Funding announced for the British Academy Talent Development Awards 2024-2025

The British Academy has today announced £248,787 in funding for 27 Talent Development Awards for researchers across the UK to support innovative research in the SHAPE disciplines.

Worth up to £10,000 and for up to 12 months, the awards are provided to promote the building of skills and capacities for current and future generations in areas such as quantitative skills, interdisciplinarity, data science, digital humanities and languages.

The Talent Development Awards 2024-2025 awardees are:

Please note: Awards are arranged alphabetically by surname of the grant recipient. The institution is that given at the time of application.

Dr Johanna Amaya-Panche

TDA24\240277

'International Networks and Peace Inclusivity in Peace Processes'

University of Edinburgh

£9,973.00

This research investigates how international networks influence peace inclusivity in Northern Ireland’s peace process by combining Multilevel Social Network Analysis (SNA) with qualitative methods. While previous studies have examined the roles of local political groups, international organisations, and civil society, the specific interactions that foster or hinder inclusivity remain underexplored. The project maps and analyses interactions between international actors, such as IGOs, and local stakeholders to understand how these relationships impact peace inclusivity. It applies SNA to assess network dynamics, promoting interdisciplinary collaboration between data science, international relations, and peace studies. Integrating quantitative measures like centrality and density with qualitative interviews of key stakeholders, the research aims to comprehensively understand network influence on peace inclusivity in Northern Ireland’s peace process. The findings will inform policy recommendations for more effective peacebuilding, aligning with the British Academy’s goal of advancing interdisciplinary research and enhancing analytical capabilities in the UK.  

Dr Thereza Balliester Reis

TDA24\240036

'Text mining in R for Swahili language'

SOAS University of London

£10,000.00

Using software for text mining and analysis is a helpful tool for researchers in the social sciences. However, current qualitative analysis software is mainly developed for English, limiting its application to other widely spoken languages, such as Swahili. My project aims to improve such a gap by creating a digital tool that allows researchers to analyse qualitative data in Swahili with R, an open-source software. The main objective is to improve my Swahili and R-related data science skills. These will allow me to increase the quality of my current research on financial inclusion in Kenya and allow other social scientists to conduct digital data analysis in Swahili. Finally, the R and Swahili training will enable me to strengthen my international partnerships with researchers from the University of Zanzibar, besides laying the groundwork for future funding applications to understand financial behaviours in East Africa.

Dr Marcos Barreto

TDA24\240287

'Capacity building on generative AI tools for programming education'

London School of Economics

£8,240.00

This project’s objectives are twofold: (i) deepen research on pedagogical approaches related to programming education and (ii) build a community of practice around the use of generative artificial intelligence (AI) tools applied to programming education in quantitative courses. With the continuous and accelerated development of such tools and their wide use by students, educators have been challenged to acquire new skills and adapt their practices to keep students engaged and courses technically relevant. This project will allow the applicant to delve deeper into generative AI tools used as auxiliary resources in programming courses, and establish and lead a community of practice comprising teaching staff and students across the institution focusing on capacity building on generative AI tools, design of teaching materials supported by a mixture of pedagogical methods, and the exchange of ideas, case studies, best practices, and mutual development.

Dr Gabriele Bellucci

TDA24\240254

'Closing the computational gap through interdisciplinary learning'

Royal Holloway, University of London

£10,000.00

This project provides a unique training opportunity and platform for knowledge exchange, focusing on the application of advanced mathematical models and machine learning algorithms to psychological and social sciences. Participants will explore how cutting-edge AI algorithms can shed light on social cognition and dynamics, with emphasis on algorithmic biases, AI interpretability, and AI safety. Additionally, the project will address AI's broader societal impact, covering issues such as mental health, political polarisation, and cultural evolution. The programme will feature workshops, hands-on tutorials, and intensive research projects led by experts across various fields. Pilot data and analyses will serve as a foundation for future cross-disciplinary research. To extend the project's reach, all materials and methods will be made publicly available, enhancing its training impact and fostering broader collaboration beyond the immediate network of participants.

