Thinking about impact I
Carolyn Sargentson
HAHP
April 2016
DEFINING IMPACT
Research Councils UK (RCUK)
…the demonstrable contribution that excellent research makes to society and the
economy
ESRC
It is not enough just to focus on activities and outputs that promote research impact, such
as staging a conference or publishing a report. You must be able to provide evidence of
research impact, for example, that it has been taken up and used by policymakers, and
practitioners, has led to improvements in services or business.
HEFCE's definition for the REF
an effect on, change or benefit to the economy, society, culture, public policy or services,
health, the environment or quality of life beyond academia.
DEFINING IMPACT
Research Councils UK (RCUK)
…the demonstrable contribution that excellent research makes to society and the
economy
ESRC
It is not enough just to focus on activities and outputs that promote research impact, such
as staging a conference or publishing a report. You must be able to provide evidence of
research impact, for example, that it has been taken up and used by policymakers, and
practitioners, has led to improvements in services or business.
HEFCE's definition for the REF
an effect on, change or benefit to the economy, society, culture, public policy or services,
health, the environment or quality of life beyond academia.
DEFINING PUBLIC ENGAGEMENT
National Co-ordinating Council for Public Engagement
NCCPE
...the myriad of ways in which the activity and benefits of higher education
and research can be shared with the public. Engagement is by definition a
two-way process, involving interaction and listening, with the goal of
generating mutual benefit.
NCCPE: THE ENGAGED UNIVERSITY
NCCPE: What stage are we at as a university?
When thinking about public engagement (PE) mission, would you say your
institution/organisation is:
• Embryonic - There is little or no reference to PE in the organisational mission or in
other institution-wide strategies
• Developing – PE is referenced sporadically within mission documents & strategies, but
is not considered a priority area
• Gripping – PE is clearly referenced within institutional mission & strategies & the
institution is developing an institution-wide approach
• Embedding – PE is prioritised in the institution's official mission & in other key
strategies, with success indicators identified
IS WHAT YOU ARE DOING, OR PLANNING TO DO,
IMPACT
?
IS WHAT YOU ARE DOING, OR PLANNING TO DO,
IMPACT?
There is
only
ONE
answer
to this question
IS WHAT YOU ARE DOING, OR PLANNING TO DO,
IMPACT?
Is there any underpinning research?
IS WHAT YOU ARE DOING, OR PLANNING TO DO,
IMPACT?
Is there any underpinning research?
Any amount you want…….
Am I doing impact?
Ｈａｖｅ Ｉ ｐｒｏｄｕｃｅｄ
Ｕｎｄｅｒｐｉｎｎｉｎｇ Ｒｅｓｅａｒｃｈ？
ＮＯ
ＹＥＳ
Ｗｉｄｅｎｉｎｇｐ
ａｒｔｉｃｉ－ｐａ
ｔｉｏｎ
Ｐｕｂｌｉｃ
ｅｎｇａｇｅｍｅｎｔ
ＩＭＰＡＣＴ
Am I doing impact?
Ｈａｖｅ Ｉ ｐｒｏｄｕｃｅｄ
Ｕｎｄｅｒｐｉｎｎｉｎｇ Ｒｅｓｅａｒｃｈ？
ＮＯ
ＹＥＳ
Ｗｉｄｅｎｉｎｇｐ
ａｒｔｉｃｉ－ｐａ
ｔｉｏｎ
Ｐｕｂｌｉｃ
ｅｎｇａｇｅｍｅｎｔ
PATHWAY TO IMPACT
ＩＭＰＡＣＴ
Pathways to impact
Models of public engagement (PE)
ENGAGE
INVOLVE
DISSEMINATE
NCCPE-MUPI sample of university-S/M museum
engagement: approx findings re university
researchers’ engagement
9
8
ENGAGE
7
6
5
INVOLVE
4
3
DISSEMINATE
2
1
0
ENGAGE
INVOLVE DISSEMINATE
NCCPE-MUPI sample of university-S/M
museum engagement: approx findings
re8 university researchers’ engagement
7
6
5
4
3
2
1
0
CONCEPT
RESEARCH
APPLICATION
DISSEMINATION
Modelling public engagement
Modelling research:
designing research around PE/impact
→ new models of research?
eg co-production of research
“Until last year I saw universities as another world, it didn’t seem they were
engaging with the community. Now, we are co-researchers developing our own
research project.”
Community member, Gateshead
What stage are you at in your project?
When thinking about public engagement (PE), would you say your project is:
• Embryonic - There is little or no reference to PE in in your project concept
• Developing – PE is referenced within the project but is not central to it
• Developed – PE is clearly designed into the project but is not pervasive; it does
not drive the project
• Embedded – PE is central to the project’s concept and mission, with success
indicators identified
NB Impact checklists will be available in subsequent workshops
Sussex resources are GOOD
Department level:
School level:
University level:
Sector level:
Government level:
Rescoms – work with your committees and chairs
Director of Research and Knowledge Exchange supported by Fiona Allan
Carolyn April-July 2016 [workshops, one-to-ones, consultancy]
Research Quality and Impact team
REF impact case studies: Saskia Gent
impact in research grants: Christina Miariti
Impact Day 14 June 2016
http://www.sussex.ac.uk/staff/research/rqi/impact/toolkit
National Co-ordinating Centre for Public Engagement
https://www.publicengagement.ac.uk/
Research Councils UK guidance
http://www.ahrc.ac.uk/research/impact/
REF2014 impact case study database