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Evidencing impact

Mark Reed
Mark Reed
Mark ReedProfessor of Socio-Technical Innovation at Newcastle University

How to track, evaluate and evidence impacts arising from research. Presentation by Prof Mark Reed from Fast Track Impact

Evidencing impact

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EVALUATING IMPACT
 Move to your break-out room
 Introduce yourself to your partner in 1 minute
 Swap places and let your partner introduce
themselves in 1 minute
 60 second countdown to finish up and make
any notes
 Come back to the main room and introduce
your partner in the chat
Evaluating Impact
Introductions
 In the chat now…
Evaluating Impact
Handouts and books
Evaluating impact
 The process of assessing the significance and
reach of both positive and negative effects of
research
 Your task is to identify causal links between:
 Research (cause)
 Impact (effect)
 To create an evidence-based argument that
your research was sufficient or necessary to
generate the claimed impact
Evaluating Impact
What is impact evaluation?
Evidencing impact
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Evidencing impact

  • 2.  Move to your break-out room  Introduce yourself to your partner in 1 minute  Swap places and let your partner introduce themselves in 1 minute  60 second countdown to finish up and make any notes  Come back to the main room and introduce your partner in the chat Evaluating Impact Introductions
  • 3.  In the chat now… Evaluating Impact Handouts and books
  • 5.  The process of assessing the significance and reach of both positive and negative effects of research  Your task is to identify causal links between:  Research (cause)  Impact (effect)  To create an evidence-based argument that your research was sufficient or necessary to generate the claimed impact Evaluating Impact What is impact evaluation?
  • 7.  Entry level evaluation: use common sense to assess milestones and indicators (establishing baselines as necessary) Evaluating Impact Evaluating impact
  • 8. How to evaluate? Reed et al. (2021) Evidencing research impact : a methodological framework. Research Policy
  • 10. Systems analysis Contribution analysis, knowledge mapping, Social Network Analysis, Bayesian networks, agent- based models, Dynamic System Models, influence diagrams, Participatory Systems Mapping, Bayesian Updating Can be used in formative or summative mode, usually ex-post or during a pathway to impact Additive causation based on tracing links between causes and effects along causal chains or pathways to impact • A significant contribution made by research to the solution of a previously intractable problem • Increase and strengthening of the number of nodes or connections in a social network following a participatory process • Understanding of how a group of actors relate to each other and act • Policy • Other forms of decision-making and behavior change • Capacity building Textual, oral and arts-based Testimonials, ethnography, participant observation, qualitative comparative analysis, linkage and exchange model, interviews and focus groups, opinion polls and surveys, other textual analysis e.g. of focus group and interview data, participatory monitoring and evaluation, empowerment evaluation, action research and associated methods, aesthetics, oral history, story-telling, digital cultural mapping, (social) media analysis, poetry and fiction, music and dance, theatre Used either in formative mode to enable beneficiaries to engage and shape feedback that then enhances impact, or in summative mode, ex- post, to assess the extent to which research contributed to impact. Causation is inferred by building a case (sometimes generative and sometimes jointly with beneficiaries) that triangulates multiple sources of evidence to create an evidence-based, credible argument for research being a sufficient cause of impact. • Testimonials or statements from end users (e.g. policy makers) now applying a modelling tool • Testimonials from practitioners explaining how they gained a higher level of capability and capacity handling daily work thanks to a new guidance (improved skills, understanding, and confidence levels) • Improvements in variables that indicate the achievement of goals set by a stakeholder or other social group who co- produced research (e.g. number of community members having acquired a particular skill) • Changes of perception, awareness or attitudes of a social group as a result of engaging with research • Changes in culture, cultural discourse or appreciation and • All types
  • 11.  Evaluation design = research design  Get win-wins for your research by asking “what’s my impact” as a research question and identifying methods already in your toolkit  Get targeted help when there’s a tool missing  Be proportionate  Do parts of your design e.g. online survey, interview  Rigour from triangulation  Get feedback, plugging gaps till it is believable  Wait till you can do full design for high risk impacts Evaluating Impact How to evaluate
  • 12. Evaluating Impact Example 1 GDPR compliant permission to contact sample of beneficiaries Online survey, asking if they can be contacted for interview Interviews with sub-sample 1 2 3
  • 13. Evaluating Impact Example 2 Qualitative and quantitative social media analysis A funnel approach in which you direct a proportion of an audience to a website or other mechanism where you can follow up with them Before/after polling of media audiences www.fasttrackimpact.com/ media-impact-guide-and-toolkit
  • 14. Evaluating Impact Example 3 Credible link between policy and research (even if not cited) Evidence used in credible pathways Testimonial to prove causal link 1 2 3
  • 15.  Altmetric.com is useful for identifying social media and other coverage of your research, which you can follow up to determine if there are significant impacts  Policy documents citing your research  For example…
  • 18.  Remember: All forms of altmetrics tell you someone is interested in your research, but your task then is to find out why, and if they are benefiting to assess impact
  • 19. Evidence-based testimonials Before you start: Ethics approval? Format: • Part catch up and offer of further help • Part evaluation 1. Significance 2. Reach 3. Attribution 4. What could we have done better? Transcribe interview and draft testimonial