Professor Kirstie Blair 

TDA24\240210

'From Palace Dramas to the Palace Museum: Translating Chinese Popular Culture and Heritage for Anglophone Audiences'

University of Stirling

£9,969.00

This proposal develops a new field, for the Principal Applicant, of research and public engagement activity, drawing on very contemporary developments in media studies, fan studies, and heritage communication, to assess how Anglophone audiences engage with Chinese culture and media. It is a two strand project involving (1) a research collaboration with a UK and Chinese partner to explore the rise of interest in Chinese popular television among Anglophone (particularly UK) audiences and (2) reporting and reflecting on the public engagement outcomes of co-creating a FutureLearn MOOC led by the Palace Museum (the institutional identity of the Forbidden City, Beijing), on which Blair is lead educator. These strands interconnect, because globally popular Chinese television genres draw heavily on Chinese history, heritage and culture. These projects will advance understanding of Chinese ‘soft power’ and the benefits, and challenges, of working at a high level across different cultures and languages.

Dr Anna Bloxam 

TDA24\240070

'Improving digital skills training for Arts and Humanities researchers'

University of Nottingham

£9,143.79

Issues of targeting and communication commonly limit uptake and hamper the effectiveness of digital research skills training for academics working in the arts and humanities. This project will examine and address these challenges, utilising a programme of participant observation and interviews to generate a detailed qualitative evidence base for developing an improved, research-informed, approach to digital skills development. This work will result in the creation of a new programming course – made freely available and using open-source materials – which recognises the need for translation of methods between different disciplines and supports academics to embed digital skills within their existing research practice. This project will build digital capability, for me and for the training participants. It will further support me to lead as a Digital Humanities scholar, enabling me to develop innovative approaches for strengthening capacity development work for researchers across Higher Education.

Dr Fouad Bou Zeineddine

TDA24\240109

'When societies stagnate: A multi-disciplinary multi-level analysis of societal change and inertia across nations'

University of Greenwich

£9,985.00

Recent social psychological theories suggest that under certain conditions, societies can become institutionally and culturally unchanging in response to political events (ie, inertial). This is argued to be a product of increasing rigidity over time in political identities, norms, discourses, and attitudes in the population, in elite behaviours, organisation, and rhetoric, and in institutional political conditions. This project will investigate these predictions using studies integrating polling, social media, events datasets, policy analysis, and international relations analysis to examine societal change and inertia in a variety of nations. The proposal will fund cross-disciplinary hybrid and online workshops and roundtables that will develop new statistical applications and train social scientists in methods that permit rigorous multidisciplinary analysis of societal inertia.

Dr Darren Cook

TDA24\240176

'Developing an AI-driven System for Detecting Right-Wing Extremist Misinformation on Social Media'

City, University London

£9,400.00

Right-wing extremist violence poses an increasing threat to public safety, exacerbated by the rapid spread of online misinformation. Following an incident in Southport in July 2024, a false narrative regarding the attacker’s background was spread across social media, fuelling anti-immigrant riots in UK cities. Key influencers amplified this misinformation, expanding its spread and inciting further violence and unrest. Current content moderation systems are incapable of managing misinformation at scale, highlighting the need for advanced detection mechanisms. This project seeks to develop a prototype AIdriven system capable of detecting misinformation using natural language processing and machine learning. The developed system will be used to evaluate the role of misinformation during the 2024 UK riots. Alongside developing the prototype, the grant will support the PI’s advanced training in data science, NLP, and computational social science, enhancing their expertise and positioning them to lead interdisciplinary research in combating extremist misinformation.

Dr Jenna Cummings

TDA24\240209

'Applying the passive eating detection method to change food-related emotional expectancies' 

University of Liverpool

£9,900.00

Overconsumption of highly palatable foods like chocolate and crisps is one of the largest threats to public health in the 21st century. Why do people overeat despite widespread knowledge of the harm? Expectancy Theory proposes that expectations about food improving emotions (eg, "I definitely will feel relaxed while I eat chocolate") reinforce overeating, and to reduce overeating, we must quantify the extent to which these food-related emotional expectancies are inaccurate. Nevertheless, using traditional survey and experimental methods to investigate the inaccuracy of food-related emotional expectancies would result in biased data with limited real-world applicability. Therefore, I will use the Talent Development Award to train in the passive eating detection method, a novel technique for detecting eating behaviour from wrist-rolls movements tracked by smart watches. Applying this method will allow me to fill critical gaps in Expectancy Theory by assessing expectancies and emotions in real time before and after naturalistic eating.

