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An Institutional Health Check for
impact: diagnosing and prescribing
institutional impact support
Dr Julie Bayley, University of Lincoln
Dr Anthony Atkin, University of Reading
Dr Stephanie Maloney, University of Lincoln
Tony Roche, Emerald Publishing Group
Session
• Impact and the institution
• Publisher role: the Emerald connection
• Institutional impact health and the 5Cs
• Two case studies:
• Lincoln
• Reading
• Activity
What is impact?
'the demonstrable contribution that excellent research makes to
society and the economy‘ (Research Councils UK).
‘an effect on, change or benefit to the economy, society, culture,
public policy or services, health, the environment or quality of life,
beyond academia’ (Research Excellence Framework, UK)
Shorthand: The provable benefits of research in the ‘real world’
Why institutions?
• Impact agendas focus strongly on link
between research/researcher and impact
• Vital role of institution can be overlooked
• Impact cannot be the responsibility of one
person: needs connections
• Individual impact literacy vital
• BUT must ensure institutional literacy and
support
Bayley, J. and Phipps, D. (2017) Building the Concept of
Impact Literacy, Evidence and Policy (available online)
https://doi.org/10.1332/174426417X15034894876108
Publisher
support.
Publishers have an important role to play.
• Train authors to engage with and write for non-specialist audiences
• Appoint practitioners to editorial boards
• Transform published content to be more bite-sized and accessible
• Broaden the publishing offer with structured abstracts and ‘implications’ section in papers
• Align content strategies with Grand Challenges and Sustainable Development Goals
Our commitment
Tangible, valuable support
Celebrating impact commitment
Healthy impact institutions
• Create, value and support the space needed
• Acknowledges effort
• Invests in capacity/skills
• Coordinates internal teams and resources
• Clear roles and strategy.
• Continually learns from best practice
• Builds strong connections with external stakeholders.
• Impact embedded and aligned (‘business as usual’)
• Impact delivered by confident, impact literate staff within a positive impact
culture.
Unhealthy impact institutions
• Compartmentalised and disconnected impact
• Singular responsibility
• No space to embed into process; left to the end
• Expects – but does not invest – in staff abilities.
• No strategy.
• Staff reluctant, unclear or unconfident
• Few or superficial connections to external stakeholders.
• Impact culture is negative, non-existent or treated as compliance with
assessment/external mandates only.
5 Cs of Institutional Impact Health
Commitment The extent to which the organisation is committed to impact through
strategy, systems, staff development and integrating impact into research and education
processes.
ConnectivityThe extent to which the organisational units work together, how they
connect to an overall strategy, and how cohesive these connections are.
Coproduction The extent of, and quality of, engagement with non-academics for to
generate impactful research and meaningful effects.
Competencies The impact-related skills and expertise within the institution,
development of those skills across individuals and teams, and value placed on impact-related
specialisms.
ClarityHow clearly staff within the institution understand impact, how impact extends beyond
traditional expectations of academic research, and their role in delivering impact
University
of Lincoln
The University of Lincoln
Our Mission:
‘A university looking to the future’ where we serve and develop our
local, national and international communities by creating purposeful
knowledge and research, confident and creative graduates and a
dynamic and engaged workforce.
‘A New Campus in an Ancient City’
- Established in 2001, Lincoln’s
rise has been rapid (1,600
academic staff, 14,000
students)
- In 18 years has moved from
100th ranked to 43rd – huge
change (complete University
Guide 2019)
- Risen to highest ever position:
22nd in The Guardian University
Guide 2019
- In REF2014 submitted to 17
UoAs, institutional ranking of 67
by GPA (weighted)
The University of Lincoln
- Modern, Research Active institution with top 40 ambitions
- Rooted in our local community driving forward regional economic growth: active anchor institution
- Excellent high profile researchers, lots of translational research, not maximising the impact from our
research, need to further develop our research environment
- Clear identity, vision and strategy of where we were going but how do we get there?
- Entrepreneurial culture: innovative approaches
- Reluctant to create a dedicated impact post in professional services: impact is everyone's
responsibility and needs to be embedded in academic culture
- Sought external advise to review our current position and how to maximise the impact of the great
work we are doing
- How to sell a hybrid role to an institution for which there isn’t a role profile, contract and non-campus
based premise????
- Important for role to facilitate maximising impact potential but not be solely responsible for it: how
do we get buy-in, change mind-sets and embed in academic culture?
