These sometimes dissim- ilar views are due to the varied training and background of the writers in terms of their profession, concerned with different aspects of the education process. 0000001325 00000 n The RQF pioneered the case study approach to assessing research impact; however, with a change in government in 2007, this framework was never implemented in Australia, although it has since been taken up and adapted for the UK REF. A variety of types of indicators can be captured within systems; however, it is important that these are universally understood. In the UK, the Russell Group Universities responded to the REF consultation by recommending that no time lag be put on the delivery of impact from a piece of research citing examples such as the development of cardiovascular disease treatments, which take between 10 and 25 years from research to impact (Russell Group 2009). As a result, numerous and widely varying models and frameworks for assessing impact exist. In designing systems and tools for collating data related to impact, it is important to consider who will populate the database and ensure that the time and capability required for capture of information is considered. The following decisions may be made with the aid of evaluation. 1. Collecting this type of evidence is time-consuming, and again, it can be difficult to gather the required evidence retrospectively when, for example, the appropriate user group might have dispersed. The REF will therefore assess three aspects of research: Research impact is assessed in two formats, first, through an impact template that describes the approach to enabling impact within a unit of assessment, and second, using impact case studies that describe the impact taking place following excellent research within a unit of assessment (REF2014 2011a). SIAMPI has been used within the Netherlands Institute for health Services Research (SIAMPI n.d.). The process of evaluation involves figuring out how well the goals have been accomplished. This might describe support for and development of research with end users, public engagement and evidence of knowledge exchange, or a demonstration of change in public opinion as a result of research. Assessment refers to the process of collecting information that reflects the performance of a student, school, classroom, or an academic system based on a set of standards, learning criteria, or curricula. A total of 10 Cone beam computed tomography (CBCT) were selected to perform semi-automatic segmentation of the condyles by using three free-source software (Invesalius, version 3.0.0, Centro de Tecnologia da . n.d.). Concerns over how to attribute impacts have been raised many times (The Allen Consulting Group 2005; Duryea et al. It can be seen from the panel guidance produced by HEFCE to illustrate impacts and evidence that it is expected that impact and evidence will vary according to discipline (REF2014 2012). 0000002318 00000 n Here we outline a few of the most notable models that demonstrate the contrast in approaches available. Impact is not static, it will develop and change over time, and this development may be an increase or decrease in the current degree of impact. The point at which assessment takes place will therefore influence the degree and significance of that impact. Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. Impact assessments raise concerns over the steer of research towards disciplines and topics in which impact is more easily evidenced and that provide economic impacts that could subsequently lead to a devaluation of blue skies research. Oxford University Press is a department of the University of Oxford. 5. 2007) who concluded that the researchers and case studies could provide enough qualitative and quantitative evidence for reviewers to assess the impact arising from their research (Duryea et al. The most appropriate type of evaluation will vary according to the stakeholder whom we are wishing to inform. While looking forward, we will be able to reduce this problem in the future, identifying, capturing, and storing the evidence in such a way that it can be used in the decades to come is a difficulty that we will need to tackle. Definition of Evaluation "Evaluation is the collection, analysis and interpretation of information about any aspect of a programme of education, as part of a recognised process of judging its effectiveness, its efficiency and any other outcomes it may have." Mary Thorpe 2. Wooding et al. 2008), developed during the mid-1990s by Buxton and Hanney, working at Brunel University. Incorporating assessment of the wider socio-economic impact began using metrics-based indicators such as Intellectual Property registered and commercial income generated (Australian Research Council 2008). While aspects of impact can be adequately interpreted using metrics, narratives, and other evidence, the mixed-method case study approach is an excellent means of pulling all available information, data, and evidence together, allowing a comprehensive summary of the impact within context. The reasoning behind the move towards assessing research impact is undoubtedly complex, involving both political and socio-economic factors, but, nevertheless, we can differentiate between four primary purposes. They risk being monetized or converted into a lowest common denominator in an attempt to compare the cost of a new theatre against that of a hospital. The ability to record and log these type of data is important for enabling the path from research to impact to be established and the development of systems that can capture this would be very valuable. To understand the socio-economic value of research and subsequently inform funding decisions. Case studies are ideal for showcasing impact, but should they be used to critically evaluate impact? The inherent technical disparities between the two different software packages and the adjustment . Husbands-Fealing suggests that to assist identification of causality for impact assessment, it is useful to develop a theoretical framework to map the actors, activities, linkages, outputs, and impacts within the system under evaluation, which shows how later phases result from earlier ones. 0000007967 00000 n In viewing impact evaluations it is important to consider not only who has evaluated the work but the purpose of the evaluation to determine the limits and relevance of an assessment exercise. %PDF-1.4 % In terms of research impact, organizations and stakeholders may be interested in specific aspects of impact, dependent on their focus. Aspects of impact, such as value of Intellectual Property, are currently recorded by universities in the UK through their Higher Education Business and Community Interaction Survey return to Higher Education Statistics Agency; however, as with other public and charitable sector organizations, showcasing impact is an important part of attracting and retaining donors and support (Kelly and McNicoll 2011). We will focus attention towards generating results that enable boxes to be ticked rather than delivering real value for money and innovative research. Describe and use several methods for finding previous research on a particular research idea or question. 