Dr Amy Gray Jones

TDA24\240126

'Understanding early prehistoric deathways: combining advanced microscopic imaging with the analysis of skeletal human remains'

University of Chester

£9,165.80

The archaeological record for the European Mesolithic (Middle Stone Age, c. 11,300-6000 years ago) includes assemblages of human bones, often with cut and scrape marks, that had been deposited in pits, middens, and around settlements. This material shows that Mesolithic mortuary practices involved interacting with fleshed human corpses, and, as such, can reveal cultural attitudes towards death, decay and the body. While the nature of these practices has proven difficult to discern, recent developments in digital microscopic imaging can now address this by providing quantitative evidence for the ways these bodies were treated. This funding supports training for the applicant in the use of these methods and applies this to an assemblage of archaeological material. The award will benefit the career, skills and talent of the applicant by enabling her to develop new research methods, outputs and collaborations, and will be disseminated through publication, conferences, public events and teaching.

Professor Nick Hajli

TDA24\240267

'AI Skills for Research' 

Loughborough University

£8,240.00

This research programme aims to explore how Artificial Intelligence (AI) tools, such as Machine Learning and Generative AI, can be effectively integrated into business research and education. Building on prior studies that highlight the growing impact of AI on both business and society, this project focuses on developing practical skills in AI methodologies to enhance the quality and innovation of academic research. Through participation in specialised training programmes, I will gain hands-on experience in applying AI techniques to solve complex research problems. The project will culminate in a comprehensive article and seminar, sharing new insights and methods with fellow researchers, PhD students, and early career researchers. By bridging the gap between AI technologies and social science research, this study aims to foster new approaches to understanding and addressing contemporary challenges in business and education.

Professor Catherine Hobaiter

TDA24\240249

'Rhythm and synchrony in conflict resolution'

University of St Andrews

£9,950.00

Rhythmic activities promote prosocial behaviour and group alignment through shared movement but are methodologically very challenging to study: the connection of specific beats to individual drummers is particularly difficult. We plan a highly-novel approach to resolving this challenge—use of an acoustic camera to create a visual sound-map. We will apply this new method to investigate the role of synchronised rhythms within Pohnpeian sakau pounding ceremonies as a mechanism for mediating conflict resolution. Part of the widespread cultural tradition of kava consumption across Oceania, Pohnpeian culture has long leveraged the power of sakau for building community and resolving conflict. Sakau roots are prepared by pounding them on flat lithophones—rocks that produce a bell-like tone when struck. While long recognised in anthropology and ethnomusicology, sakau rhythms have not been formally described. By characterising the specific rhythms, we hope to uncover the ways in co-production of synchronised rhythm acts to foster interpersonal rapport.

Dr Asiya Islam

TDA24\240139

'Writing Women: Collaborative story writing as research method and dissemination tool'

London School of Economics

£9,930.00

This application requests funding to undertake two short courses in creative writing and run two writing workshops with six research participants to advance my ongoing longitudinal ethnographic research. The research with young women working in the service economy of Delhi is unique in ethnographically approaching the surprisingly low female labour force participation rate in urban India (otherwise largely studied through surveys). I have published the findings about the fragmented work trajectories of young women in top journals and a forthcoming monograph (October 2024). The proposed programme will lead to the compilation of an anthology of short stories collaboratively written by me and the research participants. This will enable – (a) generation of fresh data to advance this research; (b) experiment with collaborative creative writing as innovative research method for the study of women’s working lives; and (c) dissemination of the research to wider audiences.

