Mapping Public Engagement with Research in a UK University

Grand, Ann; Davies, Gareth; Holliman, Richard; Adams, Anne

doi:10.1371/journal.pone.0121874

Cited by 64 publications

(61 citation statements)

References 18 publications

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“…In terms of the scholarship of application there are interesting consequences of the move toward digital scholarship. In addition to conventional approaches, scholars can make use of networked communities to develop new forms of public engagement with research [see, e.g., Colebeck and Michael (2006); Grand et al (2015)]. An example of the consequences of this can be seen in relation to debates about controversial issues such as climate change.…”

Section: Institute Of Educational Technoogy the Open University Milmentioning

confidence: 99%

Digital Scholarship: Identity, Interdisciplinarity, and Openness

Scanlon

2018

Front. Digit. Humanit.

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This paper considers the impact of changes in the landscape of scholarly communication on the activities of academics. These changes are considered through the lens of the practices examined by educational technology academics at the Open University who have conducted a number of related research projects under the theme of digital scholarship. This paper reviews the changes to the definition of scholarship and interviews conducted on academic practices conducted as Phase 1 of these activities [see also Scanlon (2013)]. It then comments on the findings of Phase 2 of the project which investigated the use of social media and the usefulness and visualization of such activities. The findings are considered in the light of trends toward working practices involving interdisciplinarity and openness.

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Section: Institute Of Educational Technoogy the Open University Milmentioning

confidence: 99%

Digital Scholarship: Identity, Interdisciplinarity, and Openness

Scanlon

2018

Front. Digit. Humanit.

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“…Our approach to organisational change was informed by action research, embedding evaluation throughout our PER Catalyst through iterative cycles of planning, action, analysis and reflection [Grand et al, 2016;Grand et al, 2015]. We worked collaboratively with researchers across the institution to identify and implement strategies that work for them and the stakeholders, user communities and members of the public who engage with OU research.…”

Section: Uk Initiatives To Engender Organisational and Cultural Changementioning

confidence: 99%

“…Of base informed interventions that improved our systems, governance and processes. We then studied the outcomes to direct further research questions [Grand et al, 2016;Grand et al, 2015]. I argue that this evidence-based, 'engaged research' approach was central to the success of our PER Catalyst work, and therefore to the professionalisation of academic practices within the institution.…”

Section: Uk Initiatives To Engender Organisational and Cultural Changementioning

confidence: 99%

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Supporting excellence in engaged research

Holliman¹

2017

JCOM

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This paper reviews the purposes, definitions and criteria designed to embed 'engaged research' as a strategic priority with universities, and explores some of the challenges of implementation. Surveys of academics have shown various understandings of, and attitudes to, the practices of engaged research, but also impediments to realising the aspirations it expresses. Drawing on the experience as the academic lead for engaged research at the Open University, the author explores questions of professionalisation, for example, through training, support mechanisms and measures of recognition for engaged research. He concludes by arguing that, if done well, engaged research can promote epistemic justice. AbstractParticipation and science governance; Professionalism, professional development and training in science communication; Public engagement with science and technology Keywords IntroductionThere are a wide range of methodological approaches that seek to involve academic researchers and non-academic stakeholders, end-users and/or members of the public to a greater or lesser degree in the co-production of research and/or research-related outputs in ways that are relevant and meaningful to them [e.g. Reed, in press;Oreszczyn and Lane, 2017;Martin, Carter and Dent, 2017;Hoggart, 2017;Seale, 2016;Collins, 2015;Weller, 2014;Guston, 2013;Molyneux and Bull, 2013;Hartnett, Daniel and Holti, 2012;Owen, Macnaghten and Stilgoe, 2012;Burnard et al., 2006]. In essence, I argue that these are all examples of engaged research, but conceptualised from particular disciplinary backgrounds.

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“…There is value in scientists communicating about their work with people outside of their own discipline and many recognise this and strive to communicate more effectively [Besley, Oh and Nisbet, 2013;Besley et al, 2016;Grand et al, 2015;Jensen and Holliman, 2016]. There is no single recipe for successful communication.…”

Section: Practical Implicationsmentioning

confidence: 99%

An integrated model of science communication — More than providing evidence

Longnecker¹

2016

JCOM

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Factors that influence reception and use of information are represented in this koru model of science communication using the metaphor of a growing plant. Identity is central to this model, determining whether an individual attends to information, how it is used and whether access to it results in increased awareness, knowledge or understanding, changed attitudes or behaviour. In this koru model, facts are represented as nutrients in the soil; the matrix influences their availability. Communication involves reorganisation of facts into information, available via channels represented as roots. When information is taken up, engagement with it is influenced by external factors (social norms, support and control) and internal factors (values, beliefs, attitudes, awareness, affect, understanding, skills and behaviour) which affect whether the individual uses it to form new knowledge. AbstractPublic engagement with science and technology; Science communication: theory and models Keywords ContextScience communication is like gardening. Many can do it, but to become adept one needs to be interested, be willing to learn from others and gain experience, to have a plan, be prepared to experiment, occasionally fail and learn from failure and to reflect on outcomes. It is useful to recognise that there are differences between a novice's enthusiastic attempts and those of a professional. That is not to say that novices cannot produce good outcomes. But all science communicators can benefit from an understanding of key principles and reflection about the craft. And all science communicators can improve with increased understanding of how people receive and use information.This essay presents an integrated model of science communication, drawing from a wide range of disciplines and literature. The model builds on previous models of science communication which focus on the flow of information. This model adds factors that influence an individual's response to information and its use.

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Mapping Public Engagement with Research in a UK University

Cited by 64 publications

References 18 publications

Digital Scholarship: Identity, Interdisciplinarity, and Openness

Digital Scholarship: Identity, Interdisciplinarity, and Openness

Supporting excellence in engaged research

An integrated model of science communication — More than providing evidence

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