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The University of Southampton's long-term archaeological research at Avebury forms the basis upon which national and international heritage organisations such as the National Trust and UNESCO manage and preserve one of the most important prehistoric landscapes in the world. Local councils have used the research findings to inform their own policy and planning decisions. Research disseminated through museum exhibitions, public engagement events and publications has resulted in increased public interest and understanding of the site, stimulating greater tourism and local economic benefit.
The Stonehenge Riverside Project was carried out between 2003 and 2010, to determine the purpose of Stonehenge by investigating both the monument and the surrounding landscape. The project's reach and importance have been considerable, from training and inspiring the next generation of professional archaeologists to stimulating people worldwide with new knowledge about Stonehenge, providing artistic inspiration and changing perceptions and beliefs about the use of the site, leading to significant economic, cultural and technological benefits.
The University of Bradford's internationally renowned research in North Atlantic archaeology at Old Scatness, Shetland has provided a sustainable legacy for the region, enhancing awareness of Shetland's past. This innovative heritage project is a partnership between the University and the Shetland Amenity Trust and has been critical to new developments in heritage presentation on the islands. The heritage project at Old Scatness pioneered a blend of site preservation and reconstructed buildings combined with an interpretive approach that provides visitors with a stimulating and interactive experience. The consideration of what was a hitherto unknown archaeological area as a World Heritage Site demonstrates the international significance of the research and its impact.
The Higher Education Field Academy (HEFA) is a research-led initiative in which thousands of secondary school students (mostly aged 13-15) from groups with low levels of progression to university education acquire new transferrable skills and measurably raised levels of personal confidence and educational aspirations. These impacts are achieved through a tailored scheme of work which involves them in investigating the origins and development of English villages using archaeological methods. The scheme has also benefited other communities, including disadvantaged adults with autistic spectrum conditions, and generated a new teaching module in GCSE History.