, wasps, so many butterflies, Old World Swallowtail for example, and so many moths the moment the sun went down. Especially the hummingbird hawk-moth which is very cute. But in the UK, I have noticed a drop in pollinators. Yes, invasive species like the evil Asian hornet are not helping. Or the upcoming super or not so super El Nino, however strong or not it will be, it will still most likely have devastating effects on the climate and biodiversity.

There are some positive news out there but more should be done. Now I am sure by now you are wondering why I am talking about climate when this blog is about copyright. Well, because copyright and other IPs can have an unwanted effect on sustainability. Specifically fashion and upcycling *cue dramatic music*.

The Rise of Upcycling in the Circular Economy

Upcycling is not a new term. Prior to the Industrial Revolution, upcycling was a common practice to repair goods. Upcycling is basically using by-products, waste materials, useless, or unwanted products, and transforming them into new materials which are perceived to have greater quality, due to artistic or environmental value.

Upcycling is a key strategy within the circular economy, aimed at reducing resource consumption by increasing the value of existing products and keeping materials in use for longer. By promoting repair and repurposing, upcycling extends product lifespans and helps minimise waste. As global population growth continues to drive higher levels of consumption and disposal, sustainable practices such as upcycling play an important role in addressing these challenges. By combining recycling methods with creative innovation, upcycling transforms materials without degrading their quality.

Traditional IP Frameworks: Built for a Linear Economy

As mentioned throughout the multiple blog posts, which you can browse and have a read, anything and everything we use in our daily life, has multiple IPs associated with it.  A good example would be the latest blog post around board games, Pass Go, Collect Copyright: The Legal Side of Board Games.

Copyright, trademark, and design rights are all structured around clear notions of authorship, ownership, and controlled distribution. These frameworks are designed to protect original works and maintain the integrity of brands within a predictable commercial lifecycle. However, they were not developed with reuse, modification, or extended product lifespans in mind. As a result, when products are repurposed or reintroduced into the market through upcycling, these legal structures can struggle to accommodate practices that challenge their foundational assumptions. As well as their bottom line.

The global fashion and textile industry continues to rely heavily on linear business models centred on the constant production of new garments and accessories. In many cases, these items are effectively designed with disposability in mind, as rapidly shifting, artificially constructed trends encourage consumers to refresh their wardrobes season after season. Such “trash-by-design” models are fundamentally at odds with sustainability objectives, including those outlined in initiatives like the EU Green Deal, and are widely regarded as environmentally unsustainable.

As a result, the fashion and textile sector has become one of the largest contributors to global pollution, accounting for an estimated 10 per cent of worldwide carbon emissions, more than international aviation and maritime shipping combined. Driven by the expansion of the global middle class, clothing consumption has risen sharply throughout the twenty-first century. This pattern of conspicuous consumption is especially pronounced in wealthier regions of the Global North. For instance, the average individual in Scandinavia purchases between twenty-six and forty-eight garments each year and discards approximately eleven kilograms of textiles. Similarly, reports suggest that the average consumer in the United States purchased as many as sixty-eight new garments in 2018 alone. Meanwhile, vast quantities of discarded clothing are exported from the Global North to countries in the Global South. It is estimated that around half a million tonnes of textile waste from developed nations end up in landfills in developing countries, much of which may never be recycled.

In Ghana, these clothes are called “dead white man’s clothes”. This is what our addiction, fashion influencers and fast fashion brands do. They tell us we cannot live without it, when we can.

When Ownership Ends and IP Rights Persist

Under the principle of exhaustion, intellectual property law generally permits the resale of genuine products within a particular country or region. Once a product has been placed on the market by the rights holder, or with their consent, such as through licensed manufacturers or authorised distributors, the relevant IP rights are typically considered exhausted. As a result, the rights holder is no longer able to prevent third parties from reselling those goods. This principle, in varying forms, applies across trademark, copyright, and design law.

However, this freedom does not necessarily extend to products that have been altered. For instance, under EU trademark law, although the authorised first sale of branded goods within the European Economic Area (EEA) may exhaust trademark rights, the trademark owner can still oppose further commercialisation where there are “legitimate reasons” to do so. Such reasons arise where the condition of the goods has been changed or impaired after they were placed on the market, precisely the situation in many cases of upcycling.

Simply put, I can sell unloved items on eBay or Vinted or whatever marketplace there is for preloved items, but I cannot change it and resell it as something else.

Upcycling as Transformation or Infringement?

Upcycling often involves modifying existing products in ways that raise difficult legal questions about transformation and originality. At what point does an altered item become a new creation, rather than an unauthorised adaptation? In some cases, upcycling may be seen as a creative, value-adding process that produces something distinct from the original work. In others, it may be viewed as infringing on the rights of the original creator, particularly where identifiable elements, such as logos or distinctive designs, are retained. The lack of clear thresholds for what constitutes sufficient transformation means that many upcycling activities exist in a legal grey area.

Although discussions of upcycling often focus on copyright, trademark law is frequently at the centre of legal disputes. Trademarks function to indicate the origin of goods and to protect brand identity, making them especially sensitive in cases where branded products are altered and resold. If an upcycled item retains visible branding, there is a risk that consumers may assume it has been endorsed or authorised by the original brand. This potential for confusion can give rise to claims of infringement or passing off. As a result, even where upcycling involves substantial creative input, the continued presence of trademarks can significantly increase legal risk.

A Paris court has recently ruled in favour of Chanel in a dispute with Kamad Reworked, finding that the French upcycling company infringed Chanel’s trademarks by selling jewellery incorporating branded buttons, hardware, and other elements bearing the iconic interlocking “CC” logo and CHANEL word marks. The court rejected Kamad Reworked’s argument that its products constituted independent upcycled creations derived from authentic Chanel goods and were therefore exempt from trademark liability. Instead, it held that the use of genuine Chanel components does not permit their incorporation into new designs for commercial sale without Chanel’s authorisation.

Competing Interests: Sustainability vs Brand Control

Let me be clear, as someone who works in IP and advocates for IP rights, this blog is not meant to be a bashing of brands, but a realisation that we cannot continue as we have, and we are the ones that can create change.

Although intellectual property rights are not absolute monopolies, they confer a broad and expanding scope of protection on creators, innovators, and businesses. Their purpose is to incentivise creativity and innovation by ensuring that those who produce culturally, economically, or socially valuable outputs, across fields such as art, literature, science, and industry, can reap the rewards of their efforts.

Upcyclers:

• Promote waste reduction
• Encourage creativity and reuse

Brands:

• Protect reputation and quality
• Control commercial use of their identity

The legal challenges surrounding upcycling reflect a broader tension between sustainability goals and the protection of intellectual property rights. On one hand, upcyclers contribute to environmental objectives by reducing waste and promoting resource efficiency. Their work often embodies principles of creativity, repair, and reuse that are central to the circular economy. On the other hand, brands have legitimate interests in safeguarding their reputation, ensuring quality control, and maintaining the exclusivity of their products. These competing priorities can bring sustainability advocates and rights holders into conflict, highlighting the difficulty of balancing environmental innovation with established legal protections.

Redrawing IP Boundaries in a Sustainable Future

So how do we redraw the lines of IP protection and a sustainable future?! An answer to this might be the human right to a healthy environment.

Over the past fifty years, the efforts put in toward sustainable development, the intellectual property system has often been misaligned with these objectives. As this position is increasingly seen as unsustainable, there is a growing need to integrate sustainability considerations and principles into the intellectual property rights framework.

Until the laws fit the world we wish to live in, we need to create a sustainable future. For example, using apps like Good on you, which highlight brands that do go the extra mile in sustainability but also human and animal rights. You could try:

• Eat less (and better) meat and dairy
  Shift towards more plant-based foods to reduce your environmental impact and lower emissions from livestock farming.
• Avoid products containing palm oil
  Palm oil production is a major driver of deforestation and biodiversity loss, particularly in Southeast Asia.
• Reduce food waste
  Plan meals, use leftovers, and avoid overbuying to cut down on the significant amount of food wasted globally.
• Buy less and prioritise quality
  Reduce overall consumption by purchasing fewer, longer-lasting items and repairing instead of replacing.
• Choose sustainable wood and paper products
  Opt for reclaimed, recycled, or responsibly sourced materials to help protect forests and ecosystems.  
• Be mindful of overconsumption
  Recognise how constant purchasing drives environmental harm and focus on consuming only what you need.
• Support ethical and sustainable production practices
  Use your purchasing power to back companies that prioritise environmental protection and fair supply chains.

For example, I am pescatarian (mainly cause it’s hard to find vegetarian meals when going out, especially in small rural areas in Eastern Europe). The backlash I got when I decided to go initially vegetarian in Romania…I was constantly bombarded with I am unhealthy and ill, and what do I eat….I also tend to use natural products as much as possible, beauty products I tend to buy from South Korea because they are generally (not always) cleaner than Western products. We have only one car in our household, it is electric, and we are moving away from gas heating by installing an air source heat pump and looking at getting solar panels. Many people nowadays will look at buying homes that are green and eco-friendly. I refuse to look at any homes that do not have air source heat pumps or solar panels.

We have only one planet Earth, let’s make sure we protect it!

Further reading

Copyright Moral Rights Protection and Environmental Sustainability

Upcycling under EU copyright law: from infringement risks to protectability requirements

Upcycling and refurbishment: A guide for trade mark owners

Is Upcycling the New IP Infringement?

The Cambridge Handbook of Intellectual Property and Upcycling

Greenifying Copyright

Upcycling, Sustainable Creativity and Sustainable Lifespan -A Model for Assessing Copyright Infringements

The Environmental Impact of Fast Fashion, Explained

Fast fashion: EU laws for sustainable textile consumption

This Earth Day 🌍I wanted to take pause and consider fast fashion and waste [Instagram post]

A Critical Lens on Shein’s Extended Producer Responsibility Fund: Fast Fashion Greenwashing?

20+ absurd facts & stats about fast-fashion’s impact

Fashion Waste – 2025 Facts & Statistics

Toolkit: How To Sustainably Shop For Your Clothes

Everyday choices impact our planet

The information contained in this blog post should be taken as recommended advice or guidance but should not be taken as legal advice. If in any doubt, please seek proper legal advice. Images licensed from Adobe Stock. 

World Environment Day - how Universities can champion climate action

The 5^th June marks World Environment Day, an annual date that brings together governments, communities and institutions to reflect on the health of our planet and take meaningful action. For universities, the day is more than a moment of awareness – it is a call to lead. As hubs of research, innovation and future leadership, universities are uniquely positioned to champion climate action in ways that ripple far beyond campus boundaries.

In a period of climate emergency, universities must not only educate about environmental challenges but actively model solutions.

Leading by example:

Universities like Loughborough, operate like small towns, often with significant energy use, transport systems, catering services and infrastructure. This makes campuses ideal living laboratories for sustainability.

By investing in renewable energy sources, improving building efficiency, and reducing waste through circular economy practices, universities can dramatically cut their carbon footprints.

When students and staff see sustainability embedded into everyday campus operations, be that recycling or low carbon transport, it reinforces the message that climate action is not abstract but practical and achievable.

Loughborough University is taking strides in this area, decarbonising our most energy intensive building – the swimming pool, by installing air-source heat pumps. More recently, through our partnership with our bus provider, the on-campus shuttle bus fleet was moved to electric.

Driving research and innovation

At the heart of every university lies research – and this is where institutions can have a profound global impact. Universities are critical drivers of innovation in areas such as clean energy and green technologies.

Interdisciplinary research is particularly powerful. Climate change intersects with economics, politics, health, sport, you name it, and universities are among the few places where these perspectives can converge. By investing in collaborative research centres and supporting partnerships with industry and the government, universities can accelerate real world climate solutions.

Here at Loughborough, we are pioneering research through our Centre for Renewable Energy Systems Technology (CREST) as well as the Centre for Sustainable Transitions: Energy, Environment and Resilience (STEER).

Educating Climate-Conscious Graduates

Today’s students are tomorrow’s leaders, and universities have a responsibility to equip them with the knowledge and skills needed to address climate change. Embedding sustainability across all disciplines – whether business, engineering, arts or law – ensures that every graduate understands their role in building a more sustainable future.

We are seeing more and more courses integrate elements of sustainability into their courses, notably Textiles, Design and Sports.

Empowering Student, Staff and Community Action

Universities are vibrant communities driven by student energy and creativity. Empowering students and staff to engage with climate initiatives, be that campaigns or sustainability events, can amplify impact.

Beyond campus, universities can serve as anchor institutions within their local communities. Partnerships with local councils, schools and organisations can support regional sustainability efforts. By opening their doors, universities can share knowledge and inspire action across society.

This is the focus of the Civic University Partnership with Loughborough University, Leicester University and De Montfort University.

A Call to Action this World Environment Day

World Environment Day acts as a reminder that collective action is essential. For universities, this means harnessing their full potential – as educators, innovators, employers and community leaders – to tackle the climate crisis head on.

Our impact is far beyond the academic walls, we can shape generations, equipped to build a more sustainable and resilient world.

In the current climate challenges, universities are not just participants, they are catalysts for change.

Puppy Therapy: Finding Calm During Stress Awareness Month

Written by Sophia Warkentin (Student of MSc International Sustainable Development)

April marks Stress Awareness Month, and with topics due for our dissertation and only two modules left in their course for many students, stress levels were picking up around campus. There was no better time for Loughborough University London to step in and offer a Puppy Therapy session for students to decrease stress and enjoy our time on campus between classes.

I participated in Puppy Therapy after an intense class covering research methods, and while my head was buzzing with potential case studies and surveys, when I slipped off my shoes, stepped into the room, and saw the adorable 8 week Labrador puppies, my thoughts quieted.

After a quick demonstration on how to safely interact with the puppies, we spent our therapy session cuddling, feeding, and playing with the puppies. The atmosphere was extremely calm and happy, with the staff members bringing puppies around to us and making sure we all got pictures interacting with our puppy friends to remember the day.

High levels of stress can interfere with work, school, and friendships, so it is important to take time to slow down and interact with animals to relieve stress. Although at first I did not think puppy therapy was a genuine form of therapy, the Animal Health Institute actually claims that “just fifteen minutes of playing or petting a friendly dog can measurably reduce stress and lower heart rate and cortisol levels”, something which University students need to offset the stress created by our busy lives.

For many of us, doubly navigating a new culture while completing studies, stress is an every day phenomenon. Loughborough University London seeks to offer coping strategies as well as stress-relieving activities to support us through our studies. I know I’ll be hoping for more animal-related activities from Student Services in the future!

Seeing Early Maths Differently: A 360° View of Preschool Learning 

Written by Dr. Natalie Flint, Postdoctoral Research Associate at the Centre for Early Mathematics Learning at Loughborough University. Her research explores how mathematics learning interactions unfold in early childhood settings. This blogpost draws together ideas discussed at a Festival of Creative and Digital Methods workshop delivered by members of Loughborough University’s award-winning Discourse and Rhetoric Group (DARG) and recordings of children in pre-school settings collected in Challenge 3 of the Centre for Early Mathematics Learning (CEML). 

Understanding what actually happens when young children explore mathematical ideas is central to early childhood mathematics education research. Yet the fine-grained details of how 3–4-year-olds use talk, gesture, materials, and space during learning activities can be difficult to capture with traditional video. Early years interactions are dynamic, with hands moving quickly, objects shifting constantly, and children’s attention changing moment by moment. 

At this year’s Festival of Creative and Digital Methods (Loughborough University), DARG colleagues and I introduced delegates to an emerging methodological approach: interactional analysis of recordings captured by 360° cameras, supported by DOTE, a software tool designed for the fine-grained study of social interaction. While Conversation Analysis (CA) has long helped researchers understand real world communication, combining CA with 360° footage opens powerful new possibilities for studying early childhood learning. 

A New Lens on Early Mathematics Interactions 

In ongoing research within Centre for Early Mathematics Learning (CEML), compact 360° cameras are placed directly on tables in the preschool. This setup allows us to record from the centre of children’s engagement, capturing: 

• every child seated around the table 
• their hands, gestures, gaze, and use of materials 
• the spatial arrangement and movement of mathematical objects 
• peer collaboration, turn taking, and shared problem solving 

Unlike traditional cameras, which often miss crucial details, 360° footage allows researchers to follow how children’s attention shifts, how they manipulate objects, and how mathematical reasoning emerges through embodied action.

How We Capture the Interactions: Cameras and Recording Setup 

To document these rich learning interactions, we use a GoPro Max camera positioned at the centre of the activity table. The GoPro Max records in full 360° format and is compact enough to sit unobtrusively among the materials children are using. This placement ensures that every child seated around the table is visible, along with their hands, gaze, gestures, and moment to moment engagement with the mathematical resources. 

The wide field of view and stabilisation provided by the GoPro Max make it ideal for early childhood environments where interactions are rapid and materials are constantly being manipulated. Because it captures movements from all directions, the camera allows us to see delicate adjustments to objects, fleeting gestures, and subtle spatial reorganisations that often signal emerging mathematical thinking.

What 360° Video Helps Us See in Early Maths 

360° video offers a uniquely rich view of early mathematical thinking. It enables researchers to: 

• trace spatial arrangements as children line up counters, cluster shapes, or compare lengths 
• observe gesture and fine motor action involved in counting, grouping, measuring, or patterning 
• identify coordination within small groups, including negotiating turns and sharing materials 
• capture micro moments of reasoning, for example when a child lightly adjusts objects to check equivalence 
• support educators’ reflections by revealing aspects of practice not visible in real time 

These insights allow researchers to examine early learning as it unfolds, revealing the multimodal foundations of young children’s mathematical thinking. 

More about DARG 

DARG, Loughborough University’s world leading Discourse and Rhetoric Group, has a long-standing tradition of excellence in Conversation Analysis and Discursive Psychology, supported by weekly data sessions, workshops, and collaborative events that bring together researchers who study language and social interaction across many real-world settings. This vibrant interdisciplinary community provides an ideal environment for advancing methodological innovation, including 360° video analysis for educational research. 

If you are interested in analysing 360° footage (or other types of video footage), exploring how multimodal analysis could enhance your educational research, or connecting with collaborators for future projects, we would love to hear from you. Together, we can open new ways of understanding learning, teaching, and the everyday interactions that shape them. 

Learn more at: https://darg.lboro.ac.uk 

I want to thank the nurseries/schools, practitioners, and children for participating in this research. We are grateful to the educational practitioners with whom we co-designed the game, and those who helped with the piloting phase. This work was partially supported by UKRI Economic and Social Research Council [grant number ES/W002914/1]). I would like to thank DARG colleagues, Dr Saul Albert, Dr Magnus Hamann, Dr Laura Jenkins, and Dr Emma Richardson, for running the session that informed this blog and for offering thoughtful feedback that strengthened the development of the blog. 

A Genealogy of Governance with Professor Mark Bevir

Written by Dr Tim Oliver, Director of the Institute for Diplomacy and International Affairs

Empire of Influence: Rupert Murdoch and the Crisis of Deliberative Democracy

The CRCC are delighted to invite you to join this talk by Professor Graham Murdock – part of a series of events celebrating the 35^th anniversary of the Centre for Research in Communication and Culture.

Empire of Influence: Rupert Murdoch and the Crisis of Deliberative Democracy
Professor Graham Murdock (Emeritus Professor, Loughborough University)

4th June, 2.00-3.30pm | B111 Brockington and online
Chaired by Professor Dominic Wring

Appearing in an episode of The Simpsons, made by Fox , a subsidiary of News Corp, Rupert Murdoch, the company’s major shareholder and until recently chief executive, announces himself as ‘the billionaire tyrant’. Grounded in critical political economy and drawing on Graham Murdock’s recent book News Corp: Empire of Influence, co -authored with Bene Brevini and Michael Ward, this lecture unpacks this description of the leading media mogul of modern times.

Economically it interrogates Murdoch’s reputation as the quintessential deal maker ,examining the company’s pivotal role in print and television in the major English- speaking markets-Australia, the UK and US; detailing his push to globalise with satellite ventures in the key emerging markets of Japan, India and China; analysing his responses to the rise of digital media, and charting the successive crises that have prompted sell-offs, withdrawals, and retrenchment.
Politically the lecture explores Rupert Murdoch’s close relations with successive British and Australian prime ministers and American presidents, examines the mobilisation of his news outlets to make and break political reputations, and details the consistent promotion of right-wing populist ideology on a range of key issues across the company’s tabloid outlet on three continents.

Bio: Graham Murdock, Emeritus Professor of Culture and Economy at Loughborough University played a central role in establishing Loughborough’s  undergraduate and post graduate teaching programs in communications . His work in the sociology and political economy of culture and communications is internationally known. He has held visiting professorships at the Universities of Auckland, California at San Diego, Mexico City, Curtin, Bergen, the Free University of Brussels, and Stockholm and is currently Honorary Professor in the Journalism Department at Fudan University in Shanghai. His writings have been translated into 21 languages. His books include; as co-author News Corp: Empire of Influence (2024) and as co-editor, Money Talks: Media, Markets, Crisis (2015) and Carbon Capitalism and Communication: Confronting Climate Change (2017)

To book please email: crcc@mailbox.lboro.ac.uk

May Copyright Reads 2026

I am unsure how we have already arrived at the end of May, and almost halfway through the year. May is called florar in the Romanian calendar, meaning flowers. It started off rather chilly and it seemed to have ended in a record breaking heatwave, or as the Romanians have called it Dome of Fire, although in the UK it is called “heat dome” less dramatic. Whatever we use to describe it, its effects are the same: causing deaths (7 died in France), wildfires and disruption to travel.

If you have to travel during a heatwave, make sure you have water with you, a sun hat, loose and light coloured clothing (linen and cotton), sunscreen and a fan. Before going from an extremely frosty office to the outside, make sure to acclimatize. You see, I am somewhat used to this heat and in my time in the UK I noticed people coming in the pharmacy with blisters on their skin because they did not put any sunscreen on. Before I left Romania 16 years ago, temperatures during Summer reached 32 degrees C at 8:30 am. I do not like extreme heat, as such I will probably be looking to move further North as the temperatures continue to rise.

Anyway, let’s get our teeth stuck into this month’s copyright reads. We continue with AI stuff as usual, but we also look at orphan works, fashion and sustainability, and a very Peanuts court case. Enjoy!

CBS reverses copyright crusade over Colbert’s guerilla public access appearance

Why AI slop is taking over the world

Barriers to licensing out-of-commerce works: new publication

From Signals to Infrastructure: Strengthening the Commons for the AI Era

Orphan Works, Mass-Digitisation of Cultural Heritage, and Licensing Barriers: Lessons from the United Kingdom’s Experience

Plant variety rights and copyright: time to embrace the comparison? [Not OA, requires subscription]

Surprise: Elsevier is Suing Meta For You? 

Moral Rights, Sustainability and the Use of Generative AI in the Field of Research and Education: Unfolding a Complex Relationship

Rights Clearance: A guide for independent filmmakers

Rights, Camera, Action! Intellectual property rights and the filmmaking process

International Intellectual Property Law in the Age of AI

Copyright protection of fashion designs after Mio/konektra

Yoko Ono trademark challenge leaves sour taste for John Lemon beer maker

Malta Digitises Ġgantija For Europe’s Digital Heritage Space

The Cambridge Handbook of Intellectual Property and Upcycling [Book]

Journal of Intellectual Property Law & Practice: Round-up of fashion-related IP decisions 2025

Preserving E-Theses Resource Pack

A Blind Spot at the Heart of EU Copyright and AI Policymaking?

AI filmmaking and streaming giants

Open source and commons ideals are more important than ever

National Workshop on Public Lending Right: Strengthening Moldova’s Path Toward EU Integration

EU Green Week 2026‘A Charlie Brown Christmas’ maker sues US government, others over music use

May also tends to be the time that people start planning their holidays. I decided to end this month’s copyright reads with a selection of sustainable travel and eco friendly stays. I do not endorse any of these links nor do I get any money for sharing them.

Discover slow travel [Train travel company, select your slow holiday]

The Man in Seat Sixty-One [Train travel blog]

One journey, one ticket: EU unveils plan to simplify rail travel across borders

Agatha Christie: A World of Mystery [Exhibition, British Library]

Jurassic Oceans: Monsters of the Deep [Exhibition, Natural History Museum]

The Bayeux Tapestry [Exhibition, British Museum]

History never looked so good [English Heritage sites]

Special exhibitions [National Trust]

Home of Springwatch 2026 [National Trust]

How to build a wildlife-friendly garden [National Trust tips and tricks]

RHS Gardens and Partner Gardens [RHS]

Eco-Friendly Stays [Eco-friendly vacation stays]

Find your Sustainable Accommodation [Eco-friendly vacation stays]

Eco-Friendly & Sustainable Holiday Accommodation in the UK [Eco-friendly vacation stays]

Images used are licensed from Adobe Stock.

From the Vice-Chancellor - May 2026

In my May newsletter: the Government’s Greater Together mission, our new student accommodation, a prestigious visit to our London campus, the new Wolfson X-Lab Extreme, the 2026 Vice-Chancellor’s Awards, and the build up to the Commonwealth Games.

Government mission to boost Britain’s transatlantic economic ties

Last week, the Pro Vice-Chancellor for Sport, Professor Jo Maher, and I were among a UK trade delegation that went to the US to help boost Britain’s transatlantic economic ties. The event was part of the UK Government’s Greater Together LA mission, its largest ever, led by Secretary of State for Culture, Media and Sport Lisa Nandy, to highlight the strengths of UK higher education and R&D (research and development). 

During the visit to Los Angeles, I was joined by Professor Robin Mason from the University of Birmingham to host a roundtable event with senior British and American leaders from sporting bodies, universities, government and industry, through which we explored ways to unlock and accelerate the development of UK-US innovation and investment partnerships grounded in sport.  

All those at the event recognised how sport influences more than just the field of play; it shapes economies, builds global reputation, drives innovation and creates connections that few other sectors can.  

During the US visit, we also went to a number of universities to open up conversations about international student recruitment.

Over the next few years, the US will host a number of global sporting events – the men’s FIFA World Cup this summer, the 2027 Invictus Games, and the Olympic and Paralympic Games in 2028. These will be the perfect stepping stones for UK-US collaboration, and we at Loughborough have a distinctive role to play. Our strengths in high‑performance sport, Para and disability sport, athlete development and health innovation, combined with US leadership in commercial scale, media, professional leagues and infrastructure, provide opportunities to make a real shift change in the way we approach sport. 

Work formally begins on new student accommodation

Work has now officially begun on the University’s newest hall of residence on campus, when I joined colleagues from the University, LSU President Mia Jackson and representatives from GRAHAM, the firm building the new hall, to formally ‘break ground’. 

