SKILLS GAPS, SHORTAGES AND NEEDS IN THE HERITAGE SECTOR

INTRODUCTION This report examines skills gaps in the heritage science sector. The sources consulted are relevant to the heritage sector as a whole, but only information relevant to heritage science is included here. The report is divided into three sections. Section 1 deals with skills and gaps in the conservation sector and is based on information drawn from the Institute of Conservation’s report Conservation Labour Market Intelligence 2012–13 (Aitchison, 2013), while section two covers specific workplace skills gaps throughout the heritage sector, drawn primarily from NHSS – Report 3 - Understanding capacity in the heritage science sector (Williams, 2009c). Supplementary information from The Historic Environment and Skills Survey (CCSkills, 2013) has been included in both sections. 3, drawn largely from National and European strategies relevant to heritage science, lists more general issues that, although not specific skills gaps, can be translated as current and future needs across the heritage science sector. The final section details the work of the EPSRC Centre for Doctoral Training in Science and in Arts, Heritage and (SEAHA)1 in addressing many of the identified skills gaps through its student training. A full list of sources consulted has been provided in section 5.

It should be understood that this area is dynamic, rather than static and that skills gaps are starting to be addressed as new initiatives come into play. Since the reports on skills gaps referenced below were written, SEAHA has been making substantial inroads in filling the gaps in scientific and analytical skills with its innovative training programme. From April 2017, a European Research Council grant to UCL Institute for Sustainable Heritage2 will advance knowledge and skills in modern materials.

1. SKILLS AND GAPS IN THE CONSERVATION SECTOR

1.1 PROFESSIONAL TRANSFERRABLE SKILLS New entrants Serious skills gaps3 were found in:  Business skills; leadership; people management; project management

Established staff Serious skills gaps were found in:  Business skills; information technology skills; leadership; project management

The CCSkills survey identified skills gaps among staff including communication, customer care, team work, time management, planning/organisation, commercial awareness/business acumen and the ability to work under pressure. Digital technology skills were cited as a specific gap including: communicating with audiences and stakeholders, on-line education resources, and handling born digital collections and data. It should be noted that these skills gaps are found across the heritage sector and are not merely specific to conservation.

1 http://www.seaha-cdt.ac.uk/ 2 https://www.ucl.ac.uk/bartlett/heritage/ 3 Skills gaps were defined as ‘skills that existing staff need but lack’ and therefore identify training priorities. Skills shortages occurred where ‘employers cannot find job applicants with the right skills’ often leading to external specialists being brought in. (CCSkills 2010; Skillset 2001, cited p7).

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1.2 SPECIALIST PREVENTIVE CONSERVATION New entrants Serious or significant skills gaps were found in 12 out of 194 areas:  Time-based media; digital media; modern materials; clocks watches and scientific instruments; ethnographic materials; stone and wall paintings; stained glass; textiles; gilding and decorative surfaces; furniture and wood; archaeological materials;

Established staff Serious or significant skills gaps were found in 7 out of 19 areas:  Time-based media; digital media; modern materials; clocks, watches and scientific instruments; photographic materials; natural and biological specimens

1.3 INTERVENTIVE CONSERVATION SERVICES Serious skills shortages were found in 1 out of 19 areas:  Clocks, watches and scientific instruments

Significant skills shortages were found in 9 out of 19 areas:  ; furniture & wood; gilding/decorative surfaces; metals; painting; photographic materials; stained glass; textiles; time-based media

1.4 CONSERVATION TRAINING AND EDUCATION 1.4.1 Training Provision Specialist preventive conservation  Few providers were found for training in time-based media, stained glass; stone and wall paintings

Interventive conservation  Few providers were found for digital media and time-based media  Significant skills shortages in books; furniture and wood; paintings; stone and wall paintings; and textiles and also in the provision of training for scientific or analytical services

1.4.2 Gaps in the skills and knowledge required to train others Specialist preventive conservation Skills gaps in existing staff were found in 12 out of 19 areas:  Serious gaps - furniture and wood and time-based media  Significant gaps – archives; books; ceramics and glass; digital media; gilding and decorative surfaces; modern materials; paintings; stained glass; stone and wall paintings; textiles

Interventive conservation Skills gaps were found in 3 areas:  Serious gaps - digital media; furniture and wood; modern materials  Significant skills gap in training for the provision of scientific or analytical services

4 The 19 specific categories used in the Icon survey are: Archaeological materials; archives; books; ceramics and glass; clocks, watches and scientific instruments; digital media; ethnographic materials; furniture and wood; gilding and decorative surfaces; metals; modern materials; natural history and biological specimens; paintings; paper; photographic materials; stained glass; stone and wall paintings; textiles; time-based media. 2

1.5 SCIENTIFIC AND ANALYTICAL SERVICES Overall, relatively few organisations provided scientific or analytical services and no respondents were found who provided these services for the conservation of books or for time-based media.

