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Lancashire Business School

Research

Lancashire Business School has a fast-growing and vibrant research culture with research being at the centre of the School’s vision to become a world class business school. It underpins our learning and teaching strategy and our desire to focus on research which is not only of the highest quality, but also key relevance to the business, economy and wider society.

The School has established a number of business and management related research institutes to provide the centrepiece for delivering its research strategy with the main objective being to support the doctoral programme which includes MPhil/PhD research. Research institutes also aim to enhance Lancashire Business School’s reputation and contribution to the wider academic, business and professional community through the delivery of interdisciplinary theoretical and applied research outcomes.

Part of our strength lies in the interdisciplinary approach to business research and enables us to build collaborative research relationships and partnerships with other universities, industry and public sector organisations.

The Business School has established a number of specialist research institutes and, in addition, has a great array of other research work being undertaken in the broad area of business and management.

Recognition for the quality of Lancashire Business School's research was noted by the UK government’s review of university research in the 2008 Research Assessment Exercise. The specialist peer group that assessed management research in the UK stated: “About one third of the research output submitted was assessed as being of an internationally excellent standard and a proportion of the finest research assessed as world leading." It added that: “there was internationally excellent esteem in policy advice, review bodies and keynotes.”

Research Groups

WORKING PAPER SERIES

What are working papers?

Working Papers are offered by the author, in the interests of scholarship. The objective is to stimulate discussion and critical comment.

Working Papers are work in progress reports, pre-publication versions of academic articles, book chapters, or reviews authored by the members of the LBS, specifically faculty, post-doctorates, and research associates. The Working Papers series is also an outlet for the best research projects prepared by LBS post-graduate students, but the paper must be recommended by the project supervisor.

Working Papers are mediated by the professoriate of the LBS, but the quality of each Working Paper is not guaranteed by the LBS: the form and content of papers are the responsibility of individual authors. Working Papers may be published jointly between LBS and one of the research institutes formed within the School (IIB, I2E2, WERG), where authors are members of both entities and the work is within the remit of the institute in question. The Working Papers are intended to make results of LBS research available to the academic community in preliminary form to encourage discussion and suggestions for revision before final publication.

Working Papers will be published as a hard copy and also made available online. They may be downloaded by individuals, for their own use, subject to the ordinary rules governing fair use of professional scholarship (see further, Copyright statement). Comments on papers or questions about their content should be sent directly to the author, at his or her email address.

Working Papers may be cited without seeking prior permission from the author.

Publishing a paper in the LBS Working Papers series does not preclude simultaneous or subsequent publication elsewhere, including other Working Papers series. The copyright of a Working Paper is held by the author or by his or her assignee: see Copyright Statement.

Downloadable copies of Working Papers will be removed from this site if and when authors indicate to their local coordinators that they have been published elsewhere. Once a paper has been published elsewhere, it is ordinarily preferable to cite it in its final, published version, rather than in its Working Paper version.

How to submit a paper.

Papers must be submitted through either (i) the Senior Administrative Officer (Research) at the LBS or (ii) directly to the Editor, Professor Philip B. Whyman.

Copyright Statement

Copyright to papers in the Lancashire Business School Working Paper Series remains with the authors. Papers may be downloaded for own personal use, but downloading of papers for any other activity may not be done without the written consent of the authors. Upon print publication, copyright will often be formally transferred to the publisher. It is therefore the author's responsibility to know if copyright has been transferred and to notify the Senior Administrative Officer (Research) to have it removed from the site, if necessary. In those cases where the author has retained copyright, it is the author's responsibility to notify the Senior Administrative Officer (Research) when and if they wish to have the paper removed.

Microfinancial Services and Risk Management

Strategic responses to global challenges – the case of Barclays Bank, 1973-2007

Existential Identity, Ontological Insecurity and Mental Well-being in the Workplace

Determinants of Remittances:  The Case of the South Asian Community in Manchester

British Trade Unions and the European Project: The Legacy of the 1975 European UK Referendum


Support for researchers

The Lancashire Business School (LBS) greatly values the contribution made to scholarship and the creation of new ideas, through active research and knowledge transfer pursuit. Researchers at any level are recognised as key stakeholders in the overall strategy of the School to develop and deliver world-class research. Accordingly, LBS has sought to put in place a supportive framework to help to enhance research skills, create the time necessary for research activity and encourage researchers to reach their potential.

Members of staff are encouraged to consider enhancing their own personal and professional development (PPD) through a combination of internal training/workshops, participation in research institutes and/or other research groups established to facilitate collaborative working, bid internally for small awards to facilitate networking and/or conference attendance opportunities (whether through the research institutes or otherwise), and through mentoring if this is requested as being appropriate to the individual's levels of experience. We expect that the Individual researchers to pro-actively engage in their own personal and career development through the support system. The principles of this policy must be applicable to the existing and other new members of the staff.