The new hall will provide 552 en-suite bedspaces across five blocks, offering self-catered, en-suite facilities with shared study and social space, set within landscaped surroundings and with easy access to key University facilities, such as the Edward Herbert Building, the soon-to-be completed DigiLabs Central, the Library, Powerbase and the Students’ Union.

This week we launched a call for staff and students to propose a name and logo for the new accommodation, with the winners being revealed next month. We’d welcome suggestions for names that have a strong connection to the history or unique character of the University, with female names and names from a range of personal, cultural and ethnic backgrounds particularly encouraged. 

The new hall of residence is the first to be built on campus for nearly eight years. It’s a significant investment in the Loughborough Student Experience and will help to cement Loughborough’s status as one of the UK’s very best universities. 

Chinese table tennis team visit London campus 

This month the Loughborough University London campus hosted a visit from China’s national table tennis team, who were in the UK for the World Team Championships. I was delighted to be able to meet them, as well as senior representatives from the Chinese Table Tennis Association, Table Tennis England, and high-level diplomats including the Chinese Ambassador to the UK, Zheng Zeguang.  

It was an honour for Loughborough to host the Chinese team’s visit, which was their only UK non-competition appearance following their remarkable victory at the World Championships; both the men’s and women’s teams were once again crowned champions.  

The team’s visit to our campus included a panel discussion on sport and diplomacy, led by Dr Tim Oliver from Loughborough University London, which explored the lasting impact of ‘Ping Pong Diplomacy’ – the historic 1971 exchange between China and the West that helped reshape international relations. 

We were also treated to a table tennis exhibition from Team China, offering a rare glimpse of the immense skill and precision that has made them one of the most dominant teams in global sport. The team are true superstars in China. 

High profile visits such as these reinforce our reputation as a global University, strengthen our longstanding relationships with partners in China and provide the momentum to create even deeper connections for the years ahead.

New lab to test materials at extremes of temperatures and pressures

The Wolfson X-Lab Extreme – a new facility that will be pivotal in the advancement of Loughborough’s clean energy research – was formally opened this month in the School of Mechanical, Electrical and Manufacturing Engineering. The lab will enable industry partners and researchers to use equipment only available in a handful of places across the world to research, test and develop a new generation of materials that can withstand, and function safely in, extreme environments. 

The lab was formally launched by Paul Ramsbottom OBE, Chief Executive of the Wolfson Foundation, which provided a grant of £1.1 million to set up the facility. I was delighted to welcome Paul back to campus to celebrate the impact of our long-term partnership with the Wolfson Foundation. 

The Wolfson X-Lab Extreme houses the Gleeble 3800, a specialist piece of equipment and the first of its kind in the UK and Europe. The Gleeble will enable us to undertake materials testing for designing, manufacturing and maintaining new and existing hydrogen storage, distribution and end-use application infrastructure, all essential to achieving the UK’s ambitious net zero targets. 

The new lab will be open to external collaborators, enabling students, researchers and scientists from both academia and industry to access it. It will foster collaboration, inspire the next generation of engineers, and put Loughborough at the frontier of materials science, enhancing our reputation as a hub for world-leading research.  

Nominate your colleagues for the Vice-Chancellor’s Awards

Every September, we host our annual Vice-Chancellor’s Awards ceremony to celebrate the amazing work taking place across our campuses. Any member of staff can nominate an individual or team that they believe deserves broader recognition for the brilliant work they do. Nominations for the 2026 awards will be open soon, so I would encourage you all to get involved and nominate your colleagues who deserve broader recognition and celebration.  

It’s important that we celebrate the outstanding work of our staff. The University could not achieve what it does without the hard work, dedication and creativity of individuals and teams from across both of our campuses and over the last couple of years, we have had nominations from every Academic School and Professional Services section. I look forward to reading the nominations and celebrating the achievements of our finalists at the awards ceremony in September!

Commonwealth Games build up begins

Yesterday Professor Jo Maher and I were delighted to welcome the King’s Baton Relay to campus as part of the build up to the 2026 Commonwealth Games, being held in Glasgow this summer. 

This relay is slightly different from those in previous years. This time, each Commonwealth nation and territory has been given its own baton to customise and decorate, allowing it to reflect and celebrate its unique culture. All 74 batons will be reunited at the Games Opening Ceremony. 

This year’s Games are particularly special for Loughborough, as we are the official University Partner of Team England. This value-in-kind partnership is an opportunity for us to further our long-standing relationship with Team England and raise Loughborough’s profile on the world stage.  

Our University logo will appear on the podium kit, including at the medal ceremonies. Team England staff and athletes will be welcomed to campus for ‘Kitting Out’, where they will be provided with their kit – including ceremonial wear, village, training and competition wear.   

We’ll also host many of Team England’s sports for their immersion camps ahead of the Games, facilitating team cohesion to prepare them physically and psychologically for international competition. Many athletes, coaches and practitioners are already familiar with our elite performance environment, so it seems fitting that we will be able to host them all on campus together.  

I’m looking forward to seeing how all our athletes fare at the Games and hopefully seeing the Loughborough University logo on the Team England kit many, many times as the athletes take to the medal podium!

New sculpture in Shenzhen 

John Atkin from the School of Design and Creative Arts has unveiled his newly commissioned artwork as part of the Bay View Art Centre’s opening at One Shenzhen Bay in China. The bronze sculpture, titled ‘Confluence’, explores the relationship between the city, the natural landscape and the human experience.

Fellowship of the Royal Historical Society 

Dr Joan Fitzpatrick from the School of Social Sciences and Humanities has been elected as a Fellow of the Royal Historical Society in recognition of her eminent contribution to historical scholarship. Dr Fitzpatrick’s research specialises in early modern literature, including Shakespeare, and the intersection of literary and culinary cultures.

Milestone for Student Success Academy

Established through the generous donation of Loughborough alum Chris Gill, the Student Success Academy, which helps to support students from underrepresented backgrounds, has celebrated its fifth anniversary. Since its launch, the Academy has clocked up almost 29,000 interactions with students throughout their University journey and into graduate life.

Webinars and whatnots – May 2026

Upcoming:

• UK Reproducibility Network Course: Data Management for Reproducibility, 11 June & 2 July (sign up by 3 June), £250.
• Edinburgh Open Research Conference 2026 – Full Programme now available, 18 June.
• CaSDaR Hybrid Data Stewardship Conference 2026 – 17-18 November.

Catch up:

• Exploring the TRUST Principles and the importance of trustworthiness for data repositories
• How to make your open access books more accessible (and why it matters)
• ORCID Ask Me Anything: How We’re Building a Website That Works for Everyone

Of interest:

• REAMEBuilder is a Shiny application that walks researchers through building a high-quality README file for research datasets and code. It automatically describes tabular data columns (ranges, levels, NAs), detects R package dependencies from scripts, supports script run-order documentation, and exports a formatted README.md.
• New book! Doing Open Social Science: A Guide for Researchers
• Practice Research Framework: A Framework for Supporting, Integrating and Nurturing Practice Research sets out a shared approach to recognising, enabling and strengthening practice research within higher education.

Previous months’ Webinars and whatnots:

• April 2026
• March 2026 – none
• February 2026
• January 2026
• December 2025
• November 2025
• October 2025
• September 2025- none
• August 2025
• July 2025
• June 2025
• May 2025 – Midlands Innovation Open Research Week 2025
• April 2025
• March 2025
• February 2025
• January 2025
• December 2024
• November 2024

De-Polarisation in Practice

Written by Naomi Osuoza (IDIA Alum, Class of 2024, MA Diplomacy and International Governance; Independence and Inclusion Coach, Trainee Lecturer)

On the 5^th of May 2026, I spent a day at St Ethelburga’s Centre for Reconciliation and Peace with fellow alumni and current students of The Institute for Diplomacy and International Affairs (IDIA), Loughborough University London for an intensive workshop on de-polarisation led by Rebecca Brierley. What unfolded was less a lecture and more a reminder of the relevance of individual introspection using established frameworks from conflict theory to understand what’s happening in our fractured moment. 

The workshop was organised by Dr Tatevik Mnatsakanyan, Senior Lecturer IDIA, especially for students taking the Peace and Conflict Transformation module, with the event being extended to other students, as well as IDIA alumni. The event was part of IDIA’s Inside the Profession Series aiming to bridge the gap between theory and practice.

The workshop was held in the grounding and inspirational space of the Centre’s iconic Bedouin tent. The tent, built in response to 9/11, is a space without hierarchy, cultivating presence, care and imagination across divides towards community based, grassroots-driven repair and transformation. Drawing on St Ethelburga’s 30 years of peace-making experience, the workshop offered practical tools and reflective frameworks for holding conversations that cross divides.

Holding Space for Complexity: De-polarisation as Lived Experience

The workshop began with discussing the effects of conflict and its ability to rupture relationships. At the core of individuals, there are four core relationships: the relationships with The Divine, with Self, with the Earth, and with others.

We then moved into the Polarity Infinity—the principle that polarities aren’t binaries to be resolved, but tensions to be held in dynamic motion: life and death, self and other, inhale and exhale. They exist in continuous flow. When we collapse that flow into “us vs them,” we flatten the world into something too simple to be true. The workshop beckoned us to ask: what are we losing when we insist on sides?

From there, we explored how complexity theory reframes conflict entirely. The goal isn’t to eliminate disagreement but to hold it with more sophistication. Rebecca introduced the idea of a “good disagreement”—one where we actively resist the pull to take sides, assume, generalise, personalise, devalue, and demonise.  Instead, we choose curiosity, listening, connection, and the willingness to develop understanding. It is a different quality of engagement altogether.

What struck me most was the structure offered for moving toward resolution. Five steps; and crucially, three happen before you ever engage with another person. 

The message was clear: the work starts inward. You cannot meet complexity across a table if you haven’t met it within yourself.

We then turned to the PIN model—Position, Interest, Needs. Most of us argue at the position level. But beneath every position are interests, and beneath those are fundamental human needs. Here is where it gets textured: Rebecca layered in Tomkins’ Affect Theory, the insight that affects like fear, anger, shame, and disgust arrive before cognition. They shape what we perceive, what we defend, and how quickly our attention narrows. In polarised moments, we’re often not responding to the other person: we are responding to our own affect. Fear drives threat perception and zero-sum thinking. Shame masks vulnerability behind moral certainty. Disgust dehumanises and closes the door entirely.

The workshop handout—based on Max-Neef’s framework—tied everything together: subsistence, protection, affection, understanding, participation, leisure, creation, identity, and freedom. Every conflict, at its root, is a collision of these needs. The question shifts from “what are you arguing about?” to “what are you advocating for, and what feels at stake?” When you reframe conflict that way, the entire conversation changes.

My Continuing Journey with IDIA and Inspirations for the Future

I am a recent IDIA alum: I completed my MA in Diplomacy and International Governance in 2024, building on my earlier study in International Law and Diplomacy. Modules like Diplomacy in the Digital Age, Global South and International Development, International Negotiations, and International Security formed the backbone of my studies at IDIA. Throughout these courses, the themes of complexity, relationality, and systemic thinking were woven through every topic; however it was particularly the work on conflict transformation, power dynamics, and the politics of diplomatic relations that felt most alive to me.

The De-polarisation workshop at St Ethelburga’s felt like a natural extension of that learning. It moved the frameworks from intellectual constructs to lived practice; and that’s the gap I’m most interested in closing: the distance between what we know and how we show up in the world.

My current work as an Independence and Inclusion Coach at Chelmsford College sits at the heart of this. In this role, I support students in developing autonomy, agency, and belonging; which fundamentally infuses de-polarisation in practice. I am also training to lecture in Future Education and obtaining a Postgraduate Certificate in Further Education: this has deepened my understanding of how theory translates into education. When working with students, the question isn’t solely “what rule applies?” but “what does this person need, and what’s actually at stake for them?” It provides context and meaning. This meaning in turn shapes understanding and individual perspectives.

It is the same principle we explored at St Ethelburga’s: listening beneath the position to the needs underneath, holding space for complexity, and resisting the urge to collapse messy human situations into neat categories.

My goal is to pursue a PhD in the coming years, positioning myself toward a career in education as a lecturer in diplomacy, peace-building, and international relations.

I’m increasingly convinced that the best lecturers aren’t those who simply transmit theory but the ones who live the questions, who remain practitioners as much as scholars, who model what it means to hold complexity with both intellectual rigour and humanity. Days like this one at St Ethelburga’s are how we do that.

Continuous experiences such as these are indispensable in being well-rounded educators. They are the connective tissue between what we teach and who we become.

This is why I am grateful to Loughborough University’s Institute for Diplomacy and International Affairs and especially to Dr Tatevik Mnatsakanyan for organising this and opening opportunities such as these to alumni;  and indeed to St Ethelburga’s Centre for holding this space; and to Rebecca Brierley for facilitating this workshop while offering the frameworks that made this reflection possible.

How to Write Research Methods

Written by Bess Chan

The research methods chapter is where you discuss how you collected the data for your research. Sometimes, this chapter may be referred to as “methods” or “methodology”, but in fact, they are different. While “methods” refer to the tools and procedures used, such as interviews, surveys, and experiments, “methodology” refers to the reasoning behind those methods. At the postgraduate level, dissertations are generally expected to explain both the methods used and the methodological reasoning behind them.

Here are a few strategies to help you produce a convincing research methods chapter in your dissertation:

Ensure the data collection is replicable

Your research methods chapter should be written as clearly as possible so that your readers can understand, evaluate, and potentially reproduce aspects of the research process. This level of transparency is important for verifying findings, identifying errors, and building trust, so that readers know the findings or conclusions are based on reliable evidence rather than coincidence.

Therefore, you should describe in detail:

• Research type (qualitative, quantitative, or mixed methods)
• Design strategy (experimental, observational, case study, survey, etc.)
• Sources (primary or secondary data)
• Tools, software, or platforms used
• Data collection procedures
• Sampling strategy (if applicable)
• Data analysis techniques (e.g. SPSS, NVivo)

Relate your research methods to research questions or hypotheses

One of the main purposes of a dissertation is to show how the findings or results help to answer the research questions or support the hypotheses. Therefore, the way data is collected is closely related to what the findings or results will be.

When writing the research methods chapter, you need to show the connections between the methodology and the research aims, research questions, and possibly the hypotheses. One suggestion is that, for every major method or data collection tool you describe, you should include a sentence explaining exactly which research sub-question it is designed to answer. If a method or procedure does not clearly support your research aims, questions, or hypotheses, you should reconsider whether it is necessary.

Justify your research choices

This chapter is not purely descriptive; at the postgraduate level, your research methods chapter should also demonstrate critical reasoning by explaining why particular methodological choices were made. Therefore, instead of simply saying, “A survey was conducted to collect data,” you need to strengthen this by explaining why surveys were appropriate for the study, why alternative approaches were less suitable, and how the methods align with the research aims and questions.

Include ethical considerations

When you conduct your research, you need to the make sure the whole process is safe, legal, and ethical. For example, when designing a survey or conducting interviews, you should obtain participants’ informed consent and ensure that their data is handled confidentially and responsibly. Be sure to address these ethical considerations clearly to demonstrate that your research was conducted professionally and responsibly.

If you have any questions about ethics, please consult your dissertation supervisor for further guidance.

Acknowledge limitations honestly

We need to understand that every research study has its own constraints, so after describing the data collection process, be honest when discussing the limitations. These may include sample limitations, time constraints, access restrictions, potential biases, and methodological trade-offs. In addition to identifying these limitations, you should also show how you tried to minimise their impact on your results. This process will help to build, rather than weaken, academic credibility.

Write this chapter early

You’ll probably agree that it’s difficult to remember every detail of something that happened a long time ago. Over time, people naturally forget small procedural decisions or unintentionally reconstruct events from incomplete memories. Of course, you’ll want to avoid this, as your research methods chapter needs to be as accurate as possible. Therefore, it’s strongly recommended that you write this chapter early, while the details of your research process are still fresh.

However, you also need to bear in mind that if you write it early and make changes to your methods while conducting the research, you should keep a record of these changes or add a note to the section so that you don’t forget. Remember: your supervisor will be able to tell whether your research methods chapter has been “cleaned up”.

If you’d like to learn more about the writing the research methods chapter, please access this interactive presentation on methodologies. Also, if you have any questions about this chapter, I encourage you to book 1-2-1 meetings with me, Bess Chan, your London-based EAP Tutor, via email or the booking form.

Pass Go, Collect Copyright: The Legal Side of Board Games

The game is afoot

Who does not remember family board game nights?! The gloat of the winners and the dejection of the losers. Welcome to Part 2 of the games and copyright series. Part 1 looked at video gaming.

Unlike video games, I absolutely love board games, which is why I have so many of them. The classics: Monopoly (York version), Cluedo, Labyrinth, Carcassonne, as well as many Disney inspired board games like Villainous and Hocus Pocus. I am also a fan of Sherlock Holmes and Agatha Christie, so I own 221B Baker Street, Scotland Yard and Mr Jack and Agatha Christie: Death on the Cards. And many, many more…. really, a whole lot more. I also tend to want to buy more as well.

Now, you might wonder why I am so obsessed with board games. Growing up in communist / post-communist Romania, you did not have much to do. During communist era, you had state chosen propaganda on telly and Dallas (I know right?! The idea was Romanians would see how “evil” capitalism was and would never want it…. That did not turn out as they hoped). Also, there would be no electricity after 6 pm. There are only so many books you can read (and even those would be state censored). So, we played board games, again no capitalist board games, but capitalist rip-off board games (IP protection anyone?). We had a game called Bunul gospodar, the communist version of Monopoly. We played chess, Rummikub and Mikado (or what English people call pick-up-sticks. No comment on the name….).

However, did you know that like with everything else I tend to quash its beauty and make it more legal, board games are protected by a host of Intellectual Property rights?! You did not? Well, what are we waiting for.

What’s in the Box? Breaking Down a Board Game

You got yourself that new board game you have been eyeing for a long time. It is finally game night, and you open the box which is filled with:

• A set of rules or mechanics (how the game is played)
• Artwork and visual design (board layout, cards, box art)
• Written materials (rulebook, flavour text, story elements)
• Physical components (tokens, dice, cards)
• Branding (the game’s name and logo)

Each of these can be treated differently under intellectual property law, which is why things are not always as straightforward as “this game is protected.”

The Rules of the Game: Ideas vs Expression

As I have mentioned previously, copyright does not protect ideas, but it protects the expression of that idea in tangible form.

When we look at board games there are some similarities with other games: you need to roll dice to do something, you trade resources, you build structures, etc. However, the way these ideas are expressed through the written rules, the artwork accompanying them, the design, the components, the brands, all these can be protected.

If I say the word Monopoly, you already have a picture in your mind about how the board looks, the cards, the dice and the components and what these components are: the Scottie dog, the top hat, race car, thimble, etc.  Same with other popular games, like Catan or Ticket to Ride.

This is why you have similar mechanics in games, the ideas, but the execution of that will be protected by different rights.

Playing the IP game: Longterm strategy

Copyright

Copyright law protects the original expression of ideas as they appear in creative works. When it comes to board games, this covers elements such as characters, narratives, artwork, names, and settings. For example, the board game Catan is protected by copyright in its visual aspects, including the design of its board and playing cards.

Design rights

Design rights protect the visual appearance of physical components like the board, cards, and game pieces. Registered design rights can offer longer and stronger protection, whereas unregistered rights arise automatically but are more limited. Think about the Harry Potter chess game, it is distinctive enough to warrant design protection.

Trademark

Trademark protection enables owners to register names, logos, and slogans in order to safeguard the identity and authenticity of their products. However, this does not grant ownership over the words or elements themselves; rather, it prevents others from misrepresenting their products as originating from the same source. For example, although Hasbro cannot stop people from using the word “Monopoly” in a general sense, it can take legal action against anyone who uses the “Monopoly” trademark in a way that suggests an official connection without permission.

Patents

Patents, in contrast, are primarily designed to protect inventions such as machines and technical processes. To be patentable, something must have a practical function or perform a specific task. While the idea behind a board game itself cannot be patented, any novel devices or technical elements used within the game may qualify for patent protection independently of the game as a whole.

Free to Play: What Copyright Doesn’t Protect

On the other hand, several key aspects of board games are not protected by copyright:

• Game mechanics (e.g. “draw a card,” “roll and move,” “trade resources”);
• General concepts (such as cooperation, hidden roles, or trivia formats);
• Basic gameplay structures.

The reasons why are simple; they are game mechanics. Most games follow same rules, you move across a board, you roll some dice, you trade resources. As an example:

• There are dozens of trivia games
• Multiple games use deck-building mechanics after Dominion
• Many games involve resource gathering and trading like Catan

These ideas are part of the shared “toolkit” of game design. Consider Trivial Pursuit. There are a number of games similar to that: Outsmarted, Pub Trivia, and way too many to list. While they are all different, they share a same functionality, answering questions around facts. Facts cannot be copyrighted, they just are. It is a fact that Paris is the capital of France. How you decide to present this fact in a quiz game, that is another matter.

A well-known case involving board games is the Trivial Pursuit litigation (Horn Abbot Ltd v. Hewson, 1987). In this case, the creators of Trivial Pursuit were sued by Hughie Hewson, who claimed the game copied his earlier trivia game idea. The court ultimately rejected the claim, emphasising that copyright does not protect general ideas or concepts—such as a quiz-based board game—but only the specific way those ideas are expressed. Whilst both games involved answering trivia questions, there was no substantial copying of Hewson’s original expression (such as specific questions, wording, or design). The case reinforces the principle that game mechanics and general formats remain free for others to use, even if they are commercially successful.

Game Over (or Is It?): Key Takeaways

You have gotten to the end of the game. The winner takes it all, and the loser is standing small…sorry, I had to do it. Board games are fun, engaging and a treasure trove of IP protection.

Board games are a great example of how copyright draws that line: the mechanics are free for anyone to use, but the creative choices: the artwork, the wording, the overall look and feel, are where protection sits.

So next time you’re rolling the dice or dealing out cards, it’s worth remembering that there’s more going on than just gameplay. Behind every board (and every heated rule dispute) is a quiet framework of intellectual property doing its job.

Win or lose, at least you’ll know you’re playing by the legal rules as well as the game’s. So, book that game night and have a blast!

The information contained in this blog post should be taken as recommended advice or guidance but should not be taken as legal advice. If in any doubt, please seek proper legal advice. Images licensed from Adobe Stock. Some image use is editorial only.

DRN2026 Drawing as Storytelling: Braiding the Terrain Online Event 11.00 (BST) 24 June 2026

Tickets available here: https://buytickets.at/drawingresearchgroup/2235052

Braiding the Terrain is the third in a series of online events in collaboration with the Storytelling Academy at Loughborough University, which explore the relationship between Drawing and Storytelling. Drawing begins where words cannot reach, and storytelling begins when images ask to be read. This final panel brings together artists and researchers exploring the theme of braiding the terrain.

Joanna Leah’s presentation Drawing Out: Notation as Storytelling of Site-Movement Ecologies asks: how can invented notation function as storytelling, producing specific movement stories of a site rather than merely recording them? Leah develops “drawing out” as a practice-based method for constructing diagrammatic notations that map movement relations between sites, human bodies, and sometimes non-human species. Drawing is treated as the residue of movement and the memory of embodied thinking, while story is approached as a choreography of images that fold into one another.

The research proceeds through repeated site visits and iterative notation-making responsive to terrain, built form, weather, and co-present species. Instead of a pre-existing symbol system, Leah invents marks from observed and enacted dynamics: crossings, loops, pauses, detours, proximities, avoidances, and thresholds. Within Leah’s ongoing project blubilds, these diagrams operate as event-scores, translating temporal sequences into spatial configurations. The scores do not remain static; they lift off the page through close encounters with movement ecologies, becoming prompts for performance and action-based drawing.

Relational patterns can then be read as narrative structures: habitual gaits braided with terrain; material forces such as wind and tides shaping attention; and encounters between species marking thresholds. Leah situates the work within diagram dynamics and performative inscription (Drucker, 2013), relational figuration (Zdebik, 2012), drawing as analogy and generative abstraction (Drawing Analogies, 2025), and choreographic systems accounts of liveness and emergence (Rubidge, 2009). In doing so, notation acts as both research instrument and narrative device, inviting audiences to re-sense what persists together.

Elif Adiguzel will present Diffracting Details, Texts, and Drawings: When Gaps Tell Stories.

 Adiguzel suggests in “The Tell-the-Tale Detail,” Marco Frascari argues that detail in architecture is not merely a technical joint but a narrative device that tells the story of the building (Frascari, 1984). Throughout my encounter with this gecekondu*-time-being, this insight echoes as the gecekondu’s undesigned details create gaps that invite the possibility of living and dying together in a more-than-human world. These encounters remind me that an architectural drawing begins to tell its story when its completeness and rationality are broken and gaps open space for other ways of thinking, as in Jane Rendell’s reading of Jennifer Bloomer’s “dirty drawings” as feminist interventions that expose the insufficiency of rational, “clean” architectural representation and open space for other voices and bodies (Bloomer, 1993; Rendell, 2018). 

Telling such stories is neither easy nor an individual practice; it requires gaps as well as threads that invite the reader’s imagination (Haraway, 1988). In this research, Adiguzel weaves the lines of drawing with the cadence of words, allowing each to generate its own gaps through their encounters and thus to resist a singular narrative. Through Karen Barad’s diffractive method, reading for “patterns of dif erence that make a dif erence” by iteratively entangling texts and materials (Barad, 2007), paragraphs from two novels by Latife Tekin intra-act with anecdotes from the gecekondu’s owners, while the incompleteness of the drawing tells the tale of the details. This research asks how gaps in drawing, in text, and in the building’s details might become sites of diffraction that generate a story otherwise, through a diffractive reading practice (Barad, 2007; van der Tuin, 2011). 

*an informal built house, literally means built overnight in Turkish 

References:

Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press. 

Bloomer, J. (1993). Architecture and the text: The (s)crypts of Joyce and Piranesi. Yale University Press. Frascari, M. (1984). The tell-the-tale detail. VIA, 7, 23–37. 

Haraway, D. J. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. 

Rendell, J. (2018). Only resist: A feminist approach to critical spatial practice. In A. Sagiv, I. Awan, & D. Petrescu (Eds.), Feminist futures of spatial practice: Materialisms, activisms, dialogues, pedagogies, projections (pp. 25–44). AADR. 

van der Tuin, I. (2011). A different starting point, a different metaphysics: Reading Bergson and Barad diffractively. Hypatia, 26(1), 22–42. 

Nikola Dicke’s presentation, When Maps Start Talking: Animated Drawing as Narrative Knowledge will consider Dicke’s analogue, site-specific projection mapping, soot-on-glass miniatures drawn by hand expand into large-format, often spatially layered light drawings that visitors can watch being created live and in situ on the façade. Many of these light drawings narrate stories and historical events connected to the projection site.