Dr Iza Kavedžija

TDA24\240224

'The Ethnographic Portfolio: Arts-based methods for anthropology'

University of Cambridge

£9,626.00

Anthropologists and other qualitative social scientists are increasingly acknowledging that not all findings can be effectively presented through traditional academic texts alone. While some have productively explored the use of images and exhibitions for conveying field perspectives, and notwithstanding the well-developed field of ethnographic film, the predominance of the written text remains undeniable. This project aims to demonstrate how a range of visual and mixed-media methods can be integrated to communicate ethnographic insights more effectively, focusing on the development of a new form for presenting ethnographic research: the ‘ethnographic portfolio’. This format will build on existing multimodal traditions in anthropology while incorporating new elements from practice-based research in the visual arts by expanding the skills of the PI in these fields. This innovative approach will enrich the dissemination of ethnographic knowledge by offering a multifaceted medium that captures the complexity and nuance of fieldwork beyond the written word.

Dr Ruth Kelly

TDA24\240116

'Language and socio-political imaginaries: doing digital humanities and ethnographic research into changing Bangla language cultures'

University of York

£10,000.00

This project looks at the changing politics of language in Bangladesh and implications for socio-political imaginaries. It lays the foundation for future interdisciplinary research through 1) a pilot study testing approaches for developing a digital archive of changing language cultures in Bangladesh (Jahan), 2) development of expertise for working with interpreters in ethnographic research (Kelly and Jahan), and 3) advanced, immersion language learning (Kelly). Findings will inform a co-authored academic article (on doing ethnographic research into language cultures), digital archive of findings, blogs/stories related to the practicalities of ethnographic research and digital humanities projects, a BA Knowledge Frontiers collaborative research proposal, peer-learning workshops, and innovative interdisciplinary teaching at Chittagong and York. Combining specialisations in engaged political theory (Kelly) and artistic practice-as-research (Jahan) gives us the interdisciplinary expertise to develop innovative collaborative research: this project will help us develop additional skills to enhance the effectiveness and reach of future projects.

Dr Emanuela Lotti

TDA24\240193

'Applying diagnostic tests and adaptive learning in a causal inference course with machine learning for quantitative social sciences'

University of Southampton

£8,445.78

Delivering advanced training in causal inference to quantitative social sciences PhD students is a common challenge for doctoral schools in the UK and beyond. Given the heterogeneity of students, idiosyncratic gaps in their pre-existing knowledge in quantitative skills are to be expected. This project aims to allow PhD students in Social Sciences to take fully advantage from advanced training in quantitative skills, by identifying pre-existing knowledge gaps early in the PhD journey and, consequently, provide an inclusive and tailored training course using adaptive learning techniques. We will then collect data from PhD students and supervisors through surveys and focus groups to assess the potential effects of the intervention, including its impact on student well-being. Our goal is to make causal inference more accessible to a wider audience and reduce barriers to advanced training. We will use developments in pedagogical research to implement this project and assess its success.

Dr Matthew HC Mak

TDA24\240012

'Usage of Artificial Intelligence (AI) in academic writing: Evaluating the quality of undergraduate writing before and after the introduction of generative AI'

University of Warwick

£10,000.00

AI-powered chatbots, such as ChatGPT, are transforming the way undergraduates engage with academic writing. This research evaluates the potential impact of AI on the quality of students’ coursework. We will first compile a corpus containing approximately 6000 reports (e.g., final-year dissertations) submitted by our psychology undergraduates between 2015 and 2024. Leveraging techniques in corpus linguistics and natural language processing, we will examine how the quality of these reports may have changed following the introduction of ChatGPT in November 2022, both cross-sectionally and longitudinally. Areas of investigation, including word choice, grammar, and quality of thinking, will be pre-registered. This corpus-based research will provide invaluable insights to 27 the ongoing dialogue surrounding the role of AI in education, facilitating informed decision making and adaptation strategies. Finally, to promote quantitative skill acquisition, the research team will offer a free-to-attend 4-day Text Analytics workshop to UK-based early-career researchers, covering the advanced methods used in the project.

