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Statutory regulators from Great Britain and Ireland commissioned Professors Keith Wilson and Christopher Langley to undertake research at Aston University to establish an evidence-base for pharmacy educational reform. These systematic evaluations, conducted between 2003 and 2010, have redefined pharmacy education in Great Britain and Ireland, notably resulting in a re-focus on patient need. Arising from the influence of Aston research, the following impacts on policy, practitioners and services resulted in;
Research conducted by Stranmillis University College (SUC) has significantly contributed to the effective teaching of literacy skills to children aged 4-6 in the first two years of primary school in Northern Ireland (NI) [1]. Informed by the evaluation, the Linguistic Phonics Approach (LPA) is currently employed by 461 schools in NI affecting some 25,000 children per year. The research provided a cost-benefit analysis, created innovative assessment instruments to assess children's written skills and evidence of the positive impact of LPA on children's literacy development [2]. SUC is the only institution in Ireland to deliver certified LPA training to 90 BEd and 15 PGCE students per annum.
The Genomics Policy Unit (GPU) has led on research into genetics and health since 1996, and has made a significant contribution to this field at both a national and international level. As one of the first Research Units in the UK to focus on the preparedness of the public and healthcare professionals for the `new genetics', we recognised how genetic advances would radically alter how we understand health and disease. The impact of our research has been to show audiences who would not typically engage with genetics, what new opportunities are being offered to improve human health and the social and ethical issues that surround these.
The GPU was an early pioneer of new, interactive research methods, such as Citizens' Juries, to help ordinary people make their views known to policy makers. By 2003 we were engaging nurses and midwives with genetics by supporting them in developing competent practice, setting a benchmark that has influenced competency development programmes for nurses in the UK, Europe and the US. This is important because advances in genetics mean it is moving out of its specialist sphere into wider clinical practice and broader society. This case study describes the two strands of our work — professional and public engagement — and illustrates the significant impact that exposure to genetics has had on ordinary members of the public when they are given the opportunity to acquire genetic literacy and on the nursing profession by contributing to policy and education in this field.
1.1Through the development of national Research Development Fellowships (RDFs) and the national Exploratory Research programme, SUNCETT has worked in collaboration with policy professionals from the Learning and Skills Improvement Service (LSIS), (now the Education and Training Foundation, ETF) to contribute to changes to public service practices and policy guidelines for the sector. Through the same work, SUNCETT has improved standards of teaching, learning and practitioner research across the sector using a model for educational improvement, originally applied in schools by Fielding et al (2005),described as `Joint Practice Development' (JPD). Through JDP, SUNCETT has enabled policy professionals and practitioners to incrementally improve practice across the FAVE sector in research-informed, realistic and sustainable ways. These applications of JPD have been led nationally by SUNCETT and the improvements in practice achieved as a result of this approach have been recognised externally in the form of the LSIS Legacy Report (2013) (Source 1), in various OFSTED inspection reports (Source 2) and by the British Education Research Association in, Why Educational Research Matters (BERA, 2013) (Source 3).
The capability development model for Government Departments and civil service communicators, designed by Anne Gregory for the UK Cabinet Office, was adopted across Whitehall. This work includes continuing input into the development of communication capability in Government. It has also underpinned best-practice policy development in the Department of Health, and is currently being applied across the NHS as well as being used in local government and in the private sector. Overseas governments, NGOs and private organisations as well as the Global Alliance (the international confederation of PR and communication management associations) have all adopted Gregory's approaches and recommendations on capability development.
CRL works on dispositional teaching (DT) in schools and colleges: that is, teaching methods that impact on the development of learners' dispositions towards, and beliefs about, learning itself. Generic dispositions such as perseverance in the face of difficulty, reflective checking of assumptions, or willingness to seek and act on feedback, are crucial mediators of students' success as learners. CRL contributes to research on DT, and derives tools that enable teachers in a range of settings to correct dysfunctional beliefs, inculcate effective learning habits, and cultivate a positive mind-set towards the challenges of learning. Our research is of two kinds: literature- based theory-development; and empirical assessment of the efficacy of derived tools and pedagogical processes.
It focuses on the development of positive learning dispositions (PLDs) in three main `contexts':
Advanced practice roles in nursing (APN roles) have been developed widely across a range of healthcare settings and organisational boundaries in response to government policy directives. A programme of research has been undertaken to generate robust evidence of the contribution of APN roles to healthcare. Research outputs include a theoretical framework to evaluate the impact of these roles. This framework has been used to underpin the development of a practical toolkit to assist practitioners to demonstrate their impact on patients, staff and the organisations in which they work. Beneficiaries include policymakers, professional organisations and NHS providers and individual practitioners.
Lack of interoperability can leave educational material, e-portfolios and course information locked into proprietary systems. This not only limits freedom of choice, it also blocks collaboration. IEC's work in educational technology interoperability standards has addressed this issue internationally by leading on the development of open formats for educational material (IMS Content Packaging), online assessment material (IMS Question and Test Interoperability), e-portfolios (Leap2a) and course information (eXchanging Course Related Information). The adoption of these specifications means that students can move their e-portfolios, course information can be shared, educational content can be exchanged between VLEs, and large assessment infrastructure projects are enabled.
Practitioner research into Work Based Learning (WBL)* undertaken at Chester since 1993 has seen the University established as a national leader in this field of study and the impact has affected both the private and public sectors. During 2008-2013 practitioner research at Chester has underpinned consultancy and developmental work. This has resulted in significant impact on workforce development including transforming policy and efficiency within a large Government department, a NHS Hospital Trust and with businesses in the private sector.
*(WBL defined in this context as fully accredited, negotiated, modules or programmes of planned learning through work delivered by HE providers)
The Cambridge Primary Review (CPR) produced the most comprehensive and authoritative review of English primary education since the 1960s. Combining educational research with a commission of enquiry, this major initiative produced a series of reviews and reports which received extensive coverage in the UK media, generating sustained, informed public debate about primary education with considerable impact on the thinking and activities of practitioners and policy-makers. Subsequently a national network of regional CPR centres has become a standard source for serving and trainee teachers and CPR's website has been accessed in 75% of the world's countries.