In Dicke‘s project Mapping Stories – maps, territories, stories, in which Dicke explores territorial reform as a lived and contested history, Dicke combines drawings on soot-blackened glass plates with digital drawings whose making remains visible as a recorded gesture. Mapping Stories draws on administrative maps, interwoven with interviews that yield fragmentary memories of shifting municipal and district boundaries, institutions, and everyday infrastructures. Instead of synthesising these accounts into a coherent linear narrative, I treat mapping as a palimpsestic dramaturgy.

Building on this performative live-drawing practice and on animated, cartographic storytelling, Dicke’s presentation asks: How does the generative incompletion of my light drawings open a storytelling space of its own? Does the associative animation of these drawings in Mapping Stories add further dimensions and dynamics to that space? How do public open-air screenings enable collective sense-making and negotiation of individual stories?

These questions build on narratological perspectives that understand narration as a mode of producing and sharing knowledge grounded in subjective experience (Fahrenwald, 2011), collective sense-making (Dicke, 2021), and as a medium through which social identity is relationally constituted (Somers, 1994).

References:

Dicke, N. (2021). Thank you for watching! Ästhetische Reflexivität im Wechselspiel von künstlerischer Produktion und Rezeption. kopaed.

Fahrenwald, C. (2011). Erzählen im Kontext neuer Lernkulturen: Eine bildungstheoretische Analyse im Spannungsfeld von Wissen, Lernen und Subjekt. VS Verlag für Sozialwissenschaften (Springer VS). https://doi.org/10.1007/978-3-531-94157-8

Somers, M. R. (1994). The Narrative Constitution of Identity: A Relational and Network Approach. Theory and Society, 23(5), 605–649.

The session will be chaired by Yige Bao.

Biographies

Joanna Leah is an artist-researcher whose practice investigates drawing as embodied thinking. Through site-based fieldwork she invents notational diagrams that score movement relations among people, places, and more-than-human ecologies. Her work bridges drawing research, diagram theory, and choreographic methods, and is shared through publications, workshops, and performances in exhibitions.

Elif Adiguzel is a UK-based researcher and designer whose work engages intra-disciplinary, feminist and new-materialist approaches in architecture. She investigates architecture’s ethical response-abilities in geographies made vulnerable by extractive practices and is currently pursuing her PhD at Loughborough University, following four years as a research and teaching assistant at Istanbul Technical University.

Nicole Dicke is an artist-researcher, draughtswoman, and lecturer at the University of Bremen. Her practice combines analogue, site-specific projection mapping, soot-on-glass drawing, and animation to explore drawing as performative storytelling and knowledge production. Her PhD dissertation, published as Thank you for watching! (2021), examines aesthetic reflexivity between artistic production and reception.

Five Minutes With: Elliott Woolley

What’s your job title and how long have you been at Loughborough?

I am a Reader in Sustainable Production and Consumption within the Wolfson School of Mechanical, Electrical and Manufacturing Engineering. I joined Loughborough in 2010 as a post-doctoral research associate and have never left. That must be a good sign.

Tell us what a typical day in your job looks like?

Many people say it, and it’s absolutely true – there’s no such thing as a typical day. That’s one of the reasons I enjoy my job so much. My day usually starts with a one-hour cycle into the University (almost always into a headwind). The first task, therefore, is to change out of my Lycra and freshen up for the day ahead. I’ll spend the first 30 minutes, tea in hand, clearing up any leftover emails from the day before and updating my plan of action.

This morning began with a departmental carbon action planning meeting, followed by updating and publishing some slides for my Industrial Sustainability module. In the afternoon, I did many smaller (but still important) things. I completed a module specification for a new module launching next year, met with two final year project students to discuss their progress, met with another student in the lab to make sure they could use a piece of apparatus for their work, organised interviews for a PhD scholarship I recently advertised, and provided a sample of coursework for an external examiner. Oh, and wrote this blog.

Other days are less bitty. I might spend the morning drafting or reviewing a paper, and the afternoon speaking with several companies about a potential research opportunity.

Then I cycle home again, once more (and almost inexplicably) into a headwind.

What’s your favourite project you’ve worked on?

A few years ago, I worked with some colleagues from different schools across the campus where we were investigating the barriers (and of course the solutions) to the uptake of reusable food packaging. It was a three and a half year project and the team worked really well together, we did some very interesting research and generated some lasting engagement with industry. It was just good to have people from different departments, and their varied perspectives, tackling a core problem that has a significant potential benefit for the environment. The project has led to ongoing research activities, a patent application and participation in some high-profile events. It’s a great example of how collaborative, interdisciplinary work can generate impact well beyond the original scope.

What is your proudest moment at Loughborough?

There are many things that make me proud at Loughborough, but the moments that stand out the most are when my PhD students submit their theses and pass their vivas. It’s incredibly rewarding to see these intelligent, dedicated researchers develop their expertise, strengthen their research skills, and demonstrate them to such a high standard.

What makes it even more special is watching where they go next: becoming academics in their own right, industry leaders, and in one case, even working within their national government. Knowing that there are now six doctors out there who I’ve supported through that process, and who have grown into world class, independent thinkers, is just a really nice feeling.

Which University value do you most resonate with and why?

I think the spectrum of values we hold at Loughborough really reflects what the institution strives to achieve. But the one that resonates most strongly with me is collaboration.

Perhaps this is because I’m an engineer, and engineering is fundamentally about identifying real‑world problems and then applying our skills, knowledge, and understanding to create workable solutions. Very rarely can this be done in isolation. Being able to collaborate with academics and researchers from different fields, with different backgrounds and perspectives, as well as with industry partners, end‑users, and policymakers, is essential.

Tell us something you do outside of work that we might not know about?

I’m quite house‑proud and, without blowing my own trumpet too much, pretty decent at DIY. This past summer, I converted our loft space into a Lego room for the children. It meant picking up a few new skills along the way: I have admit that cutting into the ceiling joists was an interesting and slightly worrying moment. But the room is finished, the kids love playing in it, and it hasn’t collapsed, so I’m classing that as a success.

What is your favourite quote?

“Every day’s a good day.”

If you would like to feature in ‘Five Minutes With’, or you work with someone who you think would be great to include, please email Martha Causier at m.causier@lboro.ac.uk.

A Homecoming to Interdisciplinary Possibility

Returning to the Institute of Advanced Studies at Loughborough University as a Residential Fellow from April 1–30 felt less like arriving at a new destination and more like coming home. Eighteen years earlier, I had studied at the Loughborough University Business School for an MSc. in International Management and walking once again through the familiar pathways of campus brought with it a flood of memories, reflections, and gratitude.

Because my fellowship coincided with the Easter break, the campus carried a quiet rhythm that allowed space for introspection. I found myself retracing old routes and revisiting spaces that had once shaped my intellectual journey. One particularly emotional moment was realizing that the IAS International House stood along the same path leading to Pilkington Library, a place where I had spent countless hours during my student days in 2007–2008. Despite the years that had passed, locating it felt instinctive, as though memory itself had preserved the route.

What distinguished this fellowship experience most profoundly was the exceptional care and intentionality embedded in every aspect of the IAS experience. From travel arrangements to arrival logistics, everything was handled with remarkable professionalism and warmth. I often joked that I was treated like royalty, but truly, it was the thoughtful attention to detail that stayed with me. The welcome card, the chocolates thoughtfully prepared for my daughters, the warmth of the accommodation arranged for my family and I. Every gesture communicated hospitality, care, and belonging.

The accommodation itself was excellent: comfortable, peaceful, and thoughtfully equipped to support both family life and scholarly work. Its close proximity to the IAS International House created an environment where creative thought could flow freely, unhindered by distraction. It quickly became clear why the IAS has earned such a strong reputation for fostering interdisciplinary exchange and academic collaboration.

The fellowship also provided invaluable opportunities for research engagement. Presenting my work during a postgraduate researcher workshop and later at a seminar created meaningful platforms for dialogue, critique, and collaboration. What impressed me deeply was the IAS commitment to ensuring that collaborators and mentors were present and actively involved in these engagements. Within just one month, I met several times with colleagues and mentors across the School of Design and Creative Arts and the Department of Computer Science, distinguished colleagues like Dr. Robert Harland, Dr. Sara Saravi and Dr. Firat Batmaz. These interactions have since evolved into ongoing online meetings around our collaborative research project, demonstrating the lasting impact of the networks cultivated during the fellowship.

Beyond formal academic engagements, the fellowship offered moments of rediscovery and renewal. I appreciated the formal tour of the library, which reintroduced me to resources and spaces that continue to support scholarly excellence. Attending the joint inaugural lecture of Professors Oli Buckeley and Jennifer Fry was equally inspiring, highlighting the richness of intellectual life at Loughborough. I was also grateful for the campus tour by Will that allowed me to reconnect with the university while discovering new developments and spaces that had emerged since my last visit nearly two decades ago. On one of my walks around campus, I ran into printmaker and painter Pamela Clarkson Kwami, the wife of the legendary Ghanaian artist Atta Kwami whose Gateway to the Sea sculptural installation was on display outside Martin Hall. She was restoring Atta’s works with a dear friend and colleague Andy Philpott who incidentally graduated from Loughborough University. I interviewed both of them and learnt more intimately about Atta Kwami’s life. This was the privilege that the IAS residential fellowship afforded me.

Above all, what made the experience extraordinary was the people. Everyone I encountered, the staff, faculty, researchers, and collaborators all demonstrated genuine commitment to ensuring my comfort, wellbeing, and productivity throughout the fellowship. There was an unmistakable culture of care, generosity, and intellectual openness.

The IAS at Loughborough University is more than a research institute; it is a dynamic hub for interdisciplinary thinking, international collaboration, and intellectual transformation. It is a space that encourages scholars not only to learn, but also to unlearn and relearn. There is always something to gain from the IAS experience whether new ideas, new collaborations, or new ways of seeing the world.

For me, this fellowship was not simply an academic residency. It was a meaningful return to a place that once shaped my journey and continues to inspire new possibilities for research, creativity, and global collaboration.

Dr Ashley Ajumoke Stewart

Britain's butterflies facing serious decline

This blog has been adapted from a post shared by Barbour EHS.

A recent volunteer-led survey has revealed that British butterflies are in danger, with over half a century of data revealing that more than half of the UK’s butterfly species are in decline.

Despite the influx of warmer weather, which typically benefits the species, butterflies who rely on certain plants and habitats to survive have struggled.

From 1976, there have been more than 44 million butterfly sightings scientifically collected in Britain, ranging in a diverse 58 native species.

However, out of these 33 species have taken a recognisable decline, whilst the remaining 25 species have flourished.

Essentially this is due to global heating only benefitting a selection of butterfly species, such as:

• The purple emperor
• Red admiral
• Comma

Rarer species are left vulnerable, as they are dubbed ‘habitat specialist’ butteflies, meaning they rely on specific plants or habitats such as:

• Wetlands
• Woodlands
• Flower-rich grasslands

These environments are under constant pressure, and the lack of availability has left butterflies with unsuitable habitats to colonise in.

This has led to dramatic declines in species such as:

• The high brown fritillary
• Pearl-bordered fritillary
• White-letter hairstreak

The data has been collected by the UK Butterfly Monitoring Scheme, a citizen science project that has collected more than 44 million records over 50 years.

What can you do to support butterfly biodiversity?

1) Plant butterfly-friendly flowers

• Butterflies need nectar from flowers. Try and choose:
  • Native plants
  • Nectar-rich flowers like lavender, marigolds and daisies
  • A mix that blooms from spring to autumn so food is always available

2) Support caterpillars

• Butterflies lay eggs on specific plants that caterpillars eat
  • Avoid removing all ‘messy’ plants – some are essential for their life cycle
  • For example, nettles support species like the Peacock butterfly

3) Create safe habitats

• Let part of your garden grow wild with long grass
• Leave logs, leaf piles or hedges where butterflies can shelter
• Provide sunny spots – they need warmth to fly

4) Get involved

• Join citizen science projects such as the butterfly count or upskill yourself with our Biodiversity Literacy Training

Reframing research ethics: from hurdle to enabler

As Chair of the University’s Ethics Committee, I have been reflecting on how we talk about research ethics and how we process ethical approvals at Loughborough – and perhaps most importantly how it is sometimes felt by colleagues and students across the institution.

Too often I see ethics is framed as a hurdle by colleagues. A form to get through. A procedural requirement and thus a risk that something might be delayed, challenged, or blocked. In some cases, I worry that this creates what might be described as an “ethics phobia”: a sense that ethics exists to trip people up, rather than to help them do better, stronger, more thoughtful research. 

At its best, research ethics is an enabler of excellent research. It helps us ask better questions. It supports more robust methodologies. It strengthens relationships with participants, communities, partners, funders and the public. It protects researchers as well as participants and it gives confidence that the work we do is not only rigorous, but responsible, respectful and trustworthy. It also helps us navigate the balance between risk and opportunity. Research, by its nature, often involves uncertainty. It pushes into new spaces, asks difficult questions, works with real-world complexity, and sometimes engages with people, organisations or communities in sensitive contexts. The role of ethics is not to eliminate all risk, nor to make research so cautious that important work becomes impossible. Rather, it is to help us understand risk clearly, manage it proportionately, and make thoughtful decisions that enable valuable research to proceed in the right way.

This is especially important to me and to the sort of research culture I think we want at Loughborough. We are an ambitious research-intensive university with a distinctive commitment to impact, partnership and real-world change. Our research increasingly takes place beyond traditional disciplinary or institutional boundaries: with communities, industry, policymakers, public bodies, schools, health partners, athletes, charities and international collaborators. In those settings, ethics cannot be a bolt-on. It need to be embedded at the start of the journey and in how we build trust, shape methods, and demonstrate the quality of the research we do.

To me ethics and ethical research is a research culture issue. The way we do research matters. Research culture is not only about funding success, outputs, collaborations or impact case studies. It is also about the everyday practices, behaviours and judgements that shape how research is imagined, designed, delivered and shared. Ethics sits right at the heart of that culture. It asks us to think about power, care, consent, inclusion, vulnerability, risk, benefit and accountability. It reminds us that the people, communities, organisations and environments we work with are not simply sources of data, but partners, stakeholders and knowledge-holders in their own right.

This also connects directly to our EDI agenda and our values. Ethical research and inclusive research are not separate agendas. If we are serious about equity, diversity and inclusion, then we must also be serious about who gets to shape research questions, whose voices are heard, whose experiences are recognised, who bears the burden of participation, and who benefits from the knowledge we produce. Ethics gives us a practical framework for asking those questions with care and rigour. It helps us move beyond seeing EDI as an additional requirement, and instead recognise inclusion as fundamental to research quality, relevance and impact.

That does not mean every project is high risk. Nor does it mean ethics should become overly bureaucratic or disproportionate. Quite the opposite. A good ethics system should be proportionate, enabling and supportive. It should help low-risk research move efficiently, while giving appropriate attention to work involving greater complexity, sensitivity or uncertainty. But for that to happen well, we need to shift the culture around ethics.

We need colleagues and doctoral researchers to feel able to ask questions early, rather than worrying that asking will slow things down. We need DR advisors and research leaders to treat ethics as part of research design and development, not as an afterthought once the “real” work has already been planned. We need committees and reviewers to be constructive, clear and consistent in their advice. And we need the institution to keep listening to researchers about where the system is working well, and where it unintentionally creates friction. There is also an important leadership point here. If researchers experience ethics primarily as bureaucracy, we should not simply tell them they are wrong. We should ask what in our processes, language or behaviours has created that perception. Good governance is not only about having the right structures. It is also about how those structures are experienced.

That is why I am keen for us to continue improving how ethics operates at Loughborough. Not by weakening standards, but by strengthening understanding. Not by making ethics optional or informal, but by making it clearer, more proportionate and more visibly connected to research quality, researcher confidence and institutional ambition. Ethics should give people confidence to do ambitious work and our policies and processes should help researchers navigate difficult questions rather than avoid them. It should support innovation, not chill it. 

There will always be moments when ethical review asks us to pause, reconsider or redesign. That is not failure and should not be seen as such. That is the system doing something valuable. Some of the best research is improved because someone asked: have we thought carefully enough about who is affected, who benefits, who carries the risk, and how this work will be understood beyond the research team? So my ask is simple. Let us stop seeing ethics as the final task before research can begin. Let us see it as part of good research design from the outset. At Loughborough, doing research well means doing research responsibly. Ethics is not there to trip us up. It is there to help us take the right risks, pursue the right opportunities, and stand on firmer ground.

Five Minutes With: Kerri Akiwowo

What’s your job title and how long have you been at Loughborough?

I am a Senior Lecturer in Textiles and I have been at Loughborough since 2010, initially for doctoral study, progressing to academic staff in 2015.

Tell us what a typical day in your job looks like?

Varied. No two days in a ‘typical’ week are comparable. I might be lecturing, contributing to a committee, meeting a collaborator, attending an event or a meeting, writing a research article or application, reviewing papers, conducting PhD supervision, undertaking practice, travelling, a combination of these, or something entirely different from one day to the next.

What’s your favourite project you’ve worked on?

I am privileged to have enjoyed leading and collaborating on several projects with respected colleagues and other institutions and organisations, but my favourite has to be ‘AFRO HAIR: IS a BIG conversation’ (2024-2026), not the biggest or flashiest, but one of the most important.

What is your proudest moment at Loughborough?

Convincing a former undergraduate on the fringes to attend their graduation and capturing the moment with a signed and dated Polaroid of the two of us. It is proudly displayed on my office wall. Equally, the day of my own doctoral graduation in the winter of 2015. I was six months pregnant with my eldest daughter. The graduation gown was a perfect outfit.

Which University value do you most resonate with and why?

Authentic. This is everything. Things are pointless, meaningless, soulless and performative without authenticity. This applies to the workplace, in leadership, in teams and in relationships. I like to think I am authentically me in whatever I do and wherever I find myself.

Tell us something you do outside of work that we might not know about?

I am the Head of Department for the children’s arm of a local church and charitable organisation in Loughborough town, overseeing Sunday School provision for approximately 55 children aged 4-12 and supervising a team of volunteer teachers and assistants.

What is your favourite quote?

“I planted, Apollos watered, but God gave the increase”. (1 Corinthians 3:6)

Professor Helen Wood plenary talk: Care in UK reality TV

Thursday, May 14  |  2:30 PM – 3:30 PM | Hybrid event (in-person & online)

The Centre for Research in Communication and Culture (Loughborough University) is delighted to sponsor this plenary talk: ‘Duty’ as power: bureaucracy, ethics and the relations of care in UK reality television

This is the keynote session of the Communication and Media – Criminology, Sociology and Social Policy (CM-CSSP) Doctoral Researcher Conference at Loughborough University, but is open to non-attendees.

‘Duty’ as power: bureaucracy, ethics and the relations of care in UK reality television

This talk will introduce you to the work of ‘ReCARETV: Reality Television, Working Practices and Duties of Care’ (AHRC) research project investigating care practices in UK reality television. Following a parliamentary inquiry and a consultation, Ofcom added new rules and guidelines around duty of care into the Broadcasting Code in 2021. This research involves interviews with senior executives, commissioners and legal compliance teams at the broadcasters and independent production companies; production staff and freelance crew (from runners, casters to editors); as well as participants of reality television across different types of show, in order to obtain a holistic picture of experiences of care across the industry. This talk will share some of the findings from across the project so far, which point out distinctions between the bureaucratic work of compliance in a regulatory framework, and ethical tensions in working practices and decision-making in production. The research reveals some fault-lines between a corporate response to care as risk management, and an ethical approach to care as a condition of mutual interdependency.

Brockington Building (B111), Loughborough Campus
Online via Teams
Tickets available here: https://www.eventbrite.co.uk/e/1988317222336?aff=oddtdtcreator

DRN2026 Drawing as Storytelling: Narrated Memories Recording

The recording for the first event in the series looking at Drawing as Storytelling is now available to view here: https://repository.lboro.ac.uk/articles/event/DRN2026_Drawing_as_Storytelling_Narrated_Memories/32129518?file=64140061

DRN2026 Drawing as Storytelling: Polyphonic Lines Online Event

11.00(BST) 27th May 2026

Tickets available here: https://www.tickettailor.com/events/drawingresearchgroup/2210426

Polyphonic Lines is the second in a series of online events in collaboration with the Storytelling Academy at Loughborough University, which explore the relationship between Drawing and Storytelling. Drawing begins where words cannot reach, and storytelling begins when images ask to be read. This first panel brings together artists and researchers exploring the theme of narrated memories.

Isabel Herrera-González’s presentation Between Lines: Drawing and Visual Storytelling investigates the porous boundary between Drawing and Storytelling, asking how meaning is generated when image and narrative are no longer treated as separate systems but as interdependent acts of thought. The research question guiding this inquiry is: What can be made possible in the space where drawing and storytelling intersect? To address this, the project examines drawing as residue —of bodily movement, decision-making, and participation— and storytelling as an unfolding choreography of images that resists fixed interpretation. Meaning is understood as emergent and relational, produced through acts of reading, viewing, and participation rather than embedded in the work itself. The proposed presentation combines visual documentation, performative narration, and reflective analysis to introduce the participatory project Líneas de Vida (Life Lines). Through this work, storytelling is enacted through absence, incision, and flow, while drawing becomes a temporal event shaped by chance, voice, and encounter. The presentation will argue that drawing and storytelling share a mutual structure of unfolding and refolding, each carrying what the other cannot articulate. In doing so, the research reframes both practices as co-creative, living processes that activate the space between sign and meaning as a site of possibility.

Simon Grennan’s presentation Unexpected storytelling in algorithmic drawing researchasks the question, how can rule-based procedures generate new storytelling spaces in contemporary drawing? When Grennan began focusing on rule-based procedures (algorithms) within his drawing practice, he had two main goals in mind. One was to generate new kinds of drawing. Grennan’s ambition was to ‘return’ algorithms, now synonymous with digital computing, to an embodied material practice that, unlike much rule-based art, engaged with representation, perception, and the world at large. The second goal, made more urgent as the covid epidemic hit, was to blur the usual distinctions between artist and public, creating and exhibiting, private studio and public display – to facilitate creative collaborations and public participation. 

While conversation was an expected byproduct of this evolving project, Grennan had not considered storytelling as a significant or intentional outcome. Storytelling nevertheless become an important emergent feature. As the capacity of algorithmic thinking to structure and facilitate co-creation led to audience engagement, this engagement lead in turn to drawing designs that folded in both demographic and site specific data. That in turn led to new drawing events that functioned as a kind of hand-made data visualisation in which participants were given agency over how their data was collected, shared, and presented. Narratives in these participatory experiments then, were not derived from pre-authored content but emerged as participants engaged fluidly with the artist, with each other, and with the drawings-in-progress.  Storytelling behaviours unfolding firstly in the form of verbal interactions between artists and participants at work and secondly through the aggregate accumulation of these marks which told broader collective stories captured in the drawing-artifacts. 

Thomas-Bernard Kenniff’s and Carole Lévesque’s presentation Unfolding Stories: Drawing as Multivocal Narratives suggests that drawing makes sense of the world by fostering the cocreation of stories. Drawing rests on the accumulation of traces, the transcription of codes and their decoding and recoding by others, and as such is tied to other actions of making sense together. Tracing or following a line is akin to telling, recounting, remembering or listening to a story. As such, the sense that drawing makes is not given but constructed. It is a process that shares much with the way narratives are built, in its crafting, its communication and its architectonics (Bakhtin). The spatial and temporal assemblies of drawing are, in fact, narrativeassemblies and relationships (De Certeau) that connect us to a deeper sense of being and belonging (De Toledo). More so than any other dimensions of drawing, these narrative assemblies have the capacity to organize, connect and relate. 

Using examples from their upcoming book on drawing and the imaginary of place (Bloomsbury), this presentation explores how a narrative understanding of drawing invites polyphony and thus implies the presence of difference and plurality. Drawings, in this sense, are cocreated stories. Kenniff and Lévesque focus on their respective drawing practices that each fosters a different understanding of place, their construction and evolution, their spatial and temporal dimensions, and the ways in which their depiction in drawing can create the semantic surplus (Pérez-Gómez) necessary to any world-making story. In looking between process, artefact and the world thus depicted they ask: can a drawing be read as an unfolding, multivocal story?  

The session will be chaired by Rachel Gadsden-Hayton.

Biographies

Born in 1996 in Spain, Isabel Herrera studied Fine Arts at the University of Seville, Spain, where she is currently pursuing a PhD in performance drawing. Since 2002, she has been a member of the Research Group HUM-1025: Creation, Graphic art, Aesthetic and Gender.

Simon Grennan is an artist, practice-led researcher, and educator. He has exhibited nationally and internationally and has work in numerous public and private collections throughout Australia. A Lecturer in Visual Arts at Deakin University Victoria, Grennan works across a range of disciplines, specialisating in painting, drawing, and printmaking. His research and practice also extends however into interdisciplinary collaboration, algorithmic processes, data visualisation, and participatory art.

Thomas-Bernard Kenniff and Carole Lévesque are professors in environmental design at the UQAM School of Design, Montreal and cofounders of the Bureau d’étude de pratiques indisciplinées (BéPI) focusing on hybrid research-by-design methods. Their work explores drawing as a means to investigate spatial and temporal dimensions of the built environment. They are the coeditors of Inventories (BéPI, 2021) and -in Drawing (BéPI, 2024), as well as the authors of the upcoming book Drawing and the Imaginary of Place to be published by Bloomsbury this year.

Predicting the unpredictable: Can mathematics teachers learn to anticipate student errors? 

In this blog post, Professor Colin Foster and Aidan Stannard explore a key question for maths teachers: how well can we predict the mistakes students will make? Drawing on their recent research and using Craig Barton’s Diagnostic Questions, they look at how accurately teachers can anticipate common errors, and how quickly this skill improves with practice and feedback.

Introduction 

If you have spent any time in a mathematics classroom, you will know that the most interesting answers students give are often the incorrect ones. Teachers spend a lot of their planning time trying to anticipate errors and misconceptions so they can address them head-on. This requires scrutinising the mathematics, trying to view it through the eyes of a novice, and thinking about how prior learning might lead students towards sensible but incorrect statements. 

The ability to accurately anticipate the errors that are most likely to arise is a teacher super-power, but how good are mathematics teachers at this? And is it something that can be improved through deliberate practice? In our recent paper (Stannard and Foster, 2025), we explored how well secondary mathematics teachers can predict the prevalence of specific student errors, and whether this improved with repeated feedback. 

A crucial aspect of Pedagogical Content Knowledge 

For decades, educational researchers have drawn on Lee Shulman’s (1986) concept of Pedagogical Content Knowledge. This is the special blend of content knowledge and pedagogical knowledge that is unique to teachers. It is not just knowing mathematics, but knowing how to teach mathematics. 

