Building Bridges Through Performance and Decision‐making: Schools, Research and Public Engagement

Gregson, Nicky; Watkins, Helen; Broughton, Lindsey; MacKenzie, Julie; Shepherd, Juanita

doi:10.1111/j.1467-8330.2010.00839.x

Cited by 10 publications

(14 citation statements)

References 50 publications

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“…We agree with Gregson et al . 's (2011) observation that the impact agenda may be both evidence of and an opportunity to challenge the neoliberalisation of higher education.…”

Section: What Politics For Social Justice?supporting

confidence: 93%

The politics of social justice in neoliberal times: a reply to Slater

Pain

Kesby

Askins

2012

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“…We agree with Gregson et al . 's (2011) observation that the impact agenda may be both evidence of and an opportunity to challenge the neoliberalisation of higher education.…”

Section: What Politics For Social Justice?supporting

confidence: 93%

The politics of social justice in neoliberal times: a reply to Slater

Pain

Kesby

Askins

2012

Area

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“…Nonetheless, against the backdrop outlined above, the proposals are highly problematic. As Gregson et al . (forthcoming) suggest, the impact agenda may be further evidence of neoliberalism, but may also provide opportunities to counter it, and here we argue for a more radically transformative and equitable framework for assessment 2…”

Section: Introduction: the Impacts Of Auditmentioning

confidence: 79%

Geographies of impact: power, participation and potential

Pain¹,

Kesby

Askins

2010

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167

159

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In this paper we offer a critique and an alternative to current proposals to include the economic and social impacts of research in the next UK audit of academic research. In contrast to most responses from UK academics, our argument is for impact; while the growing marketisation of knowledge is to be deplored, resources and activities within universities do have a vital role to play in progressive social change. The problem is that the current proposals will produce and retrench an elite model of power/knowledge relationships. We propose an understanding of impact based on the co‐production of knowledge between universities and communities, modelled in research practice in participatory geographies. This is more likely to result in more equitable and radically transformative impacts of knowledge, making us socially accountable rather than driven by economic accountancy.

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“…While completing an ICS or changing research direction to focus more on impact activities might be seen as evidence of my own and other academics’ capacity to act as ‘good neoliberal subjects, by disciplining themselves’ (Gregson et al . , 344; Williams ; Slater ), I engaged in these activities before the ‘impact agenda’ emerged because of my ethic of care to enhance support for young carers and families affected by HIV. We need to remember that what we do is often motivated by our own ethical values and political commitments, rather than by audit and career progressions.…”

Section: Resultsmentioning

confidence: 99%

Achieving and evidencing research ‘impact’? Tensions and dilemmas from an ethic of care perspective

Evans

2016

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While many academics are sceptical about the 'impact agenda', it may offer the potential to re-value feminist and participatory approaches to the co-production of knowledge. Drawing on my experiences of developing a UK Research Excellence Framework (REF) impact case study based on research on young caregiving in the UK, Tanzania and Uganda, I explore the dilemmas and tensions of balancing an ethic of care and participatory praxis with research management demands to evidence 'impact' in the neoliberal academy. The participatory dissemination process enabled young people to identify their support needs, which translated into policy and practice recommendations and in turn, produced 'impact'. It also revealed a paradox of action-oriented research: this approach may bring greater emotional investment of the participants in the project in potentially negative as well as positive ways, resulting in disenchantment that the research did not lead to tangible outcomes at local level. Participatory praxis may also pose ethical dilemmas for researchers who have responsibilities to care for both 'proximate' and 'distant' others. The 'more than research' relationship I developed with practitioners was motivated by my ethic of care rather than by the demands of the audit culture. Furthermore, my research and the impacts cited emerged slowly and incrementally from a series of small grants in an unplanned, serendipitous way at different scales, which may be difficult to fit within institutional audits of 'impact'. Given the growing pressures on academics, it seems ever more important to embody an ethic of care in university settings, as well as in the 'field'. We need to join the call for 'slow scholarship' and advocate a re-valuing of feminist and participatory action research approaches, which may have most impact at local level, in order to achieve meaningful shifts in the impact agenda and more broadly, the academy.

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Building Bridges Through Performance and Decision‐making: Schools, Research and Public Engagement

Cited by 10 publications

References 50 publications

The politics of social justice in neoliberal times: a reply to Slater

The politics of social justice in neoliberal times: a reply to Slater

Geographies of impact: power, participation and potential

Achieving and evidencing research ‘impact’? Tensions and dilemmas from an ethic of care perspective

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