British Conference of Undergraduate Research (BCUR) 2025

9th-10th April, 2025

Newcastle University, Newcastle

Submission Deadline = Now closed for 2024-2025

Key information:

BCUR is the largest conference in the UK at which undergraduates can present their academic work. 

It is a cross-disciplinary conference that welcomes research from a wide range of academic fields, including sciences, humanities, social sciences, arts, and more.   

Oxford Brookes University is able to nominate, coach and fund up to 6 students to present at this national conference. Applications for Brookes students to apply for a funded place are now closed

For more information about BCUR, see their website here.

Winners: The following 4 Brookes students presented their work at BCUR 2025

We are delighted to announce that the following 4 students were selected from a competitive process across the institution to present their work at BCUR 2025: 

Arran Haylock, BA Business Management with Geography, Exploring how water quality impact the health and productivity of watercress - the case of Ewelme watercress beds, supervised by Joseph Williams 

Ewelme watercress beds (Oxfordshire) are a historical watercress cultivation site selling produce nationwide until 1988 (Chiltern Society, 2024). The beds are built upon one of 283 chalk streams in the UK (Chilterns, 2024). The UK accounts for 85% of the global total (Chilterns, 2024) chalk streams. These streams accommodate unique biodiversity and are threatened by anthropogenic activity (Dolman, 2024), such as urban development. Research suggests that watercress are capable pollutant absorbents (Khan et al., 2022; Lelesz et al., 2024; Duman, Leblebici and Aksoy, 2009; Amiri, Nafez and Amiri, 2020) and act as natural filters.

This study investigates the impacts of water quality on watercress health and productivity. Relevant studies suggest that parameters such as pH, biochemical oxygen demand (Amiri et al., 2020), dissolved oxygen (DO) and temperature affect watercress health and productivity (Aripin, N.F.B. and Surugau, 2016; Googoolee et al., 2020). Additionally, pollutants such as heavy metals also have an impact. Field and laboratory testing was conducted across multiple sampling sites to determine the potential impacts of these parameters on the watercress. Analysis identified variability across sample sites, and suggests that point source pollution was prevalent despite otherwise ideal conditions for fecundity. Despite existing pollutants in the waters and raised pH levels, watercress was generally healthy as suggested by the abundant population and their size. XRF analysis affirmed this revealing healthy heavy metal concentrations in plant tissue and sediment. To prevent wilt and maintain watercress health, measures to deter pollution should be enacted. Further research is necessary to identify other pollution sources and their impacts on watercress.

Ricardo Gonzalez-Villasenor, MSc Marketing, How can artists leverage AI for their personal brand development? An exploratory investigation of artists targeting Gen Z in the UK Music industry, supervised by Bjoern Asmussen
The integration of Artificial Intelligence (AI) into the music industry has redefined how artists develop and maintain their personal brands, particularly in the digital age. This dissertation examines how AI-driven tools influence personal branding for artists targeting Gen Z audiences in the UK music industry. Given the rise of algorithm-driven platforms such as TikTok and Spotify, AI has become instrumental in shaping audience engagement, content distribution, and brand positioning. However, while AI offers efficiency and personalisation, it also presents ethical concerns regarding authenticity, data privacy, and the potential homogenisation of artistic identities.

This study employs a mixed-methods approach, drawing upon expert interviews with industry professionals from Sony/Warner Music, TikTok, and Spotify, as well as case studies of AI-driven music branding, such as Snafu Records. These insights are supplemented with a comprehensive literature review covering theories of personal branding, AI-driven marketing, and audience engagement strategies. The conceptual framework integrates traditional branding models with emerging AI applications,ensuring a holistic analysis of the interplay between technology and artistic identity.

The findings indicate that AI serves as both an enabler and a challenge for artists. AI- driven analytics empower musicians with deeper audience insights, enabling them to refine their branding strategies with precision. Additionally, AI tools for content creation facilitate visual branding and personalised engagement, enhancing artist-audience relationships. However, concerns about AI’s role in reducing creative authenticity and ethical issues surrounding data exploitation remain prevalent.

Ultimately, this dissertation contributes to the discourse on AI’s evolving role in the music industry by offering practical recommendations for artists and industry stakeholders. It highlights the necessity for a balanced approach—leveraging AI for efficiency while ensuring that authenticity and artistic integrity remain at the core of personal branding strategies.

Michael Ogilvie, BA Architecture, Dissertation: Architecture and Education, supervised by Philip Baker

Architecture and Education: Exploring the Link Between Spatial Arrangement and Academic Performance

This dissertation investigates the relationship between classroom design and student engagement, focusing on how spatial arrangements influence academic performance, with an emphasis on South Africa’s most under-resourced schools (quintile 1–3). By examining case studies from high-performing state primary schools in England, such as Marlborough, Kingsgate and Mellor Primary, which are acclaimed for their classroom design, this study highlights key design principles - flexibility, environmental comfort and inclusivity - that contribute to enhanced learning outcomes. A comparative analysis reveals significant disparities between these well-designed schools and typical South African Q1-3 classrooms, characterized by overcrowding, rigid layouts and limited personalization.