1.5.1 Skills gaps in particular areas of scientific or analytical services Existing staff - skills gaps in 10 areas:  Serious skills gaps: digital media; stained glass; textiles  Significant skills gaps: archaeological materials; ceramics and glass; ethnographic materials; furniture and wood; gilding and decorative surfaces; metals; photographic materials; stone and wall paintings

New entrants - skills gaps in 9 areas:  Serious skills gaps: clock; watches and scientific instruments; ethnographic materials; metals; modern materials; natural history and biological specimens  Significant skills gaps: archaeological materials; ceramics and glass; gilding and decorative surfaces; paintings

1.5.2 Training priorities for the provision of scientific and analytical services Areas where skills were bought in (representing skills shortages) - 9 areas:  Serious skills shortages: digital media; furniture and wood  Significant skills shortages: gilding and decorative surfaces; metals; modern materials; paintings; paper; photographic materials; stone and wall paintings

Invested in training (representing skills gaps) - 13 areas:  Serious skills gaps: digital media; gilding and decorative surfaces; modern materials; natural history and biological specimens; paintings and stained glass  Significant skills gaps: archaeological materials; ceramics and glass; ethnographic materials; furniture and wood; paper; stone and wall paintings

In almost every area, at least one organisation wanted to improve their future skills capacity and more organisations wanted to improve capacity in applying scientific or analytical services to modern materials than provided that service.

2. SPECIFIC GAPS IN CAPACITY ACROSS THE HERITAGE SECTOR NHSS Report 3 identified key specific skills gaps and shortages for 3 sub-sectors of heritage science:

2.1 MOVEABLE HERITAGE  Issues exist in finding staff with a suitable mix of skills, experience and knowledge, although there are few issues in recruiting staff per se.  The most critical shortages are in conservation and care of plastics and modern materials and analysis of organic materials and pollutants.  There are insufficient organic and polymer chemists entering conservation and conservation science.  Specific reported shortages include: o Science-based advice for conservation/collection care of plastics and modern materials 3

o Analysis of organic materials o Monitoring gaseous pollutants and general environmental monitoring o Testing display cases for air tightness o Paint (pigment and medium) analysis

2.2 HISTORIC BUILT ENVIRONMENT  Few dedicated, full-time specialists work in this area: most also work in other disciplines and are located in non-heritage departments, potentially making specialist help difficult to locate.  Specific reported shortages were found in: o Materials analysis (stone, brick mortar) and material degradation o Building / environments and improving the energy efficiency of historic buildings without causing damage

2.3 ARCHAEOLOGY  Capacity is generally adequate but shortages are due in part to the lack of a well-focussed research agenda and thus of available funding  Specific reported shortages were found in: o Environmental archaeology o Materials science (particularly for UK archaeology) o Chronological modelling o Biomolecular studies

2.4 HISTORIC ENVIRONMENT AND CULTURAL HERITAGE SKILLS SURVEY The CCSkills survey identified additional, general skills gaps across the heritage sector. By sub-sector as defined by the publication these included:

Archaeology:  Invasive and non-invasive field work skills, , desk-based or environmental assessment skills, cataloguing and recording skills and post-field work analysis skills, demonstration skills, understanding and communicating with audiences, community engagement, collaboration skills and evaluation skills

Conservation:  General conservation science skills, knowledge of the history of the production/creation of objects; preservation, storage and handling techniques; cataloguing and recording skills

Cultural heritage institutions:  Collections care, management and interpretation; preservation, storage and handling techniques; and management; cultural asset management; recording/cataloguing and basic conservation and restoration skills.

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Planning and related services:  Managing information and knowledge; facilitating sustainable development; use of materials and repairs for historic buildings; techniques and standards for research and investigation, general planning policy; building and conservation policy.

3. ADDITIONAL NEEDS ACROSS THE HERITAGE SECTOR These have been largely drawn from National and European strategies relevant to heritage science and list more general issues that, although not specific skills gaps, can be translated as current and future needs across the heritage science sector.

