Dr Jackie Reynolds, Research Impact Manager
Twitter @DrJReynolds
Linkedin: Jackie Reynolds | LinkedIn
Here at Staffordshire University, we are small but mighty when it comes to doing highly impactful research. Our impact results in REF2021 were the 4th most improved in the country (compared to REF2014), with 87% of our impact being judged ‘very considerable’ or ‘outstanding’ (3 or 4*). Much of our impact is generated through deep and meaningful co-production with communities in Stoke-on-Trent and beyond. Our case studies (available here) are distinctive in that many have a strong emphasis on public engagement and place-making. There are some clear elements of what Rickards et al (2020) refer to as ‘3rd Generation Research Impact’ or ‘research impact as ethos’, in terms of enhancing positive impact through building ‘innovation eco-systems’ across projects and other boundaries, focusing on what impacts are most important (especially in terms of place making) and continually working to adapt and improve our contributions as a Civic University.
To further build on these strengths, improving impact literacy (as conceptualised by Bayley and Phipps 2019) more widely is a pressing need. And with some of our case studies being based on the work of individual researchers, there is additional potential for working more collaboratively within the university as well as with external partners. Therefore, as well as getting better at embedding impact into the lifecycle of our projects (e.g. developing compelling impact plans in funding bids, and implementing rigorous impact evaluation strategies), we also need to continue developing our impact culture. My thinking on this has been influenced by Prof. Mark Reed’s book ‘Impact Culture’ , in which he argues that ‘impact culture emerges at the intersection between research, community and purpose’ and that ‘each of the three components of a healthy impact culture are facilitated by sufficient internal capacity…including skills, resources, leadership, strategic and learning capacity’ (Reed 2022:19)
Following our REF submission, I turned my attention fully to addressing these challenges. In 2021, I developed a survey which was distributed to researchers of all stages across the university (PGRs to research leaders). 105 people responded. Over half of respondents (55%) ‘strongly agreed’ and 24% ‘somewhat agreed’ that they were ‘highly motivated’ by making a difference through their research. However, when I asked respondents to rate how confident they felt (on a scale of 1-10) about developing impact from their research, only 20% rated themselves highly (8 or more out of 10) and almost 30% rated themselves 5 or less out of 10. A further question assessing levels of confidence in evidencing impact also highlighted training needs, with 50% of respondents rating their confidence level as 5 or less out of 10. There was clearly a gap between some people’s ambitions for making a difference and their confidence to achieve and evidence this.
At the same time, I became increasingly aware that it is not only inexperienced colleagues who require impact training and support. Post-REF, I was also receiving requests for continuing support from case study authors to help them to better embed impact in their project lifecycles, especially in terms of longer-term evaluation strategies. In addition, they wanted to build on their success in REF through on-going funding applications and required support to do this effectively. The complex nature of developing impact from research means that colleagues of all career stages can benefit from on-going training, support and opportunities to share and reflect with others about successes, challenges, and failures too!
Initially, my response was to provide a series of training sessions targeted at our Research Centres and tailored to their specific needs. This was very successful in some instances but varied in terms of levels of engagement. I also initiated a regular ‘Impact Surgery’, with self-bookable 30-minute slots to meet individual colleagues via Teams. Again, this was successful and valued by colleagues. It is continuing to shape my approach. I undertook an Advanced Mentoring qualification and was keen to work more intensively to support individuals, as well as trying to recruit more senior colleagues to also act as mentors for impact. Mentoring is often seen as a positive strategy to build research and impact capacity. However, mentoring is time consuming and requires extensive commitment from senior colleagues. It can often fall to a relatively small group of people to provide mentoring across numerous programmes and areas of work, which is challenging in terms of capacity, and benefits a relatively small number of colleagues.
My ambition was to develop an approach that would be more transformative by benefitting larger numbers of colleagues. Crucially, it also needed to cater for those colleagues being at different stages of their careers and their impact journeys. Since I am the university’s sole officer for research impact, I also needed to build capacity by including peer support and wider training contributions. Through engaging with wider discussions across the sector, I began to formulate ideas around developing an impact coaching initiative. Prof. Mark Reed suggests that impact can become more of a priority through ‘engag[ing] researchers in a coaching process to identify forms of engagement and impact that they might find intrinsically motivating’…’organis[ing] internal impact-related events that will engage researchers with varying levels of interest and experience with impact’…and ‘harness[ing] the power of your communications in creative new ways’ (Reed 2021 pp.168-174). I was also interested in the example of the University of Leeds, where Dr Ged Hall and colleagues developed a 3 month rolling programme called ‘Building Impact Momentum’ that uses peer to peer support and tutor input to build on the intrinsic motivations of researchers and transform the impact culture of the university.