Within this framework sits a crucial sub-domain known as Knowledge of Content and Students. This includes anticipating student conceptions and misconceptions. It is the awareness, for example, that when teaching the addition of fractions, a noticeable proportion of the class are likely to try adding the numerators and adding the denominators. 

However, while most experienced teachers are aware of a variety of common misconceptions, predicting how an entire class are likely to distribute their answers across plausible errors is a demanding task, requiring a highly developed mental model of student thinking. 

Investigating teacher’s predictive skills 

To investigate this, we worked with seven secondary school mathematics teachers. Over a total of 37 sessions, of around 20-30 min each, the teachers were presented with multiple-choice diagnostic questions from Craig Barton’s free Diagnostic Questions website, which hosts thousands of questions designed to expose student thinking. 

Diagnostic questions do not contain haphazard distractors (incorrect options). Instead, every incorrect option is designed to reveal a specific identifiable error or misconception. For each question in the study, the teachers were asked to predict the percentage of students from a large dataset (also provided via the website) who would choose each of the four presented options. 

This task requires the teacher to do far more than merely identify the correct mathematical answer. They must deconstruct each distractor and understand the particular reasoning that might lead a student to choose one option over another. In addition, they must estimate the prevalence of that specific error within the broader student population. 

Teachers are highly skilled and improve rapidly 

We found that our teachers were very good at this and got much better remarkably quickly. 

Over the course of the sessions, all participants demonstrated measurable improvement in the accuracy of their predictions. The most dramatic gains did not take months of gruelling practice or hours of theoretical lectures. Instead the sharpest increases in accuracy occurred over just the first three sessions. The vertical axis of the graph shows a measure of how inaccurate the teachers’ predictions were. You can see this generally decreasing, particularly across the first three sessions. 

The mean improvement across a single session had a Cohen’s d effect size of 0.606. This suggests that the simple act of repeatedly engaging in this specific predictive task, coupled with the immediate feedback of seeing the actual student data, rapidly hones a teacher’s diagnostic intuition. Teachers quickly became better calibrated as they had their predictions challenged by the data. 

Implications 

It seems worth creating structured opportunities for teachers to repeatedly anticipate student errors and compare their predictions against empirical data. Teachers who can better anticipate what is going to happen in their classroom are likely to be better prepared to respond effectively. 

A mathematics department could dedicate 10 min of their weekly meetings to looking at a diagnostic question, making individual predictions about the distribution of student answers, and then discussing the actual data. This could be a high-impact activity that could accelerate the development of teachers’ predictive accuracy. 

A teacher who accurately anticipates errors is far better equipped to design robust explanations. They can select appropriate examples that deliberately highlight and resolve anticipated misconceptions. They can pivot their teaching in the moment when a predicted error arises, because they have already thought through possible responses. 

Mistakes are an inevitable and valuable part of learning mathematics. They provide a window into student thinking. Learning to better predict these mistakes might be an strategy for becoming a better mathematics teacher. 

About the authors 

Aidan Stannard is a secondary school mathematics teacher in Derbyshire. He is particularly interested in developing oracy and problem-solving skills within a mathematical context in his school. He originally undertook this research as part of his undergraduate degree at Loughborough University. 

Colin Foster is a Professor of Mathematics Education at Loughborough University. His research focuses on the learning and teaching of mathematics in ways that support students’ conceptual understanding. He is particularly interested in the design and use of rich tasks in the mathematics classroom, and in finding ways to enable students to develop the necessary fluency in mathematical processes to support them in solving mathematical problems. 

References 

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004  

Stannard, A., & Foster, C. (2025). Secondary school mathematics teachers’ accuracy at predicting student errors. School Science and Mathematics. Advance online. https://doi.org/10.1111/ssm.18404 

Reflecting on STEAM II: Adding Arts to STEM

On 24 April 2026, University Teacher Dr Chukwuma Ogbonnaya and other colleagues from Wolfson School successfully hosted their second ‘STEAM’ event for Engineering staff and students at Burleigh Court. In this blog post, Chukwuma tells us more about the success of this initiative and the impact it had on members of our University community.

‘STEAM II: Adding Arts to STEM’ was created to bring people together through creativity, culture and collaboration. The idea grew out of a simple belief: that science and engineering are strengthened when they sit alongside the arts. Music, dance, drama, and storytelling offer powerful ways to connect people, celebrate cultural diversity, and create a sense of belonging and a vibrant community.

The first edition of STEAM took place in June 2025 and was designed for staff and postgraduate researchers (PGRs) across the engineering schools. It featured food, music, songs and dance from the UK, China, African‑Caribbean communities and India. The response was overwhelmingly positive, and it was clear that the initiative had struck a chord. As a result, STEAM II expanded to include the School of Science, alongside Wolfson, AACME, and ABCE.

At its core, STEAM II was shaped by the University’s values of Creativity, Collaboration, Authenticity, and Adventure. These values provided a strong framework for both delivery and reflection.

Creativity sat at the heart of the event. STEAM II brought together resources and talents from across four schools and beyond, with staff and PGR students actively contributing ideas, performances, and content. One of the most powerful moments was an improvised musical trio formed by members of staff from India, Bangladesh, and the UK. Without rehearsal or expectation, music became a shared language. Participants noticed this immediately. One person commented that they most enjoyed “playing a song between three people from India, Bangladesh and a piano”, while another described it as “the pinnacle of cross‑culture music and art spirit”. These moments showed how creativity can dissolve boundaries and create genuine, indescribable connections.

Collaboration was another clear strength. The planning and delivery of STEAM II relied on strong teamwork across all four schools. The involvement of the University Choir and Rendell Primary School added a valuable intergenerational and community dimension. Seeing children and University staff perform alongside one another brought warmth and energy into the space. One participant simply said, “I liked the instrumentals and the children singing,” a reminder that collaboration does not need to be complex to be meaningful.

Authenticity was evident throughout the programme. Rather than offering surface‑level performances, STEAM II explored deep cultural heritage through music, instruments, singing and storytelling. The diversity of what was shared mattered to the audience. Feedback such as “the variety of things we got to listen to and sing” showed that people valued both the range and the sincerity of the performances.

STEAM II was also an adventure. Although it was supported by EDI Services funding, much of the process involved uncertainty and trust. The team drew on lessons from STEAM I but remained open to new ideas and outcomes (see the reflection on STEAM I). The success of this approach was reflected not only in participant feedback but also in positive public responses from senior colleagues, including Professors Justin Waring, Sian Adiseshiah, and Claire Warden, who shared encouraging comments on LinkedIn.

One particularly encouraging outcome was an invitation from Professor Claire Warden for me, Chukwuma Ogbonnaya, to speak at an upcoming LU Arts Committee meeting about the STEAM concept. This invitation signals growing recognition of the importance of integrating arts into STEM and opens the door for future collaboration with LU Arts.

Reflecting personally, I am deeply grateful to everyone who made STEAM II possible. Big thanks to the Deans of the collaborating Schools for their support. My thanks go to the STEAM II Working Group, especially Laura Justham, Bhav Mistry, Rebecca Higginson, Hannah Sutcliffe, Karen Blay, Atish Vadher and other members. Eleanor Graff-Baker’s creativity, reliability, and resourcefulness were invaluable. I would also like to thank the University Choir, Rendell Primary School, Dimas Wicaksono, Eyram Tawia, Jiongyi Yan, Diganta Das, and Sarjeel Rashid for their performances. Finally, thank you to Phil Wilson for capturing the moments and memories of the event.

Overall, STEAM II exceeded expectations. It strengthened collaboration, deepened cultural engagement, and opened new possibilities to engage with local schools and the arts community. It demonstrated that when arts and STEM come together, they create meaningful, inclusive, vibrant and memorable experiences that enrich university life.

TRUST in the Loughborough University Research Repository

Do you trust the Loughborough University Research Repository? As someone who works behind the scenes, it’s obvious to me that you should 😉 but perhaps you’ve not thought about it. The TRUST Principles provide a common framework for demonstrating trust in a Research Repository. TRUST is a mnemonic acronym for Transparency, Responsibility, User focus, Sustainability, and Technology. Here’s what I know about our Research Repository that shows that you can trust it.

Transparency

To be transparent about specific repository services and data holdings that are verifiable by publicly accessible evidence.

Anyone in the world can search our Repository – and we have over 60 000 public items. Some of them might be embargoed, which means we will show the metadata even if you can’t download the full text. Many researchers have private items, as our Repository doubles for long-term storage as well.

You can read more about our services on the following webpages:

• Loughborough University Research Repository and LUPIN
• Open Access
• Archiving your research files

Responsibility

To be responsible for ensuring the authenticity and integrity of data holdings and for the reliability and persistence of its service.

Every item that is submitted to our Repository is checked by the Open Research team in the Library. We ensure accurate, high-quality metadata is added to each item that will improve the discoverability and reusability of the items. We are always on the lookout for copyright and GDPR compliance. One member of the team specializes in research ethics and is on hand to assist with risky deposits.

Furthermore, Loughborough University owns the metadata on the Repository and has full control over the files. Should we ever change platforms in the future (please, never in my lifetime!), we will be able to migrate without any loss of data. Every item is assigned a persistent identifier (DOI or handle), and these links will not break when (if!) we ever move.

User focus

To ensure that the data management norms and expectations of target user communities are met.

Our team is in daily contact with our user community and takes special note of its needs. We also monitor changes in the research landscape, such as legislation or changes to policies from funders, publishers, governments – basically anyone within the ecosystem.

Sometimes, all that’s needed is a tweak to one of our standard emails, other times a bigger response is needed, such as our Rights Retention policy.

Sustainability

To sustain services and preserve data holdings for the long-term.

Our Repository has a built-in checksum that guards against errors in transfer and storage. While this doesn’t prevent bit-rot, it does flag it when it happens. Where we think it’s possible, we will ask for lossless formats that are less likely to degrade over time.

The Open Research Policies for Open Access and Data and Methods commit the university to maintain both the infrastructure (more on this point below) and the service.

Technology

To provide infrastructure and capabilities to support secure, persistent, and reliable services.

We have a close working relationship with our current software provider, Figshare, and regularly provide input into their service development on behalf of our user community. They roll out monthly software updates as an agile approach to maintaining an excellent service.

Last words

That’s been a peek behind the scenes of what we do to support our users and our Repository, here at Loughborough University. You can TRUST that we are doing all we can to create the best showcase of the brilliant research we do here.

Read more

Lin, D., Crabtree, J., Dillo, I. et al. The TRUST Principles for digital repositories. Scientific Data 7, 144 (2020). https://doi.org/10.1038/s41597-020-0486-7

PS…

You might be wondering how LUPIN fits into this – we’ve got a webpage on that.

Slow Thinking and Synthetic Images. Notes from my IAS Residential Fellowship

Spending a month at the Institute of Advanced Studies at Loughborough University as a Residential Fellow was a particularly enjoyable and inspiring experience because it offers genuinely stimulating company and something increasingly rare in academic life: uninterrupted time to work on just one thing.

I arrived at Loughborough in February from Bologna, where I work and teach on topics at the intersection of semiotics, memory and visual studies. At the IAS, I had the chance to develop a project I had only recently started, connected to how AI-generated images shape our sense of plausibility and what constitutes an event in conflict and war contexts. More specifically, I was able to dig into how these visual artefacts mobilise emotional rhetoric and iconographic patterns, how they draw on a kind of “archive of the present” to appear credible and memorable even as they quietly undermine the logic of testimony and evidence, and how they tend to prescribe futures that are not always as peaceful or reconciliatory as they seem. In a moment when time for sustained thinking feels like a privilege rather than a given, having weeks to study and reflect, the university and IAS spaces but also the cosy house that the IAS gave to my husband and me made all the difference.

The intellectual conversations at the IAS were one of the highlights of my stay. My collaboration with Prof. Emily Keightley from the Department of Communication and Media gave me the opportunity to think about the temporal dimensions of memory and the circulation of such thorny visual objects. At the same time, chance encounters and lunchtime conversations with colleagues and fellows turned out to be as generative as any planned activity. In particular, Prof. Ksenia Chmutina and Prof. Arianna Maiorani, whose work on disaster studies and linguistics kept pulling my thinking in productive and unexpected directions.

Among the more formal activities of my stay, I delivered an IAS Research Seminar on 18 February 2026, Re-imagining Conflicts, Making Up Futures: AI-Generated Images and the Memorability of War, and, a week later, led a PGR Workshop titled Reading AI Images: A Semiotic Toolkit for Emerging Visual and Memory Cultures. Working through concepts like intertextuality, indexicality and visual pathos sparked a rich discussion on how semiotics can be applied to AI-generated conflict imagery, from the moment of generation and the politics of prompt semantics, to the ways these images travel in cultures.

Beyond the intellectual work, the IAS is simply a warm place to be. Jenny, Ksenia, Laura, Lynda, Yajie, Connor, Kieran and the rest of the team make International House feel like a genuine community rather than just a workspace. I am grateful for the conversations, the collegial atmosphere, the cheese and wine night (thanks, Laura!) and the chance to think together.

Dr Mario Panico

Top 10 Downloads for April 2026

Half of the top downloads for April are theses, and none of them are data items. And there’s a definite increase in traffic to our Repository compared to the October 2025 top 10 downloads.

From the Vice-Chancellor – April 2026

In my newsletter this month: Our People and Culture strategy, the new Research Academy, our new Flagship Research Institutes, study identifies pressure wave in football heading, and Team England kit launched.

Making progress – our People and Culture Strategy  

Following the success of Project Expectations, we’ve been taking forward a number of new approaches that shape how we all work, lead and develop at the University, including the development of our first ever People and Culture strategy, which has recently been approved by Council. Over the next four years, this will guide how we shape our colleague experience and approach our development, wellbeing and leadership in response to staff survey feedback, helping to maintain Loughborough’s strong position in the sector.  

One of the early deliverables of the strategy is the introduction of GLOW Conversations. Colleagues from around half of our Schools and Professional Services are now having GLOW conversations during this pilot year, with strong engagement from managers with training and use of the resources available.  

Importantly, we’re beginning to hear what having GLOW conversations feels like in practice. Colleagues are telling us they’re having more focused and meaningful discussions using the GLOW Conversations approach, with a clear emphasis on what matters most in their role as well as the development that will support them. In some cases, these conversations are helping to raise important issues earlier, such as support around wellbeing, workload, day-to-day challenges, or longer-term development.   

One member of staff said that being able to talk about their wellbeing and work-life balance in their GLOW Conversations, and to be listened to and not judged, had been amazing. Another said that having shorter term objectives, as opposed to 12-month ones under the previous Performance and Development Review process, had been helpful, saying “I can see how I’m moving towards achieving these since the introduction of GLOW Conversations.” 

Creating space for regular, open conversations feels particularly important at the moment and can really help us all to feel supported. While it’s still early, there is a growing sense that these small, ongoing conversations are starting to make a real difference.  

Our expectation is that GLOW Conversations will continue to roll out across the University over the coming months, with all areas moving into this approach by the end of the year. By taking a phased approach, it ensures that we can build on what we’re learning, support managers and teams as they move to GLOW Conversations and share our successes along the way.  

Thank you to everyone who is already engaging with GLOW Conversations and for helping to shape this new approach for all colleagues.

Loughborough University Research Academy formally launched 

Last week we launched the new Loughborough University Research Academy (LURA), which will help us to create a more connected and supported research community and drive the transformative cultural change to position Loughborough as a global research powerhouse. 

The establishment of LURA, one of the priorities within our Research and Innovation core plan, has been made possible thanks to the very generous philanthropic donation, the largest in our history, from Loughborough alum Chris Gill. I was delighted to be able to formally thank Chris for his incredible generosity at the launch event.  

Over the next five years, LURA will enable us to offer opportunities to more than 4,000 staff and doctoral researchers through tailored support and development programmes and support current students who are keen to explore a future career in research. It will also allow us to accelerate and amplify the impact of our innovative research that will help to shape global change.   

LURA will be housed in the Angela Marmont building in a state of the art, modern, high-specification and inspiring space, funded by Chris’s donation.

Flagship Research Institutes launched 

This week the University Executive Board approved the formation of six new virtual Flagship Research Institutes, aligned to the University’s three strategic themes, to support our research ambitions and enhance our global impact. 

Each of the Flagship Research Institutes represents a distinct area of our research excellence and will address the major societal, industrial and global challenges facing us today. They cover Clean Energy, Culture and Society, Digital Futures, Healthy Living, Responsible Manufacturing, and Women in Sport. 

The Institutes will act as significant interdisciplinary platforms through which to connect existing areas of excellence, strengthen collaboration across disciplines, deepen engagement with external partners, and build a stronger institutional identity around a set of globally significant themes. They will enable us to take a more focused and effective approach to attracting and supporting large-scale research funding bringing in additional income, and leading ambitious, high-impact research programmes.  

The Institutes will also help us to enhance our thriving research culture. Each will be led by an Associate Pro Vice-Chancellor (APVCs)/Director, appointed from our existing staff, who will work part-time in the role.  

The Flagship Research Institutes’ APVCs will build on the work of the previous Associate Pro Vice-Chancellors for the three strategic themes, whose term of office finishes at the end of July. Thank you to Professor John Downey and Dr Kathryn North (Climate Change and Net Zero), Professor Emily Keightley and Professor Rebecca Cain (Vibrant and Inclusive Communities), and Professor David Fletcher and Professor Diwei Zhou (Sport, Health and Wellbeing) for their work in laying the foundations for this important next step in our strategic research ambition.

Research identifies pressure wave in football heading

One of our core strategic priorities is to undertake research, often in partnership with global organisations, that has the potential to bring about meaningful change. Our recently published research which identified a previously undetected pressure wave in football heading is a perfect example. 

The study, which was led by our Sports Technology Institute and philanthropically funded by The Football Association, has identified a mechanism of energy transfer to the brain from football headers – a finding that could prove significant in understanding the mechanics of headers and inform future research into long-term player health. 

Football is played by over 260 million players worldwide, with heading one of the fundamental skills of the game. But repetitive headers through a player’s career have been linked to an increased risk of neurodegenerative diseases in later life.  

Our researchers studied ball-head impacts at match speeds, with a range of footballs from throughout the last century and an advanced surrogate head model. Using a specialist pressure sensor positioned within the brain model, they observed, for the first time, a distinctive pressure wave that transfers energy into the frontal region. The research showed the magnitude of this energy transfer varied by up to 55x across historical and modern ball types.  

The findings provide opportunities to work towards ball designs and testing specifications that minimise energy transfer into the brain.  

The results of the study have gained widespread interest. The researchers produced a targeted briefing for stakeholders such as FIFA, adidas, football governing bodies, player associations, charities and global ball manufacturers to ensure they were fully informed, with a clear and accurate understanding of the findings ahead of the wider release of the study. The research has also been picked up by major national and international media outlets, including the BBC, The Times and the New York Times.  

Commonwealth Games Team England kit revealed 

This month Team England revealed the kit its athletes will wear for the 2026 Commonwealth Games this summer and it was great to see the Loughborough University logo proudly featured on the sleeves of the medal ceremony attire.  

The use of our logo on the new kit is part of the value-in-kind landmark agreement we signed earlier this year to be the official University Partner of Team England for the 2026 Commonwealth Games in Glasgow and the 2027 Commonwealth Youth Games, which will take place in Malta. As well as our logo on the ceremonial kit, we will host Team England for its immersion camps across multiple sports ahead of the Games and welcome all Team England staff and athletes to campus for Kitting Out, where they will be provided with all their kit, including ceremonial, village, training and competition wear.  

The new kit, designed in collaboration with Kukri Sports, takes inspiration from Glasgow’s distinctive character, blending bold street art influences with the work of renowned Scottish designer Charles Rennie Mackintosh. Sustainability has also been key, with more recycled materials incorporated, improved durability and reduced manufacturing waste.  

Athletes will have the option of competing in either red or white kits. 

While squad selections for the Commonwealth Games are still taking place, I’m confident that we’ll have many Loughborough-linked athletes competing for Team England in the new kit, as well as athletes selected for other nations’ teams. I’m sure you’ll join me in wishing all the Loughborough athletes the very best with their preparations for the Games, and I look forward to seeing our University logo on display on the podium! 

General Assembly – Wednesday 6 May, 2pm-3pm

Get an update on the University Strategy and our Core Plans, celebrate our successes, discuss our institutional priorities, and find out more about other announcements and events.

National accreditation for Loughborough

The University has been accredited as a UK Sport Elite Training Centre, recognising its role in supporting Olympic and Paralympic athletes to achieve success on the world stage. 

Loughborough Future Makers 

A call has gone out to invite students to help shape the Education and Student Experience, as part of the Students’ Union’s Future Makers programme. 

Event: Sites of Hostility and Resistance: Navigating the Digital LGBTQ+ Public Sphere in Hungary

Sites of Hostility and Resistance: Navigating the Digital LGBTQ+ Public Sphere in Hungary

Date: 5th May 2026
Time: 5pm-7.30pm (UK time)
Registration: This event is FREE to attend, but registration is essential.
To book your place, please email: a.zsubori@lboro.ac.uk

About the event:

You are warmly invited to join us for an upcoming webinar featuring Mariann Filó (activist, psychologist & Budapest Pride organiser), Ádám András Kanicsár (activist, journalist & social media expert), and Joci Márton (Roma LGBTQ+ activist) on Hungarian LGBTQ+ citizens’ use of social media. This event is chaired by Dr Anna Zsubori and draws on research conducted during her British Academy-funded postdoctoral fellowship at Loughborough University.

Various digital media platforms in illiberal contexts function as a complex double-edged sword. In Hungary, they often act as additional channels for illiberal attitudes, amplifying state-sponsored negative sentiments. Yet, these same spaces remain vital for the expression of liberal views and resistance. This session explores this tension, focusing on how social media spaces have become sites of both systemic hostility and profound resistance for LGBTQ+ communities in Hungary.

We will be joined by Hungarian guest speakers who will discuss the lived reality of navigating this digital environment. The discussion will cover the online and offline consequences of the regime’s anti-LGBTQ+ rhetoric, as well as the state-encouraged harassment. Beyond victimisation, our speakers will highlight the diverse strategies of resistance, exploring how marginalised groups utilise digital media to build counter-narratives, maintain community safety, and challenge the illiberal status quo.

The session features a panel of individuals at the forefront of this struggle, including activists, journalists, and individuals with direct lived experience of digital victimisation. By bringing together those who document these harms and those who experience them, this webinar aims to provide a nuanced understanding of how political communication in an illiberal regime translates into real-world harm, and how resistance persists in the face of structural exclusion.

This webinar will be of interest to academics across communication, digital media, gender and LGBTQ+ studies, human rights, and political science, as well as non-academic audiences interested in the lived realities of LGBTQ+ minorities and their digital experiences.

The event is supported by the British Academy and Loughborough University.

Five Minutes With: Tim Hewes-Belton

What’s your job title and how long have you been at Loughborough?

I am the International Student Experience Manager based within Student Life, which is part of Student Services. I have been at Loughborough for about three and a half years, although I did complete my MSc here alongside working in the Library Café back in 2008-2009.

Tell us what a typical day in your job looks like?

There isn’t really a typical day in my role, and that’s one of the things I love the most. Some days are fast-paced and student-facing. I might be supporting the team to run an event for students or supporting an individual student, working with colleagues across the University to make sure they get the right support.

Other days are more strategic. While my team leads on planning and delivering our programmes, my focus is often on the wider picture, working with Schools and Professional Services to ensure we are meeting the needs of international students. That might involve working with Global Engagement to review our Pre-departure Briefing Content, supporting a school with an issue amongst their international cohort, reviewing policy, attending a meeting or working group, or advising colleagues on international student perspectives.

My team delivers a wide range of initiatives throughout the year. We run the International Welcome Events, develop resources and sessions to support students to transition to life in the UK, and coordinate the Heathrow Airport pick-ups. In the summer, we deliver the Pre-sessional Orientation, taking on a more pastoral role during that period. We also deliver the University’s vacation programmes, offering everything from trips and celebrations to sports and arts activities. Term-time activities include our Brighter Winter programme, which tackles the challenges of dark winter months and lots of other events to ensure that Loughborough feels like home.

No two days look the same. Whether it’s responding to a complex student situation or an emerging global event, a meeting-heavy day or developing a new resource to support students, it is always focused on how we can ensure we are delivering an excellent experience for our international students.

What’s your favourite project you’ve worked on?

I genuinely struggle to pick just one project. Some highlights include working with Loughborough Students’ Union (LSU) and the International Students’ Network to develop student-led events for international students, from International Students’ Day to the University’s first Songkran celebration and our now annual Thanksgiving High Tables. I particularly love supporting the development of student-led activity because it shifts the focus from doing things for students to doing them with students. Celebrating the impact our students have on our community on International Students’ Day is particularly special.

I’ve also loved working with the Student Accommodation Centre on our new International Friendly Landlord Scheme, which launches in March and collaborating with the School of Design and Creative Arts to better connect isolated students by aligning social events with the academic programme such as our ‘Designing Christmas’ event in 2023. For me, there is nothing better than seeing our events and interventions have a positive impact on the lives of our students.

What is your proudest moment at Loughborough?

I think the thing I am most proud of during my time at Loughborough has been developing our vacation programmes into what they are today. When I started, I was a team of one, and the University had only delivered online Christmas activities during Covid. In my first year, we successfully introduced a fully in-person Christmas programme and launched a new Easter programme, both with strong student engagement.

Since then, we have continued to grow. We’ve delivered two iterations of a summer programme to support postgraduate students through the longer, quieter months, doubling the number of events between the first and second year. What began as a small-scale initiative is now one of the most comprehensive vacation programmes at any UK university. I am so proud that Loughborough supports those students who stay on campus, both home and international. Creating connection, belonging, and lots of memories for students who might otherwise feel isolated is the most rewarding part of my job.

Which University value do you most resonate with and why?

I think the value that I connect to most is collaborative. As a team, International Student Experience works with so many wonderful colleagues from across Schools, Professional Services and LSU to ensure we provide the best experience for our international students. We couldn’t do what we do without their support and dedication to our students.

Tell us something you do outside of work that we might not know about?

Outside of work, I’m a massive Eurovision fan. I’ve been to the contest a couple of times, decorated the house with flags for at least a week each year, and have hosted more Eurovision parties than I can count.

Discovering Eurovision as a teenager was probably one of the things that first sparked my curiosity about other cultures, languages and perspectives. Looking back, it definitely played a part in shaping my interest in international and intercultural work, so you could say, Eurovision helped set me on the path to the career I have today.

What is your favourite quote?

