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Outcomes of the research conducted at the University of Edinburgh (2001 to 2007) that have had the most far-reaching impact are a strong conceptualisation of the whole learning environment (including curricula, teaching, learning support, and assessment and feedback) and its influence on the quality of undergraduates' learning. What gave these outcomes added resonance was a concern for disciplinary distinctiveness as well as more generic features; an alertness to the pervasive implications for day-to-day teaching-learning practices of mass 21st-century higher education; and a focus on enhancing as well as evaluating the student experience.
The reach of the impact extends to university teachers, middle and senior academic managers, local and national bodies with responsibilities for surveying quality and standards and, albeit less directly, students. Staff in at least 21 universities in 12 countries have used the Experiences of Teaching and Learning Questionnaire (ETLQ). The National Student Survey questionnaire was influenced by the ETLQ, and has continuing UK-wide impact on teaching through students' retrospective ratings of their experience. Project outputs were directed towards teaching staff through workshops, publications and invited presentations, followed by detailed advice on assessment and feedback of coursework.
The impact is on student equity, retention and success in higher education (HE). The research has informed national policies: Higher Education Funding Council for England (HEFCE), Office for Fair Access (OFFA), Higher Education Funding Council for Wales (HEFCW), the Cabinet Office, Quality Assurance Agency and the National Union of Students. Findings have influenced institutional policy and practice: 190 examples of how the conceptual framework generated as part of the research has been applied, and the impact of the interventions; 14 institutions are engaged in a three year change programme (2012/13-2014/15) to implement the findings, impacting on 42 programmes and 4453 level 4 students per year.
Jim Gallacher and Robert Ingram's research on the role of short cycle higher education (SCHE) has now had a significant impact on the development of policy in Scotland, within the European Union and beyond. This has led to initiatives in Scotland to enhance the role of Higher National Certificates and Diplomas (HNC/Ds), and strengthen articulation pathways between colleges and universities. This work has also been recognised at an international level in shaping policy within the Organisation for Economic Cooperation and Development (OECD) and CEDEFOP (European Centre for Development of Vocational Training) on the 'permeability' between vocational and academic qualifications.
A corpus of research developed over twenty years brings together experience and expertise of staff, students and researchers at Birmingham City University in the Early Years (EY) cluster. This has had effects on practice in contexts in which national and international EY policy, leadership and pedagogy are developed and produced, enacted and contested. It has affected specific areas of learning and development, e.g. mathematics, including thinking skills, creativity, information and communications technology.
Research that was policy, programme and issue-focused has stimulated discussion and action, locally, nationally and internationally, for instance in Europe, Central and South-east Asia and Australia.
The Lecturer Self-efficacy Project is a national and international collaboration led by Professor John Sharp at Bishop Grosseteste University (UK) and Dr Brian Hemmings at Charles Sturt University (Australia). The project was initiated to develop a diagnostic instrument or resource to measure confidence in core academic function (research, teaching, other) with a view to enhancing professional practice across the UK Higher Education sector. The Project claims reach and significance in impact on practitioners and the development of professional services at organisational and departmental levels. This was achieved by stimulating debate and challenging conventional wisdom, thereby influencing the management of professional standards and guidelines on recruitment and training and by using research findings to define best practice and formulate policy towards research capacity building and strategic decision-making.
The research undertaken by Professor Sue Bloxham and colleagues has had a significant impact on the approach to assessment in Higher Education. It has influenced practitioners, universities and advisory/regulatory bodies, providing advice for University tutors on communicating assessment expectations and contributing to national body and university guidance to encourage student learning and consistent marking. The research has helped tutors understand their individual `standards framework' involving tacit, norm-referenced knowledge, holistic judgement and local negotiation of shared standards as well as the importance of dialogic, formative assessment opportunities for communicating their standards to students. This has led to improvements in assessment policies, practice and national guidelines in the UK.
This case study details the impact of a specific area of original research carried out as part of the Unit's wider commitment to pedagogy. It shows how research and development of the use of VLEs at the HEI has had a significant influence beyond the HEI in the following ways:
In 2008-2009 the UK was subject to legal infraction proceedings at the European Court of Justice (ECJ) for allegedly failing to implement the European Union's Urban Waste-water Treatment Directive (UWWTD). Research by the Institute of Estuarine and Coastal Studies, Hull (IECS) for the Environment Agency (EA)/Defra provided evidence to the UK Government for its defence against these allegations. The research consisted of:
- literature/data reviews and collection and analysis of critical evidence from the Humber.
- co-ordinating workshops and convening an expert panel of sufficient authoritative academic opinion to counteract the European Court of Justice allegations.
In December 2009 the European Court of Justice ruled in favour of the UK. Our research therefore helped to save very significant, unnecessary capital investment in nutrient removal technology for sewage treatment nationally and in the Yorkshire and Humber region especially. The UK government thus avoided the possibility of major European Commission fines of up to €703,000 per day, or €256m per annum, for infraction of the Urban Water-water Treatment Directive [1].
Professor Claire Callender's timely research has informed the policy debate about financial support for part-time undergraduates in England. Her research significantly raised awareness and understanding within government, and more widely, about the case for reform by highlighting the deleterious effects of the pre-2012/13 funding system on the supply of, and demand for, part-time study. It influenced major changes in student funding arrangements for part-time undergraduates introduced in 2012/13, and modified their on-going development. Policymakers have benefitted from her research, alongside higher education (HE) institutions, HE stakeholders and practitioners, and part-time students eligible for the new loans.
The research described below has impacted on policy and practice relating to Personal Development Planning (PDP) - the structured and supported process by which learners reflect upon their own development and plan their future development. The impact has primarily been on the UK Higher Education (HE) sector, but has also extended beyond the UK and into other types of organisation (e.g. graduate recruitment networks). More specifically, the research has: shaped the guidance offered to Higher Education Institutions (HEIs) by the Quality Assurance Agency (QAA) on implementing and developing PDP policies and processes for students; enhanced the practice of PDP practitioners; stimulated debate among these practitioners; and informed the development of resources for these practitioners. This has had an overarching positive effect on learner development in educational settings and beyond.