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Details of Grant 

EPSRC Reference: EP/S021566/1
Title: UKRI AI Centre for Doctoral Training in Foundational Artificial Intelligence
Principal Investigator: Barber, Professor D
Other Investigators:
Agapito, Professor L Mitra, Professor N Stoyanov, Dr D
Brostow, Professor GJ
Researcher Co-Investigators:
Project Partners:
Adobe Systems Incorporated Albion Capital ASI Data Science (Adv Skills Initiative)
BenevolentAI Bio Ltd Capital Enterprise LLP Cisco
DeepMind Digital Catapult Digital Surgery
Dynium Robot EntrepreneurFirst Huawei Group
Julia Computing Microsoft nVIDIA
SCM Advisors Vodafone
Department: Computer Science
Organisation: UCL
Scheme: Centre for Doctoral Training
Starts: 01 April 2019 Ends: 30 September 2027 Value (£): 6,443,206
EPSRC Research Topic Classifications:
Artificial Intelligence Image & Vision Computing
EPSRC Industrial Sector Classifications:
Information Technologies
Related Grants:
Panel History:
Panel DatePanel NameOutcome
07 Nov 2018 UKRI Centres for Doctoral Training AI Interview Panel W – November 2018 Announced
Summary on Grant Application Form


The UK has had remarkable success in producing new algorithms in Artificial Intelligence. This has driven two processes -- one is the adoption of existing large-scale data analysis tools to industry problems. The other is the acquisition by large tech companies of UK talent, with the intention that it will significantly shape the future commercial landscape.

Whilst there has been dramatic recent progress in AI, the systems are still far from being universally useful. The tech giants are well aware of this and are investing heavily in teams and algorithms that can address these fundamental AI challenges.

It is vital that the UK retains the ability to create new AI technologies and does not become merely a consumer and user of AI technologies produced by others. This training centre will spearhead this effort by addressing the core research problems and training students to become the next generation scientists and entrepreneurs.

Key Findings
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Potential use in non-academic contexts
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Summary
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