I’m not sure I have a favourite quote, but anyone who works with me will hear me say “international students are not one homogenous group” at least a couple of times a week.

If you would like to feature in ‘Five Minutes With’, or you work with someone who you think would be great to include, please email Martha Causier at m.causier@lboro.ac.uk.

Leverhulme Lectures with Professor Helena P. Osana 

The Department of Mathematics Education is pleased to host a series of three Leverhulme lectures with Professor Helena P. Osana from Concordia University, Montreal, Canada.

Helena Osana a Professor of Mathematics Education at Concordia University where she is the Principal Investigator of the Mathematics Teaching and Learning Lab. Her particular research interests are in the area of children’s mathematical development, learning and instruction, and mathematical cognition. You can find more about her work here.

All lectures are open to the public and no booking is required.

For further information, please contact the Centre for Mathematical Cognition.

Finding One: Units in the Elementary Mathematics Curriculum

Date: 20 May 2026
Time: 16:00 – 17:00
Location: Schofield Building, SCH101, Loughborough University, Epinal Way, LE11 3TU

A unit is what we call “one.” This lecture examines where “one” appears—and often hides—in the elementary mathematics curriculum. It traces how units structure the big ideas in elementary mathematics, including numeration and place value, multidigit arithmetic, multiplication and division, and fractions. The talk highlights how seemingly disparate domains in school mathematics are tied together by unit concepts and how understanding in mathematics is dependent on flexible and relational reasoning about units and “oneness.”

Understanding One: Challenges in Children’s Understanding of Units

Date: 10 June 2026
Time: 14:00 – 15:00
Location: Schofield Building, SCH101, Loughborough University, Epinal Way, LE11 3TU

This lecture focuses on children’s understanding of units from early counting to more advanced concepts involving measurement and composite units. It reviews research on how children construct the idea of “one” as both a countable entity and a unit that can be iterated and nested within higher-order structures. Common difficulties are examined, including treating collections of units as wholes, coordinating multiple units, and understanding number as a structure of embedded units. Together, these perspectives provide a nuanced account of why unit concepts are persistently challenging.

Supporting One: Supporting Children’s Unit Understanding

Date: 7 July 2026
Time: 14:00 – 15:00
Location: Schofield Building, SCH101, Loughborough University, Epinal Way, LE11 3TU

This lecture explores how learning environments and instructional approaches might support the development of robust unit understanding in children. The lecture will describe what is known about how environmental factors, such as visual representations and narrative, may play a role in children’s interpretation of “oneness” and in coordinating groups of discrete elements into structured, countable units. Promising early evidence will be presented on how to support children’s learning of embedded units in base-ten through instruction that explicitly foregrounds unit structure and supports analogical mapping across representations. Implications for curriculum design and classroom practice will be addressed.

Data collecting in China: what you need to know

The introduction of data protection laws in many countries around the world was a welcome advance in recognising the value of data and the risks it might pose if that data were to fall into the wrong hands. It’s made things a little trickier for researchers, who now have to navigate not only their own country’s laws but also the laws of the partner country that they might be working in. Data protection, in spirit, is the same everywhere, but the nuances can be tricky to navigate. Here’s what you need to know about collecting data in the People’s Republic of China (PRC).

Data collecting: a matter of consent

Data collection in the PRC has many similarities to data collection in the UK: consent is required if you are collecting data from humans. What’s different about the PRC is that you need specific and separate consent for each general type of information (source). Which means you can’t just ask for permission to use personal, medical and financial data in the same sentence – each of these needs its own question that the participants can agree to (or not). In truth, it wouldn’t be a bad idea to do that all the time: it makes it super clear for the participants what you’re collecting and what they are agreeing to.

What’s personal information? What’s sensitive data?

Surprisingly, there’s an easy out-clause: anonymised data. If the data you are collecting is anonymous, then you don’t need to worry about consent (see Article 4). Note that it needs to be truly anonymous, not just de-identified or pseudo-anonymised. If you’re counting the number of times a gate is opened, for example, by watching who might open the gate, that would count as anonymous, provided you don’t record anything about the opener.

There is a very broad definition of personal information: “refers to various information related to an identified or identifiable natural person recorded electronically or by other means, but does not include anonymised information” (Article 4).

“Sensitive personal information” is personal information that once leaked or illegally used, may easily lead to the infringement of the personal dignity of a natural person or may endanger his [hers/their] personal safety or property, including information such as biometrics, religious belief, specific identity, medical health status, financial accounts, and the person’s whereabouts, as well as the personal information of a minor under the age of 14 years” (Article 28).

It’s interesting to note that anyone over the age of 14 would not need parental consent. In the UK, it would be 13 (source). These small differences are what make data protection and research a challenge!

Transferring data out of the PRC

To move collected data out of the PRC, what’s known as a cross-border transfer, you’ll need to contact the Cyberspace Administration of China (Article 38). I wasn’t able to find any practical information on how to do this, and I would suggest that researchers have a local contact to guide them through these administrative tasks.

Legislation

Three PRC laws are relevant: the Personal Information Protection Law, the Cybersecurity Law, and the Data Security Law.

Disclaimer

I am not a lawyer, nor have I done any research involving the PRC. The above post is my opinion only, and should not be taken as official guidance. I am not liable for any claims resulting from anything written in this post. I welcome any corrections at RDM@lboro.ac.uk.

World IP Day 2026: Why Sport Is One of IP’s Biggest Playing Fields

Disclaimer: This blog post is for information only. We do not endorse any of the merchandise and we are not affiliated or receive any commission from any companies presented in this blog post.

Why IP Matters in Sport

This World Intellectual Property Day, the theme chosen by WIPO is IP and Sports. This day was launched by WIPO in 2000 to draw attention of how patents, copyright, trademarks and designs impact daily life.

I was never much into sports. I mean I watched the odd football game, mainly because well, with just one TV in the household and a brother and dad who enjoyed football, if I wanted to watch TV, well I had no choice. Football it was. Of course, I also enjoyed gymnastics, and really wanted to be in gymnastics, Nadia Comaneci and her perfect 10 was something to be proud of. Unfortunately for me, I was tall, awkward and ill most of the time.

Nowadays, I still don’t watch sports, but my partner does, so I have no choice but to watch football, golf and rugby. IP drives creativity and innovation and this is especially true in sports. Sport has a global reach, huge commercial value and emotional fan engagement.

Modern sport isn’t just about performance on the field – it’s built on the IP of it.

The IP Rights at Play in Sport

Last year’s World IP Day theme was IP in Music and we looked how different IPs intersect, same goes for IP in sports. Let’s take a sports shoe for example: patents protect the technology used to create the shoe while designs protect the look of the shoe. Trademarks distinguish it from other makes of similar looking shoes while copyright protects any artwork or ad created to sell the shoe. As can be seen, multiple Ips can overlap in protecting a single sport product.  

Trademarks: The Heart of Sporting Brands

Real sport fans will have in their possession branded shirts or scarves, hats or any other merch available for their favourite team. If you like multiple types of sports, let’s say football and hockey, you might own two very different shirts. For example, I used to own a Chicago Bull T-Shirt, even though I have never been to Chicago nor have I ever seen them play, but I did like their logo. And the T-Shirt was really comfy, bought from a thrift shop and lasted well over 25 years. The good old times when clothes didn’t fall apart after one wash. Anyway, that is the subject of a future blog post.

The red bull logo for the Chicago Bulls? Trademarked. Just Do It? Trademarked. The Premier League? Trademarked. I am sure you get the gist by now. Club crests, kit sponsorships, rebrands and logo exceptions, merchandising, all of these would be protected by trademark.

Celebrities can also protect their name as trademark. Rory McIlroy for example, has secured trademark protection for his name in both the UK and the EU (EUTM). At the top of the ranking is Kylian Mbappé, with 15 EU trademarks (his name, his famous goal celebration, quotes…). Lamine Yamal and Lionel Messi, with 7 EU trademarks each are right behind.

Trademarks turn loyalty into long-term commercial value.

Editorial use only. Adobe Stock image.

Copyright: Broadcasting, Content and the Fan Experience

I will do my best not to ruin sports broadcasting for you, but copyright and other related rights, have a say in how television and other media can broadcast sports. Did you know that television and other media pay out huge sums of money in licensing to be able to broadcast top sporting events, like the Olympics, the Five Nations or the Masters. (If you have no clue what I am talking about, with the last two it’s rugby and golf)?!

Sports broadcasting covers multiple media platforms, each contributing to how audiences access live events. Television remains the most valuable medium, with broadcasters securing exclusive territorial rights to attract large audiences and generate revenue. Radio continues to be important, especially where TV or internet access is limited, preserving live sports commentary traditions. Digital streaming, including mobile and on‑demand services, has significantly reshaped sports consumption by allowing fans to watch live matches, replays, and highlights anytime and anywhere. Together, these platforms broaden global access to sports while raising ongoing challenges around rights management, exclusivity, and piracy.

Media rights are commonly divided by territory, with broadcasters purchasing either domestic or international rights. Territorial exclusivity allows rights holders to tailor pricing, coverage, and marketing to specific regions, while ensuring broadcasters control live distribution and related revenues. Domestic rights typically hold the highest value due to strong local demand, whereas international rights help expand global reach. The rise of streaming platforms has added complexity, often requiring geoblocking to prevent access outside licensed areas and protect regional exclusivity agreements.

This is why some Premier League (PL) games are not shown in the UK. Fair? Well debatable. Here are the key issues territorial media rights create for fans:

• Restricted access due to geoblocking
  Fans may be unable to watch matches while travelling or living abroad, even if they subscribe to a service in their home country.
• Fragmented viewing experience
  Different competitions or even matches within the same league may be split across multiple broadcasters, forcing fans to pay for several subscriptions.
• Higher costs for fans
  Exclusive regional rights often drive up subscription prices, making it expensive to follow a team or sport consistently.
• Inconsistent availability and coverage
  Some regions receive limited broadcasts, fewer matches, or lower-quality coverage compared to others.
• Delayed or unavailable content
  International fans may face delayed access to highlights or replays, reducing engagement and increasing reliance on unofficial sources.
• Encouragement of piracy
  When legal access is restricted or overpriced, fans may turn to illegal streams, exposing them to poor quality, security risks, and legal consequences.

Overall, while territorial exclusivity benefits rights holders and broadcasters, it can reduce convenience, affordability, and fairness for fans, especially global and mobile audiences.

Copyright underpins how fans watch, share and engage with sport.

Design Rights: Protecting the Look of the Game

Now as I mentioned, I might not watch sports, but I do exercise, while not the same, design in athletic wear and / or equipment is important. For example, for athletes and regular people who exercise, a good sports bra is a must, as are good running shoes, home or gym equipment, and so on. Good design and good equipment reduces the risk of injury and can look good as well. I mean, you do have to look good when exercising.

Design plays a significant role in sport, influencing both appearance and performance. As new materials are developed, design innovations soon follow, shaping products such as athletic footwear, sports bags, and performance apparel including swimsuits, gym wear, and tennis clothing.

Sportswear and equipment manufacturers frequently collaborate with fabric producers to address specific performance challenges. Innovations like GORE‑TEX® transformed protective outerwear, while modern sports kits have become lighter, more flexible, and more comfortable. Advanced fabrics such as X‑Static®, which incorporates silver fibers, help regulate temperature and moisture to enhance comfort. Other high‑performance materials provide insulation and protection against wind and water, which is particularly important for athletes competing in cold environments.

Design rights protect the visual appearance of products and can be either registered or unregistered. Registered design rights provide stronger legal protection by formally recording the design, giving the owner exclusive rights for up to 25 years and making enforcement easier. In contrast, unregistered design rights arise automatically without registration but offer more limited protection and shorter duration, and infringement must be proven through evidence of copying. While unregistered rights can be useful for early or short‑lived designs, registration offers greater certainty and protection against imitation, particularly in competitive markets.

Fast fashion has also increasingly influenced athletic wear by making sports clothing more affordable, trend‑driven, and widely accessible, but this shift comes with significant drawbacks. Rapid production cycles allow consumers quick access to fashionable sportswear, encouraging innovation and lowering prices, yet often at the expense of durability and performance quality. The emphasis on speed and low cost contributes to overconsumption, with functional garments frequently discarded as styles change. This model also raises serious ethical and environmental concerns, including waste generation, resource depletion, and questionable labour practices. While some established sportswear brands are responding with more sustainable materials and long‑lasting designs, the challenge remains to balance affordability, performance, and ethical responsibility in a fast‑fashion‑driven market. If you wish to be more sustainable, and I would advise we all are, you can use the good on you website or app to choose more ethical and sustainable brands and products.  

Patents and Sports Innovation

Technology plays a central role in modern sport, with ongoing innovation driving improvements in performance, safety, and fan engagement. According to the World Intellectual Property Organization (WIPO), sports technologies, ranging from footwear and apparel to equipment, training systems, and performance‑tracking tools, are often protected through patents, which safeguard new inventions for up to 20 years. Patents encourage innovation by preventing unauthorised use while also promoting the wider diffusion of technology through licensing. This system enables manufacturers to invest in advanced materials, precision equipment, and data‑driven technologies that enhance athlete performance, reduce injury risk, and improve the sporting experience worldwide.

For example, the smart watches that some people wear (I have one, just upgraded actually) can tell a lot about people’s performance during exercise but also track different exercises and help (in some cases) people avoid injuries created by overexercising. Apple Watch Series 11 (I own this one) for example, can give you insights into possible hypertension. The Vitals app is interesting. I was ill a while ago and my vitals were all over the place, my breathing was bad, my temperature was high, my blood oxygen was low and my sleep, well, that was nonexistent. It correctly postulated that I have a cold.

Peloton has a feature called Peloton IQ, which helps you with keeping proper form during exercising, which is especially needed during weight training. (No endorsement of Peloton or Apple Watch, but through ads I knew Peloton has this feature).

Here are clear examples of patented sports technologies, based on those commonly highlighted by WIPO and the wider sports‑technology industry:

• Advanced sports footwear and apparel – Innovations such as energy‑return running shoes, aerodynamic swimsuits, and temperature‑regulating fabrics are frequently patented to protect new materials and construction methods that enhance performance and comfort.
• High‑performance sports equipment – Patents cover technologies used in items like lightweight tennis rackets, carbon‑fiber bicycles, aerodynamic surfboards, footballs, golf clubs, and bobsleds, all designed to improve speed, control, and safety.
• Protective and safety gear – Impact‑absorbing helmets, padding systems, goalkeeping gloves with anti‑slip coatings, and protective prosthetics for para‑athletes are patented to reduce injury risk while maintaining performance.
• Training and performance‑tracking technology – Devices such as smart wearables, motion‑tracking systems, precision timing equipment, and performance‑analysis software are patented to measure speed, endurance, biomechanics, and recovery.  
• Specialist and adaptive sports technologies – Patented innovations also include aquatic wheelchairs, starting blocks, gym equipment, and rehabilitation tools designed to improve accessibility and training efficiency across different sports.

Together, these patents protect innovation, encourage investment in research and development, and allow sports technology companies to license their inventions while improving performance and safety for athletes at all levels.

FIG. 2 is an enlarged bottom view of the wood-type golf club head shown in FIG. 1; FIG. 3 is an exploded view of the wood-type golf club head shown in FIG. 2 and showing a monitoring device

Image Rights and Personality in Sport

Many elite athletes use intellectual property (IP) protection strategically to develop, control, and preserve their personal brands beyond their sporting careers. Across a wide range of sports, both contemporary stars and legendary figures have registered EU trademarks to manage commercial ventures and protect their long‑term legacy by securing rights over their names, logos, and distinctive imagery.

In football, prominent players such as Kylian Mbappé, Lamine Yamal, Cristiano Ronaldo, Lionel Messi, and Ewa Pajor, alongside icons including Pelé, Diego Maradona, and George Best, have all taken steps to protect their identities—sometimes extending this protection to signature celebrations or poses. A similar approach is evident in basketball, where athletes like Luka Dončić, Victor Wembanyama, Stephen Curry, and LeBron James follow the branding pathways established by figures such as Michael Jordan and Shaquille O’Neal. Tennis players, including Carlos Alcaraz, Novak Djokovic, Iga Świątek, Serena Williams, Rafael Nadal, and Roger Federer, also actively safeguard their brands, while athletes from other disciplines—such as Mondo Duplantis, Tadej Pogačar, Carolina Marín, and Max Verstappen—use IP rights to expand their commercial presence and influence beyond sport.

Brands and clubs face several legal and commercial risks when using athlete images, particularly where intellectual property and personality rights are not carefully managed. Using an athlete’s image, name, or likeness without proper consent can lead to disputes over image rights, trademark infringement, or breach of endorsement agreements. Even where permission exists, reputational risks may arise if an athlete becomes involved in controversy (remember O.J Simpson anyone?), potentially damaging the brand or club by association. In addition, unclear ownership of image rights, especially where athletes, clubs, leagues, and sponsors all have competing interests can result in costly legal conflicts and undermine commercial partnerships if rights are not clearly defined in contracts.

Enforcement and Integrity: Protecting the Value of Sport

Illegal streams, counterfeit merchandise, infringement of athletes’ images are all issues that can happen in sport and have a detrimental effect on both the sport industry as well as fans. In Europe for example, European authorities are continuing to combat organised crime connected to counterfeiting and piracy within the sports industry.

In 2024, the Europe‑wide EMPACT Operation Fake Star led to the discovery and seizure of over eight million counterfeit luxury and sporting items, including large volumes of fake sportswear, footwear, and branded labels. The operation resulted in 264 arrests and underscored the significant involvement of criminal networks in this trade.

Alongside enforcement efforts, the EUIPO, through the European Observatory on Infringements of Intellectual Property Rights, continues to monitor counterfeiting and piracy trends and supports awareness initiatives encouraging consumers to choose legal content and genuine products.

The sale of counterfeit sports equipment has a significant economic impact across the EU. EUIPO estimates indicate annual losses of around €851 million, representing approximately 11% of total sector sales. France, Austria, and the Netherlands bear the greatest financial losses, each losing hundreds of millions of euros. In relative terms, the impact is most severe in Romania, Lithuania, and Hungary, where counterfeit sports goods account for up to 20% of all lost sales in the sector.

While some might not be upset of brands losing money, buying counterfeit merchandise also poses health risks as they fail to comply with safety and environmental protection standards, you can read more about that in Dangerous Fakes Trade in counterfeit goods that pose health, safety and environmental risks, report by OECD and EUIPO.

IP rights are effective but not absolute tools for protecting innovation, brand value, and commercial interests. Their main strength lies in the legal exclusivity they provide: trademarks, designs, patents, and copyright give rightsholders clear grounds to prevent unauthorised use, take enforcement action, and work with customs authorities to seize infringing goods. They also act as a strong deterrent, since registration signals ownership and increases legal risk for infringers.

However, their effectiveness depends heavily on enforcement. IP rights do not enforce themselves; they require monitoring, legal action, and often significant financial resources. In fast‑moving or global markets, such as sportswear or digital media, piracy and counterfeiting can still flourish, especially across borders where enforcement varies. Online infringement further weakens effectiveness, as illegal content can be shared rapidly and anonymously.

Overall, IP rights are most effective when combined with active enforcement strategies, international cooperation, clear licensing agreements, and consumer awareness. While they cannot eliminate piracy entirely, they remain essential in reducing infringement, protecting investment, and supporting innovation and fair competition.

For more information on IP and sports why not have a look at WIPO’s Reference Guide to Sustaining Sport and its Development through Intellectual Property Rights?!

The information contained in this blog post should be taken as recommended advice or guidance but should not be taken as legal advice. If in any doubt, please seek proper legal advice. Some images licensed from Adobe Stock.

Webinars and whatnots – April 2025

Upcoming:

• HERSA 2026 Annual Conference, 3 – 4 June 2026, 09:30 – 17:00 GMT, Leonardo Hotel, Hinckley Island

Catch up:

• Midlands Innovation Open Research Week

Of interest:

• Data availability tracker, American Economic Association journals

Previous months’ Webinars and whatnots:

• March 2026 – none
• February 2026
• January 2026
• December 2025
• November 2025
• October 2025
• September 2025- none
• August 2025
• July 2025
• June 2025
• May 2025 – Midlands Innovation Open Research Week 2025
• April 2025
• March 2025
• February 2025
• January 2025
• December 2024
• November 2024

Why a Year of Reading Needs Cities, Languages, and Copyright

The National Year of Reading: Turning Reading into Habit

This year has been designated the National Year of Reading, and Loughborough University Library is taking part. The campaign aims to help people (re)discover their love of reading. In my blog post last year, The Enduring Magic: Why Books Still Matter in the Digital Age, I touch on the fact that a YouGov poll found that only 40% of Britons have read or listened to a book in the last 12 months.

As today marks UNESCO’s World Book and Copyright Day, I thought I would highlight the joy of reading and why it is more important than ever.

World Book & Copyright Day still matters

World Book & Copyright Day is a yearly event organised by UNESCO to promote reading, publishing, and copyright. It is celebrated on the 23^rd of April, and the first event was celebrated in 1995. You can read more about it in my blog post World Book and Copyright Day 23rd April.

With the rise of AI and our more technologies driven world, books are bridges to lived experiences, doors to new worlds, remember Narnia everyone? And if not, then why not read C.S. Lewis’ The Chronicles of Narnia?! I mean who would not want to have a wardrobe that opens a door to a fantastical world?!

Copyright is an important building piece in the dissemination the wonderful creations of authors. Copyright protects their works from being misused, adapted, changed, or modified in any way. Currently, in the US there are 36 copyright suits by authors against AI copyright infringement. It is widely known that books have been pirated to feed AI systems.  

This is our time to fight back against the machines. Switch off from the world, curls up with a good book, some hot chocolate and forget the world for as long as the book lasts.

Part of UNESCO’s celebration of World Book and Copyright Day is also the naming of a World Book Capital; this initiative recognizes cities for promoting books and fostering reading. This year, that capital is Rabat.

© Cristina Rusu

Rabat: A City of Books as a Living Story

Rabat is the capital city of Morocco, located on the northwestern coast of the Atlantic Ocean. Unlike Marrakesh, the streets of Rabat tend to be quieter and emptier. This might change with the naming of Rabat by UNESCO as the World Book Capital for 2026. The reason for this is Rabat’s 54 publishing houses, hosting the third largest publishing fair in Africa and boasts a thriving indie bookshop scene. Another reason is Rabat’s clear commitment to literacy, the empowerment of women and young people through reading, and addressing illiteracy in underserved communities.

The year‑long programme will roll out 342 activities spread across 12 themes, with the ambition of taking books beyond traditional cultural spaces and into hospitals, prisons, orphanages, public squares, stations, and transit hubs.

The fair itself is set to host 890 exhibitors from 60 countries, including 320 direct participants and 570 represented exhibitors, showcasing more than 130,000 titles. Alongside the exhibits, the programme will feature over 204 cultural events, bringing together more than 720 speakers, thinkers, and creatives.

France is set as the guest of honour, solidifying the literary and cultural ties between Morocco and France.

Multilingualism: Reading in Many Voices

Arabic is the official language of Morocco; however, French is still used widely and with France being the guest of honour for the upcoming book fair, I thought it is important to have a look at multilingualism.

I am multilingual, I speak German, Romanian, English and French. I am also trying to learn Italian and Spanish on Duolingo. I can say My dog does not cook for the family in both those languages…. Growing up, I grew up bilingual, my dominant language was for many years (and apparently still is) German. While my first language was Romanian, I struggled to read in Romanian and preferred German books. Nowadays, I tend to buy books in whatever the writer’s dominant language is. Well, provided I speak that language of course. As an aside, I also prefer subbed foreign movies or series, not dubbed ones, even though I grew up with mainly dubbed films and series (dubbed in German, and yes I know this is confusing) if something needs to be dubbed, I prefer German rather than English. I mean Sailor Moon in English is sooooo cringe.

Why is this important? A report by the National Literacy Trust has found the following:

• Multilingual young people are more engaged with reading than their monolingual peers:
  • Nearly 3 in 5 (56.4%) multilingual young people say that they enjoy reading in their free time, which is higher than the percentage of their monolingual peers who say this (46.3%).
  • More also read more often in their free time compared with their monolingual peers.
  • Multilingual young people also read a greater variety of formats in their free time than their monolingual peers, both onscreen as well as on paper.
  • More multilingual than monolingual young people say that they read to learn about new things, new words and new cultures.

Taking this into account through Resolution A/RES/74/135, the United Nations General Assembly declared 2022 to 2032 the International Decade of Indigenous Languages, drawing global attention to the endangerment of many Indigenous languages and encouraging collective action to preserve, revitalise, and promote them.

Copyright as the Quiet Enabler

Copyright plays a crucial role in safeguarding authors’ rights. It gives creators control over how their work is used and enables them to earn income through licensing and royalties. When a book is published, for instance, the author typically retains copyright, preventing others from reproducing or distributing the work without consent.

That protection, however, is not indefinite. Copyright lasts for a limited period (in the UK lifetime of the author plus 70 years), after which works enter the public domain and become freely available for anyone to use. A well‑known example is Winnie‑the‑Pooh: after decades under copyright, the original version of the character has now entered the public domain (I am sure you could not have missed Winnie-the-Poo: Blood and Honey). While this allows wider use of the early material, more recent adaptations remain protected under copyright and other rights.

Relax, have some hot chocolate and curl up with a good book

Make this World Book and Copyright Day a day that you read a book you might not have picked up, especially banned books.

© American Library Association. Banned Books Week is ® American Library Association.

However, you don’t need to only read banned books, Penguin has created a list of the must-read books of 2026.

Recently, I read The Three Witches by Elena Collins which is a timeslip novel inspired by Shakespear’s Macbeth, specifically the three witches. As it is a timeslip novel, one-part focusses on the three witches, sisters from 11^th Century Scotland while the other timeline focusses on an actress looking for her big break, who is cast as one of the witches in an upcoming documentary about Macbeth and the historical Mac Bethad mac Findláech, King of Alba (Scotland). While there are some historical accuracies, most of it is fiction, however, this has not stopped me wanting to visit Forres and the Witches Stone.

I also have a rather extensive to be read pile, and I keep adding to it. Mainly because, I read depending on my mood and usually have at least three or four books on the go. One of the books on the go is about endometriosis, In der Regel bin ich stark: Endometriose: Warum wir unsere Unterleibsschmerzen ernst nehmen müssen! Written by Anna Wilken, former Germany’s Next Top Model but also someone who like me has been struggling with endometriosis. And yes, if you want to read it, you will need to learn German, but why not. I am a super fan of Agatha Christie, and I enjoyed Lucy Worsley’s book about her. Other books to be read include:

Saša Stanišić – Herkunft (or the English version, Where You Come From)

Robert Menasse – Die Hauptstadt (The Capital)

Oliver Pötzsch– Die Henkerstotcher Saga (The Hangman’s Daughter saga)

Nina Bargiel – The Crone Zone

National Trust On Screen (great to decide what NT places you would like to visit)  

Mai Mochizuki – The Full Moon Coffee Shop

© Cristina Rusu

So relax, pick up a book, curl up on the sofa, bed or your designated book chair, have a hot chocolate, coffee or tea, and enjoy!

