Public Engagement with Research - Music
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This document discusses public engagement with research. It provides definitions of public engagement from various organizations that emphasize it as a two-way process involving interaction and listening to generate mutual benefit. Impact is defined as an effect, change or benefit beyond academia. The document then poses four key questions to consider before engaging in public engagement: who the engagement is with, how it will be conducted, how success will be defined, and why the engagement is important. It provides advice on answering each question and capturing evidence of impact. The overall message is that public engagement should be a thoughtful, mutually beneficial process between researchers and the public.
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Public Engagement with Research - Music
- 1. Public Engagement with Research Dr Jamie Gallagher- Public Engagement Officer
- 2. Public Engagement "Public engagement describes the myriad of ways in which the activity and benefits of higher education and research can be shared with the public. Engagement is by definition a two-way process, involving interaction and listening, with the goal of generating mutual benefit." - National Coordinating Centre for Public Engagement 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 The demonstrable contribution that excellent research makes to society and the economy’. - RCUK
- 3. So, you’ve decided to engage: Who? How?Success? Why? Public Engagement Four key questions to ask yourself before engaging
- 4. Why? Public Engagement It is important to articulate your motivations as these will help develop your aims of the interaction. What is the purpose of the engagement? How will it benefit you, the public or the research? Once you have thought about the motivations turn these into a project aims.
- 5. Why? Public Engagement In the current University Strategy “Engagement” is one of the three underpinning elements of our purpose.
- 6. Why? Concordat for Engaging the Public with Research Public Engagement All these bodies and more have signed the “Concordat for Engaging the Public with Research” This articulates this commitment and how they think it an essential element to research.
- 7. Routes to Impact REF Case Studies and Engagement Engagement No Engagement 3532 3108 Just under half of all the case studies featured some form of engagement.
- 8. Routes to Impact Engagement was most commonly reported in Panel D (Arts and Humanities)
- 9. Why? Funders Data Skills Profile Enjoyment Impact New Perspectives Inspire Understand Landscape Challenge Misconceptions Public Engagement There are many reasons why you might want to engage, articulating them is essential.
- 10. Who? The Public The better able you are able to identify and target your audience the greater the likelihood of a positive and fit for purpose interaction. Consider who they are and what forms of communication are most powerful.
- 11. Policy Makers Industry Academia Education Audience General Public Interest groups Who? The Public Be able to articulate who you are trying to reach and how you have tailored messaging and format to suit them. You will speak to each new audience with a different voice, one tailored to that audience.
- 13. How? How? There are numerous routes to engage. Work out what suits you, the research and your audience. You may want to try multiple routes.
- 14. Routes to Impact Dr Minty Donald, School of Culture and Creative Arts main areas of interest are: more-than-human performance; performance and ecology (with a specific focus on performance with/of rivers and other waterways); site-orientated and critical spatial practices, performance practices within a visual arts context, contemporary scenography and theatre space/architecture
- 15. Routes to Impact Dr Daniel Price, School of Chemistry Schools project having pupils grow crystals from prescribed reagent concentrations. The pupils get experimental and research experience while contributing to new knowledge as they are growing crystal forms which have not been recorded before.
- 16. Routes to Impact Prof Fergus McNeil, School of Social and Political Sciences Working with people inside the prison system to record their experiences and stories through songs.
- 17. Routes to Impact Dr Tiziana Lembo, Institute of Biodiversity, animal health and comparative medicine Working in Tanzania with families, pupils and famers on prevention of diseases. Developing new ways of sharing important information with the local communities.
- 18. How? Writing Lecture Audio Object Arts Video Performance Book Online Posters Leaflets Museums Discussion Story telling How? How you deliver your intervention must be suitable for: 1. Yourself 2. Your audience 3. Your research
- 19. Impact Success? What does success look like? To know if you have been successful you need clear aims and to capture evidence.
- 20. Success? Impact Situation Before Situation AfterYour Intervention To demonstrate impact you must be able to show the situation before, the situation after and show how your intervention caused this change.
- 21. Success? Impact You can only measure or demonstrate success but capturing information. Try to capture information that on 1) Demographics: Who came and why? 2) Feedback: Was your intervention fit for purpose? 2) Evaluation: Did your intervention foster a change in knowledge, attitude or behaviour?
- 22. Success? Impact: Evidence 1. How has an opportunity presented itself? 2. What did you make or do that didn’t exist before? 3. How many people interacted with you/it and for how long? 4. Did they have a positive experience? 5. Has their been a change in thoughts or knowledge? 6. Has there been a change in behaviour? This is not an exhaustive list. Nor is it a list of absolute requirements. It is presented for guidance only. The evidence captured, and the depth of the information gathered will be unique to the project and its aims.
- 23. What do you want? What do they want? Find the middle ground Maximising Engagement Articulate 3 or 4 aims that YOU have. Articulate 3 or 4 aims the AUDIENCE/PARTICIPANTS have (why are they going to engage with you, what do they want?) Work to meet BOTH of these lists to get a mutually beneficial/rewarding experience.
- 24. Who? How?Success? Why? Starting point Engagement process Use a stepwise approach to think logically about your engagement to ensure that it is a powerful and worthwhile experience. Each step will help inform the next try to take learning away from each interaction to make the next more useful
- 25. Researcher Business Professions Policy Civil Society PUBLICS REF: HOW Distinct types of engagement emerged from a review of the REF.
- 26. Researcher Business Professions Policy Civil Society PUBLICS Classic Mediated Behind the Scenes Bolt on Blended REF: HOW ‘Classic’ public engagement involves researchers engaging directly with a community of place / interest –e.g. with adult learners –with this engagement forming the backbone of the case study.
- 27. Business Professions Policy Civil Society PUBLICS Classic Mediated Behind the Scenes Bolt on Blended Researcher REF: HOW ‘Mediated’ public engagement sees an active collaboration with an intermediary organisation(s) like a charity, museum, media or school to reach their audience / public
- 28. Business Professions Policy Civil Society Classic Mediated Behind the Scenes Bolt on Blended Researcher PUBLICS REF: HOW Here, public engagement forms part of a wider knowledge exchange project –e.g. to engage policy makers, practitioners and service users around a particular health issue.
- 29. Business Policy Classic Mediated Behind the Scenes Bolt on Blended Researcher PUBLICS Civil Society Professions REF: HOW Here there is no direct engagement with publics –all the effort is put into improving the quality of public engagement being undertaken by intermediary organisations, by influencing their practice or making new resources available
- 30. REF: HOW Business Policy Classic Mediated Behind the Scenes Bolt on Blended Researcher PUBLICS Civil Society Professions Here there is a cursory role for public engagement (for instance, some media coverage was achieved) but it is peripheral to the main engagement activity being undertaken.