The research identifies practical, low-cost interventions that could be implemented within the constraints of existing South African schools, such as flexible furniture, adaptable layouts and culturally relevant displays. These strategies are designed to foster a sense of ownership, pride and community among students and staff while addressing systemic inequities left behind by apartheid. The findings underscore the transformative potential of strategic design to improve engagement and performance, offering a pathway to educational equity even in resource-constrained environments. The study concludes that by reimagining classroom spaces, South Africa can leverage design as a tool to bridge the gap in academic achievement and create a more inclusive and effective education system. 

Freya Sharman, BSc Geography and International Relations, Identifying challenges experienced by autistic students in a university-setting, supervised by Helen Walkington 

Identifying challenges experienced by autistic students in a university-setting

This project aimed to understand specific challenges that autistic students face, with regard to daily experiences at university. Previous research has revealed distinct challenges under two broad themes: ‘Academic’ and ‘Social’. The research reported here was informed by theories of spatiality, and how it can exacerbate the types of challenges identified. First-hand accounts from autistic students were gathered through anonymous questionnaires focusing on the challenges they faced in different aspects of university life, such as ‘getting to university’, and ‘social interactions’.  30 students at Oxford Brookes University who identified as autistic took part. Findings revealed that alongside ‘Academic’, and ‘Social’ challenges, ‘Accessibility’ was hugely important. A Virtual Reality experience was created using the findings in a novel ‘day in the life’  format to bring awareness to the university community about the challenges that autistic students face. This Virtual Reality product was showcased to Wellbeing and Support Services as a potential tool for staff training, with the ultimate aim to develop strategies to mitigate the challenges identified by autistic students. Further research could explore how other intersectional factors such as race, gender, and other sociodemographic factors can exacerbate the challenges faced. 

Testimonials

Arron said: The BCUR was a fantastic opportunity to present my research and connect with others in similar fields, or just those with similar interests. It was great to learn from and discuss with people from other academic backgrounds than my own. Overall the experience was thoroughly enjoyable!   

The students were mentored before the conference by Senior Lecturer in the Business School, Dee Clayton, and they were mentored and supported at the conference by Dr Karen Lascalles, Senior Lecturer in Mental Health Nursing. 

Karen writes: 

"It was a pleasure and a privilege to attend the conference with Freya, Richie, Arran and Michael.  They were an absolute credit to Oxford Brookes.  They delivered their presentations, both oral and poster, to a very high standard and  all of them were very interesting and well received.  They all had questions posed to them, which they answered eloquently and intelligently.

The conference as a whole was a great event, well organised and supportive.  We had dinner at St James's Park, the Newcastle football ground, which was fun, particularly given their recent success. 

It really was fantastic to see so many brilliant young people present their work with such enthusiasm.  I have no doubt that our four Brookes students and many of the other delegates have successful futures in front of them."

Examples of students' work from BCUR 2024 

If you would like to see the work presented in 2024, please see here.

Posters in Parliament (PIP)

Wednesday 5th March, 2025 

Posters in Parliament is a fantastic event that provides an opportunity for over 50 undergraduate students, representing universities from across the UK, to exhibit their research in Westminster. The 2025 exhibition will hopefully take place in Portcullis House, House of Commons, London on 5th March and presenters and guests are also be able to take advantage of morning activities (a tour of the House of Lords and Westminster Hall (75 minutes) and/or a 'Get your voice heard in UK Parliament' workshop (60 minutes). 

The Posters in Parliament event gives the opportunity for legislators and policy makers to see first-hand some of the innovative research taking place around the country. The exhibition is a great opportunity for students to share research and ideas with those from other universities across the UK. The modern world faces big challenges in a huge range of areas such as energy, health and sustainability but Posters in Parliament clearly demonstrates that we have a new generation of emerging researchers able to meet those challenges. 

For more information see their website here  

For previous year's presenters please see here

Winners: The following Brookes students presented their work at PIP 2025

We are delighted to announce that two students were chosen from a competitive selection process within Oxford Brookes University to attend this event. They were supported on the day by Dr Alon Lischinsky, Senior Lecturer in Communication and Disclosure

Georgia-Mae Williams-Sims, BSc Psychology, An investigation into how public stigma surrounding male mental health influences the perceived acceptability and need for antidepressants to treat depressive symptoms among men over 18 in the UK, supervised by Jennifer Seddon

Katherine Hobbs, BSc Medical Science, Sex differences in the response to ionising radiation, supervised by Munira Kadhim

"I learnt about how best to present my research to academics external to Oxford Brookes - the unknown factor was challenging but everyone present was very kind. It was wonderful to see the research being conducted by students beginning their careers and really inspired hope for the future. I would fully recommend that anyone that has the opportunity to attend grab it with both hands - it was fantastic."

 Abstract
If a man and a woman are exposed to the same dose of radiation, the woman is statistically more likely to develop cancer as a result - but why is this? We are currently reviewing the literature to put together a systematic review into the mechanisms behind this discrepancy and to explore whether current legislation goes far enough to protect radiation workers and the general public. Reasons established for this difference include different proportions of tissue types between the sexes, varied propensities to types of cancer which are exacerbated by exposure to ionising radiation, and potentially hormonal differences. In addition, we are looking at vulnerabilities experienced by younger people exposed to ionising radiation. The findings have the potential to impact legislation and promote healthcare equality. As this difference in oncogenesis is understood more clearly, further research can be conducted on how to protect those most at risk from ionising radiation 

Any questions?

Email us at studentresearchlaunchpad@brookes.ac.uk