Commitment
Connectivity
Coproduction
Competencies
Clarity
University
of Reading
University of Reading
University of Reading
Four-years of developing impact
competencies
Competencies
The impact-related skills and
expertise within the institution,
development of those skills across
individuals and teams, and value
placed on impact-related
specialisms.
Bayley, J.E, Phipps, D., Batac, M. and Stevens, E. (2017)
Development and synthesis of a Knowledge Broker Competency
Framework. Evidence and Policy (available online)
https://doi.org/10.1332/174426417X14945838375124
Diagnosing
Competence
Either
Identify competencies
Or
Identify lack of competencies
Building
Competence
Either
Build from the bottom up
Or
Prescribe from the top down
Current
Diagnosis of
Competencies
Large number of the competencies are
covered by
• Impact Board
• Impact-Programme Manager
• Impact Specialists
• Research Communications
Specialists
• Knowledge Transfer Specialists
• Review Panellists
Investment Programme working across
• 750 academics across 36 Divisions
• Impact at all stages of development
Competencies
The impact-related skills and
expertise within the institution,
development of those skills across
individuals and teams, and value
placed on impact-related
specialisms.
Summary
• Impact operates at all levels of an organisation and
across multiple job roles.
• Irrespective of type, size or funding, institutions must
identify meaningful ways to support the knowledge, skills,
resources and structures needed to deliver impact.
• Making an institution healthier strengthens the culture
and allows colleagues to maximise impact potential.
QUESTIONS?
Activity
Diagnosing and
prescribing
impact health
Your institutional impact health
The 5 Cs:
Commitment (how committed is everyone to impact?)
Connectivity (how connected are all those who need to be involved)
Coproduction (how much are ‘users’ involved?)
Competencies (do people have the necessary skills?)
Clarity (how clear are definitions, institutional messages, expectations, roles)
• Discuss a challenge you face in connecting research to impact
• Diagnose the problem in terms of the 5 C’s
• Prescribe an action to improve your impact health

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INORMS 18: An Institutional Health Check for impact: diagnosing and prescribing institutional impact support

  • 1. An Institutional Health Check for impact: diagnosing and prescribing institutional impact support Dr Julie Bayley, University of Lincoln Dr Anthony Atkin, University of Reading Dr Stephanie Maloney, University of Lincoln Tony Roche, Emerald Publishing Group
  • 2. Session • Impact and the institution • Publisher role: the Emerald connection • Institutional impact health and the 5Cs • Two case studies: • Lincoln • Reading • Activity
  • 3. What is impact? 'the demonstrable contribution that excellent research makes to society and the economy‘ (Research Councils UK). ‘an effect on, change or benefit to the economy, society, culture, public policy or services, health, the environment or quality of life, beyond academia’ (Research Excellence Framework, UK) Shorthand: The provable benefits of research in the ‘real world’
  • 4. Why institutions? • Impact agendas focus strongly on link between research/researcher and impact • Vital role of institution can be overlooked • Impact cannot be the responsibility of one person: needs connections • Individual impact literacy vital • BUT must ensure institutional literacy and support Bayley, J. and Phipps, D. (2017) Building the Concept of Impact Literacy, Evidence and Policy (available online) https://doi.org/10.1332/174426417X15034894876108
  • 6. Publishers have an important role to play. • Train authors to engage with and write for non-specialist audiences • Appoint practitioners to editorial boards • Transform published content to be more bite-sized and accessible • Broaden the publishing offer with structured abstracts and ‘implications’ section in papers • Align content strategies with Grand Challenges and Sustainable Development Goals
  • 10. Healthy impact institutions • Create, value and support the space needed • Acknowledges effort • Invests in capacity/skills • Coordinates internal teams and resources • Clear roles and strategy. • Continually learns from best practice • Builds strong connections with external stakeholders. • Impact embedded and aligned (‘business as usual’) • Impact delivered by confident, impact literate staff within a positive impact culture.
  • 11. Unhealthy impact institutions • Compartmentalised and disconnected impact • Singular responsibility • No space to embed into process; left to the end • Expects – but does not invest – in staff abilities. • No strategy. • Staff reluctant, unclear or unconfident • Few or superficial connections to external stakeholders. • Impact culture is negative, non-existent or treated as compliance with assessment/external mandates only.
