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This case study concerns the public understanding of history as a practical discipline. Through a series of high-profile research publications, popular articles, and textbooks, Professor John Tosh's research has had an impact in two distinct ways. Firstly, these publications have been incorporated into teaching and lecturing practice internationally, influencing students' understanding of the discipline. Secondly, they have had an impact on wider public understanding of history as a practical discipline. The reach and significance of this impact is demonstrated by publication sales and readership figures, high-profile critical reception, political debate and wider public discourse.
Professor Sir Richard Evans' detailed research on the how and why European history has been studied by British historians, published in his book Cosmopolitan Islanders (2009), laid the basis for a series of newspaper articles, public lectures and private discussions which had a material influence on the recent debate on history teaching in British schools and on the thinking of the Secretary of State for Education, Mr Michael Gove.
Keele University's long-standing research expertise in local history, particularly that of its immediate region, has had a significant and enduring impact on professional practice, community resilience and individual well-being. Keele historians have provided vital assistance to local archivists and heritage practitioners in the preservation and public dissemination of the region's history and cultural heritage through the provision of substantial works of reference and support for study-days and community `road shows'. Their research has helped sustain local societies and encouraged a variety of volunteering initiatives, whereby groups and individuals are empowered to engage in their own study of the past.
Hodkinson's work has significantly affected children's learning of history and has been instrumental in the formulation of the new curriculum for 2014. He has been called upon over the past 15 years to provide expert advice to the media (television and newspapers), curriculum planners and Government Ministers. His research on chronology has also significantly impacted upon, Initial Teacher Training, Continuing Professional Development (CPD), teachers' pedagogy and is employed by Her Majesty's Inspectorate in their work with schools as an example of effective teaching. Most recently all schools in England received a pamphlet on the teaching of the new history curriculum which included exemplar material based upon Hodkinson's research work in chronology.
Our research on historians, TV history programmes and those who make them, brought together the perspectives of television scholars, academic historians and media industry professionals engaged in bringing history to the small screen. By involving key actors consistently throughout the life of the project, the researchers both challenged and begin to influence the shape of history programming on UK TV. Programme makers responded to the striking gaps in coverage our research identified in relation to class, race and gender. They also took the opportunity afforded by the research to think more widely/imaginatively about how their practices might alter to create different historical coverage on TV. The impact of our research extended beyond the UK as it provided the UK section of a report on televised history in Europe which was presented to the European Parliament in December 2011
Through accessible local history resources co-produced by academics and community volunteers, Riden has helped to open up previously academic-focused research to new, local audiences. He has empowered amateur historians through new research skills to take an active role in documenting and thereby conserving their communities' histories (this has included volunteers publishing their own research). He has contributed to an improved quality of visitor experience at a local heritage organisation through providing new knowledge and confidence to volunteer guides. Through translating the co-produced resources for use in primary and secondary schools, he has given children new research skills which they have then used to develop new understanding of their community's history.
Research on the discipline of Dutch Studies conducted at UCL contributed to recommendations from the Raad voor de Nederlandse Taal en Letteren (Council for Dutch Language and Literature), providing policy advice to the Committee of Ministers overseeing the Dutch Language Union, the intergovernmental organisation responsible for the internal and external language policies of the Netherlands and Flanders. This in turn led to a new policy of the Dutch Language Union, which influences a €12 million annual budget supporting Dutch language infrastructure across the world. It also led to substantial worldwide debate amongst university teachers and to changes in how these subjects are taught and researched.
Lancaster's History department has built on its tradition of service and consultancy to transform public resources for, and engagement with, the history of northern England (Lancashire, Cumbria, Northumberland, and the Borders). This has been achieved through: i) creating open-access databases of historical sources with tailored support for non-academic users; ii) training non-academics in historical research and engaging them in projects, thereby empowering people in the region and beyond to `do history', particularly through the Victoria County History, Cumbria: a community-based project fostering life-long learning, led by the department and funded through partnership with a charitable trust; iii) contributing to the development of a new archive centre in Carlisle, thus enhancing the region's archival infrastructure.
Research into the history of the emotions undertaken by members of the QMUL Centre for the History of the Emotions has made possible a series of impacts of local, national and international reach and significance, on public understanding of emotions, on contemporary art and culture, and on political debates about public policy, emotions and wellbeing. Impacts have been achieved through a range of activities, including practical interventions in schools, input into radio and television broadcasts, an artist in residence scheme, an international email list and blog, and policy discussions with think tanks such as the Young Foundation.
This case study draws upon the research of the internationally renowned scholar, Peter Hennessy (http://www.parliament.uk/biographies/lords/lord-hennessy-of-nympsfield/4189), and the public engagement organisation that he established, the Mile End Group (MEG — http://www.mileendgroup.com/). Hennessy's historically-informed understanding of constitutional and governance issues has enabled him to make direct interventions in key debates in the House of Lords and affect public debate and parliamentary democracy. Similarly, MEG has played a critical role in generating popular and public interest in its events and thus in the modern and contemporary history of British constitutional affairs and governance. MEG is a trusted environment in which historians, civil servants and politicians can frame decision-making with a proper appreciation of precedent, contingency and comparative studies. It has provided historical research and expertise in its work with No. 10 Downing Street, the Cabinet Office on the Cabinet Secretaries Project and with the Treasury for its in-house seminars `Learning the Lessons of Past Spending Reviews'.