Log in
Research conducted between 1997 and 2013 at the University of Edinburgh has examined qualifications reforms designed to make education and training systems more coherent, unified and flexible. This research has influenced policy developments in Scotland and internationally, and especially the development of National Qualifications Frameworks (NQFs). It has achieved three types of impact: i) analytical tools and conceptual frameworks developed in the research have informed and guided policy development; ii) it has encouraged greater realism in the aims and objectives of qualifications-led reforms; and iii) it has encouraged policy designs and implementation strategies based on a better understanding of the processes of qualifications-led change. The reach of the impact has extended to policy-makers, education providers, learners and other stakeholders in Scotland, the UK and elsewhere, especially in countries introducing or considering NQFs.
Over a decade of innovative comparative research has made a significant contribution to international debates on the future of education, employment and the labour market in the global `knowledge' economy. Prior to this research it was commonly assumed that the demand for high skilled workers would increase in the developed economies as emerging economies including China and India, entered the global economy. Research led by Cardiff University is the first to (a) show how this underestimated the way emerging economies were rapidly entering the competition for high skilled work and (b) outline its far-reaching implication for education, skills and economic policies in the West. The impact of this research is demonstrated in the way policy-makers in transnational organisations including the International Labour Office (ILO) and national governments are rethinking their policy agendas in this crucial area of public policy
Core labour rights have a crucial role in achieving economic prosperity and political stability on a national and global scale. The emergence of complex global trade networks has raised important questions as to how such rights could be implemented and enforced across multiple supply chains and geographical borders. Research at the Centre for Labour Market Studies, School of Management, Leicester has helped the International Labour Organisation (ILO) and the EU understand the advantages and risks associated with International Framework Agreements (IFAs), particularly regarding their implementation in supply chains. IFAs have emerged as a specific instrument to secure core labour rights and shift the onus away from nation states. Between 2000 and 2013 the number of IFAs in operation around the world increased from five to more than 100, directly benefiting more than 10 million workers and indirectly benefiting tens of millions more. Leicester research has played a part in understanding the dynamics of IFAs and developing more effective ones.
SKOPE has been an ESRC research centre since 1998. Successive pieces of research on linked themes have cumulatively influenced thinking, and practice, in policy circles and amongst practitioners more generally. SKOPE is recognised by these constituents as providing important oversight and challenging roles in the policy process, through its research on how skills are acquired, and where and how they are best used in the labour market. As indicated in a Frontier Economics report, its research findings, built up over the years, have provided an influential British critique of approaches to the making of skills policy.
This work has resulted in changes and amendments to specific policies and processes not only in the UK (Train to Gain) but also in Australia (high skill eco-systems), New Zealand (tertiary education) and within the Organisation for Economic Co-operation and Development (OECD) (skills and competitiveness).
Collaboration between Leicester and Singapore's Workforce Development Agency has led to impacts underpinned by a 25-year history of research into skills, training and workforce development. The relationship has enabled the establishment of Singapore's first policy research centre designed to inform the government's workforce policy revaluation. Before the establishment of the Centre for Skills, Performance and Productivity Research (CSPPR), independent research in these areas was virtually non-existent in Singapore. Impacts include creating a new field of study in Singapore; contribution to government policy and direction in Singapore, and a resulting contribution to the well-being of the country's economy and society.
The impact of the Hull University Business School`s (HUBS) research on ESV emerged out of a project with Yorkshire Bank and Irwin Mitchell Solicitors (August 2010-July 2011) and a separate project with the Co-operative Group and the Federation of City Farms and Community Gardens (FCFCG) (February 2012 - January 2013). These led to wider impacts on:
1) Corporate ESV policies of the case study companies.
2) Hull and East Yorkshire Community Foundation (HEYCF) approaches to ESV and engagement with business.
3) Securing new funding from the ESRC Knowledge Exchange Opportunities Grants Scheme in partnership with HEYCF.
Researchers from Oxford Brookes University have significantly contributed towards driving improvements to teaching and learning through an evidence-based approach. They have influenced practice and policies, whilst challenging public perceptions about the impact of education. Through their partnership with the University of Westminster, the Westminster Centre for Excellence in Teacher Training has improved teaching and learning in the Learning and Skills Sector, engaged with the design and delivery of enterprise education programmes for Further Education leaders and championed the status of vocational education. They have actively contributed to public debates and their research continues to be disseminated and used in training throughout the UK.
Professor Stephen Ball has produced a series of highly provocative analyses of English education policy and the neo-liberal education concepts and practices that have taken root in an increasing number of countries. He has also raised awareness of the growing significance of international edu-businesses and philanthropists. His work has proved valuable not only to national and global teachers' organisations but to pressure groups and think tanks seeking to protect the state education system. Teachers have also derived comfort and insight from Ball's research as it allows them to gain a better understanding of the mundane but powerful managerial and market forces that influence how they work and relate to themselves.
Our research has impacted on policy and practice in the area of welfare to work, employment and skills, especially at regional and national levels. The most important impact has been through Professor Campbell's move to the UK Commission for Employment and Skills as Director of Research and Policy and subsequent applied research work by the PRI for the UK Commission on Employment and Skills (UKCES), which has contributed to the development of their policies on skills and employment. These policies in turn have informed government policy on skills, training and workforce development, and the work of the Sector Skills Councils to influence employers' practices, for example in the area of career development of staff. At the regional level, the main impact has been on skills policy through work for the Regional Development Agency.
Increasing the number of apprentices has been the goal of successive UK governments. The University of Southampton's sustained research on apprenticeship has critiqued policy-makers' preoccupation with quantity and generated a conceptual framework for evaluating quality. Fuller and Unwin's concept, the `expansive-restrictive (E/R) continuum', has informed vocational and education training policy at the highest level. The researchers have served as Special Advisers to a Select Committee assessment of the Apprenticeship Bill and their oral and written evidence has been cited in parliamentary inquiries and government commissioned reviews. Their practical guide to creating expansive apprenticeships is published and promoted to providers and employers by the National Apprenticeship Service and Learning and Skills Improvement Service, and the application of the E/R framework has been extended to Continuing Professional Development (CPD) and the third sector.