The information contained in this blog post should be taken as recommended advice or guidance but should not be taken as legal advice. If in any doubt, please seek proper legal advice. Some images licensed from Adobe Stock.

• Bluesky

How to Write Literature Reviews

Written by Bess Chan

A literature review is a critical analysis of existing published research on a specific topic. It demonstrates to your readers that you have a firm grasp of the relevant literature in your field. In order to do this, you need to have critically read a multitude of sources related to the topic. If you’re unsure how to do so, please read this blog post on critical reading.

Remember, a good literature review does not merely report what is said in the sources. Here are a few strategies to help you produce a strong one in your dissertation:

Ensure the conceptual grounding is clear

When you’re writing the literature review in your dissertation, it must always be conceptually grounded, meaning you should state the assumptions and constructs that underpin your study. To show your conceptual grounding, you should:

• Clearly define core concepts, because words in academia can mean different things to different people. With clear definitions, this can prevent ambiguity and signal analytical precision.
• Show how your variables or concepts affect one another.
• Clarify any underlying assumptions so your readers know the limits of your logic.

Sometimes, you may want to make your literature review conceptually grounded by incorporating a theoretical framework. If you do this, make sure that all concepts and theories are linked to your study and referred to in later chapters, such as the discussion and conclusion.

Move from description to synthesis

Many students want to show the amount of reading they’ve done and thus describe the sources in detail, but this is a very common mistake. You shouldn’t simply show what the sources discuss; you should instead group studies by themes, theories, or methodologies. If you’re unsure how to group studies or connect the sources, try creating a research matrix before writing your literature review. Research matrices are particularly useful here because they allow you to compare studies across shared categories, which makes patterns and tensions in the literature easier to see. Find out more about research matrices in this interactive presentation or in this blog post.

In addition to grouping studies, you should also illustrate the relationships between sources and evaluate the evidence.

For example, instead of saying:

Smith (2020) argues that social media reduces academic performance. Jones (2021) finds a negative correlation between usage and grades. Brown (2019) challenges this by showing no significant relationship.

You should put it as:

Smith (2020) and Jones (2021) both identify a negative relationship between social media use and academic performance, while Brown (2019) reports no significant effect. This divergence suggests that the impact of social media may depend less on usage itself and more on how it is integrated into students’ study practices.

Find out more about synthesis in this interactive presentation.

Build towards the research gap

One of the main purposes of conducting research is to advance knowledge, so when you carry out any study, you’d probably want to find out something that’s currently not well understood. This missing or underdeveloped area is commonly referred to as a research gap.

So how can you find such a gap? Remember that these gaps don’t appear abruptly; they have to emerge logically from the literature. Therefore, before your research starts, it’s very important for you to read a wide range of sources to ensure your gap hasn’t already been addressed by previous studies. These gaps may take several forms, such as under-researched populations or contexts, inconsistent or contradictory findings, or limitations in how previous studies have been conducted.

In addition, you should state explicitly in your literature review what the gap is, why it matters, and how your dissertation is going to address it. Find out more about presenting the research gap in this interactive presentation.

Use a coherent structure

Some students may think that they should present ideas in the literature review chronologically, but this isn’t always necessary, as you may not have to trace the evolution of a concept over time. Instead of using a chronological approach, you can, for example, organise your ideas by themes, meaning that you group sources by various sub-topics. You can also follow a methodological structure if you’re comparing how different research methods have impacted findings.

Find out more about structuring your literature review in this interactive presentation.

Relate the literature review to the research questions

A literature review shouldn’t feel like a separate entity; it needs to link back to the research question(s). Therefore, in your literature review, after presenting the research gap and its significance, you should explain how your dissertation is going to address the gap, typically through clearly defined research questions and an appropriate research approach. For example, you may present your gap in this way:

While existing research has primarily focused on the quantity of social media use, there is limited understanding of how different patterns of engagement affect academic outcomes.

You can then relate the gap to the research question by saying:

This study therefore addresses this gap by examining patterns of social media engagement through a mixed-methods approach, focussing on both frequency and type of use among university students.

Lastly, if you’d like to learn more about the structure of a literature review and gain insights from analysing exemplary examples, you’re welcome to sign up for the Literature Review Mastery course. Also, if you have any questions about the literature review, I encourage you to book 1-2-1 meetings with me, Bess Chan, your London-based EAP Tutor, via email or the booking form.

Reflections on Midlands Innovation Open Research Week 2026

Report by Avsar Gurpinar

“Universities as Open Knowledge Research Organisations: Why and How” by Neil Jacobs (UK Reproducability Network)

Watch the recording

The keynote focused on universities’ role in democratising knowledge by producing verifiable, reproducible research that can be scrutinised and reused. Jacobs linked his arguments to the work of the UK Reproducibility Network (UKRN), of which he leads the Open Research Programme, situating the talk within broader efforts to transform institutional research culture.

Defining open knowledge

A central part of the keynote was to define “open knowledge” and to ask what minimum degree of openness and transparency are required for work to count as open. This was framed by the familiar principle “as open as possible, as closed as necessary”, emphasising that openness is a default rather than an absolute, and that justified limits (for example, around privacy or sensitivity) remain compatible with open knowledge. The motto “Take no one’s word for it” underscores that what matters is not just the findings but also how the research was done, why particular choices were made, the evidence used, and the reasoning or judgment that links methods to conclusions.

UNESCO open science pillars

Jacobs also drew on the UNESCO Recommendation on Open Science to situate open knowledge within an international policy framework. UNESCO’s model identifies several interdependent pillars: open scientific knowledge (including publications and data), open science infrastructures, open engagement with societal actors, and open dialogue with other knowledge systems. The talk emphasised that open science should not be extractive; instead, it should involve engagement and dialogue with communities, including indigenous and local knowledge holders, in ways that recognise diverse epistemologies.

Data, infrastructure, and CARE

Open and FAIR research data were positioned as a key component of open knowledge, but Jacobs highlighted that data governance must also consider responsibility and ethics. This is where the CARE principles (Collective benefit, Authority to control, Responsibility, Ethics) were presented as an important counterpoint and complement to FAIR, particularly in relation to indigenous and community data. Infrastructures were presented not only as technical platforms but also as the information environment around research-repositories, metadata, identifiers, and systems that make research outputs findable, accessible and reusable over the long term.

Strategies for universities

In terms of practical strategies, the keynote outlined several ways universities can move towards becoming open knowledge organisations. These included cancelling closed, non-transparent databases where possible; supporting open infrastructures; and signing major declarations and agreements, such as the Barcelona Declaration on Open Research Information, DORA (San Francisco Declaration on Research Assessment), and CoARA (Coalition for Advancing Research Assessment), all of which promote open, responsible research assessment and open research information. Another strand was developing open research policies, prizes and champions, and embedding open and reflexive research practices explicitly in doctoral training and early career development.

Engagement, assessment and good practice

The talk emphasised that open knowledge also entails engagement with society through public involvement strategies, community engagement, and the sharing of good practices in open research across institutions. This includes open dialogue with other knowledge systems and communities, in line with UNESCO’s emphasis on open engagement with societal actors and diverse knowledge systems. Jacobs highlighted existing advice and guidance, including resources and case studies from institutions such as Oxford and Edinburgh, where open research and responsible research assessment are being integrated into policy, practice and support structures.

Jacobs referenced a book by Lucy Montgomery, which framed the “open knowledge institution” as a university model oriented to the common good, designed to tackle the collective action problems that currently undermine open research.

Open knowledge institutions and the common good

Montgomery drew on her work with Open Knowledge Institutions to argue that universities should serve as infrastructures for producing and sharing knowledge as a common resource, rather than as gatekeepers of scarce, prestige-based outputs. In this model, openness is not an optional add-on but central to the institution’s mission, so solving collective action problems around openness is part of the university’s core function in society.

Collective action problems in open research

The talk characterised open research as a classic collective action challenge, in which individual incentives do not automatically align with what is best for the research commons. A key example was incentive misalignment: researchers are often rewarded more for prestige signals (high-impact journals, rankings) than for transparent, reproducible, openly shared work, even when the latter is better for collective knowledge. Jacobs also highlighted the free-rider problem: many people and institutions benefit from open knowledge without contributing back. He argued that this is not inherently damaging in a commons model and is already present in existing open practices.

Wicked problems, risk, and trust

These issues were framed as “wicked problems” because they involve complex interdependencies, contested values, and shifting expectations. Risk and trust were central: researchers may fear reputational harm if openness exposes errors or invites criticism, and they may not trust institutions or assessment systems to value open practices fairly. Cultural lag compounds this, as norms and expectations around reward, prestige, and “proper” scholarly work tend to change slowly, even as policy rhetoric about openness advances.

Infrastructure, effort, and coordination gaps

Montgomery also emphasised infrastructure gaps and workload issues: open research requires time, tools, skills, and support (for example, for data curation, licensing, and documentation), and current systems often make openness difficult and time-consuming. He also highlighted coordination gaps between national and network-level initiatives (such as UKRN and other open research alliances) as another barrier, as fragmented efforts can lead to duplication, confusion, and uneven support for researchers.

Suggested solutions and directions

As possible responses, the talk highlighted implementing agreements such as CoARA and DORA to realign incentives and move away from prestige-driven, metrics-heavy assessment towards responsible evaluation that recognises transparent and open practices. Jacobs argued that universities should avoid prioritising prestige over transparency and instead develop policies, criteria, and narratives that explicitly reward openness as part of academic excellence. Strengthening infrastructure, resourcing support for open practices, and actively encouraging and recognising researchers who engage in open research were discussed as practical ways for institutions to reduce risks, build trust, and narrow the gap between open rhetoric and everyday practice.

“What even is open research?” by Jodie Heap (Keele University)

Watch the recording

Jodie Heap, Scholarly Communications and Research Support Librarian at Keele University, led a session titled “What even is open research?!” that provided an accessible introduction to open research and its relationship to funding, assessment and scholarly communication. The session set out to clarify how open research extends beyond open access publishing, tracing how openness now spans the full research lifecycle and asking participants to consider what is already established, what is still emerging, and where uncertainties and tensions remain.

Heap distinguished between related but non-identical concepts: open access, open data, open research, and open science, emphasising that open research is best understood as a broad umbrella term for practices that make research processes and outputs more transparent, accessible, and reusable. She proposed three main pillars of open research: transparency in how research is conducted, accessibility of outputs and materials, and reusability of data, methods, and other products so others can meaningfully build on them.

The session discussed the range of materials that can fall under open research, including publications, datasets, methods, software, and even elements of peer review, with transparency increasingly seen as part of rigorous scholarly practice. Heap provided a brief historical overview in which the 2000s were dominated by debates and policy developments on open-access publishing, while the 2010s saw growing attention to open data and the formalisation of the FAIR data principles (findable, accessible, interoperable, reusable).

Building on this history, she noted that the 2020s have seen a broadening towards “open research” or “open science” as integrative frameworks that bring together open access, FAIR data, persistent identifiers (such as ORCID iDs and DOIs), and transparent methods and reporting into a more holistic approach to research culture. Within this framing, reproducibility, research integrity, public trust and value for money were highlighted as key rationales: open practices help make findings verifiable, enable others to scrutinise and reuse work, support global collaboration, and demonstrate the public benefit of funded research.

Heap also acknowledged that openness is not absolute: there will always be sensitive or restricted data for which full openness is neither possible nor desirable. Multiple actors: funders, institutions, publishers, infrastructures, and individual researchers need to work together to navigate these boundaries responsibly. Through short activities and group discussion, participants were invited to reflect on where their practices already align with open research principles, where they encounter barriers or ambiguities, and how the evolving ecosystem of policies, infrastructures and norms might shape what open research could become in practice.

“Learnings from the inaugural University of Warwick Open Research Awards” by Josh Caldicott, Gabriel Clarke and Yvonne Budden (University of Warwick)

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The session by Josh Caldicott, Gabriel Clarke and Yvonne Budden from the University of Warwick described the launch of the university’s first Open Research Awards in 2025, created to recognise and celebrate projects and practices that embody open, transparent and collaborative research. The awards were presented at the inaugural Warwick Open Research Symposium to highlight strong open research practice across a wide range of disciplines. The talk also explained how cross-institutional collaboration within the Open Research Group helped secure funding, build institutional support and develop the awards as a sustainable initiative.

The panellists framed open research around several interconnected principles, including openness, accessibility, reusability, collaboration, inclusivity, knowledge exchange, impact, and innovation. A key message was that open research is broader than open access alone: it also encompasses how research is designed, documented, shared, and reused. The awards, therefore, recognised a diverse set of outputs and methods, rather than limiting recognition to conventional publications.

One of the most striking examples was a video protocol. Because it was openly shared and easy to access, other researchers could replicate the process more easily, and the protocol itself became citable. Other recognised formats included websites, zines and podcasts, showing that open research can take many forms and that valuable research communication does not always follow traditional academic publication models. The talk ultimately positioned the awards as both a recognition mechanism and a means of broadening understanding of what constitutes good open research practice.

“Introduction to the Open Book Collective” by Caroline Ball and Helene Murphy (Open Book Collective)

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Caroline Ball and Helene Murphy introduced the Open Book Collective as a community-governed, non-profit initiative that enables libraries to collectively support open-access book publishers and the infrastructure that sustains them. The session presented it as an alternative to book-processing charges, grant-funded routes, and institutionally subsidised publishing, with a strong emphasis on shared investment, bibliodiversity, resilience, and long-term sustainability.

The talk positioned books as particularly important to open research in the humanities and social sciences, where monographs and edited collections remain central scholarly forms. It also highlighted why existing funding and policy models often struggle to support books equitably, and why collective approaches are being explored as a more practical and fairer solution.

How the model works

The Open Book Collective was described as a UK-registered, non-profit intermediary organisation with no commercial interest. It is not a publisher, a content bundle, a BPC (Book Processing Charges) scheme, a vendor, or a transformative agreement, and it deliberately avoids a one-size-fits-all model. Instead, it serves as a community-facing mechanism through which libraries can support publishers and infrastructure providers in a coordinated way.

A key part of the session was an explanation of how different funding routes compare. Publishing a book can cost roughly £10,000 or more, and the main routes discussed were author- or institution-paid BPCs, external grants such as AHRC or Wellcome, institutional subsidies, and collective models involving libraries and the Open Book Collective. The panel suggested that the collective model is particularly attractive because it spreads responsibility and makes support for open books more sustainable.

Publishing landscape

The session also mapped the wider ecosystem around open-access books. It highlighted Diamond OA and COPIM (Community-led Open Publication Infrastructures for Monographs) as key reference points in developing non-commercial open publishing infrastructure. There was also discussion of communication among libraries, the Open Book Collective and publishers, showing that the model depends on active coordination rather than a simple transaction.

Different kinds of presses were identified, including university presses such as Edizioni Ca’Foscari and LSE Press, scholar-led presses such as Mattering Press and punctum books, and independent presses and service providers, including those producing MARC (MAchine-Readable Cataloging) records. This variety illustrated that open book publishing is not a single category but a diverse field with different needs, capacities and missions.

Significance for open research

The session presented the Open Book Collective as a timely and potentially defining development for future publishing standards. Its importance lies in how it addresses longstanding problems of affordability, discoverability, governance, and global knowledge equity. By focusing on collective funding and shared infrastructure, it offers a model that aligns with the broader open research agenda without reducing openness to article-based publishing. This talk can serve as an example of how open research extends beyond data and articles into the economics and governance of scholarly communication. It also shows that open access publishing is increasingly being reimagined not only as a technical or policy issue but also as a collective, institutional and infrastructural one.

“Institutional experiences of rights retention policies” by Mike Dainton (University of Birmingham), Jim Grange (Keele University), Lucy Veasey (University of Nottingham), Nicola Dowson (Open University), and Gwen Kent (Open University)

Watch the recording

This panel focused on how universities are using rights retention to make research outputs openly available while remaining compliant with funder and institutional open access requirements. The speakers explained that current regulations have mainly centred on journal articles and conference proceedings with ISSNs, and that rights retention is a way to ensure wider dissemination by allowing the author to retain the right to share an openly accessible version of the work.

A key element was the rights retention statement, which typically declares that, for the purposes of open access, the author has applied a Creative Commons Attribution licence, usually CC BY. The panel described this as a gateway to open research because it enables immediate or near-immediate access via repositories and services such as institutional databases, Zenodo, arXiv and SSOAR (Social Science Open Access Repository).

Gold and green access

The discussion also clarified the difference between gold and green open access. Gold OA means the final published version is openly available on the publisher’s platform, often with a fee, while green OA involves self-archiving a manuscript version in a repository, sometimes subject to an embargo. The panel suggested that rights retention strengthens the green route by preserving the author’s ability to deposit and share the accepted manuscript under a CC BY licence.

Why it matters

The overall aim was framed as the broad dissemination of knowledge, alongside a cultural shift towards openness in research practice. The speakers linked rights retention to broader ambitions for open research, particularly the idea that authors and institutions should retain sufficient rights to share publicly funded research without unnecessary barriers. In that sense, rights retention was presented not only as a compliance mechanism but also as part of a broader move to normalise openness across the research lifecycle.

“Citizen Science panel” by Janice Ansine, Helene Murphy (Open University), Rachael Leman, Paulina Pawlikowska, Jane Bonnell, Hannah Jenkins, and Katie Woodhouse-Skinner (Nottingham Trent University)

Watch the recording

This panel defined citizen science as research involving public participation in collecting, contributing to, or helping to interpret data, and linked that participation to collaboration, innovation and impact. It also introduced the ten principles of citizen science and emphasised that volunteers contribute time, attention and local knowledge in ways that can materially strengthen research.

The session used several examples to illustrate how citizen science works in practice. iSpotNature was presented as a biodiversity platform, while the leopard-monitoring case used photographs taken by safari visitors to identify animal locations, behaviours, and conditions in the wild.

Another striking example was “Spot a Hog,” which uses privately owned garden camera traps and citizen-contributed observations to monitor hedgehog populations. The panel also noted that citizen science can support zoo species planning, demonstrating that the approach is useful not only for conservation but also for broader wildlife management and planning.

Conclusion

Ultimately, the Open Research Week was an informative and comprehensive event that addressed issues ranging from open science to open publishing, and from intellectual property to rights retention. All the sessions were recorded and shared on the University of Leicester’s Research Repository.

University Coat of Arms - Celebrating 60 years of Loughborough University's Royal Charter

By Ruth Maguire, University Archivist

On 19 April, Loughborough University will be celebrating 60 years since it received its royal charter and became the first technological University in England. To celebrate, the archives are taking a closer look at the University’s Coat of Arms which represent the institution’s origins and aspirations. 

Although we only became a university in 1966, our history goes back to 1909 when Loughborough Technical Institute was set up by Leicestershire County Council to provide local facilities for further education. Renamed Loughborough College in 1920, it was granted a Coat of Arms which was later used as the basis of the University’s own Coat of Arms. 

Let’s take a look at the Loughborough College Coat of Arms:

• The red cross of St George, which divides the shield into four, signifies that the College was in England.  
• The device of King Offa of Mercia, in the first quarter, shows that it was located in the ancient kingdom of Mercia.  
• The peacock comes from the arms of the Duke of Rutland, Visitor of the College.  
• The book signifies knowledge and the hammer practice – together they represent ‘Training on Production’, a guiding principle of Loughborough College Principal, Herbert Schofield.
• In the crest above the shield a hand entwined by the serpent of wisdom holds the book of knowledge.  
• The College motto is ‘Veritate Scientia Labore’ –originally translated as ‘By Truth, By Science, By Labour’. 

In comparison, the Loughborough University Coat of Arms:

• The red cross was replaced by purple, the university colour.  
• Offa’s symbol was retained.  
• The book of knowledge and the hammer were replaced by the lamp of learning and the thunderbolt – representing the University’s association with technology.  
• The Duke of Rutland’s peacock was placed on the crest as a symbol of pride in achievement and holds the key of knowledge. 
• The motto remained the same, ‘Veritate Scientia Labore’. 

Here’s to the next 60! 

Keep an eye out for event slinked to the University’s anniversary celebrations and more information on the University’s history can be found on our webpages: 

University Archive | University Library | Loughborough University 

Capturing Creativity Community Friday Fika 15 May, 11:30 - 12:30 BST

Capturing Creativity Community Friday Fika – first regular meet-up planned for Friday 15^th May, 11.30 – 12.30 BST

The Capturing Creativity Community Friday Fika is an informal networking opportunity for professional services staff and researchers interested in creative practice research and the showcasing of this research via institutional repositories.  If this is you, you are very welcome to join us!  The Friday Fikas are organized by the team behind the annual Capturing Creativity conferences, which started back in 2023.  We hope to organize regular Friday Fikas in between the annual conferences to help build our community of best practice.  

At this, our first meet-up, we will hope to talk about ideas for the next Capturing Creativity conference which will take place in October 2026.  We would also love to hear about your other news, updates and ideas around creative practice research.  Please do share details of this event with your networks, particularly amongst practice researchers and PGR students who might be working on theses with a practice component.

The Friday Fikas and annual conferences alike aim to promote a friendly and supportive community to share ideas and best practice.  This event is informal – do bring along a hot drink and feel free to share ideas and ask questions.  

Please register for this event here and we look forward to seeing you on Friday 15^th May!

You can access the slides and recordings from previous Capturing Creativity conferences via the links below:

Capturing Creativity 2023: https://doi.org/10.17870/bathspa.c.6842109

Capturing Creativity 2024: https://doi.org/10.17870/bathspa.c.7469703

Capturing Creativity 2025: https://doi.org/10.17870/bathspa.c.8128517

We will be issuing a call for contributions for the Capturing Creativity 2026 conference in the coming months via the usual jiscmail channels.

With very best wishes,

Claire Drake, Bath Spa University

Rebecca Atkins, Bath Spa University

Lara Skelly, Loughborough University

Katie Fraser, Loughborough University

Obituary for Barbara Jaworski

Everyone at the Department for Mathematics Education at Loughborough University was very sad to learn that Barbara Jaworski, Emeritus Professor of Mathematics Education, died in December 2025 after a short illness.  

Barbara was well known throughout the international mathematics education community. As well as her many research contributions, she served as President of both the European Society for Research in Mathematics Education and the International Group for the Psychology of Mathematics Education. Barbara was central to the development of mathematics education research at Loughborough. 

An event to celebrate Barbara’s life was held in March. Here we reproduce the remarks made at the event by Tony Croft, Emeritus Professor of Mathematics Education. 

Tony Croft’s memories of Barbara 

I first met Barbara around 2003/4 – I can’t remember and don’t have an exact record.  

The Mathematics Education Centre at Loughborough, as it was then, had been established a couple of years earlier in 2002.  One of its primary roles was to oversee the teaching of mathematics to the large number of engineering students at Loughborough.  A secondary role was to engage in scholarly activity and research into the teaching of mathematics at university level. Many of the staff in the Centre at the time had a lot of expertise and success in teaching engineers and acquiring grants for teaching and learning projects. But by and large these did not contribute significantly to the wider university research ambitions. We had a small group of committed staff but no professors.  

And so, it was necessary, and the University provided funding, to appoint a professor of mathematics education – someone with an excellent track record – who would lead the research ambitions of the new centre. An advertisement was placed and amongst those who applied was Barbara. At the time she was a professor at the University of Agder, Norway. 

Barbara duly gave a presentation to staff, was interviewed and I am delighted to say she was offered the post.   In my office following the interview, and after we had offered her the post, we discussed how soon she might start. 

She was keen to get going straightaway but in typical Barbara style she had many commitments in Norway that she wanted to honour. She asked that it might be acceptable for her to continue some of her existing work in parallel to her new commitments. I distinctly remember her saying to me: 

“I know that I will be able to do both of these things at the same time. I work very, very hard. I will show you that I can do both.”  

This reassurance was accepted and Barbara was appointed on this basis. 

She never ever let us down. She did work incredibly hard, and doubtless for many long hours over many years. Her commitment to Loughborough was unwavering. 

She wholeheartedly immersed herself in this new and, for her, very different environment. To the best of my knowledge Barbara had never taught engineering mathematics to engineering undergraduates before but despite this being quite different from anything she had experienced she rose to the challenge magnificently. Dealing with extremely inhomogeneous groups of undergraduates with very diverse levels of motivation and interest, and some with a great dislike of anything mathematical, was possibly quite new to her. 

But she dived into the teaching and importantly used the new environment to develop new research interests and projects. A key characteristic of Barbara’s was always a keenness to invite others to join her projects, not to exploit them in anyway, but to support and nurture their own interests and to further the collective good. 

She established and encouraged a series of seminars called How we Teach, where mathematics department academics were invited to share their own experiences with mathematics educators. She was very successful in drawing many mathematicians into this endeavour and helped bridge the gap between mathematicians and maths educators. 

But beyond her own work, she was always more than ready and very generous with her time, always available and willing to offer support and advice to other colleagues in projects of their own. From my personal experience her input to the PhD supervision work that I was doing was invaluable, and she always had time to help and especially when situations became very difficult. She was always willing to trouble-shoot. 

On a personal level, Barbara introduced me to the University of Agder and Norway more generally. I was able to spend time working there, and following Barbara’s advice, my wife Kate and I had a wonderful holiday in Norway, taking a coastal and fjord cruise on the Hurtigruten Ferries which she strongly recommended. For us that was a holiday of a lifetime and we’ll be forever thankful to Barbara for that recommendation and introduction. 

Kate and I enjoyed numerous, delicious dinners with Barbara, and as I’m sure we all know, she was an excellent chef and a wonderful host. At her house in Burton on the Wolds she had a piano which I don’t think she had played for many years, but she kept promising herself that this was a pastime she would revisit. Sadly, I’m not sure she did ever get around to that. 

During the pandemic we met regularly on-line for a coffee, a chat and a catch up, shared news on each other’s work projects. In those dark times, we cheered each other up and looked to the future. 

I can honestly say that Barbara’s influence and legacy, particularly at Loughborough, but no doubt far beyond, have been profound and will be felt for many years to come. 

She will very sadly missed by so many of us. 

Thank you 

Tony Croft 

April Copyright Reads 2026

It is finally April and we can start getting excited for Spring. Well, at one point hopefully. In the Romanian calendar, April is called florar coming from the Romanian word for flower. It is the month were flowers bloom. It is also when the hanami takes place in Japan. The custom reminds us to slow down and enjoy the beauty of flowers.