3.1 ASSESSMENT AND MONITORING  Understand and reinforce the evidence base to demonstrate the social and economic value of heritage science to society and to assist decision making  Assess the effectiveness and influence of science in support of conservation practice  Map the existing professional community and establish end-user research needs through local and international mapping  Utilise social to develop metrics for quantifying the social and economic benefits of heritage science  Adopt a multidisciplinary, participatory process for heritage science assessment, including stakeholder involvement, data collection, long term monitoring, predictive models, risk management analysis, new metrics and indicators

3.2 CAPACITY BUILDING  Examine larger societal issues that encompass heritage to offer an entry point to engage those generally not associated with the heritage science field (eg., students; policy makers; public)  Exploit opportunities to promote heritage science on existing platforms  Heritage institutions should share resources and expertise to be more efficient, increase access and reduce inequalities  Support researchers at different stages of their careers and provide training to enable them to work across disciplines and all forms of heritage  Identify best practice to increase the capacity and scope of heritage science research  Promote development of early career researchers’ collaborative skills by embedding them in practice environments and involve non-HEIs in supervision and career development  Enhance sector capacity and capability through studentship funding programmes and post- graduate training  Emphasise CPD, mentoring and workplace training are to address skills gaps in existing staff

3.3 COMMUNICATION  Communication between science and arts and is needed to integrate these fields  Language and communication are significant impediments to collaboration and underpin many aspects of effective collaborative research. Bi-directional communication between scientists, end-users, policymakers and public is essential, and enabling an efficient dialogue using a common language is also necessary  Effective communication includes a better understanding of the audience(s) to be addressed and improvement in the means/tools/language employed to reach those audiences and should include awareness-raising of heritage science 5

3.4 DISSEMINATION  Disseminate knowledge at the correct level for the recipient: build dissemination into project planning and ensure all projects produce publications  Provide infrastructure for collating, sharing and archiving data and make scientific information open access (e.g., big data, metadata and scientific documentation)  Address the long-term survival of digital data  Assure open and credible information, using common language and terminology, accessible for as many end-users as possible and adapted to the correct level and context  Acknowledge the value of less traditional dissemination methods, which enjoy lower prestige in the academic community, as they may have a significant impact outside academia  Improve workplace access to key heritage science journals to enhance knowledge transfer  Expand the literature survey and indexing methods to allow greater access to grey literature and publications in languages other than English  Encourage recognition of heritage science publications by the scientific community possibly by establishing a specific journal for multi and interdisciplinary research  Make use of mass communication technologies for dissemination to public and end-users  Improve awareness of research that is taking place as well as providing access to reports  Provide guidance to enhance knowledge about specific techniques, backed up by readily available, impartial, authoritative advice  Increase access to reference collections and promote their use by external researchers  Build a culture enabling researchers to share findings with researchers in other disciplines, policymakers, end users, other industries and the wider public to demonstrate the wider benefit and impact of heritage science research  Develop a range of methods and educational tools to engage the broader public

3.5 EDUCATION AND TRAINING  Create a trans-disciplinary educational platform to enable non-heritage professionals to gain specialised training as a heritage scientist. Provide different paths for training depending upon local, national and regional needs  Educators need a clear understanding of the sciences contributing to conservation so graduates can bridge different disciplines  Enhance the role of heritage science within science teaching in secondary and tertiary education  Develop interactive didactic teaching tools for use by training institutions (online resources, interactive case studies, models). These resources should be open access, multi lingual, and multi-cultural and should be disseminated broadly  Professional bodies should survey their members’ training needs and ensure they are met  Educational programmes should: o Respond to the needs of the sector o Be broad-based, incorporating mainstream science and traditional knowledge and should be based upon an understanding of conservation processes and disciplines o Ensure that graduates have the skills necessary to be employed o Emphasise multi- and inter-disciplinary working methods o Provide communication and dissemination skills to dialog with a variety of audiences (stakeholders, peers and policymakers) and be strong advocates for heritage 6

o Foster collaboration at university, professional, governmental and community levels o Consider issues such as emerging and intangible heritage and , as well as the social and political dimensions of heritage and how it can contribute positively to societal priorities

