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By engaging audience emotions, the creative arts can prompt people to consider societal issues in different ways and hence influence views and behaviours. While audience members bring their unique personal characteristics to the art experience, their emotional responses to art may be shared somewhat. To contribute to understanding audience emotional engagement, this empirical study investigates the emotional responses of viewers to an exhibition of environmental artworks. Q methodology is used with images to evaluate emotional responses to artworks, after the participants have experienced the exhibition. The 25 participants sorted 54 images from their strongest positive to strongest negative emotional responses to the artworks depicted, then described their emotional responses in a semi-structured interview. A wide range of emotions were reported by participants, including multiple and mixed positive and negative emotions to single artworks. Statistical analysis of participants’ Q sorts revealed five groups of participants who shared emotional responses to the artworks. Differences between the groups can be accounted for by the level of participants’ prior experience of contemporary art and by the different ways in which participants perceive negative emotions. Variance within the groups is explained by personal influences contributing to differences in participants’ emotional responses to the artworks.

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Narrative accounts have also been used to construct, compare and convey meaning from the experiences of research managers working in research impact (ARMS, n.d.(a);Westerlund & Barrett, 2020).For my Master of Professional Practice, I undertook a work-based learning project in my role and about my institution. My research evaluated the emotional responses of 25 participants to contemporary artworks related to environmental issues which were displayed in an exhibition at my institution. This article considers the current state of my profession of research management and the specialisation of research impact practice in particular, then the contribution that my work-based learning project makes for my professional development and for research impact practice.1. Research managers see themselves as helping academic staff (Acker et al., 2019;Derrick & Nickson, 2014).At Otago Polytechnic, the Research and Postgraduate Directorate, in which I work, sees researchers as our internal customers. These are mainly but not exclusively degree-teaching academic staff.