In the UK it is bluebell season. The woods around were I live are covered in a beautiful carpet of bluebells and the smell is intoxicating. Why not take a break from the digital world and take a stroll in nature?! If you work at Loughborough University, why no visit Burleigh Wood for a stroll?!

But before enjoying those nice and sometimes sunny Spring days, why not have a read of this month’s copyright selection? As usual, we picked the best courses, reports, videos, books and journal articles for you.

We are staying firmly in the world of AI and copyright, looking at the Mumumelon controversy, and of course we continue to look at sustainability. On the 26th of April, we are celebrating the World Intellectual Property Day and this year’s theme is all around the world of sport. Why not take part?! We certainly have a blog post in mind, but it’s a secret! Shhh!

Without further ado, here are this month’s reads! Enjoy!

Balancing the Global Copyright System in the Public Interest: An Analysis of the African Group’s Proposed Instrument on Limitations and Exceptions [Policy Brief]

Romania: A new Chapter [YouTube Video]

CARE Principles for Indigenous Data Governance: Legal and Ethical Perspectives [Webinar]

COPY-IT ( Italian copyright law after the most recent EU legislative reforms: impact assessments, best practices and reform proposals to build a more efficient and fairer system)

Copyright Suits v. AI Companies [AI Litigation Tracker]

What to do if your creative work is copied or stolen online

IVIR Course on International Copyright Law (Scholarship) [Course]

Cox v. Sony Music Comes to Hollywood

World Intellectual Property Day: April 26, 2026: IP and Sports: Ready, Set, Innovate

‘Creativity for the public good’: reframing copyright law reform in New Zealand

Urban green spaces are scarce, while climate and wealth impact access

Copyright’s Hidden Power over Culture and Knowledge [Book]

WIPO Academy – [DL] IP eLearning [Course]

Knowledge on environment, climate and sustainability [Report]

Taylor Swift’s IP Savvy Becomes a Liability in ‘Showgirl’ Suit

Building climate-resilient agriculture in Europe: An economic perspective [Report]

Welcome to the CERL Provenance Digital Archive

How African creators are currently being exploited in the AI boom

Why we don’t recommend waiving your licensing fees

WIPO Publications

26: Provenance as accountability: Transparent and verifiable cataloguing for the digital age [Chapter]

WIPO Guidelines for Esports Players

Guidelines for Esports Tournament Organizers

Intellectual Property and Esports: An overview of the game

‘Mumumelon’ Purposefully Rips Off Lululemon But Is ‘Less Terrible’ For The Earth

Artificial intelligence for universities [Courses]

Compact Copyright: Quick Answers to Common Questions, Second Edition [Book]

EU Ecolabel facts and figures

We hope you enjoyed these reads and we hope to welcome you back next month for more exciting reads.

© Cristina Rusu

Some images licensed from Adobe Stock.

Five Minutes With: Chukwuma Ogbonnaya

What’s your job title and how long have you been at Loughborough?

I am a University Teacher, and I joined Loughborough on 1 February 2022.

Tell us what a typical day in your job looks like?

My job role has evolved since I joined the University. I started as a Module Leader for three modules, and I taught those as well as a few others. This involved researching cutting-edge developments in engineering management and manufacturing, and using the appropriate pedagogical frameworks to design and deliver the content to students.

I am also delighted to have been recognised as a Senior Fellow of the Higher Education Academy.

Currently, as Programme Leader for Undergraduate Engineering Management, my role has expanded to include greater collaboration with module leaders, administrative staff, and students. In addition to my Education and Student Experience roles, I contribute to the University EDI theme as Chair of the REACH Staff Network to promote racial equity and cultural inclusivity. Overall, it has been an outstandingly satisfying experience at Loughborough as I have been provided with learning, growing and development opportunities.

What’s your favourite project you’ve worked on?

My favourite project has been the Engineering Dance and Drama event, themed ‘STEAM: Adding Arts to STEM’. Having come from a banking background, I learned that people should embody the core values of the organisation they work for. At Loughborough, as the then Co-Director of EDI at Wolfson School, I wanted to create an EDI event that would be adventurous, creative and collaborative.

I designed an event where staff from the three engineering schools could come together in a relaxed environment to enjoy music, food, dance, drama, and authentic storytelling. I submitted the proposal for EDI funding and was delighted when EDI Services supported it. The event was awesome! EDI Services has also funded a second edition, ‘STEAM II’, which now includes the School of Science alongside the three engineering schools. The next event will be held at Burleigh Court on 24 April 2026.

What is your proudest moment at Loughborough?

My proudest moment at Loughborough was delivering the ‘Know My Heritage – Nigeria’ event at Wolfson School, where staff members shared presentations about their cultural heritage. It was my proudest moment because people laughed and engaged with my stories and culture, and I felt very much part of the Loughborough community. For me, it is a thing of joy to be a source of joy to others.

Which University value do you most resonate with and why?

I am a systems thinker, and I have written a book titled ‘Domain-based Systems and Systematic Thinking’. I think in systems, and I seek how I can apply as many University values as possible in every context, although one or two may be more applicable than others. However, if I must choose, I would rank my choice as follows: Collaborative, Creative, Adventurous, Responsible and Authentic.

Tell us something you do outside of work that we might not know about?

I am a writer. Because I consider myself to be modestly creative, creating ideas, frameworks, systems and processes is very natural for me. I published 10 articles from my PhD at the University of Manchester. Since then, I tend to transfer creativity to other areas of activity. I value service to any community I find myself in, and I wish to contribute any skills I have. This is why I volunteer with organisations to support with creating strategic directions based on their mission and vision statements. For instance, I am the Technical Secretary/Welfare Secretary of the Nigerian Society of Engineers (Manchester branch), BoT Chairman of Onicha Education Foundation, Lead Organisational Development and Partnerships at Green STEM Education and Charitable Foundation, and Coordinator of Ebonyians in Diaspora Think Tank Group.

What is your favourite quote?

Galatians 6:9: “Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up” (NIV).

If you would like to feature in ‘Five Minutes With’, or you work with someone who you think would be great to include, please email Martha Causier at m.causier@lboro.ac.uk.

Former IDIA Student Rashane Jude Pintoe Presents Research on Online Extremism at International Counterterrorism Conference in Tashkent

Former student, Rashane Jude Pintoe (MSc Security, Peace-building and Diplomacy) spoke at the International Conference on Counterterrorism and Radicalisation in Central Asia, in Tashkent, Uzbekistan.The conference was organised by the UK Foreign, Commonwealth & Development Office in collaboration with The University of World Economy and Diplomacy.

Rashane contributed to the panel on “Countering Online Extremist Propaganda,” where he presented his research on the Islamic State Khurasan Province (ISKP). His presentation explored the group’s evolving propaganda narratives, its use of digital platforms and transnational social media networks, and the mechanisms through which it facilitates recruitment and radicalisation. He also highlighted practical approaches to countering these threats, particularly within the context of Central Asia’s unique security environment.

According to Rashane, ISKP has emerged as the most dangerous Islamic State affiliate in present time. The group holds a strong command of digital tools and online networks to radicalise and recruit. Its primary propaganda magazine, the Voice of Khurasan, is published in over ten languages, making use of cultural and local grievances to bring the vulnerable to its ideology. Rashane’s research is part of his upcoming book to be published by a university press later this year. 

The conference brought together a distinguished audience, including military and intelligence practitioners, government officials, regional scholars, and international partners. His engagement with this diverse group reflects the real-world relevance and impact of his research. We are delighted to see his work contributing to critical international discussions and informing efforts to counter online extremism in a rapidly evolving digital landscape.

You can watch a clip of Rashane’s contribution on the IDIA LinkedIn page.

The New Islamic State Offshoot That Europe Fears – Except Britain?

This blog was written by Rashane Jude Pintoe (Student of MSc Security, Peacebuilding and Diplomacy) and was published on the Eurasia Review. Rashane is also a Fellow at the Global Peace Institute UK.

While the United Kingdom looks elsewhere, the Islamic State Khorasan Province (ISKP) continues to churn out propaganda in English, Turkish, Russian and German – and somewhere on the continent, someone is listening.

The UK is dangerously behind the proscription curve. While allies from Washington to Canberra have long designated ISKP as a terrorist organisation, Britain has yet to take this most basic legal step available to protect its citizenry. The omission is not a case of bureaucratic tidiness or principled restraint, but a blind spot that an increasingly ambitious terrorist movement will not hesitate to exploit.

My upcoming book on “Islamic State 2.0: Wilayah Khurasan” will speak to the very dangers of this organisation outside its immediate area of operation in Afghanistan and Pakistan. ISKP’s novel strategy under the recent leadership of Sanaullah Ghafari, alias Shabab al-Muhajir is increasingly outward, targeting Central Asia, Russia and Europe.

The World’s Most Active IS Affiliate

ISKP was declared in eastern Afghanistan in 2015, forged from disgruntled fighters of the Afghan and Pakistan Taliban, al-Qaeda and other smaller jihadist groups, who pledged loyalty to the then-IS caliph, Abu Bakr al-Baghdadi. The group waged a major war against both the Taliban and the US-led coalition in Afghanistan that resulted in major military engagements – including the only time the largest non-nuclear bomb in the US arsenal, the GBU-43/B Massive Ordnance Air Blast, dubbed ‘Mother Of All Bombs’, was used in combat.

Although ISKP had greatly sunk in power by the late 2010s, it emerged strong under the new and resilient leadership of al-Muhajir. The group then went onto launch the deadly Abbey Gate suicide bombing at the Kabul airport in August 2021 that killed thirteen US servicemen during the botched Afghan withdrawal. Amongst the 182 people killed were two British dual nationals and a child of a British national.

In operational terms, ISKP is the most aggressive IS franchise in existence. Its record speaks for itself, including mass-casualty bombings across Afghanistan and Pakistan, attacks on Shiite places of worship and congregation, targeted assassination of Taliban officials, cross-border attacks in Iran and Russia, failed plots in countless countries in Europe, India and the US.

This is not a parochial insurgency. It is a movement with reach, discipline and a clearly articulated global mission.

A Threat To Europe – And To Britain

For European security agencies, IS has become the jihadist organisation most likely to attempt a mass-casualty attack on the continent. ISKP’s propaganda output has increasingly shifted towards appealing to Western audiences with all the calculated precision of IS. ISKP’s main propaganda magazine, the “Voice of Khurasan” has been published in several languages, including English, as a means of appealing to vulnerable individuals living in English-speaking regions. The 2025 report by the Danish Institute for International Studies (DIIS) found seven ISKP terrorist plots in Europe, including in Germany, France, Austria, Sweden and Belgium.

The UK has already seen individuals attempting to travel to Afghanistan for the explicit purpose of joining ISKP’s training camps. This was witnessed when the brothers, Muhammad Abdul Haleem Heyder Khan and Muhammad Hamzah Heyder Khan, from Ward End in Birmingham and both 18 at the time, attempted to join ISKP in 2023. Another case was Farishta Jami from Stratford-upon-Avon who also saved money for a one-way ticket to Afghanistan to fight alongside ISKP. Although several of these attempts were stopped due to the strong monitoring capabilities of the British intelligence services, the attempts alone are a warning – the group is successfully penetrating the imagination of extremists inside Britain. At a time of national debate on the cases of IS fighters and sympathisers like Shamima Begum, Britain must not make the same mistakes it once did. Its online infrastructure is equally troubling. Channels affiliated with ISKP regularly celebrate and encourage terrorist attacks on European and American soil, call for new operations against the UK, and lionise past IS atrocities. For a group intent on re-establishing the Islamic State brand globally, Britain represents both symbolic and strategic value.

Britain’s Legal Blind Spot The United States designated ISKP a Foreign Terrorist Organisation a decade ago in 2016. The United Nations (2019), Canada (2018), and Australia (2017) and have long followed suit. Yet the UK – despite its history of early and robust counterterrorism action – remains conspicuously silent. Under the Terrorism Act 2000, the Home Secretary may proscribe any organisation believed to be “concerned in terrorism”. The legal threshold is not high. The evidence against ISKP is overwhelming. So why the hesitation?

The most charitable explanation is bureaucratic inertia. The less charitable is strategic miscalculation. Some analysts suggest that London, like other governments, may be reluctant to inadvertently bolster the Taliban’s claim to be a counterterrorism partner by formally recognising

their enemy as a terrorist threat. If so, that would represent a political logic so detached from operational reality that it borders on recklessness.

Terrorism designations are more than mere diplomatic gestures – they are security tools. Treating them otherwise invites avoidable risk to the legal fabric, national security policy and ultimately British lives.

What Proscription Actually Achieves

Proscription is far more than symbolic condemnation. It is the mechanism that criminalises membership, criminalises funding, procurement and propaganda, restricts online networks, enables arrests before plots mature, prevents travel for terrorist training, and closes legal loopholes in prosecuting facilitators, recruiters and financiers.

Without proscription, law enforcement is forced to work with a half-empty legal armoury. Individuals who spread ISKP propaganda, translate its materials, send money abroad or attempt to join the group cannot be prosecuted with the full force of terrorism offences available for other proscribed entities. In counterterrorism, such gaps are not academic – they are operational vulnerabilities.

The Lessons of IS Have Been Forgotten Too Quickly

Europe has been here before. For years, the rise of the Islamic State was treated as a distant curiosity – another regional insurgency in a crowded field of Middle Eastern conflicts. By the time IS swept through Mosul and al-Baghdadi declared the caliphate from the pulpit of the Great Mosque of al-Nuri in 2014, it had already incubated a wave of foreign fighters and a propaganda machine powerful enough to inspire attacks in Paris, Brussels, London and Manchester.

ISKP is not yet as powerful as IS at its peak, but it is more global, more ideologically refined, and far less constrained geographically. It thrives in a region where international attention has waned and where no state exercises full control. To leave such a group unproscribed is to repeat the same error that enabled the last major wave of jihadist violence.

The Cost of Inaction

Failing to proscribe ISKP carries three dangerous consequences:

1. It signals hesitation to those who watch for weakness

Terrorist organisations interpret inconsistency as opportunity. Britain’s silence stands out starkly against its allies’ clarity.

2. It undermines international coordination

Counterterrorism is built on shared designations. The UK’s outlier status complicates cooperation, intelligence alignment and enforcement.

3. It exposes British society to unnecessary risk

Online radicalisers, recruiters and facilitators enjoy more legal ambiguity than they should. A single successful ISKP-linked attack in Europe should dispel any illusion that this is a hypothetical concern. The upcoming book on ISKP goes into detail on how sites such as Threema, Tech Haven and Telegram have been extensively used by ISKP to communicate and propagate. The UK has its own problems with sites like EncroChat which is widely used by criminal networks from county-line drug syndicates and grooming gangs.

An Authoritative Understanding of the Threat

Researchers studying ISKP closely are unequivocal. ISKP is not merely another militant faction. It is the most globally oriented, externally focused, and ruthlessly violent branch of the Islamic State enterprise currently in operation. Its ambitions do not stop at Kabul or Karachi. They extend to Europe. They extend to Britain.

Therefore, Britain must close this gap, before ISKP opens one. Proscribing ISKP is neither radical nor controversial. It aligns Britain with international partners, equips security agencies with the tools they need and sends a clear message that this country will not wait for tragedy before recognising a threat that is already well understood.

The Home Office should act without delay. The cost of doing nothing could be far higher than the political convenience of inaction. Terrorist organisations exploit hesitation as ruthlessly as they exploit weakness. Britain cannot afford either.

The question is no longer whether ISKP intends to strike in Europe, but whether European governments can move faster than a terrorist group operating at digital speed.

Spogomi – the competitive sport of litter picking

If someone told you litter picking could be a competitive sport – complete with rules, referees, global teams and even a World Cup – you might not believe them. But SpoGomi, a fast-growing Japanese-born sport, is proving that cleaning up the planet, can be exciting, strategic and surprisingly addictive.

Rooted in community action and powered by the spirit of gamification, Spogomi is reshaping how people around the world think about environmental responsibility.

As part of our Climate Cup initiative, over 65 students took part in Loughborough’s first ever Spogomi race, showing the fun behind climate action.

Where it all began

Spogomi was created by Kenichi Mamitsuka, a Japanese runner who began picking up trash on his morning jogs around 2008 and realised how the fun he was having with it. This led to the development of the sport ‘Spogomi’ (Source: National Geographic)

The name combines the word ‘sport’ and the Japanese word for trash ‘gomi’. Today, the sport has spread far beyond Japan and continues to grow in popularity worldwide.

How Spogomi Works:

Spogomi has a formal rulebook and strict competitive structure. Teams – usually groups of 3, have a limited amount of time (often 45-60 minutes) to collect as much litter as they can within a designated area.

Players must obey several rules:

• No running, speed walking only
• Teams must stay close, typically within 10 metres of each other
• Only fallen litter counts – nothing already in bins
• Sorting matters – after collecting, teams get a certain amount of time to sort items correctly for scoring. Incorrect sorting can lead to point deductions

(Source: National Geographic)

Scoring rewards both quantity and type of waste. High-impact items such as cigarette butts score especially well because they’re harmful, abundant and difficult to collect.

Spogomi flips the script on environmental activism by providing a fun, social, physical and rewarding space for action.

Loughborough’s first Spogomi

As part of the Climate Cup, 16 Athletic Union clubs took part in Loughborough’s first SpoGomi race in March. Teams including gymnastics, lifesaving and hockey, raced around Loughborough town centre to gather as much litter as they could in a 45-minute time slot. The winning team collected more than 28kg of litter from Loughborough’s streets, with the event clearing a staggering 281kg of rubbish from the town centre in total.

Sources:Inside spogomi, the growing competitive sport of picking up trash | National Geographic

Five Minutes With: Neil Budworth

What’s your job title and how long have you been at Loughborough?

I’m the Director of Health, Safety and Wellbeing and have worked at Loughborough for a little over 10 years.

Tell us what a typical day in your job looks like?

I know that everybody says this, but no two days are ever the same. One of the reasons that I have the best job in the world is that I am involved in such a diverse range of things. In health and safety terms, a good day is when nothing happens – and then nothing continues to happen, by which I mean everything going as planned and no incidents. 

A typical day can include working with colleagues in the Chaplaincy to look at halal food provision or prayer room availability, and then working with Occupational Health colleagues looking at our wellbeing strategy, or discussing guarding and interlock standards for laser installations, or plotting and managing cricket ball trajectories. If there were an award for the most diverse role, I think I’d definitely be in with a good shout.

What’s your favourite project you’ve worked on?

This may sound strange, but it was how we worked during Covid. The way the team responded was just superb. We were absolutely at the top of our game, working efficiently, dividing the work between us, everyone was clear on the part they needed to play and how the parts fitted together. The University Leadership team, Professional Services and Academic colleagues acting as one. The Catering and Domestic Services team and the Estates and Facilities Management team worked magic. The Health and Safety team was the benchmark for the sector and was respected and listened to by the Government. The Covid years were probably the hardest of my professional career, but we knew absolutely that we were making a positive difference every day.

What is your proudest moment at Loughborough?

I was fortunate to be awarded the University Medal for the work I did during Covid. Receiving the medal was a very special moment, not just because it said a lot about how the University appreciated the work that my team and I did during Covid, but because you could really feel how grateful the students were for what we did to give them the best experience we could through a difficult time. It was incredibly humbling.

I am also proud that a big part of my role, and my mission in life, is to make sure that Loughborough University is a safe place. A safe place doesn’t just mean a physically safe environment; it also means a psychologically safe environment. 

If someone feels threatened or harassed, physically or sexually, then the workplace is not safe for them. Preventing the occurrence of and protecting people against sexual harassment and violence is a part of what we do. I think recognising this has allowed us to be proactive, and the introduction of the new mandatory ‘Defining Sexual Harassment and Consent (E6)’ training for staff is a good example.

Whether that is designing facilities and working arrangements with lone workers, and in particular lone women in mind, implementing systems to allow rapid reporting, designing interventions on stress and mental wellbeing, agreeing travel arrangements and precautions, or just ensuring that the threat of harassment and violence is considered in risk assessment, it is all part of my role. 

Fundamentally, the power imbalance that exists when harassment occurs is also central to causing mental harm.

Beyond risk assessment and planning, the Occupational Health team support those who have suffered harassment or violence, wherever it occurred, as does the Chaplaincy team.

Which University value do you most resonate with and why?

Authentic. I think you can only do my job well if you care and have an honest desire to help people stay safe and well. Health, safety and wellbeing is underpinned by honesty, trust and respect.

Tell us something you do outside of work that we might not know about?

To be fair, anyone speaking to me for more than three nano seconds will know this. I play in two bands locally, a pub band called Heart of Oak playing songs from the 60s to the 00s, and a shanty band called ShantyFolk playing, surprisingly, shanties (think Fisherman’s Friends)! I’m a firm believer that balance is important in life. Playing music, especially with others, means you have to be in the moment, and that helps you to put things into perspective.

What is your favourite quote?

My favourite quote is: “Hello. My name is Inigo Montoya. You killed my father. Prepare to die.” from the film ‘The Princess Bride’, but that’s probably not very relevant in a work context. 

Part of the reason this is a favourite quote is that while I was at university, an opportunity came up to be an extra in a film. I grabbed that opportunity and so can honestly say that I’ve been in a Hollywood blockbuster featuring one of the most famous quotes in Hollywood.

More relevant, I like the quote often attributed to Henry Ford: “Whether you believe you can or you can’t, you’re right.” I like the emphasis on the power of attitude and belief, and try to bring that approach into my day-to-day life.

If you would like to feature in ‘Five Minutes With’, or you work with someone who you think would be great to include, please email Martha Causier at m.causier@lboro.ac.uk.

From the Vice-Chancellor March 2026

In my March newsletter: University finances, the QS World University Rankings by Subject, BUCS Big Wednesday, nominations for University awards, and Fellowships of the Academy of Social Sciences.

An update on the financial landscape 

At General Assembly on 4 March, I gave an overview of the financial landscape, and the implications of some of the pressures that are impacting, or are likely to impact, Loughborough and the higher education sector as a whole, both now and in the future. This was followed up yesterday with a staff forum, hosted by the Chief Operating Officer, Richard Taylor, aimed primarily at Professional Services staff, to provide a further overview of the measures we’re taking to try to ensure our long-term sustainability. A summary of the discussion is available online for those who could not attend. 

Our immediate focus is to deliver savings of around £8m required for the next financial year in a carefully considered and targeted way. Let me reiterate what we have previously said: there will not be a university-wide compulsory redundancy scheme. We will look to make savings through a reduction in non-pay budgets, permanent removal of existing vacancies, and very limited, targeted proposals for redundancy across the Professional Services. 

We have always managed, and will continue to manage, our finances prudently and responsibly and, as a result, we have so far been able to avoid some of the difficult challenges being felt by others in the sector. But the higher education sector is facing a level of financial pressure we have not experienced before. We are operating in a new global environment: with fewer overseas students looking to study in the UK and tighter government immigration policies, the international student recruitment market has shifted significantly. We must make changes to the way we operate and that will stand us in good stead for the future.

I know this is difficult news and may be unsettling. Our priority is to handle the process as respectfully and transparently as possible. We will endeavour to keep you updated as this work progresses and make sure you have opportunities to ask questions.  

Loughborough tops global rankings for 10th year in a row 

One of the most well-respected international league tables, the annual QS global subject rankings, was published last week and I was delighted to see that Loughborough was crowned the world’s best university for sports-related subjects for the tenth year in a row. Being the best in the world in a given academic subject is a fantastic achievement, being at the top for a decade is truly amazing! It is testament to the talent, dedication and collaborative spirit of our staff, students, partners and alumni and reflects our unwavering commitment to excellence in teaching, research and performance. 

The School of Sport, Exercise and Health Sciences, Sports Technology Institute and the London-based Institute for Sport Business are all renowned for the fundamental and applied research they undertake. Together they have helped athletes win Olympic and Paralympic medals, improved public health and influenced international sports policy at the highest level. 

I was also delighted to see a continual upwards trajectory in a range of other subject areas. We are placed in the top 50 in the Library and Information Management subject category (22nd), which reflects work undertaken in the School of Social Sciences and Humanities and Loughborough Business School; 38th in Anatomy and Physiology, encompassing work in the School of Sport, Health and Exercise Sciences and the School of Science; and 48th in Art and Design. 

The University secured top 100 rankings in five further subjects: Architecture and the Built Environment, Communication and Media Studies, Geography, Petroleum Engineering (which is undertaken in the Schools of Aeronautical and Automotive Engineering and Mechanical, Electrical and Manufacturing Engineering), and Mechanical, Aeronautical and Manufacturing Engineering. 

The QS World University Rankings by Subject are based on surveys of academic staff who specialise in the subject area, and employers who recruit graduates from the discipline. It also considers research output and impact, measuring both citations and paper output over a five-year period. Our performance in the rankings shows that our work is recognised and valued by the international academic community. 

Enhancing our standing in the QS rankings is a key objective in our strategy. To have consolidated our international standing in all of these areas is an important step forward in our reputational ambitions. 

A memorable BUCS Big Wednesday 

Students from across the country flocked to our Loughborough campus last week for BUCS (British Universities and Colleges Sport) Big Wednesday, which showcases the very best of elite student sport. This was the third consecutive year that we have hosted the competition, which underlines our commitment to sport and our outstanding sporting ecosystem, aligned to our strategic aim of Sporting Excellence and Opportunity. 

The event is the culmination of months of league competition with over 2,000 student-athletes, coaches and support staff competing in 60 Championship, Trophy and Vase finals across 16 different sports. More than 100 student volunteers from our Coach and Volunteer Academy (CVA) also played a vital role in delivering the competition. The passion, dedication and talent on display was truly inspiring.  

The event was yet another occasion to remember, with Loughborough teams securing 13 of the 16 possible pieces of silverware. Standout performances included Netball Women’s 1’s, who claimed the Championship title for a fourth year in a row, and Badminton Men’s 1’s, who secured their third consecutive title. 

Congratulations to all those involved in these events and thank you to everyone who worked so hard to deliver them. 

Nominating individuals for University honours 

At the graduation ceremonies each summer and winter, as well as celebrating our students’ achievements, we bestow honours on exceptional people from across the University and beyond.  

We award Honorary Degrees to recognise high-profile individuals who have made an outstanding contribution to fields the University has close links with. Among our most recent recipients were Pia Sinha (Chief Executive Officer of the Prison Reform Trust), actor and Loughborough alum Colin McFarlane, and Paul Sinton-Hewitt, who founded Parkrun. 

We also present University Medals to celebrate the very best of our community. Recent recipients include Professor of Environmental Physiology and Ergonomics George Havenith, Sports Ground Manager William Relf, and Sandra Freeman from Domestic Services in Estates and Facilities Management. 