  • 12. 5 Cs of Institutional Impact Health Commitment The extent to which the organisation is committed to impact through strategy, systems, staff development and integrating impact into research and education processes. ConnectivityThe extent to which the organisational units work together, how they connect to an overall strategy, and how cohesive these connections are. Coproduction The extent of, and quality of, engagement with non-academics for to generate impactful research and meaningful effects. Competencies The impact-related skills and expertise within the institution, development of those skills across individuals and teams, and value placed on impact-related specialisms. ClarityHow clearly staff within the institution understand impact, how impact extends beyond traditional expectations of academic research, and their role in delivering impact
  • 14. The University of Lincoln Our Mission: ‘A university looking to the future’ where we serve and develop our local, national and international communities by creating purposeful knowledge and research, confident and creative graduates and a dynamic and engaged workforce. ‘A New Campus in an Ancient City’ - Established in 2001, Lincoln’s rise has been rapid (1,600 academic staff, 14,000 students) - In 18 years has moved from 100th ranked to 43rd – huge change (complete University Guide 2019) - Risen to highest ever position: 22nd in The Guardian University Guide 2019 - In REF2014 submitted to 17 UoAs, institutional ranking of 67 by GPA (weighted)
  • 15. The University of Lincoln - Modern, Research Active institution with top 40 ambitions - Rooted in our local community driving forward regional economic growth: active anchor institution - Excellent high profile researchers, lots of translational research, not maximising the impact from our research, need to further develop our research environment - Clear identity, vision and strategy of where we were going but how do we get there? - Entrepreneurial culture: innovative approaches - Reluctant to create a dedicated impact post in professional services: impact is everyone's responsibility and needs to be embedded in academic culture - Sought external advise to review our current position and how to maximise the impact of the great work we are doing - How to sell a hybrid role to an institution for which there isn’t a role profile, contract and non-campus based premise???? - Important for role to facilitate maximising impact potential but not be solely responsible for it: how do we get buy-in, change mind-sets and embed in academic culture? Commitment Connectivity Coproduction Competencies Clarity
  • 18. University of Reading Four-years of developing impact competencies
  • 19. Competencies The impact-related skills and expertise within the institution, development of those skills across individuals and teams, and value placed on impact-related specialisms. Bayley, J.E, Phipps, D., Batac, M. and Stevens, E. (2017) Development and synthesis of a Knowledge Broker Competency Framework. Evidence and Policy (available online) https://doi.org/10.1332/174426417X14945838375124
  • 21. Building Competence Either Build from the bottom up Or Prescribe from the top down
  • 22. Current Diagnosis of Competencies Large number of the competencies are covered by • Impact Board • Impact-Programme Manager • Impact Specialists • Research Communications Specialists • Knowledge Transfer Specialists • Review Panellists Investment Programme working across • 750 academics across 36 Divisions • Impact at all stages of development
  • 23. Competencies The impact-related skills and expertise within the institution, development of those skills across individuals and teams, and value placed on impact-related specialisms.
  • 24. Summary • Impact operates at all levels of an organisation and across multiple job roles. • Irrespective of type, size or funding, institutions must identify meaningful ways to support the knowledge, skills, resources and structures needed to deliver impact. • Making an institution healthier strengthens the culture and allows colleagues to maximise impact potential.
  • 27. Your institutional impact health The 5 Cs: Commitment (how committed is everyone to impact?) Connectivity (how connected are all those who need to be involved) Coproduction (how much are ‘users’ involved?) Competencies (do people have the necessary skills?) Clarity (how clear are definitions, institutional messages, expectations, roles) • Discuss a challenge you face in connecting research to impact • Diagnose the problem in terms of the 5 C’s • Prescribe an action to improve your impact health

Editor's Notes

  1. Released our Real Impact Manifesto outlining our commitment which includes: Genuine commitment to support sector growth in the achieving meaningful, real world impact Innovating what we publish and how we publish Offering communication and dissemination services Working closely with Julie to introducing impact literacy tools and services www.EmeraldRealImpact.com #RealWorldImpact #RWI
  2. Not just lip service. What is available now: Impact Literacy Workbook What Is Impact? flyer – helping you to communicate a clear definition of impact with your researchers and offering 5 simple ‘top tips’ to achieving real impact RWI blog – sharing stories and encouraging debate Case studies – telling the story of impact and demonstrating what ‘real impact’ looks like, no matter what the discipline Institutional Healthcheck Workbook We’re also launching our Impact Council this month, bringing together a group of key stakeholders in impact to act as a sounding board for our Real Impact programme and offer us real insight into the needs of the community and how we can offer further support
  3. Delighted to launch our inaugural Real Impact Awards Celebrating Impact Commitment from institutions, teams and individuals. This very much ties in with institutional impact health and the areas we will be discussing in this session We would be happy to discuss the awards with you further at the Emerald stand, or you can visit our website, emeraldrealimpact.com to find out more