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Research by Rowan and ERG colleagues Black, Bragg, Cutler, Duck has addressed the science and policy challenges faced by statutory authorities meeting their duty to implement the EU Water Framework Directive (WFD) 2000. Assessing the sensitivity of aquatic systems to physical, chemical and biological pressures is the central theme, and through a series of commissioned projects funded by UK environment and conservation agencies, the research has:
The Centre for Econics and Ecosystem Management is the product of six years of international collaborative research and sector-based consultancy between Writtle College and Eberswalde University for Sustainable Development (Germany). Activities at the Centre include developing a core body of internationally recognised research in the fields of non-equilibrium thermodynamics, complex systems science and adaptive management, and using the research to work with conservation organisations around the World to resolve significant environmental problems. Our sponsors include GIZ, Germany and WWF Germany, and our operations extend from Central America to the Ukraine, Russia, South Eastern Europe, China and Korea.
Research by Melanie Nind of the University of Southampton and her collaborator (Hewett) has had a national and international impact on the practice of professionals who teach people with severe learning disabilities. The Intensive Interaction approach is included in UK National Curriculum guidance, the Government's Strategy for people with learning disabilities, and it is used across education, psychology, social care and speech and occupational therapies. Nind's research has shaped the implementation of Intensive Interaction, and provided practitioners in Eastern Europe, New Zealand, and Australia with new data and concepts that help to inform practice to enrich the lives of a vulnerable population.
Dr Jan-Hinrik Meyer-Sahling's research has developed new conceptual frameworks for the analysis of civil service reform in the post-communist world. His work has helped international policy-makers to understand the conditions under which interventions by international organisations are successful, and has influenced the strategy and operations of the European Commission and SIGMA-OECD.
The research has been widely disseminated and used in international collaborations across Central and Eastern European and Western Balkan states and China, and to date has had the most wide-reaching and significant effect in Lithuania, where his policy recommendations were accepted and endorsed in the amendment of civil service regulations by the Lithuanian Government and Parliament.
Work carried out by Stalford and Drywood at the Liverpool Law School between 2008 and 2012 has been at the forefront of EU action in the field of children's rights. It has provided the blue-print for a coherent approach to the development, monitoring and evaluation of children's rights at European level. In doing so, it has directly influenced the way in which laws and policies are formulated by the European institutions, towards more explicit, meaningful engagement with children.
In addition to the longer term benefits for children of more responsive laws and policies at EU level, the research cited in this case study has reached a wide range of beneficiaries, encompassing the EU institutions and agencies, the international legal community and the NGO sector. In particular, the authors' comprehensive development of a detailed set of EU children's rights indicators and child rights mainstreaming methodology have been endorsed by the European institutions and NGO sector as mechanisms central to monitoring the compatibility of European measures with international children's rights obligations. The extent to which these processes enhance the EU's legal and policy responses to specific children's rights issues is already evident in the development of EU child protection measures and in negotiations with States wishing to join the EU.
The protection of children in international law requires clear rules identifying: the country in which disputes concerning children should be litigated (jurisdiction); which country's law should be applied to resolve those disputes (choice of law); and when effect should be given to the orders of foreign courts (recognition and enforcement). These Private International Law issues are central to the research highlighted in this Case Study, which has impacted upon:
Since 1995 Richard Hodges and a team from the School of World Art Studies (ART, UEA) have guided the development of the UNESCO World Heritage Site at Butrint, Albania, a major Adriatic port and fortress, occupied from c.600 BC until its abandonment from around 1500 AD. The impacts centre on (i) excavation, interpretation and publishing, (ii) the protection of cultural heritage, (iii) job-creation and capacity building, (iv) establishing a standard for the management of related assets in Albania, and (v) tourism, visitor figures having risen from under 1000 per year in the 1990s to 281,441 during the REF period.
The research findings have led directly to a decision by Cambridge English Language Assessment to change the assessment criteria in their examinations to include assessment of metaphor use. The availability of the research report on the Cambridge website widens the impact of the findings to English Language Teaching and Assessment more broadly, changing attitudes to the assessment of metaphor use at the crucial university-entry level in particular.
The findings have also led to change in the advice given by the British Council for those involved in communication with people from different linguistic backgrounds. The advice is available on their website, which receives several million hits per year (see below for details and exact numbers of hits). This advice has been amended to include information on metaphor. The website has been used by teachers to improve language teaching materials and enhance the way that students are helped to engage in academic courses in English.
Cambridge English Language Assessment is a sector leader and delivers assessment to just under 4 million students per year, including the 1.5 million candidates who take the International English Language Testing System (IELTS) for entry to English-speaking universities. Cambridge examinations are recognised by 13,000 institutions in 130 countries. The British Council is a global leader in English Language teaching and is a respected provider of impartial advice. The adoption by these agencies of these research findings can be expected in turn to lead to a greater focus on metaphor in language classrooms around the world.
The IRPP/SAAH (also known as the Ljubljana Process) is part of the Council of Europe's Regional Programme in S.E. Europe. It was designed to establish methodologies for heritage-led rehabilitation in countries undergoing political, social and economic transition: improving heritage management practices; increasing ministerial acceptance of responsibility for the built heritage which had been lost in the new world, post-communist order; establishing a transferrable model; and fund-raising for the rehabilitation of a wide range of sites, encouraging new sustainable uses and jobs. The project has had significant financial impact, raising over 76m euros by the end of 2010, by which time over 80% of the 186 identified sites had undergone or were undergoing rehabilitation. Its methodology has been endorsed by the European Commission which as a consequence has increased its funding for heritage sites as part of its pre-accession programme. Within the participating countries the programme has been fully endorsed by ministers of culture, and has received significant further endorsement from the ministers of culture within the countries of the Caucasus which are participating in the Kyiv Initiative Regional Programme. John Bold was project leader 2003-10: this role included leading full project meetings in Strasbourg, Thessaloniki, Sarajevo (BiH), Ohrid (FYROM) and Zadar (Croatia); and numerous country-specific meetings, with ministerial, institutional and stakeholder involvement in Tirana, Sarajevo, Sofia, Zagreb, Skopje, Podgorica, Bucharest, Belgrade and Pristina. The role further required the writing of reports and guidance documents, many of which were then published on the Council of Europe website. All of these were informed by research into the individual sites (historical and architectural) and situations (proposals for rehabilitation, management and business planning).
The mode and structure of initial teacher education (ITE) is an instrumental factor in the quality of pupil learning and educational attainment. University of Glasgow research had a direct role in re-shaping ITE by substantially influencing Teaching Scotland's Future: Report of a review of teacher education in Scotland, the government's most comprehensive and radical review of teacher education and professional learning for the last 20 years. The final government report specifically called for a `hub model' of teaching schools, similar to a model being piloted at Glasgow, to be introduced across Scotland, effecting a transformation in the way that Scotland's 49,000 teachers are initially taught and trained.