  • 21. •“A research method in which the arts play a primary role in any or all steps of the research where art forms are essential to the research process itself” (Coemans et al., 2015) • Visual methods like photography, painting, collages, murals • Narrative methods like poetry, fiction, comic strip • Performative methods like film, theatre, dance, songs, music Evaluating Impact Arts-based evaluation methods Dr Rachel Blanche Queen Margaret University Edinburgh Blanche, R. (2022) 'Arts based methods as a tool for impact research' [Video]. FastTrack Impact: Monitoring and Evaluating Impact.Online. 28 February. https://eresearch.qmu.ac.uk/handle/20.500.12289/11963
  • 22. • Benefits of arts-based methods (Reed et al., 2021): • Create new knowledge spaces, elicit new perspectives • Alternative (even non-verbal) means of expressing what is difficult to conceptualise or articulate • Effective way to explore, reflect, discuss, and describe the aesthetic part of experiences • Empower research participants • Generate enriched data with additional layers of understanding • Create compelling evidence with the power to connect with research audiences Evaluating Impact Arts-based evaluation methods
  • 23. Formative feedback from a dance workshop evaluating professional practice
  • 24. “We invite people to annotate the maps with their own observations, landmarks, little known facts, personal experiences, special places, attractions and unattractions. In this way we built up totally subjective multi-authored psychogeographic maps which become artworks in their own right” (Williams & Teasdale 2013) A key element of the project was The Huntly Map, a large outline map of the town (5ft x 7ft) containing road names and landmarks such as parks and rivers but no actual detail • The map as an artefact holds the evidence. • It communicates that evidence directly to the viewer. A psychogeographic* evaluation of impacts on community identity created an experiential map of Huntly * psychogeography: an exploration of a place that emphasizes interpersonal connections to locations and routes
  • 25. Who has a stake in my research? Comments or questions? Comment in chat Open mic
  • 27. Read and discuss Monitoring impact  Find a way to continually track your impacts easily to take the pain out of reporting:  Email impacts/evidence to yourself and file  Shared Google doc or sheet  Evernote: enable team members from any institution to collate impacts in a shared notebook without having to log into anything…
  • 30. Using evidence in REF case studies Based on PhD research by Bella Reichard @BellaReichard based on quantitative analysis of 217 and qualitative analysis of 180 of the highest and lowest scoring cases, spread across Panels A, B, C and D from REF2014
  • 32. Quantitative linguistic analysis 1. Highly-rated case studies provided specific, high-magnitude and well-evidenced articulations of significance and reach • 84% of high-scoring cases articulated significant and far-reaching benefits, compared to 32% of low-scoring cases, which typically focused on pathway Phrases more common in high- scoring: • Significance and reach (specific and high): in England and, in the US, the UK’s, millions of, long-term, the government’s, the department of, the House of Commons, for the first time, prime minister, select committee Phrases more common in low-scoring: • Significance and reach (non-specific or low): a number of, a range, nationally and internationally, in local, of local, the north, city council, policy and practice, an impact on, impact on the, the impact • Pathways to impact: has been disseminated, disseminated through, dissemination of, been disseminated, and workshops, the event, the book • Beneficiaries (not benefits): and community, practitioners and, group of, members of the Qualitative analysis
  • 33. • 97% of high-scoring cases clearly linked the underpinning research to claimed impacts, compared to 50% of low-scoring case studies • 42% high-scoring policy cases described policy and implementation, compared to 17% in low Phrases more common in high-scoring • Attribution between research and impact: cited in the, (was) used to inform, to improve the, led to the, resulting in, showing that, was subsequently, produced by, reported in, evidence for, cited in, led by 2. Highly-rated case studies established links between research (cause) and impact (effect) convincingly Phrases more common in low-scoring • Research outputs/process: the paper, peer- reviewed, journal of, et al, research project, this research has, by Dr, of Dr, research team • Attribution between research and pathways: work has, has informed, through the 0 10 20 30 40 50 60 70 80 Generally high quality corroborating evidence Some questionable quality evidence Vague and/or not clearly linked to impacts Number of case studies High-scoring Low-scoring Quantitative linguistic analysis Qualitative analysis • Coh-metrix analysis shows higher-scoring cases had more explicit causal connections between ideas and more logical connective words (and, or, but) than low-scoring cases
  • 34. 3. Highly-rated case studies were easy to understand and well written • Low-scoring cases more likely to have academic phrasing: in relation to, in terms of, the way(s) in which • Flesch Reading Ease score, out of 100, was 30.0 on average for 4* and 27.5 on average for 1*/2* (all “college-graduate” difficulty). Panels C & D high-scoring case studies significantly easier to read than low-scorers • High scoring cases had more sub- headings (especially pronounced when comparing high to low cases in Panel D) • High-scoring cases used more direct, plain language, had fewer expressions of uncertainty or hedging statements, and were less likely to contain unsubstantiated or vague use of adjectives to describe impacts Qualitative analysis Quantitative linguistic analysis
  • 35. Anatomy of a claim  Narrative structure  Causal structure  Claim structure: summary claim > specific claims (significance + reach) > evidence for each
  • 36. Who has a stake in my research? Comments or questions? Comment in chat Open mic
  • 37. Read and discuss Choose between the following options:  Main room: how would you prove that?  Discussion about difficult to evaluate impacts based on examples from the group  Break out rooms: Design an impact evaluation  Identify impact goal(s)  Identify impact indicators per goal  Discuss potential evaluation methods  Choose a relevant mix of methods Exercise
  • 38. Read and discuss A local example…
  • 40. Write in chat: • What will I do, based on what I learned today? Provide your email address and I’ll contact you a month from now to remind you what you wrote and see if I can help. Or arrange to meet a colleague a month from today to swap notes Evaluating Impact Actions Comment in chat
  • 41. Get a reply from Mark to any query within 1 week: send via Madie (pa@fasttrackimpact.com) www.fasttrackimpact.com @fasttrackimpact