Teaching Learning & Research
Teaching, Learning and Research - Impact in the Context of REF
Notes from a one day conference 25 June 2010
organised by King’s College London and supported by HEFCE
For the full programme and powerpoint slides of the event please visit:
http://www.kcl.ac.uk/iss/support/ref/june2010
Key Points
REF date, weighting of impact as well as any impact criteria are unconfirmed so far, there is no point in speculating about these. However, good progress has been made with the pilot studies which are currently evaluated in order to refine REF and impact criteria. There is a general enthusiasm for impact amongst the pilot studies contributors and evaluating panel members - impact allows us to highlight local, national and international significance of research in the UK, and offers a language through which we can assess contributions and benefits of all kinds to society (cultural, health, public policy & services, social, economic, environmental, international, quality of life. Impact is an assessment not a measurement of the contribution research makes on society.
A main mark of a civilised society is that it pursues new knowledge. The impact agenda is looking at the benefit research brings, the funding element is there to maximise contributions. Impact will allow us to learn a new language used in talking about research, as well as to formulate and answer questions of why and how we use public funding.
Blue skies work is encouraged and leads to tremendous contributions. We are in difficult financial times, however it would be disastrous to save on research. We need to keep calm, think strategically and tactically, and explore how to invest selectively - i.e. pay more for career development and new researchers, so in 20 years time we have and continue to have a high-powered research base.
Particularly in the current economic climate it is significant to be able to articulate and demonstrate benefits and significance of research. If we believe in the value of research, we have to be able to articulate it.
Impacts will be taken from the unit’s portfolio of research as a whole - not the impact of each researcher (most likely form will be one case study for every 5 - 10 FTE - this number is not finalised yet). Assessed is impact that arises specifically from high quality research (not consultancy, teaching etc.). REF will assess ‘historical’ impact (e.g. impact which has already come about), i.e. not trying to predict future impact. Interim impact is assessed - impact is a ongoing process. Impact will assess the most advanced stage of any given impact (research for impact dated up to 17 years back for the pilot study).
Impact aims to take disciplines forward, and does not look for academic benefits - these are covered in the other two parts of REF (outputs and environment). Institutions’ support/involvement in impact will be part of the impact narrative. Impact submission stays with university rather than with researcher, i.e. if researcher moves on, they can’t take their impact with them. Currently it seems that previous RAE submissions could be resubmitted as Impact in REF. Retired researchers’ impact could also be submitted.
The next steps are to gather feedback from institutions on the experience of developing submissions. The pilot panels will report their findings, and there will be workshops to explore impact in the arts, humanities and social sciences. HEFCE aims to define a broad framework for assessment, within which REF panels will develop definitions and criteria, in consultation with their communities.
For further information on the current situation of REF please visit: http://www.hefce.ac.uk/research/ref/ and http://www.aah.org.uk/teaching-learning-and-research
For further information on Impact and the Pilot Exercise, please visit: http://www.hefce.ac.uk/research/ref/impact/
New Timetable Announcement from HEFCE: http://www.hefce.ac.uk/news/hefce/2010/timetable.htm and http://www.hefce.ac.uk/research/ref/timetable.pdf