Demography. Population. Vital events
Research Topic
Language: English
This is a research topic created to provide authors with a place to attach new problem publications.
Research topics above this in the hierarchy
Research problems linked to this topic
- How can we better understand novel uses or applications of AI in the geospatial ecosystem, such as in the analysis of Earth Observation and Population Movement data, 3D visualisation, and climate modelling?
- What are the underlying drivers of geographical differences in educational attainment?
- What is the value and impact of policing’s crime prevention initiatives within the context of diverse communities and populations? How do policing’s crime prevention initiatives need to be altered to have a better impact in diverse communities and populations?
- How can we better understand the integrity (i.e. accuracy, completeness, and consistency) and use of Population Movement data?
- What are the key drivers of economic growth and rising living standards, and how do they vary between different parts of the UK – regionally and locally?
- What solutions, introduced at what scales, would increase the access to finance for founders from diverse backgrounds? (i.e. depending on demographic groups/ intersectionality considerations)? What works for different groups? Which are expected to gain maximum impact?
- What are the barriers faced by founders from diverse backgrounds in accessing finance? How does this vary across different social groups (e.g. ethnicity, gender, age, neurodiversity, disability status)?
- What solutions, and scale of solutions, should be implemented to increase diversity (i.e. depending on demographic groups/ intersectionality considerations)? What works for different groups? Which are expected to gain maximum impact? What needs to be improved in the working environment and working culture?
- Where are the opportunities to break down barriers, tap into unrealised opportunities and ensure that those building our digital and technological solutions are representative and cognisant of UK societal needs as a whole?
- How do we improve representation and diversity of the digital workforce? How do we better understand the challenges and opportunities for inclusion across different social groups, taking into account: ethnicity, gender, age, disability status, regional difference? How do we make policies that support equitable progression and reward across the sector?
- Which groups are vulnerable to which types of digital exclusion?
- If digital identity solutions become more widespread, what are the impacts this could have on marginalised groups? What further interventions could be implemented to improve access for these groups?
- How inclusive is the evolving digital identity ecosystem? What are the barriers to inclusion within the system? What are the benefits of digital identity to individuals and businesses? How can we ensure the UK’s digital identity ecosystem is secure? Within the current market which groups are disproportionately affected or are more likely to become left behind as digital identity solutions become more widespread? What are some of the consequences of having excluded groups? Are there differences across different sectors or use cases? How can we build trust in digital identity solutions?
- How might wide-spread take-up of 4G mobile connectivity affect an individual’s daily life? What impact might it have on; (i) spending/saving habits, (ii) occupation, (iii) location of residence, (iv) education, (v) health(including wellbeing)? How does this differ for different demographic groups?
- To what extent are individuals without landline based connectivity at greater risk of exclusion?
- "Could 4G mobile connectivity be enough, especially for extremely isolated populations that would be extremely costly to connect with fibre? For how long could 4G coverage be sufficient instead of broadband for (i) a residential premise; (ii) a business premise? To what extent is there demand in these communities for broadband connectivity?"
- Evidence on inequality of the impact of the diseases across different population groups.
- Evidence on the burden of disease associated with each of these disease areas, including both mortality data and quality of life adjustments.
- Inequalities: What is the likelihood of impacts on different demographic groups and how that will affect equality of opportunity? Will this exacerbate/mitigate existing inequalities in the workforce?
- What are the key demographic and market dynamics in HE? For example, what are the trends and impacts of franchises in terms of student participation, local growth, and student outcomes?
- What is the impact of under-attainment for disadvantaged students on future skills needs and participation in HE?
- What are the most effective education strategies for raising awareness and promoting behaviour change toward sustainable lifestyles among different demographic groups?
- Statistics representing society: How well or poorly do statistics represent society, and what are the impacts of this on how they are used and valued?
- What are the key factors that could drive improved productivity and efficiency in the delivery of DWP services? How can DWP services be designed to effectively identify vulnerable groups and those with complex multiple needs, in order to facilitate early intervention in partnership with other organisations?
- What are the future trends for demographics and working/saving behaviour? How do these vary across demographic groups, including ethnicity and other characteristics? What further reforms to state and private pension provision might DWP require to ensure long-term sustainable financial security for older people and pensioners?
- How does the most appropriate support (financial and non-financial) vary by groups? Including younger and older people, those from different minority ethnic groups, refugees, ex-service personnel, women, parents, victims of domestic abuse and those with complex needs, mental health conditions or homelessness?
