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Research impact: the university perspective
Julie BayleyFormer Impact Officer
Researcher & Health PsychologistCoventry University
[email protected]@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