15 Best Definition Of Evaluation In Education By Different Authors Bloggers You Need to Follow Some of illinois and by definition of evaluation education in different authors wanted students need to business students can talk to identify children that the degree of relations tool should be reported feelings that would notice the. 2. This might include the citation of a piece of research in policy documents or reference to a piece of research being cited within the media. The Author 2013. Time, attribution, impact. 2010; Hanney and Gonzlez-Block 2011) and can be thought of in two parts: a model that allows the research and subsequent dissemination process to be broken into specific components within which the benefits of research can be studied, and second, a multi-dimensional classification scheme into which the various outputs, outcomes, and impacts can be placed (Hanney and Gonzalez Block 2011). HEFCE developed an initial methodology that was then tested through a pilot exercise. This raises the questions of whether UK business and industry should not invest in the research that will deliver them impacts and who will fund basic research if not the government? Gathering evidence of the links between research and impact is not only a challenge where that evidence is lacking. 0000004692 00000 n The quality and reliability of impact indicators will vary according to the impact we are trying to describe and link to research. Understanding what impact looks like across the various strands of research and the variety of indicators and proxies used to evidence impact will be important to developing a meaningful assessment. The Oxford English Dictionary defines impact as a 'Marked effect or influence', this is clearly a very broad definition. 0000006922 00000 n What indicators, evidence, and impacts need to be captured within developing systems. These traditional bibliometric techniques can be regarded as giving only a partial picture of full impact (Bornmann and Marx 2013) with no link to causality. Attempting to evaluate impact to justify expenditure, showcase our work, and inform future funding decisions will only prove to be a valuable use of time and resources if we can take measures to ensure that assessment attempts will not ultimately have a negative influence on the impact of our research. Impact can be temporary or long-lasting. 0000342980 00000 n Understand. Explain. 2005; Wooding et al. Downloadable! Impact is often the culmination of work within spanning research communities (Duryea et al. Author: HPER Created Date: 3/2/2007 10:12:16 AM . 1. Many times . % The first attempt globally to comprehensively capture the socio-economic impact of research across all disciplines was undertaken for the Australian Research Quality Framework (RQF), using a case study approach. One notable definition is provided by Scriven (1991) and later adopted by the American Evaluation Association (): "Evaluation is the systematic process to determine merit, worth, value, or . Again the objective and perspective of the individuals and organizations assessing impact will be key to understanding how temporal and dissipated impact will be valued in comparison with longer-term impact. By allowing impact to be placed in context, we answer the so what? question that can result from quantitative data analyses, but is there a risk that the full picture may not be presented to demonstrate impact in a positive light? The definition problem in evaluation has been around for decades (as early as Carter, 1971), and multiple definitions of evaluation have been offered throughout the years (see Table 1 for some examples). , . different things to different people, and it is primarily a function of the application, as will be seen in the following. Any person who has made a significant . Prague, Czech Republic, Health ResearchMaking an Impact. What is the Difference between Formative and Summative Evaluation through Example? The time lag between research and impact varies enormously. Clearly the impact of thalidomide would have been viewed very differently in the 1950s compared with the 1960s or today. Every piece of research results in a unique tapestry of impact and despite the MICE taxonomy having more than 100 indicators, it was found that these did not suffice. In many instances, controls are not feasible as we cannot look at what impact would have occurred if a piece of research had not taken place; however, indications of the picture before and after impact are valuable and worth collecting for impact that can be predicted. The difficulty then is how to determine what the contribution has been in the absence of adequate evidence and how we ensure that research that results in impacts that cannot be evidenced is valued and supported. 0000342937 00000 n 0000348060 00000 n Assessment for learning is ongoing, and requires deep involvement on the part of the learner in clarifying outcomes, monitoring on-going learning, collecting evidence and presenting evidence of learning to others.. Organizations may be interested in reviewing and assessing research impact for one or more of the aforementioned purposes and this will influence the way in which evaluation is approached. Although metrics can provide evidence of quantitative changes or impacts from our research, they are unable to adequately provide evidence of the qualitative impacts that take place and hence are not suitable for all of the impact we will encounter. There are areas of basic research where the impacts are so far removed from the research or are impractical to demonstrate; in these cases, it might be prudent to accept the limitations of impact assessment, and provide the potential for exclusion in appropriate circumstances. It is a process that involves careful gathering and evaluating of data on the actions, features, and consequences of a program. From an international perspective, this represents a step change in the comprehensive nature to which impact will be assessed within universities and research institutes, incorporating impact from across all research disciplines. To adequately capture interactions taking place between researchers, institutions, and stakeholders, the introduction of tools to enable this would be very valuable. The . 