Research impact: the University perspective

Research impact: the university perspective

Julie BayleyFormer Impact Officer

Researcher & Health PsychologistCoventry University

j.bayley@coventry.ac.uk@JulieEBayley

Winner 2015 - Impact

A quick intro….• Health Psychologist– Applied researcher >12 years– Interventions and behaviour change

• Coventry University Impact officer (2014-6)– Impact planning, strategy and training

• Association of Research Managers and Administrators (ARMA)– Impact Special Interest Group co-lead– Training and Development committee

Coventry context

• Top Modern University 2014/5

• Historically teaching / applied research

• Extensive growth/change

• Health psychology, nursing, midwifery, allied health and biomedical expertise

www.coventry.ac.uk

Key drivers

Assessment (REF)

Public benefit and social responsibility

Funding

Research Impact:• 'the demonstrable contribution that excellent

research makes to society and the economy‘ (RCUK).

• ‘For the purposes of the REF, impact is defined as an effect on, change or benefit to the economy, society, culture, public policy or services, health, the environment or quality of life, beyond academia’ (HEFCE)

Research Impact:• 'the demonstrable contribution that excellent

research makes to society and the economy‘ (Research Councils).

• ‘For the purposes of the REF, impact is defined as an effect on, change or benefit to the economy, society, culture, public policy or services, health, the environment or quality of life, beyond academia’ (HEFCE)

Impact is changeImpact occurs when research is successfully translated

into practice, e.g.:

Access to servicesQuality of lifeCondition managementEffectiveness of therapyConfidence

MortalitySeverity of symptoms

Medicine wasteMisdiagnosisIm

prov

ed

Reduced

For (REF 2014) assessment…• High quality (2* and above) research

– List papers and grants

• Conducted at the institution since 1993– Even in academic leaves, university ‘keeps’ impact

• Case studies showing direct link (research to effects)– Not individual expertise / consultancy

• Evidenced (and auditable) change– Not provable, not submissible

• Impact judged as unclassified or 1-4*

Awaiting REF2021

rules

For funding…• Funder impact is broader than REF impact– Often includes ‘academic impact’

• Increased emphasis on impact in proposal content

• Impact ‘appears’ in various forms– e.g. innovation, change, benefits, making a

difference……

• Very competitive

Understanding and overcoming challenges

Templating

Shifting from simplistic knowledge transfer / exchange…

Co-production

…to knowledge mobilisation and co-

production

Capturing and demonstrating impact

• Need to be able to PROVE change has happened

• No single or ‘gold standard’ way to do this• It’s about appropriateness and strength of

evidence…..

Example types of evidence• Testimonials• ‘Data’ (survey, service access…)• Awards• Patents• Policy citation• Practitioner guidance change• Organisational reports

Capturing and demonstrating impact

Four key questions1. What changes?

Capturing and demonstrating impact

Four key questions1. What changes?

Big or smallDon’t dismiss small changes….they add up eg:• Improved staff awareness• Improved patient engagementIs there a sequence of changes?

Capturing and demonstrating impact

Four key questions1. What changes?2. How will you know?

Capturing and demonstrating impact

Four key questions1. What changes?2. How will you know?

What information could tell you the change has happened? Who could tell you? How can you track? Who do you need to partner with?

Capturing and demonstrating impact

Four key questions1. What changes?2. How will you know?3. How could you most appropriately/strongly

‘prove’ it?

Capturing and demonstrating impact

Four key questions1. What changes?2. How will you know?3. How could you most appropriately/strongly

‘prove’ it?Can you measure it? Or do you need to get patient feedback? What method is most suitable?

Capturing and demonstrating impact

Four key questions1. What changes?2. How will you know?3. How could you most appropriately/strongly

‘prove’ it?4. How will you record it?

Summary and ‘where next?’• Impact = provable change

• Higher Education sector experienced but still overcoming challenges

• Asking the right questions - reflecting the topic/health condition – points you at the right indicators and evidence

Thanks

Any questions?

Julie Bayleyj.bayley@coventry.ac.uk

@JulieEBayley