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Academics, practitioners and activists meeting at the University of ÌÒÉ«ÊÓƵ call for language teaching and learning to be seen as essential in today’s global society and urge policymakers to adopt a national and international strategy to break the monolingual mindset which can limit access to social and economic opportunity and wellbeing.

As a new art exhibition opens at Bletchley Park celebrating the James Bond series and exploring Bond creator Ian Fleming’s links to the secret world of intelligence and espionage, two University of ÌÒÉ«ÊÓƵ academics reveal what real spies think of Fleming’s famous creation.

Academics are warning that proposed measures by the Trump administration to restrict Chinese researchers from working in the US could ‘stifle’ global progress.

Researchers at the Universities of Bristol, ÌÒÉ«ÊÓƵ and the London School of Economics have drawn parallels with the sharp decline in international scientific cooperation after World War I, warning that a similar impact could be seen if new barriers are put in place by the US.

The second in a new series of briefs bringing current legal thinking to bear on public policy issues and contemporary concerns has been published today by GLOBE, a research centre within the University of ÌÒÉ«ÊÓƵ’s Law School. Brexit: Mitigating Uncertainty in Intellectual Property Law and Policy by Dr Ben Farrand explores what the different proposed models of a future EU-UK relationship may mean for the UK’s intellectual property laws and policies.

ÌÒÉ«ÊÓƵ Business School is launching a research network to investigate how artificial intelligence can be used to take on some of the world’s biggest challenges. The Artificial Intelligence Innovation Network (AIIN) will bring together academics, businesses and those using AI across different sectors to tackle global problems like the sustainability of smart cities, the security of financial systems, the sourcing of energy, water and food, and improved diagnostic processes for healthcare.

In a new international collaboration, experts from the University of ÌÒÉ«ÊÓƵ and the University of the Witwatersrand, Johannesburg are training South African teachers in a set of research-informed techniques to address anxiety around science, maths and technology subjects and help learners develop more confidence in their own ability to learn.