Dr Martina Manara 

TDA24\240161

'Methods to study de-facto Regulations of urban informality' 

University College London

£9,930.00

A lack of methodologies to analyse informal institutions (ie unwritten rules, norms and customs) contributed to limited knowledge on the de-facto regulations of unplanned settlements (sometimes called ‘slums’) in developing cities. My research develops a new methodology to understand de-facto land rights and justice systems in the shadow of official law, informing more effective land policies. With the award, I will develop skills to incorporate advanced quantitative methods in the interdisciplinary study of urban informality. Through tailored support by a Research Assistant and the attendance of an advanced course, I will acquire proficiency in game theory, a science adopting mathematical models to study social interactions. Networking with experts through visiting, a workshop and an international conference, I will adapt existing laboratory games to design an innovative field experiment that enables us to study de-facto land regulations in real-world settings. These activities will support a large interdisciplinary research proposal.

Dr Eva Moreda Rodriguez 

TDA24\240155

'Multilingual art song: Supporting singers to engage with lesser-known repertoires' 

University of Glasgow

£9,851.00

Art song in different languages has long been a key feature in classical singing education. Educational institutions, however, struggle with maintaining this state of affairs, with decline in language provision at school level in the UK making repertoires in foreign languages mystifying to students. At the same time, the increasing diversification and decolonization of Western art music provides an opportunity to expand knowledge of art song beyond a limited number of European languages. This project will: empower students of singing and their teachers to engage with art song in lesser represented languages by creating an online directory of repertoire; mobilise recent research in both musicology and multi/translingualism to understand and test how singers can develop intercultural skills to productively engage with repertoires in languages they are not fully proficient in; contribute to the diversification of art song programmes and recitals, as well as of conservatoire/university curricula.

Dr Linh Hoang Nguyen

TDA24\240213

'The Implementation of Reinforcement Learning in Financial Research'

University of Nottingham

£9,774.17

This project explores the application of Reinforcement Learning (RL), a cutting-edge Artificial Intelligence (AI) methodology, to address critical challenges in finance, particularly in managing tail risks - extreme market events that significantly impact investor wealth and market stability. Despite RL's proven effectiveness in various financial applications, its potential for predicting and mitigating tail risks remains underexplored. The project includes three key components: advanced RL training at the Massachusetts Institute of Technology (MIT), pioneering research on tail risk management, and a cross-disciplinary workshop at the University of Nottingham Business School to introduce AI and RL methodologies to a broad academic audience. The outcomes will significantly contribute to finance research, position the applicant well to explore pioneering AI applications within finance, and foster collaborative efforts across disciplines.

Dr Victoria Opara

TDA24\240117

'Quantitative Analysis Skills Training & Development for conducting Multilevel Professional Identity Research'

Bath Spa University

£8,164.00

I seek to enhance my research capabilities through advanced statistical methods training at renowned UK universities. Courses will offer essential statistical knowledge to conduct robust analyses, addressing the evolving demands within contemporary professional identity research. My research explores the intersectionality of professional identity with race and gender, in contemporary virtual and digital workplaces. My research relies on qualitative methods; this provides valuable insights into the micro level complexities of professional identity dynamics; however, it limits scalability and generalisability, preventing me from measuring causal effects at the meso and macro levels. Training will equip me with skills in multilevel modelling and variance analysis, enhancing my ability to research professional identity dynamics across various levels. It will boost my career by enabling internationally recognised research and fostering interdisciplinary collaborations, while also benefiting the academic community through the dissemination of advanced quantitative methods and insights into professional identity in modern workplaces.

Dr Katherine Rees 

TDA24\240128

'Neurotech: developing skills and scope of integrating quantitative biometric data with embodied qualitative data' 

University for the Creative Arts

£9,905.91

Neurotechnology, or neurotech, is a rapidly evolving area of technology designed to interact with, understand, and influence the nervous system, and its connection with the brain. The role of the creative industries in utilising, disrupting, and interrogating these forms of technology hinges on skill development and opportunities for interdisciplinary practices. By proposing the use of funds for the attendance of innovative programmes of study (NeuroTech Microcredentials Program, Centre for Neuroscience Studies, Queen’s University), will enable the lead applicant and participants to share knowledge through a Creativity and Neurotechnology symposium, based on themes including the utilisation of neurotech within creative practice, and the integration of quantitative biometric data with existing forms of embodied qualitative data. Newly gained knowledge and expertise (in the use of neuroscience technologies, including eye tracking, pupillometry, mobile EEG and MRI) will further curriculum development of the existing and new courses offered at University for the Creative Arts.