Early Career Researchers

LBS is well aware of the particular challenges faced by researchers in the early stages of their careers, and has, accordingly, established an ECR strategy which is intended to ensure that the School can be as supportive as possible during this period of transition, from PhD student to established member of faculty. This scheme draws its inspiration from a the Lambert (2003) and Leitch (2006) reports, which focus upon the importance of developing the skills base and enhancing the career potential for research staff, alongside acknowledging the valuable work completed through the RCUK (2001), Concordat (2008) and Vitae (2009) reports, which, although focusing upon the needs of PGR and postdocs, they nevertheless, raise a number of important issues which the LBS ECR strategy has sought to meet.

Eligibility
The LBS ECR scheme is intended to benefit that research active members of staff who have been awarded their PhD within the previous three years, and/or who have been appointed to their first full-time, permanent academic post after a period of acting as research assistants or post-doc research fellows.

Objectives
The ECR scheme is intended to:

  • To help new research active members of faculty to adjust to their new roles in LBS and to help to facilitate their integration within the broader research community
  • To provide career development opportunities for those who are at a relatively early stage of their academic careers but with a proven record of research in terms of publications
  • To equip ECRs with the skills required to become established, independent researchers
  • To share best practice in the training of ECRs across the University, and thereby enhance the skills and abilities of participants
  • To assist in developing a clearly defined purpose and programme of work
  • To develop the potential of engaging with the impact agenda as laid out in the current HEFCE REF website
  • To develop beneficial relationships with external partners for growing knowledge transfer activity
  • To enhance the reputation of LBS, due to the research generated by the research community

Opportunities
If the ECR is a new member of staff, the intention is that ECR support would dovetail in with the induction scheme, so that new researchers would be allocated a ‘buddy’ or mentor to help them settle in to UCLan, with a specific emphasis upon maintaining and enhancing their research work in addition to other commitments they will be expected to undertake. It is anticipated that all new researchers will be able to find a ‘home’ within one of the research institutes and/or research groups within LBS, and therefore they can benefit from the mutual support that these bodies are able to provide. Mentors will usually be drawn from within the section of LBS closest to the individuals own area of research interest, however there is a further opportunity to discuss research matters with other key researchers within the School, to provide an alternative perspective on topics if that is deemed helpful.

The ECR scheme offers participants a range of PPD opportunities, which are available to all members of staff, but where ECRs will be guided after a conversation with their mentor.

Researchers are encouraged to participate in the annual LBS research symposium, whereby all researchers within the school, whether Professors or PhD students, have the opportunity to present their on-going research to colleagues, and receive their feedback, alongside presentations of a more informative nature, from senior members on research strategy, book and journal editors, and showcasing the work undertaken by the Graduate Research School and other areas of the university.

The appraisal system at UCLan is intended to provide faculty with feedback on their performance and discuss proposed future plans, and as such, it provides an excellent opportunity for conversations with line managers regarding opportunities and constraints upon activity.

TRAINING / WORKSHOPS

Academic development

  • Skills workshops (UCLan RSO offerings)
  • Research degree supervision
  • Leadership
  • Teaching toolkit
  • Writing papers – getting published
  • Research bidding
  • Time management
  • Conflict resolution
  • Motivation and stress management
  • Working and researching in groups
  • Advanced oral presentation skills
  • Assertiveness training
  • Career planning and development
  • Dealing with the media
  • Managing organisational change
  • Linking research and teaching to benefit student learning
  • Research Symposium participation

Career development

  • Particularly useful for postdocs
  • Drawn from PGR programs & careers service options, including:
  • CV writing
  • Job applications
  • Mock interviews
  • Coaching to write applications
  • Fellowship details

MENTORING / COACHING

  • Facilitate through membership of research institutes
  • Provide active support & share good practice
  • ‘buddy’ scheme – S/T, linked to the induction scheme
  • ‘Mentor’ scheme – M/T
  • listening to concerns
  • identifying problems
  • modelling appropriate behaviour
  • confronting negativity
  • challenging views and actions
  • reviewing current practice
  • helping to consolidate learning
  • ‘Coaching’ – M-L/T, focus upon bidding
  • Writing papers
  • Bidding
  • KT
  • Business engagement
  • Dissemination & community impact

RESPONSIBILITIES

Teaching

  • Reduced teaching load for the first two years

Administration

  • No administrative responsibilities for the first two years
  • Importance of the workload model to facilitate research
  • Targets to be determined in consultation with division leaders & research institutes