3.6 FUTURE PLANNING/FORESIGHT • Professionals will need to deal with emerging heritage. so trend watching, horizon scanning and following technological developments are required to capture the emerging values and the stakeholders who attribute value • Define a common vision and mission for the sector describing the shared aims to lead a professional heritage science community forward • Develop prognosis models for new and changing heritage assets, their values and future risks • Anticipated areas that heritage science may need to address in future: o Research may become increasingly linked to achieving economic and social goals, particularly with economic goals for policy, where there would be economic or commercial returns for investment in research o Private giving, business and industry, and international foundations may become significantly more important in future o An increase in the involvement of users in heritage science research o Global migration could impact on setting future agendas as heritage becomes detached from historic national boundaries and the interface between different cultures and peoples may alter the meaning, research and practice of heritage o Constant monitoring and researching of heritage sites will be needed to mitigate physical stresses and degradation given increased cultural heritage tourism o Increased research into climate change resilience and energy efficiency will be needed to ensure that the physical impacts of climate change on historic assets are managed in a way which respects significance and reflects best practice

3.7 INCREASING IMPACT • Heritage science needs to achieve recognition by society for having impact on and providing answers for societal challenges • The impact of projects needs to be fully realised, particularly for end-users working in the practice and management of heritage • Develop effective metrics to measure the impact of research • To increase impact the sector needs to: o Demonstrate the applicability, use and benefits of scientific knowledge by solving problems for preservation and conservation o Provide evidence that heritage science can inform societal issues o Provide credible evidence to inform standards o Show case studies of how local communities have been strengthened by solving a conservation problem and illustrating the role of heritage science o Improve communication, connectivity, interactions and understanding between heritage scientists and other stakeholders in heritage community

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3.8 LEADERSHIP  Leaders or sector champions are needed to make a strong, clear voice for funders and decision-makers, to promote conservation and advance strategies and to inspire a new generation of heritage science researchers across Europe  Promote the development of leadership characteristics among heritage science professionals (eg, identifying priorities in the field; understanding budgets; public policies, etc.)  Provide advocacy at every level for strategic investment in high-quality research  Institutions should assume a sector leadership role, promoting heritage science and ensuring knowledge is made available at all levels.

3.9 POLICY  Provide evidence for policy on the positive contribution of heritage science to the historic environment and to UK sustainable growth and well-being  Develop and promote joint guidance and best practice on heritage and sustainable growth  Provide needs and impact measuring tools for decision makers  Raise the priority of heritage science within political agendas by connecting research to contemporary challenges  Develop a better understanding of current and impending changes in the sector to ensure public policy on heritage science is effective and resources are targeted efficiently

3.10 PRACTICE • Exploit new research methodologies to bridge the gap between research and practitioners • Optimise existing technologies to render heritage freely accessible to all, in all its aspects (improving presentation and access; managing deterioration, etc.)  Provide end-users with tools to understand the scientific process and the knowledge it generates

3.11 PRIVATE/INDEPENDENT SECTOR  Individuals and third sector organisations need good and accessible frameworks of advice and training. Work to coordinate a sector strategy to identify under-utilised skills, marry them to demand, fill skills gaps and targets skills and training resources efficiently  Cross-sector action is required to ensure that public sector generated information is secure and digitally accessible in the long term  Promote a higher level of philanthropic giving to heritage projects and organisations  Improve partnerships within and outside the sector to increase collaboration, help practice make better use of research, knowledge and innovation and enhance resources, funding and skills  Improve mechanisms to bring together industry, heritage partners and researchers  Barriers to collaboration exist between industry/SMEs and research partners despite a mutual interest in collaboration. Barriers include: o Relevance of academic research to industry/SME goals and expectations o Inadequate support in industry for dedicating time to collaborative research o Lack of opportunities to make connections o Differences in working culture o Differences in time-frames of participants

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3.12 PUBLIC ENGAGEMENT  Engage beyond the sector to raise awareness of impact, and find collective ways to manage it  Support heritage groups to develop tools (especially digital ones) enabling them to engage more broadly and become more effective advocates for the sector  Increase overall levels of participation - volunteers, visitors and members, with an emphasis on increasing diversity and engaging under-represented groups  Give individuals and communities the tools and encouragement to better understand, investigate, manage, enjoy, make decisions about and raise funds for the historic environment  Champion high quality heritage learning experiences within and outside the classroom, supporting the delivery of the school curriculum and the wider cultural education agenda  Develop participative science (including the public in projects, citizen science, crowd sourcing)