Inspired by these ideas, I began to plan a new initiative for Staffordshire University: Research Impact Coaching Cohorts. To cater for colleagues at different stages of their impact journeys, there are three cohorts: Impact Essentials, Impact Builders, and Impact Leaders. Impact Essentials is an introductory level cohort for those at the start of their impact journey and might require coaching to envisage their impact and how to implement a pathway to impact. It is primarily (but not exclusively) comprised of early career researchers, including postgraduate researchers. Impact Builders are those who have a track record in achieving impact from research but have not yet contributed to a REF impact case study and/or do not yet lead teams around impact. They may need further skills and support to scale up and/or to evaluate their impact. They will also tend to benefit from a greater understanding of how to develop a REF impact case study. Impact Leaders are those who have contributed to REF impact case studies and/or have other research leadership roles (e.g. Research Centre Leads, UoA Leads in REF2021). They will have good understanding and experience of developing and evidencing impact and will be able to share their experiences with other cohorts. However, they will also have their own developmental needs e.g. evaluating longer term impact, embedding impact in larger funding bids, and developing their impact leadership.
I initially posted a call-out on our Researcher Network Microsoft Teams Community and was delighted by the positive and enthusiastic response. I framed it as a new learning community and scheduled a Launch Event with afternoon tea in our new Catalyst Building in September 2022. A steady stream of researchers continued to join. At the time of writing, around 70 colleagues have signed up across the three cohorts, and I expect this to continue to grow. At the Launch Event, I presented the following aims for the coaching programme:
- To develop understanding, skills and capacity around planning, developing and evidencing the impact of Staffordshire University’s research beyond academia.
- To build a stronger research and impact culture through communication and collaboration across the university
- To support YOU to achieve the impact goals that matter to you most
The first phase of the programme is underway and runs until December 2022. It is designed to be an introduction to different aspects of the impact landscape in HE, along with spaces for sharing experiences, individual and group reflection, and action planning. Activities include:
- Workshops and sharing events to provide an overview of the impact landscape in Higher Education, and linking research, innovation and enterprise e.g. Introduction to Impact; Research Impact and the REF; Communicating for Impact; Insights from Policy Impact Acceleration Funding Awards; UN Sustainable Development Goals; Impact through Knowledge Transfer Partnerships; Creating Impact from Intellectual Property (IP).
- Monthly ‘Net-Walking’ sessions: involving a group walk and discussions in a nearby park, creating physical and mental space for connecting and reflecting on impact. Also designed to promote a sense of community and wellbeing.
- Continuing the bookable 30-minute one-to-one coaching sessions for one morning a week on a regular basis.
In this initial phase, the activities are aimed at all three cohorts, for colleagues to dip into as they wish. The aim is that by Christmas, everyone involved will have at least a basic understanding of the impact agenda and also done some initial reflection on their own impact. I am evaluating each session, with a focus on identifying the most significant insights and what actions participants will take as a result.
The second phase of the 2022-23 programme will begin in January. At this stage, cohort members will be placed in groups, based on the stage of their impact journey and/or the type of impact that they are working towards and/or common stakeholders. There are clearly advantages to mixing the cohorts within the groups so that the Impact Builders and Impact Leaders can share their experiences with colleagues at an earlier stage of their impact journey. The sessions will therefore involve peer support and coaching. They will be driven by specific outcomes for each cohort e.g. identifying impact goals and stakeholders; engaging with those stakeholders; developing an impact evaluation plan, and/or developing a funding bid to support impact activities. Through the group coaching sessions, I will also identify specific training needs and continue to develop bespoke training workshops to address these needs. Again, at this stage, these workshops will be very much outcome and action focused to enable each cohort to progress to specific goals. In addition, I plan to continue the other community-building activities, such as the Net-Walking sessions, if they prove popular.
The biggest challenge that I foresee is one of capacity, especially given the levels of interest that are currently being shown. Similar initiatives elsewhere have tended to include fewer numbers of participants and greater numbers of facilitators! However, I’m deeply motivated and encouraged by the enthusiasm and positive feedback from colleagues. It is clear from the feedback that the scheme is already making a difference to colleagues and changing the way that they think about and approach their impact.
References
Bayley, J. E., & Phipps, D. (2019). Building the concept of research impact literacy, Evidence & Policy, 15(4), 597-606. Retrieved Sep 16, 2022, from https://bristoluniversitypressdigital.com/view/journals/evp/15/4/article-p597.xml
Reed, M.S. (2022). Impact Culture. Fast Track Impact.
Rickards, L. Steele, W. Kokshagina, O. and Moraes, O. (2020) Research Impact as Ethos. Melbourne, RMIT University. Retrieved Sep 16, 2022, from: Research impact as ethos | RMIT Next