Measuring research impact and engagement is a much debated topic in the UK and internationally. This book is the first to provide a critical review of the research impact agenda, situating it within international efforts to improve research utilisation. Using empirical data, it discusses research impact tools and processes for key groups such as academics, research funders, ‘knowledge brokers’ and research users, and considers the challenges and consequences of incentivising and rewarding particular articulations of research impact.
It draws on wide ranging qualitative data, combined with theories about the science-policy interplay and audit regimes to suggest ways to improve research impact.
Mục lục
Introduction: critical reflections on research impact
The rise of research impact
Debating the UK impact agenda
Do experiences and perceptions of research impact vary by discipline?
Impact on whom? Contrasting research impact with public engagement
Public intellectualism and the impact agenda: international perspectives
Academic life in the impact vanguard: the view from knowledge exchange organisations
Looking back: evolving public health perspectives on research impact
Telling tales of impact: as seen through the eyes of user assessors
Conclusion: what would an evidence- informed impact agenda involve?
Giới thiệu về tác giả
Richard Watermeyer is Professor of Education in the School of Education at the University of Bristol and is a sociologist of educational policy, practice and pedagogy. His research is predominantly concerned with a sociological analysis of change in higher education as motivated and framed by currents of, and challenges to global capitalism and (the weakening of) its policy incantations. He is especially well known for his internationally comparative and critical analyses of public engagement and societal impact generation as valorised academic functions. He is the author of Competitive Accountability in Academic Life: The Struggle for Social Impact and Public Legitimacy (Cheltenham: Edward Elgar); co-editor of Pedagogical Peculiarities: Conversation at the Edge of University Teaching and Learning (Leiden/Boston: Brill/Sense); and is principal editor of the forthcoming Handbook on Academic Freedom (Cheltenham: Edward Elgar).
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