- How effective are child maintenance and associated policies at supporting separated families, encouraging family-based arrangements, reducing conflict and helping children and adults achieve better outcomes? And how does this differ by group?
- What are the causes, consequences and costs associated with parental conflict and family breakdown? What is effective in avoiding or mitigating parental conflict and for whom? How do parental characteristics including worklessness, low skills, lack of stable housing, ethnicity, parents in the perinatal stage, LGBTQ+, being (or having been) a member of the armed forces, mental health and parents with SEND children interact with conflict and influence what works?
- What are the causes/drivers of the ethnic minority employment gap? What are the barriers to entry and progression in the labour market for ethnic minorities?
- What are the different ways to define and measure labour market progression and sustainable work? How does this vary by life stage and group? What are the implications for targeted policy measures in terms of health, employment and wellbeing outcomes?
- What is most effective in preventing people from falling out of the labour market? Does this differ for different groups? Who is best placed to deliver support?
- How do economic cycles affect employment, unemployment, economic activity and wages? How do any effects vary for different groups?
- How can we better monitor and evaluate the impacts of road schemes, and other large-scale infrastructure projects, on the local environment and those who use and live in that that environment e.g., on cultural heritage sites in the area; on local residents, in terms of well-being and on local biodiversity?
- Which demographic groups are most car reliant? And which are public transport reliant?
- What is the impact of trends in key societal and economic changes on the future transport system? Including travel patterns, working from home, attitudes to the high street, the distribution of population i.e., dispersed vs concentrated living decisions. How do these changes affect the demand for transport and how have the needs of the user changed?
- What works to increase mode shift towards bus usage? How does this differ by region or across different demographic groups?
- Where have bus services been a success (either in the UK or internationally) and why were they successful? How is it related to history, socio-economic and demographic factors, alternative travel modes and financial and other incentives?
- Are younger people deferring car use or are many of them never going to become drivers, unlike older generations? Are social norms for younger age groups changing?
- What role could the theory underpinning social welfare functions play in analysis associated to the Government’s levelling-up agenda? What role could new census data play in the analysis of levelling-up?
- What conditions need to be in place for transport investments to transform local economies? These conditions may relate to demographic factors, complementary investments, or government policies for example. What are the micro mechanisms that underpin how workers move across space due to better transport connections?
- What factors affect public perceptions of trade and how does this differ by specific groups, sectors and regions?
- Better understand and quantify the extent to which investment in grassroots facilities improves participation, including for underrepresented groups and in different parts of the country.
- How can we best measure the impact of large exporters at a sub-regional level (for example, agglomeration effects, supply chain effects)? How can we measure the structure and interactions in the supply chain in exporting sectors?
- What impact do further education, technical education and apprenticeships have on improving earnings and career progression for learners? What is the best way to assess the longevity/durability of impact and how does it vary by qualification and learner demography?
- Assess and provide evidence for effective interventions to reduce inactivity (undertaking under 30 minutes of exercise per week for the adult population, 16+), and increase physical activity (defined as +150 minutes per week for the adult population), considering underrepresented groups and demographics, as well as the cost benefit analysis.
- How does the type of online advert (such as video, display, social media influencers etc) influence engagement/interaction with online advertising? How does this engagement differ by age?
- How do experiences of advertising harm differ across demographics, including across adults and young people?
- Are there geographical or other demographic differences in participation?
- What impact are podcasts having on the UK radio market? What is the scale and reach of the UK podcast market, in terms of the number of providers, usage of different platforms, market share of providers and platforms, demographics and other factors including financial dynamics?
- How does career progressions differ for those with different protected characteristics and across socio-demographic backgrounds?
- What works in terms of improving diversity (defined as representation of protected characteristics and socio-demographic background to the UK population) within the creative industries sectors’ workforce to bring it closer to being representative of the UK workforce and audiences?
- What is the best way to secure the inclusion and accessibility of radio on smart devices? What is the current value exchange between smart device platforms and UK radio stations, and how is this likely to change in the future? What are the audience demographics for old digital (DAB) radios vs new DAB+ devices.
- How does career progressions differ for those with different protected characteristics and across socio-demographic backgrounds?
- What works in terms of improving diversity (defined as representation of protected characteristics and socio-demographic background to the UK population) within the media workforce to bring it closer to being representative of the UK workforce and audiences?
- How does engagement with and perceptions of different media forms shift across demographic characteristics? What interventions could improve engagement?
- Is there a link between representation in media and consumption across demographics?
- Who is affected by it?