3.13 RESEARCH  Internally generated research questions that do not offer solutions to identified problems, should not be valued or supported. Projects that are cross-cutting through to key areas of the contemporary political agenda should be given support and funding and will help to address the low visibility of heritage science research  A broader approach is needed, taking big societal challenges more often as a starting point for research  Understanding physical tolerances for access to heritage needs to be improved by research. Old concepts and received wisdom should be investigated and updated to manage access  Utilise research to understand the social aspect of access: what people want and need from cultural heritage and whether these needs are met; how volunteering can support research and how to involve local communities in an interdisciplinary context  Support for large collaborative research projects, networking activities and new researchers is necessary, including opportunities for researchers to spend time working in other organisations, with other disciplines  Design research to accommodate and understand different types of goals to improve effective collaboration, and manage end-users’ expectations about practice-led goals  Longer research projects, or programmes, could promote good team dynamics and allow sufficient time to link research to practice  Heritage science research should: o Be truly integrative and provide opportunities to explore all forms of cultural heritage (tangible, intangible and digital) o Involve collaboration and work across boundaries - disciplinary, conceptual, theoretical, methodological, and international o Explore new areas, and where appropriate, include creative or innovative approaches o Underpin the development of policies, charters and guidelines as well as business development strategies within institutions o Recognise the wider benefits of collaboration (e.g., knowledge exchange, community building, training, developing long term relationships and building the evidence base) o Be context-based, relevant locally or globally, be designed for and value diverse audiences, be co-authored with the public and should be inclusive for all people involved with or affected by heritage

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o Should encourage researchers to explore/employ a range of approaches: applying and embedding new technologies and tools; employing oral ; understanding craft practices; visualisations and scenario building, etc. o Facilitate collaboration by promoting shared goals, mutual understanding, good communications and shared language

3.14 TOOLS AND TECHNIQUES  Develop mechanisms to disseminate and share knowledge, identify problems and create a ‘technology watch’  Create resource banks of technologies and human capital to provide expertise, training and technology transfer  Create a knowledge infrastructure, from local groups to global networks, integrating other communities and society at large  Make research efforts sustainable and data durable: make better use of research infrastructure (archives, laboratories, portable devices etc. both formal and informal)

4. ADDRESSING THE GAPS - THE EPSRC COLLABORATIVE DOCTORAL TRAINING CENTRE FOR SCIENCE AND ENGINEERING IN ARTS, HERITAGE AND ARCHAEOLOGY (SEAHA)

Designed to respond to a real need for training of interdisciplinary scientists and engineers due in part to an ageing sector workforce and several identified skills gaps, the SEAHA training programme has been co-developed and delivered in collaboration with 70 national and international partner institutions from the creative, industry, heritage, scientific, engineering and higher education sectors. Collaborative and cross disciplinary from the outset, each SEAHA project involves partners from academia, industry and heritage, with unique tripartite student supervision and industry placements. To ensure relevance of research to the heritage science domain, proposed topics are evaluated by representatives from academia, heritage organisations and industry, and are evaluated on both academic excellence and strategic importance to the field.

Skills training is embedded in the programme, covering a wide range of research and transferrable skills. Access to the press and media is enabled through HEI press officers, and both public engagement and student-led initiatives feature strongly. By working with, and receiving training from non-academic organisations in industry and heritage, students acquire a good understanding of decision-making mechanisms and processes beyond the traditional academic setting, while growing their research and professional networks, and potentially developing employment opportunities. This equips them exceptionally well to become future heritage leaders and ‘agents of change’.

Training helps students develop necessary skills for future employability as they advance through their doctorate. SEAHA has created leadership and professional development opportunities for students, including:  A transferrable skills module to equip students with communication skills: scientific, professional, policy, media and public communication, and leadership and negotiation skills. Training is given on research data management and visualisation; dealing with funders, public engagement and media relations, and communicating and publishing research

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 Second and third-year students receive training on video editing; digital documentation methods; digital methods in the built environment research ethics and developing heritage science resources for the national curriculum, which helps students to consider the potential outputs and societal impacts of their research. SEAHA has also co-developed and delivered heritage public policy training at the Hansard Society in London.  Annual cohort activities include a student-run international annual conference and field- research trips to heritage sites, where students are exposed to different approaches to scientific research and heritage management and work in groups on the production of a research output, designed to provide enhanced transferable skills. 1st year students produce a consultancy report while the 2nd year students produce a video report, and all field research trips are accompanied by public engagement activities.

Students disseminate their research widely; they are required to publish and to fully engage with a wide audience. The first peer-reviewed publications have been published and the open-access journal Heritage Science has started an article series dedicated to SEAHA. Many SEAHA publications are co- authored by industry and heritage supervisors, ensuring wide and substantial impact beyond academia. As a result of the enhanced exposure, students are invited to present their research widely for heritage and industry organisations, as well as at academic events.

