Background and context. Overview. Impact Drivers. Research Impact

Transcription

1 Embedding impact; effecting institutional change through the development and rollout of an Capture System Julie Bayley Officer Senior er in Health Psychology Julia Ryall Programmes Director Post Award Purpose Aim Audience Exercises Resources To share Coventry s experience of embedding impact To offer insight into developing strategies for your own institution directors, managers and officers, funders, stakeholders Brief, to support planning for your institution Blog - Session materials (slides, booklet) Link to paper and slides ( Strategies for the management and adoption of impact capture processes ) from EuroCRIS 2014 Link to How-to guide for developing an Capture System, LSE of Social Sciences blog post Overview 1. Background and HE context 2. Coventry approach (with ERIC ) 3. support context 4. Next steps 5. Q&A Section 1 Background and context Councils UK (RCUK) definition: 'the demonstrablecontribution that excellent research makes to society and the economy'. Broad types: Academic Economic Societal Environmental Drivers REF 2014 added to assessment criteria (not in RAE 2008) Academic excellence 65% 20% Retrospective tracking and capture Expected increased weighting for impact in REF 2020 Increased funder requirements for impact (eg. Horizon 2020) Return on Investment 1

2 Related context Ongoing discussions on measurement, assessment and definitions e.g. Acceptable metrics Appropriate metrics Altmetrics Proxy measures Related drives eg. Open Access, international strategy Increasing focus on how to embed change institutionally How do we develop a systematised approach? Experience of REF 2014 understanding / awareness is not static or universally accepted Scepticism and suspicion Standardisation across disciplines Attribution and ownership Challenges Intangible impact Time lag / tracking Control of information Bridging academic / business divide Combining narrative with metrics Non-funded projects Section 2 EXERCISE 1 Coventry University Approach Booklet page 6-7 is a good thing can be captured by an academic self service system 2

3 capture and assessment are separate activities Different impacts can be ranked / weighted Ranking / weighting impact is motivating for academics Priority should be placed on REF 2020 impact rather than impact in broader terms is a virtuous activity Academics are suspicious about Centrally led initiatives 3

4 Embedding at Coventry (ERIC) JISC funded project (2012) to develop a pilot impact capture system System to plan and capture impacts from project inception VC commission: redeveloped to cover whole university Development: Development of impact markers Review of literature and guidance Academic and stakeholder consultation Prototype development process 1. needs analysis Business and Community Engagement 2. Create content 3. Technical process review / system adaptation Information Management 4. Pilot test system * Pilot Purchase database External literature / guidance Full rollout Consultation and engagement across faculties Modify/ extend database Full launch ERIC system Built within existing CU Information Management system (BIDS) Add details of (multiple) planned impacts, those which occur unexpectedly or remove those which do not transpire. 4 steps to add an impact.. Embedding 1. Plan impact 2. Plan evidence 4

5 3. Set reminders 4. Add evidence / defer / update Benefits of ERIC Consultation feedback Institutional memory Flexible system supports impact planning from project inception Build and monitor ongoing impact portfolios Reduced reporting burden for REF 2020 Support funding bids / reports to funders CU marketing, case studies and reputation building Barriers Time / System workload familiarity System Attribution awareness difficulties and tracking Facilitators Training Raise System awareness edits Link across university Utilise data Access Increase relevance Supporting the Agenda Section 3 Support Context Coventry s Story: Past, Present, Future Changes in the Project Life Cycle Tensions, concerns, worries, solutions. 5

6 Coventry University Commitment Part of new Excellence with strategic plan Capture System (ERIC) Central Officer (Academic) Faculty / research centre based impact personnel Broad and growing support structure for impact support Increasing reputation and presence across higher education is valued across the project lifespan To built in from the start of a project From... considered at the end of the project.. project Academic output Citations Academic project planning Academic output Other dissemination Citations and metrics monitoring / evidencing From Conference To.. Moodle Ethics Non- Funded Dissemination Repository Articles M&C Media Presence Cogs New different drivers? When? Strategic leads Themes Articles Repository Publicly Funded Projects BIDS EventsForce Events / Conferences BIDS Academic s Funded Projects Esteem Markers?? We don t know what the Strategic Leaders will require next Support Homogeneous Academics Heterogeneous? What is the information for 6

7 Cogs Key Challenges Benchmarking Strategic leads Themes Organisational Reputation Ownership Performance Measure? Subject Specific Exercise 2: Your cogs Strategic leads Cross Cutting Immediacy RE-USE Standardisation Longevity Support Homogeneous More FUNDING Indexed / Meta Tags Everything? Academics Heterogeneous Ranking Context Context Individuals Own Reputation Diverse Support Academics Booklet page 13 Section 4 Next steps. as a Sector Build in impact from the start Translate Engage Academics Behaviour change, embed, deal with suspicion Engage Stakeholders Build networks (internal and external) Bridge academic / research support divide.at Coventry Continue building and rolling out system Grow impact culture / infrastructure Embedding impact and behaviour change Training System changes Dissemination (papers, reports, blogs) Exercise 3:. at your Organisation Booklet page 15 7

8 Summary Top-down support for bottom-up development Consider what works in your context Engage not enrage academics Across-university system interaction Continued dialogue and revision Centralised and committed approach, locally translated Partnership is key Julie Bayley Thank you Questions? Julia Ryall Exercise Proportional Engagement (PIE) chart 8