- What are the social, economic, cultural and democratic impacts of national and local news provision in the UK? How can we best quantify and/or qualify the impact of national and local news provision? How do these impacts and benefits differ across different demographics and stakeholders?
- What is the size of the population who watch linear TV but currently have no broadband at home? What size may that population be in the coming decades?
- Do different interventions work for different groups and in different contexts?
- Analyse and explain the drivers of spatial differences in cultural engagement across the UK?
- How widespread is loneliness?
- Do these differ regionally or for different groups?
- What are the major barriers to volunteering for different demographic groups?
- To what extent do different demographic groups volunteer, both formally and informally? What types of volunteering does this include?
- What are the drivers of demand for services in this sector taking into account the needs of different groups?
- Analyse and explain what works in terms of increasing access to and engagement with AHT sectors, notably across young people, people who are currently in lower socioeconomic households and ethnic minorities.
- What are the barriers to engagement in digital cultural offers for different groups and how can innovative digital content be used to reduce barriers to audience engagement?
- What is appropriate time and notification for a transition event? How could that impact different demographics?
- What are the best examples of how to incentivise local residents to support new housing and infrastructure in their local areas?
- How do children’s home lives influence whether they can thrive and achieve throughout their lives? How do both their material and non-material living conditions affect their later outcomes?
- How well-used are available family services (such as family hubs and children’s centres services) and how representative are these users? How can we make these services more attractive and easier to access for those parents and carers whose children stand to benefit the most?
- What more can be done to best support families with children under the age of 2, to give those children, particularly the most disadvantaged, the best start in life?
- What can we do to reduce barriers to take-up of childcare and to work, particularly for parents from disadvantaged communities?
- What is the optimal amount and type of early education in formal settings? How does this vary for different groups of children?
- • What drives differences in school belonging, motivation, and engagement between primary and secondary?
- • What enrichment activities (such as arts, cultural and sports activities) are available through childcare for school aged children? How and why does this vary (e.g. by place and age group) and how can we boost these opportunities for those most need them?
- • What opportunities do children have at present for enrichment activities (including opportunities for play, especially outdoor play, breaks, and engagement with nature) and how does this vary by place, family, and personal characteristics? What are the barriers to take-up?
- How do we design and implement systems that promote understanding, and support the best decisions, by learners (of all ages) and parents (where appropriate) regarding the options and pathways available?
- • How are different careers portrayed to children? What careers advice is available, who engages with it, and what difference does the best possible careers advice make to the career paths they choose? How does this vary for different groups (such as by age and background)?
- • How can we maximise the benefits of work experience for those students who lack social capital?
- • What are the drivers of UK and foreign students’ decisions about pathways into and out of Higher Education (HE)? How do perceptions of the UK student experience affect decisions to study in the UK?
- • What is the impact of funding and understanding of student finance on decisions to study, course type and mode of study (both for UK and foreign students? How are the debt, cost and value of student finance understood and experienced, by different social groups?
- • What works best in the skills system to support underrepresented groups into higher-paid occupations, sectors, and levels of seniority?
- • How do local availability of courses and transport infrastructure impact on disadvantaged groups’ opportunities and choices, and what works to improve them?
- What are the barriers and challenges within the labour market that prevent adults from disadvantaged backgrounds having good outcomes, even if they have the same attainment outcomes (e.g. networks, local labour market factors, social capital etc)? How does this vary for different groups (e.g. adult offenders)? What are the most cost-effective ways to address them?
- To what extent will existing and planned educational provision meet identified future skills gaps in key areas of national importance?
- • How can we best ensure appropriate availability of educational opportunities to meet future needs? How do solutions vary over the short, medium, and long term?
- • Are the benefits of FE and HE shared equally or do some groups benefit more than others? • Do these benefits vary by the type of HE or FE study e.g. full degree or short courses, institution (university or FE college) or mode of study?
- • How can the wider benefits (of HE and FE) be more effectively conveyed to different groups early on in education to raise aspirations?
- • What are the drivers, barriers, costs, and benefits of movements across our workforces?
- • What are the characteristics and motivations of returners to the education and social care workforces?
- • Are there barriers affecting the availability of specialists (including for example, subject specialist teachers)? How might they be addressed?
- • What factors and characteristics support healthy use of technology (such as mobile phones and tablets) by children of different ages, and what impact do they have?
- • How can artificial intelligence (AI) and other emerging technologies be implemented in our settings so that they do not widen existing inequalities or create new inequalities?
- • How do device ratios impact students and teachers? What is the minimum effective ratio of devices to students? How does this vary according to student characteristics including age?