In his second article in a series on impact, Louis Coiffait looks at how REF and KEF treat impact in the UK.
With submission to REF 2021 now less than two years away, university staff and academics are stepping up work to present their best examples of research impact. Sally Brown has compiled this useful A to Z to form compelling impact case studies.
In their previous Impact Blog post, Katy Jordan and Mark Carrigan considered whether institutions have invested too much hope in social media as a solution to the problem of demonstrating research impact. Here they report on research analyzing how social media was cited in impact case studies submitted to the UK’s REF 2014.
So if markets are truly good for English higher education, as many seem to think, should we follow that train of thought to its logical conclusions?
The new report of the REF from Lord Stern hopefully may shift the spotlight away from individual researchers themselves and onto the organizational practice of their universities, argues Richard Watermeyer.
In an effort to prevent ‘gaming’ the REF, new recommendation from Lord Stern cuts down on the freedom of academics to move from institution as they see fit. Is the cure worse than the disease?
The new government report ‘Succeeding as a Knowledge Economy’ takes forward most of the ideas about improving teaching at Britain institutions of higher education already found in a green paper published in November 2015. So what does this new report tell us about the future?
A new report produced by the Digital Science team explores the types of evidence used to demonstrate impact in REF2014 and pulls together guidance from leading professionals on good practice.
Drawing on discussions with academics who have oriented their work around public engagement and social impact, Daniel Pearson suggests these academics present an opportunity to rethink the existing structures of reward and recognition in higher education. “We are, as a species, addicted to story,” says English professor Jonathan Gottschall in his book, The Storytelling Animal. “Even when the […] Tom Burns, whose combination of play — and plays – with teaching in higher education added a light, collaborative and engaging model […] A 2024 report by the National Academies explores the latest advances in artificial intelligence (AI) technology and their potential effects on economic productivity, job stability, and income inequality. It also highlights key research opportunities and data needs to help workers and policymakers adapt to the evolving AI landscape. In this post, co-authors Frank T. Piller, Tucker J. Marion, and Mahdi Srour reflect on the inspiration behind their research article, “Generative […] During the final stages of editing the proofs for Artificial Intelligence and Work: Transforming Work, Organizations, and Society in an Age of Insecurity, […]
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Impact
Young Scholars Can’t Take the Field in Game of Academic Metrics
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Canada’s Storytellers Challenge Seeks Compelling Narratives About Student Research
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Tom Burns, 1959-2024: A Pioneer in Learning Development
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Innovation
NAS Report Examines Nexus of AI and Workplace
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When Do You Need to Trust a GenAI’s Input to Your Innovation Process?
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The Authors of ‘Artificial Intelligence and Work’ on Future Risk
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