Dr Hannah Scott

TDA24\240131

'Re-creating nineteenth-century costume: exploring female pop celebrity through making practices' 

Newcastle University

£7,959.80

In nineteenth-century Paris, the pop celebrity as we know it was born. Female popstars rapidly became synonymous with their costuming – indeed, it is often only through memorable depictions of their costumed outlines, as painted or photographed by male artists, that we retain any memory of these early female popular celebrities. In order to move beyond a dynamic of gazing at female popstars as passive, dressed objects, viewed through male eyes and aesthetics; to understand more fully the unique artistry of these women; and to restore their presence to the historical discussion, we must place ourselves inside and not outside those famous costumes, drawing upon advances in practice-based research methods and embodiment theories, to recentre these women and their human reality in our hyper-digital era.

Dr Ben Stanford 

TDA24\240179

'A Review of Electoral Administration Law: Insights and Challenges from an Electoral Administrator's Perspective' 

Liverpool John Moores University

£3,983.00

Rules governing electoral administration in the United Kingdom are complex, fragmented and constantly evolving, placing immense pressure on electoral administrators who also have to contend with extremely tight timelines prior to elections. The aim of this interdisciplinary and practice-informed research project is to review the legal framework governing electoral administration whilst benefitting from funded specialist training in electoral administration. This will allow the researcher to better understand and articulate the need for a review and reform of the legal framework from the perspective of electoral administrators. The insights gained from public administration and political theory can help to shape laws that are not only legally sound but also practically implementable and politically viable. Ultimately, by combining newly acquired practical skills and knowledge of electoral administration with knowledge of the basic legal framework, the researcher will be able to make a more compelling case for review and reform in the area.

Dr Jenny Watson

TDA24\240226

'"In Jewish they would call it shechita": Describing Holocaust Mass Shootings in Yiddish-Language Testimony and Literature'

University of Edinburgh

£10,000.00

While efforts to collect and translate bystander accounts of the Holocaust continue, much testimony from survivors themselves is still inaccessible to international audiences. This is particularly noticeable in the case of mass shootings, where the bulk of early post-war testimony remains untranslated from Yiddish, Polish and other Eastern European languages. Developing my Yiddish language skills will strengthen my engagement with these survivor accounts and bring hitherto inaccessible perspectives on this often marginalised aspect of the Holocaust to an English-speaking audience. Following the completion of an intensive summer language programme, I will collaborate with an established Yiddish-English translator to publish a representative selection of Yiddish-language testimony, and work with national and international Holocaust education organisations to develop a study guide on language and testimony in relation to mass shooting. This research into early Yiddish language testimonies will go on to inform my planned monograph on the representation of mass shootings in literature.

Professor Scott Wright

TDA24\240114

'Democratising Digital Methods'

Bournemouth University

£9,665.57

The Democratising Digital Methods project will comprise a week-long digital methods training workshop and the creation of an online digital methods training hub. The workshop, delivered by leading experts, will deliver hands-on, practical training for established academics in how to collect digital data via web-scraping and APIs; analyse digital data using methods such as sentiment analysis and social network analysis; visualise and tell stories with data; and how to use AI in research. The training will be grounded firmly within a critical understanding of such methods and will include key ethical debates. To ensure the training is properly embedded, a series of online catch-up sessions will be organised and 'how to' videos and guides posted on the hub. The workshop and hub will support the creation of flexible digital methods short courses that will generate modest profit to sustain the online hub and activities in the longer term.

Dr James Yearsley

TDA24\240105

'Developing a quantitative model of narrative reasoning'

City, University of London

£6,430.00

Humans are story-telling animals. Stories form part of how we conceive of our identities, how we understand our place in an organisation or community, and how we make sense of the world around us. Despite the importance of stories, their impact is typically only studied in a qualitative way. This project will support the PI to develop a computational model of story-based reasoning, which will allow us to make quantitative predictions about how people use stories to reason about the world, and how we can support them to tell better stories about themselves and their communities.

The awards listed are those for the Talent Development Awards 2024-2025. Previous award announcements can be found on the Talent Development Awards past awards page.