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Examining differentiation in academic responses to research impact policy: mediating factors in the context of educational research.

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Title: Examining differentiation in academic responses to research impact policy: mediating factors in the context of educational research.
Authors: O'Connell, Catherine
Source: Studies in Higher Education. Aug2019, Vol. 44 Issue 8, p1438-1453. 16p. 2 Charts, 2 Graphs, 1 Map.
Subjects: Education research, Research opportunities, Higher education, Adults, Diversity in education, Education policy
Abstract: This article examines responses to a new impact indicator introduced to the UK Research Excellence Framework (REF). While analysts have pointed to opportunities in impact policy for educational research as a field, the requirement to demonstrate impact beyond the academy poses challenges for research relating to higher education. The study illustrates forms of research used to demonstrate impact in, and on, HE. Through narratives of respondents engaged in HE-related research, the study indicates ways research practices are influenced by the impact indicator. The analysis demonstrates greater diversity in forms of research used to demonstrate impact than portrayed in earlier studies. Formulaic responses to impact are evident in some institutional contexts, which reify particular forms of research. In other cases, respondents portrayed a re-framing impact in ways that resonate with research orientations within the local context. An argument is made for a relational approach to policy interpretation in local organisational contexts. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Aug2019, Vol. 44 Issue 8, p1438-1453. 16p. 2 Charts, 2 Graphs, 1 Map.
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  Data: <searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Research+opportunities%22">Research opportunities</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity+in+education%22">Diversity in education</searchLink><br /><searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink>
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  Data: This article examines responses to a new impact indicator introduced to the UK Research Excellence Framework (REF). While analysts have pointed to opportunities in impact policy for educational research as a field, the requirement to demonstrate impact beyond the academy poses challenges for research relating to higher education. The study illustrates forms of research used to demonstrate impact in, and on, HE. Through narratives of respondents engaged in HE-related research, the study indicates ways research practices are influenced by the impact indicator. The analysis demonstrates greater diversity in forms of research used to demonstrate impact than portrayed in earlier studies. Formulaic responses to impact are evident in some institutional contexts, which reify particular forms of research. In other cases, respondents portrayed a re-framing impact in ways that resonate with research orientations within the local context. An argument is made for a relational approach to policy interpretation in local organisational contexts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03075079.2018.1447556
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      – SubjectFull: Higher education
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      – SubjectFull: Adults
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      – SubjectFull: Education policy
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