0000328114 00000 n 60 0 obj << /Linearized 1 /O 63 /H [ 1325 558 ] /L 397637 /E 348326 /N 12 /T 396319 >> endobj xref 60 37 0000000016 00000 n If impact is short-lived and has come and gone within an assessment period, how will it be viewed and considered? The Goldsmith report concluded that general categories of evidence would be more useful such that indicators could encompass dissemination and circulation, re-use and influence, collaboration and boundary work, and innovation and invention. evaluation of these different kinds of evaluands. One of the advantages of this method is that less input is required compared with capturing the full route from research to impact. What are the challenges associated with understanding and evaluating research impact? << /Length 5 0 R /Filter /FlateDecode >> Inform funding. Despite the concerns raised, the broader socio-economic impacts of research will be included and count for 20% of the overall research assessment, as part of the REF in 2014. Consortia for Advancing Standards in Research Administration Information, for example, has put together a data dictionary with the aim of setting the standards for terminology used to describe impact and indicators that can be incorporated into systems internationally and seems to be building a certain momentum in this area. This distinction is not so clear in impact assessments outside of the UK, where academic outputs and socio-economic impacts are often viewed as one, to give an overall assessment of value and change created through research. In the UK, evidence and research impacts will be assessed for the REF within research disciplines. SROI aims to provide a valuation of the broader social, environmental, and economic impacts, providing a metric that can be used for demonstration of worth. Reviewing the research literature means finding, reading, and summarizing the published research relevant to your question. Its objective is to evaluate programs, improve program effectiveness, and influence programming decisions. The risk of relying on narratives to assess impact is that they often lack the evidence required to judge whether the research and impact are linked appropriately. 0000008591 00000 n The Economic and Social Benefits of HRB-funded Research, Measuring the Economic and Social Impact of the Arts: A Review, Research Excellence Framework Impact Pilot Exercise: Findings of the Expert Panels, Assessment Framework and Guidance on Submissions, Research Impact Evaluation, a Wider Context. Cb)5. The exploitation of research to provide impact occurs through a complex variety of processes, individuals, and organizations, and therefore, attributing the contribution made by a specific individual, piece of research, funding, strategy, or organization to an impact is not straight forward. This is recognized as being particularly problematic within the social sciences where informing policy is a likely impact of research. The RQF was developed to demonstrate and justify public expenditure on research, and as part of this framework, a pilot assessment was undertaken by the Australian Technology Network. Introduction, what is meant by impact? When considering the impact that is generated as a result of research, a number of authors and government recommendations have advised that a clear definition of impact is required (Duryea, Hochman, and Parfitt 2007; Grant et al. These techniques have the potential to provide a transformation in data capture and impact assessment (Jones and Grant 2013). At least, this is the function which it should perform for society. One might consider that by funding excellent research, impacts (including those that are unforeseen) will follow, and traditionally, assessment of university research focused on academic quality and productivity. Donovan (2011) asserts that there should be no disincentive for conducting basic research. This article aims to explore what is understood by the term research impact and to provide a comprehensive assimilation of available literature and information, drawing on global experiences to understand the potential for methods and frameworks of impact assessment being implemented for UK impact assessment. In the UK, evaluation of academic and broader socio-economic impact takes place separately. (2008), and Hanney and Gonzlez-Block (2011). The traditional form of evaluation of university research in the UK was based on measuring academic impact and quality through a process of peer review (Grant 2006). In the UK, UK Department for Business, Innovation, and Skills provided funding of 150 million for knowledge exchange in 201112 to help universities and colleges support the economic recovery and growth, and contribute to wider society (Department for Business, Innovation and Skills 2012). (2007) adapted the terminology of the Payback Framework, developed for the health and biomedical sciences from benefit to impact when modifying the framework for the social sciences, arguing that the positive or negative nature of a change was subjective and can also change with time, as has commonly been highlighted with the drug thalidomide, which was introduced in the 1950s to help with, among other things, morning sickness but due to teratogenic effects, which resulted in birth defects, was withdrawn in the early 1960s. RAND Europe, Capturing Research Impacts. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. 2005). Two areas of research impact health and biomedical sciences and the social sciences have received particular attention in the literature by comparison with, for example, the arts. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited. 2007; Nason et al. 2007). For systems to be able to capture a full range of systems, definitions and categories of impact need to be determined that can be incorporated into system development.
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