One of the things we’ve achieved at the NCCPE is to build on that feedback – and on conversations with lots of people across the sector – to launch a new website which tries to connect up some of the best and most useful resources and practice across the sector. Research, toolkits, case studies... What’s common between search and the beacons is the focus on culture change... How to make that happen. Something we’re launching on our website is a very simple framework to try to make sense of this – and to provide us all with a common language to describe what we’re doing and try to join it up. But also a draft framework to synthesise and simplify the challenges of embedding engagement: having reviewed lots of frameowroisk and toaked to lots of people an d read olots of evaluation reports – these five key areas... Now working towards ‘solutions’ under these different headings
The National Coordinating Centre for Public Engagement
The National Coordinating Centre for Public Engagement Paul Manners, Director Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust
<ul><li>This initiative aims to create a culture within UK Higher Education where public engagement is formalised and embedded as a valued and recognised activity for staff at all levels, and for students. </li></ul>Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust
The NCCPE’s vision is of a higher education sector making a vital, strategic and valued contribution to 21 st- century society through its public engagement activity. Our mission is to support universities to increase the quantity and quality of their public engagement activity.
Embedding engagement: six triggers MISSION Embed in strategy and promote through leadership REWARD Recognize, reward and support staff involvement COORDINATION Coordinate delivery to maximise efficiency, learning, impact PUBLIC Involve the public in governance and through ongoing dialogue STUDENTS Include and involve students COMMUNICATION Celebrate and champion success, inside and outside
<ul><li>The importance of public engagement </li></ul><ul><li>“ It’s difficult to say because it almost comes into a different category because it is not part of my job description or one of the measures against which I think I will ever be measured…it’s more like deciding do I want to go for a run today? It’s something I enjoy and it’s important but I don’t really see it as a part of my paid job” (Senior Researcher) </li></ul><ul><li>Recording public engagement </li></ul><ul><li>“ Nobody knows whether it counts towards their work time, so it dissuades people from doing it or telling people they are doing it because they might be called upon to fill up those hours somewhere else” (Researcher) </li></ul>CUE East baseline study Coordination
KEY FINDINGS RESPONSE 84% involved , but lack of a shared understanding . Devise a ‘working’ typology . PE not as important as research and teaching and for some, admin. New promotions criteria links PE to teaching & research. Lack of strategic support New UEA Corporate Plan with Engagement a priority. Very little recording happening & no institutional mechanism in place ‘ Engagement Tracker ’ developed PE is not rewarded in any formal way. New promotions criteria and individual awards . Evaluation of PE is minimal. Advice to individuals & projects on evaluation.
Manchester Beacon connecting people, place & knowledge The Beacons for Public Engagement are funded by the Higher Education Funding Council for England and Research Councils UK in association with the Wellcome Trust, the Higher Education Funding Council for Wales and the Scottish Funding Council. Image: Michael Colvin
Key feature: listening embedded in design of new engagement
Students <ul><li>The NCCPE Student Volunteering Initiative has been set up to provide evidence of the impact of volunteering on students, communities and institutions. </li></ul><ul><li>By the end of the project in March 2011, we aim to: </li></ul><ul><ul><li>Inspire a shift in culture </li></ul></ul><ul><ul><li>Increase capacity </li></ul></ul><ul><ul><li>Deliver high quality engagement activity </li></ul></ul>
Mission <ul><li>“ ... To be a world-class research- intensive university, to deliver teaching of the highest quality and to play a leading role in the economic, social and cultural development of North East England...” </li></ul>
Newcastle’s 10 point plan... <ul><li>Review of Global Best Practices in University / Society Engagement; </li></ul><ul><li>Analyse societal needs and challenges: global, regional and local; </li></ul><ul><li>Audit of current engagement at Newcastle; </li></ul><ul><li>Create engagement framework , articulating the priorities at Newcastle; </li></ul><ul><li>Set strategic engagement objectives; </li></ul><ul><li>6. Agree Key Actions; </li></ul><ul><li>7. Agree Key Performance Indicators; </li></ul><ul><li>8. Agree institutional coordination structure for engagement; </li></ul><ul><li>9. Address institutional capacity and resources; </li></ul><ul><li>10. Establish processes for monitoring, review and reporting; </li></ul>
Simple illustration of systemic action research Stage 1 Stage 2 Stage 3 Stage 4 Exploratory group discussions, interviews, data collection, system mapping.. Issue-based inquiries along with action. Multi-stakeholder meetings Large event: analysis, resonance testing, and action planning. Inquiry strands Sub-inquiry strands Inquiry group meetings Large group meetings (multi- SH platforms)
Communication ‘ Public engagement touches on massive & omnipresent areas of our actual social life - areas which are at the heart of the fabric and the material base of our society - matters which affect all of us every day of our lives'