Nominations for Honorary Degrees and University Medals can be made by any current member of staff, current students or lay members of University Council, and I’d encourage you to consider putting forward a nomination for someone you consider to be truly worthy of recognition. Details of the criteria, the process and how you can nominate someone for an Honorary Degree or a University Medals are available online. We’ve also made a short video. 

Each nomination is considered by the University Honours Committee, which meets three times a year. The next nomination deadline is 15 May. So if you know of someone at the University who goes above and beyond and makes a truly outstanding contribution to the University, or you think the work and commitment of someone in wider society is worthy of recognition, please do think about putting them forward. 

Professors made Fellows of Academy of Social Sciences 

It was announced this month that three of our Professors – Kirsten Campbell, Professor of Law and Society; Helen Drake, Professor of French and European Studies; and Máiréad Enright, Professor of Law – have been awarded Fellowships by the Academy of Social Sciences, reflecting the outstanding quality of their research and their commitment to ensuring social science delivers real benefits for society. 

The Academy is the sector’s leading independent voice in the UK, championing the role that the social sciences play in education, government and business. Fellows are selected from the public, private and third sectors through an independent peer review process that recognises both their contributions, excellence and impact within the social sciences.  

To have staff and graduates made Fellows of prestigious academies such as this underlines our standing as a leading university and also helps to further our strategic ambition to raise the University’s global profile. 

Congratulations to Kirsten, Helen and Máiréad on your achievement. 

REF code of conduct 

There are just a few more days to give your feedback on the draft Research Excellence Framework (REF) Code of Practice, an essential document outlining how we will make fair, transparent and inclusive decisions about our REF 2029 submission, including the selection of research outputs. 

UK Town of Culture bid 

The University is working in partnership with Charnwood Borough Council and community organisations on a bid for Loughborough to become the UK Town of Culture 2028. The competition enables towns to showcase their cultural story and celebrate local heritage, creativity and communities. 

The UK and Global Young Academies 

Mentoring and training places are available to support applicants to two of the most prestigious interdisciplinary networks for emerging leaders: the UK Young Academy and the Global Young Academy.

DRN2026 Drawing as Storytelling: Narrated Memories

Online event: Wednesday 29th April 2026

Tickets: https://www.tickettailor.com/events/drawingresearchgroup/2143687

Narrated Memories is the first in a series of online events in collaboration with the Storytelling Academy at Loughborough University, which explore the relationship between Drawing and Storytelling. Drawing begins where words cannot reach, and storytelling begins when images ask to be read. This first panel brings together artists and researchers exploring the theme of narrated memories.

Lucy Brennan Shiel’s presentation will consider a story that began with a letter from her Irish mother sent to Brennan Shiel in the UK. The letter became a large drawing, which was explored through Bracha Ettinger’s matrixial theory, a theory of the feminine. The drawing was initiated by Brennan Shiel’s mother’s writing which subsequently inspired the drawing. The drawing can be encountered as a psychic ‘borderspace’ explored through partly scripted and partly improvised storytelling. It’s a re-encountering of Brennan Shiel’s mother. It includes a recent photographic process subsequently layered through the photocopier with drawing processes. That ‘uncopying’ process forms part of the story which aims to navigate the complex layers of re-engagement that were interrupted by colonial restructuring in Ireland and subsequently through Irish Catholicism, which became the vehicle of Irish nationalism. Meanwhile, Irish women fell prey to both and like Brennan Shiel, emigrated. According to Irish feminist writer Geraldine Meaney ‘a history of colonisation is a history of feminisation’, but where does that leave the identity of Irish women? Using James Joyce’s Ulysses as a literary and ancestral reference point and a site of feminist intervention in the character of Molly Bloom, the presentation will explore exile, loss, and blind spots in retraversing the site of ‘the mother’.

Janice Nadeau’s presentation will explore the relationship between drawing and storytelling through Mémoires de maisons, a practice-based research project in which writers and poets are invited to narrate memories of a former home. The research examines how drawing, understood as a polymorph process and an act of bricolage, intervenes in storytelling by collecting fragmented memories and filling gaps created by narrative omissions. The ongoing project is based on private interviews with writers and poets from Quebec. As their memories unfold, the researcher produces drawn notes in an immediate and urgent mode, comparable to figure drawing, where one gathers as much information as possible before the subject changes pose. This phase results in spontaneous drawings composed of accumulations of words, sketches, crossings-out, and collages, reflecting the intensity of listening to an embodied voice while drawing in real time. Narrated memories emerge in fragments rather than as complete or spatially organized accounts. Between these fragments lie absences that drawing can activate—not to recover historical truth, but to intervene in the narrative itself. Adopting the position of the bricoleur (Lévi-Strauss), who works with what is available, the drawer selects elements, triggers free association (Taylor), and invents story fragments to reconstruct a remembered house. The narrator’s style directly shapes this process, requiring constant adaptation as new spatial elements emerge. By prompting questions and clarifications during the interview, drawing operates as a reflexive tool (Schön) that reshapes the narrative, challenges the traditional subordination of drawing to text, and transforms storytelling through a new mode of expression.

Yige Bao’s presentation will explore how drawing, when approached as a thinking and sensing process, can dissolve the boundaries between image and text, forming a hybrid language rooted in bodily experience. Informed by autoethnographic methodology and posthumanism theory, Bao’s practice investigates how drawing functions not as representation, but as a trace: a residual movement of the body, memory, and affect. Building on theories of drawing as performative, time-based, and processual, this presentation approaches drawing as a form of embodied storytelling. Drawing is not simply a visual outcome but an active thinking process; it is a gesture in time, a trace of bodily movement, attention, and sensation. Rather than aiming for representation or resolution, drawing in this context allows for repetition, erasure, hesitation, and disruption, which better reflect the fragmented and layered nature of memory and identity formation. Within Bao’s autoethnographic practice, drawing does not illustrate written narratives but coexists with writing, forming an intermedial space in which verbal and visual elements shape one another. This visual–verbal interstice invites alternative forms of narration that are non-linear, fragmentary, and affective, enabling the articulation of experiences that resist discursive capture.

Biographies

Lucy Brennan Shiel is a mixed media inter-disciplinary Irish artist working in the space between Ireland where she grew up and England where she now lives. Her research interests are a Drawing, Feminism and Ulysses (1922) a novel by Irish writer James Joyce. She has been exploring how drawing activates integrated narratives and the potential to re-member memories or imaginings when encountering others and our potential to imagine differently through integrated storytelling.

Janice Nadeau PhD is a professor at University of Quebec in Montreal (UQAM) École de design (Canada). Her practice explores memory and graphic space through drawing, illustration, and animation. She has illustrated award-winning books and directed animated films, including Harvey (2023), selected in over 130 festivals and recipient of 17 awards.

Yige Bao, from China, is a visual artist living in the UK. PhD doctoral researcher at the School of Social Sciences and Humanities at Loughborough University, current research interests focus on Feminism, Posthumanism, and female reproductive alienation.

London Easter Break Guide 2026

Staying in London over the Easter break and looking for activities to do? Then look no further! We have put together a guide on different events and activities taking place across London.

Where to Celebrate Lent, Holy Week and Easter

• Westminster Abbey
• St Paul’s Cathedral
• St George’s Cathedral

Easter Related Activities:

• 21 Mar – 12 April: Lindt Gold Bunny Hunt at Hampton Court Palace: Explore the palace and roam around the gardens to find hidden Lindt Gold Bunny statues to win a chocolate treat.
• 28 Mar – 12 April: Zoonormous Egg Hunt at London Zoo: Wander past incredible wildlife as you search for hidden eggs on a special Easter egg hunt (included in zoo entry). Easter Family Fun | London Zoo
• 4^th April: Easter Scavenger Hunt Golden Square: Compete against other teams in this 4-hour game jam-packed with seasonal Easter challenges including a scavenger hunt packed with chocolaty twists!  BucketRace’s Easter Scavenger Hunt – London Tickets | Fever
• 28^th March – 6^th April: Ham House Easter Trail in Richmond: Inspired by the British Civil Wars explore the scenic gardens as well as take part in a themed Easter trail. 
• 6th April: London Easter 10k race in Regent’s Park: Take part in this Easter celebratory run in the heart of one of London’s most iconic parks. The event is for individuals of all abilities, and you’ll get to take in the sights of the park including the boating lake and the famous Regent’s Park Broad Walk.

What’s On in London:

• 14^th March – 6^th April: Sounds of Blossom festival at Kew Gardens Sounds of Blossom | Kew
• 02 April – 12^th April: Revel Puck Circus: The Glimmer Daze Gambit Revel Puck Circus: The Glimmer Daze Gambit | Queen Elizabeth Olympic Park
• 11^th April:Tulip Festival at Hampton Court Park Tulip Festival | Hampton Court Palace | Historic Royal Palaces
• 13^th April: London Games Festival https://games.london/
• Cleopatra: The Experience Exhibition at the Excel excel.london/visitor/whats-on/cleopatra-the-experience
• April Roundhouse Three Sixty Festival https://www.roundhouse.org.uk/seasons/three-sixty-2026/

Sport

• Home matches 25^th March and  27^th March Schedule | London Lions
• West Ham vs Wolverhampton Wanderers 11^th April 2026 West Ham United / Wolverhampton Wanderers – Premier League – London Stadium, London – West Ham United FC
• Pulse vs Nottingham Forest 22 March, Pulse vs Brimingham Panthers 4^th April NSL Fixtures – London Pulse Netball
• Leyton Orient match Home Match Monday 6^th April Fixtures – First Team
• Matchroom Boxing Saturday 21^st March Matchroom Boxing: George Liddard v Tyler Denny
• Baller League Season 3 – Match Day 2 and 3,  23^rd March and 30^th March Football: Baller League – Season 3 – Match Day Two, Football: Baller League – Season 3 – Match Day Three
• The Boat Race 2026 Oxford University Boat Club v Cambridge University Boat Club Saturday 4^th The Boat Race 2026 – The CHANEL J12 Boat Race
• Women’s Six Nations Rugby 11^th April Twickenham Stadium Guinness Women’s Six Nations: Red Roses v Ireland @ Allianz Stadium, Saturday 11 April 2026 Kick-Off 14:25 : Ticketing

Day trips from London

London is perfect for quick day trips. Whether you’re looking to visit the coast, countryside, or historic towns, all the places below are within 1.5 hours commute by train from London!

• Cambridge – Home – Visit Cambridge
• Oxford – Visit Oxford – Oxford City Council
• Brighton – Things to Do in Brighton | Attractions & Activities | VisitBrighton
• Bath – Things to Do in Bath – VisitBath.co.uk
• Windsor – Visit Windsor | Official Tourist Information Website
• Winchester – Visit Winchester | Things to do in Winchester, Hampshire

Don’t forget to use your student oyster card and rail card!

Oyster Card

As a student aged 18 or above and currently living in a London borough, you are able to apply for an 18+ Student Oyster photocard which provides students 30% off all tube and bus travel in London.

To apply for this, you will need to apply online with TFL. The university will then be responsible for confirming your student status and your Oyster photocard will be processed

Rail Card

For students looking to travel, you are able to apply for the 16-25 Railcard which allows you to save up to 33% off most train fares. If you are a mature student (aged 25+), you are still eligible to apply for the Railcard but must ensure that you state that you are aged 25 and above during your purchase. Railcards cost £30 per year or £70 for three years.

Please visit the Student Experience LEARN page on more information on support for students during the Easter break.

Seasonal Eating - what is it and why does it matter?

In a world where we can buy strawberries in December, and pumpkins in May, the concept of eating seasonally can seem a bit odd. But behind its name, seasonal eating provides a powerful shift in how we eat, shop and connect with our food. Seasonal eating isn’t just nostalgic – it’s better for our health, our wallet, and the planet.

What is Seasonal Eating?

Eating seasonally means eating foods that are naturally in harvest at that time of year. Eating out of season produce means flying it in from overseas or using intensive farming methods such as pesticides and greenhouses to force them to grow year-round. Both of these use lots of resources and come with huge carbon footprints.

Why is Seasonal Eating important?

Transporting produce across the globe requires fuel, refrigeration and packaging. Growing crops out of season sometimes demands artificial heat, extra energy or heavy chemical inputs.

Seasonal eating supports:

• Lower carbon emissions
• Reduced food miles
• More eco-friendly farming practices
• Less reliance on single crop (monoculture) systems

When you buy seasonal produce, you’re more likely to be buying from local growers. That means:

• More money stays in your local economy
• Smal farms receive direct support
• You get fresher, more traceable food
• Local biodiversity is strengthened

What are the benefits of eating seasonally?

Flavour

When food is grown and harvested in its natural season, it simply tastes better.Fruit and vegetables picked at their peak have had time to develop full flavour and optimal ripeness. Out of season produce, on the other hand, is often grown in heated greenhouses or picked early and shipped long distances. Both processes affect taste and texture.

Nutrition

Not only is seasonal produce tastier, but it’s often more nutritious. When fruit and vegetables are harvested at the right time and sold quickly, they maintain more vitamins, minerals and antioxidants. Long transportation and storage can cause nutrients to degrade.

Price

Out of season produce is expensive because it’s imported or grown with costly energy inputs

Seasonal food tends to be:

• More abundant
• Less resource-intensive
• Cheaper to harvest and transport

How can I get better at shopping the seasons?

• Plan ahead using online guides such as Hubbub or Eat the Seasons
• Grow your own – seed packets will tell you when best to harvest your own fruit and vegetables, following this will help you eat more seasonal, sustainable food
• Shop at farmer’s markets – these will be full of local, freshly grown produce
• Explore cookbooks for seasonal recipes

March Copyright Reads 2026

Here we are almost at the end of March. In Romania, March is called Mărțișor which literally means “little March”. First of March, Romanians also tend to gift a Mărțișor which is an object that is worn on the chest like a brooch. It signifies the beginning of Spring.

As mentioned in February Copyright Reads 2026 most of February and some of March, I was suffering from a viral infection. However, some of March I also spent on holiday in Lancashire completing the Pendle Witch Trail and enjoying a healthy dose of fresh sea salt air. Where are the Regency Doctors and their prescriptions for “sea cure” when you need them?!

© Cristina Rusu

But I guess you are not here for my vacation stories, but for our monthly copyright reads. We have some interesting reads for you again. We stay firmly in the realm of AI and law, but also look at some sustainability news, we have an update on the UK Government stance on AI, and we also celebrate women in innovation.

Happy reading!

Ethics of Artificial Intelligence

CC Licenses, Data Governance, and the African Context: Conversations and Perspectives

German court says “It’s AI” isn’t enough to void copyright

EBSCO launches Indigenous Studies Source database

GEMA v. OpenAI: The Munich Regional Court Presents an Exemplary Judgment on a Well Conceived Test Case

Netflix documentary, the Plastic Detox: HEAL partners with impact campaign

Supreme Court Draws a Hard Line on Contributory Infringement in Cox v. Sony Music

Climate change education through cultural heritage Wed, April 8, 2026

Why every scientist needs a librarian

WWF responds to WMO 2025 State of the Climate report

Women Proprietors of Copyright in England, 1675–1775 [Book]

Why are people adopting AI to write?

AI & Copyright: Comparative Insights Across Six Jurisdictions

Plant a Tree

UK government “no longer has a preferred option” for AI and copyright

Report on Copyright and Artificial Intelligence

An end to the input-output dichotomy in AI copyright? Like Company v Google takes an unexpected turn

Artificial Intelligence in Creative Industries [Book]

Estée Lauder sues perfumer Jo Malone for breach of contract

How best to recycle Europe’s fast fashion waste? Grow mushrooms on it, say researchers

On the Copyrightability of AI-Generated Works

Seoul repair shop wins Louis Vuitton trademark case over bag refits

UK design protection review with policy considerations

AI-related inventions and battery technologies surge [Report]

Female participation in inventorship

Bad Bunny vince la causa per la violazione del copyright di “Enséñame a Bailar” e chiede 465.000 di rimborso per le spese legali [Italian article]

Extracting books from production language models

OpenAI closes Sora video-making app and cancels $1bn Disney deal

Also, as Easter is approaching why not have a look at our previous blog post: Protecting the Season: An Overview of Easter-Related Intellectual Property.

We also like to take this time to wish all of our readers a Happy Easter!

© Cristina Rusu

Celebrating Women Inventors: Creativity, Courage, and the Beauty of Ideas

Every year, International Women’s Day arrives with a flurry of stories, celebrations, and well‑deserved spotlight moments for women across the world. I had originally planned to write about women artists and copyright this year, but as I mentioned in February Copyright Reads, the viral infection I had coupled with some annual leave in March, left me with little time to do proper research on women artists and copyright.

Still, the inspiration stayed with me. And instead of letting that spark fade, I decided to shift focus and celebrate something that has been on my mind lately: women inventors. The brilliant, determined, often overlooked women whose ideas quietly (and sometimes loudly) reshaped the world.

However, I also wanted to highlight women uplifting women, which I feel doesn’t happen enough. As such I wanted to shine a light on The Atlas of Beauty, a project that celebrates the diversity, strength, and individuality of women everywhere.

Historic women scientists

Historically, women faced monumental barriers when it came to scientific discovery and invention. Limited access to education, legal obstacles around patenting, and societal expectations meant that many women had to publish under male names or fight to prove that yes, they really did invent what they said they invented.

In history women like Mary Sommerville (1780-1872) and Caroline Herschel (1750-1848) paved the way for women scientists. Sommerville was a Scottish scientist, writer and polymath while Herschel was a German astronomer and the first known professional female astronomer, and the younger sister of William Herschel, with whom she worked most of her career. Both women were elected as the first female Honorary Members of the Royal Astronomical Society. However, they are not the only ones, below I name only a few of the many women who have shaped our lives with their inventions.

By Thomas Phillips – Mary Fairfax, Mrs William Somerville, 1780 – 1872 – vgGXxVhiio34ew at Google Cultural Institute maximum zoom level, Public Domain, https://commons.wikimedia.org/w/index.php?curid=21865703

Pioneering Women Inventors

Ada Lovelace – The First Computer Programmer

Watercolour portrait of Ada King, Countess of Lovelace, c. 1840, possibly by Alfred Edward Chalon – Science Museum Group, Public Domain, https://commons.wikimedia.org/w/index.php?curid=28131684

In the 1840s, Ada Lovelace wrote what we now recognise as the first computer program. Her notes on Charles Babbage’s Analytical Engine described how a machine could process symbols and instructions, in other words, how computers work today. Ada Lovelace also became close friends with the aforementioned Mary Sommerville who introduced her to Charles Babbage.

Hedy Lamarr – The Inventor Behind WiFi

Studio publicity still of Lamarr for the film Ziegfeld Girl (1941) By Unknown author – Dr. Macro, Public Domain, https://commons.wikimedia.org/w/index.php?curid=98179126

Hedy Lamarr was not only a celebrated actress but she also co‑invented frequency‑hopping technology designed to prevent radio‑guided torpedoes from being jammed. That invention later became the foundation for WiFi, Bluetooth, and GPS.

Marie Van Brittan Brown – Home Security Pioneer

Marie Van Brittan Brown invented the first home security system in 1966 together with her husband Albert L. Brown, influencing the surveillance technology we use today.

Dr. Shirley Jackson – A Telecommunications Trailblazer

Her research contributed to inventions such as touch‑tone phones, portable fax machines, fibre optics, and caller ID.

Ann Tsukamoto – Stem Cell Innovator

Ann Tsukamoto co‑patented the process for isolating human stem cells—an achievement with major implications for medical research.

Inventions We Use Every Day

Stamps of Romania, 2013. Josephine Cochrane By Post of Romania – [authority_id=101&search[year]=2013&search[month]=&search[theme_id]=&search[freetext]=&search[order_by]=asc wnsstamps.ch], Public Domain, https://commons.wikimedia.org/w/index.php?curid=31749977

– The dishwasher – Josephine Cochrane
– Solar energy technologies – Dr. Maria Telkes
– The retractable dog leash – Mary A. Delaney
– 15 patented inventions – Maria Beasley

Women, Invention, and Intellectual Property

Even today, women remain underrepresented as patent holders. Intellectual property is crucial to ensuring that inventors, women included, get recognition and the opportunity to build on their work.

The Atlas of Beauty: A Reminder of Creative Strength

© Mihaela Noroc. Images used for editorial purposes only.

Mihaela Noroc’s The Atlas of Beauty captures women worldwide. Each portrait a reminder of individuality, resilience, and authenticity. Innovation, like beauty, doesn’t look one way; it looks like all of us. I have to admit this is not a completely unbiased choice. The author of The Atlas of Beauty is a fellow Romanian and I own both books. I am also very excited about her new project, photographing Romanian women both at home (in Romania) and abroad.

Looking Ahead: Empowering Tomorrow’s Inventors

More initiatives are emerging to support girls in STEM, increase patent applications by women, and encourage innovation through mentorship and education.

Conclusion

Recognising women’s achievements isn’t reserved for one day in March. It’s something we can do every day: by telling their stories, sharing their inventions, and celebrating the beauty and strength behind their ideas. Just like in The Atlas of Beauty, every woman carries a story worth telling and some of those stories reshape the world in remarkable ways. So let’s celebrate and support all the women in our lives, our sisters, sisters-in-law, daughters, mothers, colleagues, friends and strangers.

CRCC Event: Constructing Vulnerability

The CRCC, in collaboration with the Discourse and Rhetoric Group (DARG), are proud to announce ‘Constructing Vulnerability’, a hybrid symposium on the communicative construction of vulnerability and its implications for social organisation and collective futures.

Date: Thursday 21st May
Time: 10am-4:30pm
Location: Jennings Council Chambers, Hazlerigg Building Loughborough University, and online

Constructing vulnerability

Vulnerability denotes exposure to potential harm—a condition that, while applicable across a range of domains, assumes particular ethical and political significance in relation to human subjects. Contemporary discourse frequently designates certain populations as “vulnerable” through political, medical, or regulatory frameworks. Yet vulnerability should not be understood as an inherent or essentialist attribute. Rather, it emerges as a contingent phenomenon, constituted and mediated through social structures, institutional arrangements, political economies, and discursive regimes. Vulnerability, in short, is communicatively constructed across multiple scales and contexts.

Symposium details

This symposium brings together scholars from Loughborough University alongside distinguished invited speakers to interrogate the communicative construction of vulnerability and its implications for social organization and collective futures. Drawing on diverse empirical backgrounds—including digital environments, healthcare delivery, justice systems, and educational institutions—panellists will examine the specific communicative practices through which vulnerability is produced, negotiated, and managed. Through this interdisciplinary dialogue, we aim to advance both theoretical understanding and critical reflection on how communication shapes the politics and experience of vulnerability in contemporary society.

List of presenters and titles

Emma Richardson, Laura Jenkins (Loughborough University, Communication and Media, DARG): The interactional production of vulnerability in police investigative interviews: A conversation analytic study

Marc Alexander (Heriot-Watt University, Edinburgh): How mental health establishes ‘vulnerability’ as the basis for support from a housing helpline: Self-descriptions and diagnostic categories

Itoitz Rodrigo-Jusue (Loughborough University, International Relations): Counter-radicalisation and the construction of vulnerable individuals in the UK

Kirsty Horsey (Loughborough University, Law School): Assumed vulnerability in surrogacy – the wrong way round?

Jo Sims, Marco Pino, Jessica S. Robles (Loughborough University, Communication and Media, DARG): Vulnerable moments: When patients with life-limiting illnesses show upset in conversations with palliative care professionals

Jessica Nina Lester (Indiana University): On the making of vulnerability: Nonspeaking autistic children and the production of the “speaking” human

Francesca Williamson (University of Michigan): Antiblackness, vulnerability, and interaction in pediatric surgical care

Kathryn Jordin  (Loughborough University, Communication and Media, DARG): Wobbly moments: Exploring caregiver practices to manage upset in UK preschool settings

Cristian Tileaga and Penny Litchfield (Loughborough University, Communication and Media, DARG): Navigating researcher vulnerability during a focused ethnographic research project

Paula Saukko  (Loughborough University, Sociology): Fostering an ethos for supportive communication online: Experiences and challenges of people with eating disorders

Akwugo Emejulu (Sheffield University): Small, necessary acts for liberation

Tickets:

In-person and online tickets available here: https://www.eventbrite.co.uk/e/constructing-vulnerability-tickets-1985059749146?aff=oddtdtcreator

The home maths environment and early maths skills: Report launched

In this blog post, Professor Vic Simms writes about the completion of the “Play and Learning at Ulster and Sheffield” (PLUS) project, an intervention designed between researchers, educators and parents to test the relation between home mathematics activities and early mathematical development. The work was funded by the Nuffield Foundation and involved collaboration with Emma Blakey, Abbie Cahoon, Ben Hunt, Ella James-Brabham, Danielle Matthews and Emma Smith.

The “Play and Learning at Ulster and Sheffield” (PLUS) project

We know that children start school with varying levels of maths skills. These differences appear to persist throughout education, and poorer maths skills at school predicts lower educational attainment and lower incomes later in life. Our research aimed to understand one potential source of this inequality, the home maths environment.

The PLUS study had a number of components:

First, we brought together a number of data sets from research groups across the UK, amounting to 921 dyads data. Our analyses established that the frequency that parents engage with their children in home mathematics was positively associated with children’s maths skills. Interestingly, the frequency of engagement with home maths was not associated with socio-economic status. This tells us that families from different socio-economic backgrounds engage at similar rates with home maths- therefore, socio-economic differences in children’s early maths may not be due to the amount of exposure they have to these activities.

Second, we worked with early years educators and parents to develop cheap and engaging resources to be used in the home with 3-5 year-olds. By the end of this process, we produced 16 evidence informed resources to be used by families at home. These were fun games, such as number scavenger hunts, shopping games, and building activities.

Third, we recruited a small group of families to use these resources at home over a period of 8 weeks- at the end of this time the families gave us feedback. Families were very positive about the resources, but felt a little more explanation would be helpful. In response, we developed short videos to go along with each activity, explaining how the activity should be done.

Finally, we recruited 84 families to participate in a pilot study. These families engaged with the activities for 8 weeks and give us extremely positive feedback- we also had a very low drop-out rate from the study.

What did we learn?

The quality of interaction around home maths may be a more fruitful focus for intervention and research than simply the frequency that families engage with home maths. In addition, the production of acceptable and relevant resources for families takes time and effort! Working with families through this process increases chances of success. We also learnt that we need to work on recruitment and communication when aiming to engage with families from diverse backgrounds. We also have developed some key messages for researchers and policy makers, these are summarised in the final report.

What’s next?

Our next steps are to take the learning from the PLUS study and apply for funding to run a larger study with families from diverse backgrounds to help support early maths development. Watch this space!