Both the media and the public are engaged through a targeted programme of communication activities:  A Mobile Heritage Science Laboratory, deployed 12 times each year, adding diversity and depth to the delivery of research and public engagement projects nationally, including educational events for children  Student excellence is promoted through the SEAHA website, social media and the press offices of the three collaborating HEIs, resulting in highly visible media engagement with the BBC, Channel 4 and Scientific American.  Student-led public engagement through Heritage Science Research Network and the SEAHA Podcast has an international reach of more than 47 countries

Current student projects are producing research that is relevant to archives, libraries, galleries, , archaeology and historic buildings, and collections in general, and include modelling, survey techniques, risk management, materials degradation and conservation (ancient and modern materials), non-destructive techniques, preventive and interventive conservation, micro and macro environments, lighting; light sensitivity of modern materials; hyper-spectral and multispectral imaging

A case-study containing additional information on SEAHA has been produced by this Impact Fellowship and is available from http://www.ucl.ac.uk/heritage-science-impact/Benefits/Reports_and_Publications

5. SOURCES CONSULTED

AITCHISON, K. (2013). Conservation Labour Market Intelligence 2012–13. London: The Institute of Conservation http://www.icon.org.uk/images/stories/downloads/clmi%20report.pdf

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DILLON, C. et al. (2014). Mind the gap: rigour and relevance in collaborative heritage science research. Heritage Science 2014, 2:11 http://www.heritagesciencejournal.com/content/2/1/11

CC SKILLS, ENGLISH HERITAGE (2013). The Historic Environment and Cultural Heritage Skills Survey https://ccskills.org.uk/supporters/advice-research/article/the-cultural-heritage-and-historic- environment-skills-survey

HISTORIC ENVIRONMENT FORUM (2015). Heritage 2020: strategic priorities for England’s historic environment 2015-2020 http://www.heritage2020.net/wp/wp-content/uploads/2016/10/Heritage2020-framework-text-2016- 06-20_final.pdf

ICON (2012). National Conservation Education and Skills Strategy 2012–2016. London: The Institute of Conservation http://icon.org.uk/system/files/documents/ncess_strategy.pdf

ICCROM (2013). ICCROM Forum on Conservation Science - Rome, 16-18 October 2013. Discussion group reports. Rome: ICCROM http://www.iccrom.org/wp-content/uploads/ICCROM-Forum-2013-on-Conservation-Science-Full- Report-final.pdf

JPI Cultural Heritage and Global Change - Strategic Research Agenda http://www.jpi-culturalheritage.eu/wp-content/uploads/SRA-2014-06.pdf

ENGLISH HERITAGE (2013) National Heritage Protection Plan. Overview Report 2011-15. London: English Heritage https://content.historicengland.org.uk/images-books/publications/nhpp-overview-rep- aprsep13/nhpp-overview-aprsep13.pdf/ Action Plan 2011-15: English Heritage - Revision 2: April 2013 – March 2015 https://content.historicengland.org.uk/content/docs/research/nhpp-action-plan.pdf

NHSS STEERING GROUP (2010). NHSS – Report 4 - Our vision and strategy for heritage science. http://www.heritagescienceforum.org.uk/images/dynamicImages/file/nhss_vision_strategy_web.pdf

WILLIAMS, J. (2009a). NHSS Report 1 - The Role of Science in the Management of the UK’s Heritage http://www.heritagescienceforum.org.uk/images/dynamicImages/file/nhss_report_1_web.pdf

WILLIAMS, J. (2009b). NHSS Report 2 - The Use of Science to Enhance our Understanding of the Past http://www.heritagescienceforum.org.uk/images/dynamicImages/file/nhss_report_2_web.pdf

WILLIAMS, J. (2009c). NHSS – Report 3 - Understanding Capacity in the Heritage Science Sector http://www.heritagescienceforum.org.uk/images/dynamicImages/file/nhss_report_3_web.pdf

WILLIAMS, J., LEE, E., CAMPBELL, G., EH SCIENCE NETWORK. (2013) English Heritage Science Strategy. London: Historic England

12 https://content.historicengland.org.uk/images-books/publications/ehss/EHSS.pdf/ Tables and annexes - https://content.historicengland.org.uk/images-books/publications/ehss/ehss- tables-annexesvapr2015.pdf/

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