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Contributing to the development of cultures of morally accountable practices for social transformation

Summary of the impact

This case study outlines the impact of Professor McNiff's career-long research programme aimed at supporting practitioners' action enquiries for social transformation, and finding ways collaboratively to:

  • Improve the quality of practitioner research so as to influence new forms of thinking, practice and policy formation;
  • Demonstrate quality and validity through methodologically robust accounts of practice;
  • Articulate the significance of this research programme for dialogical cultures of educational enquiry.

The research has been undertaken internationally across multiple settings and sectors, and supported through the production of associated resources. The collective accounts constitute a global knowledge base that links impact and validity through critical self-enquiry.

Submitting Institution

York St John University

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education
Psychology and Cognitive Sciences: Psychology

Capturing the Impact of Advanced Practice Roles in Nursing

Summary of the impact

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.

Submitting Institution

Sheffield Hallam University

Unit of Assessment

Allied Health Professions, Dentistry, Nursing and Pharmacy

Summary Impact Type

Societal

Research Subject Area(s)

Medical and Health Sciences: Nursing, Public Health and Health Services

Calculating the Value of Global Education Exports for UK Government.

Summary of the impact

Prior to 2004 there was no accurate way of determining the value of education to the UK economy. Moreover, education had not previously been considered as part of the economy in the same way as, for example, manufacturing. At this time the British Council commissioned Geraint Johnes to produce a methodology for evaluating the global value of all education exports. The Department of Business, Innovation and Skills used this on 2008-2010 data to calculate its worth at £14.1bn to the UK. BIS have re-used this methodology in subsequent years and estimated that by 2025 the UK value will increase to £26.6bn. The research has also been used in the ongoing debate on immigration and UK Border Agency policy for example the revoking of visas by London Metropolitan University in August 2012, which was widely publicised by national and international media. It has also been frequently cited in government papers and in Parliament.

Submitting Institution

Lancaster University

Unit of Assessment

Business and Management Studies

Summary Impact Type

Societal

Research Subject Area(s)

Education: Specialist Studies In Education
Economics: Applied Economics

Helping Research Findings Become Good Educational Practice in the Further, Adult and Vocation Education (FAVE) sector: the impact of the University of Sunderland’s Centre for Excellence in Teacher Training (SUNCETT) upon policy and practice.

Summary of the impact

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).

Submitting Institution

University of Sunderland

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education

Dispositional Teaching. Centre for Real World Learning

Summary of the impact

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':

  1. general education in schools/colleges
  2. vocational education in schools/colleges, and
  3. creativity in schools/colleges.

Submitting Institution

University of Winchester

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education

Enhancing Practice and Influencing Policy in Vocational Education and Training

Summary of the impact

Research into reflective practice, the process by which reflection on workplace actions generates new insights into practice and thus enables reshaping of that practice, has influenced both practice and policy in vocational education and training (VET). Through an innovative "fieldbook" it has enhanced the working practices of VET practitioners across Europe. In addition, this "fieldbook" has helped to shape recommendations for improving quality assurance in VET at European level — one of the European Commission's current policy priorities in education, training and lifelong learning — which will ultimately feed into policy and practice development.

Submitting Institution

University of Worcester

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education

Student as Producer

Summary of the impact

Student as Producer connects academic teaching, undergraduate research and student engagement at the level of curriculum design and practice within HE institutions, which has in turn affected national HE teaching agencies approach to developing practice. The impact includes:

  • shaping the Students as Partners approach, now recommended by HEA, JISC and the QAA as essential for effective teaching practice, that emerged from a cross-sectoral debate in which Student as Producer played a leading role;
  • review of teaching practices carried out by academics within a range of institutions;
  • creation of an international network to promote undergraduate research, via a student research publication.

Submitting Institution

University of Lincoln

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education

Developing Higher Education in Further Education Colleges

Summary of the impact

A twelve-year programme of research (2001-12) led by Professor Gareth Parry on higher education in further education colleges has produced impacts on policy development, institutional strategy and professional practice in England. The beneficiaries are the central authorities for higher and further education, the colleges of further education and their university partners, college managers and tutors, and thereby students and employers. The types of impact are changes to national funding and reporting arrangements; enhancements to policy and organisational learning; and contributions to institutional capacity-building. The vehicles for achieving impact are collaborations with policy, professional and practitioner communities through expert programmes, consultancies, databases, directories and guides to good practice. The reach of the impact is national, cross-sector and institutional, with a wider influence on debates across the UK and international developments including in Australia.

Submitting Institution

University of Sheffield

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Education: Specialist Studies In Education
Economics: Applied Economics

Shaping Early Years Education Policy and Practice

Summary of the impact

The large-scale, longitudinal research on early years education, in particular the Effective Provision of Pre-School Education study, led from Oxford by Sylva and Sammons, has shaped the design, funding and implementation of policy at local, national, and international levels, and has contributed to major shifts in public discourse, and changes in early years practice over the past 15 years. The wide-ranging policy changes shaped by this research have transformed the landscape of early years education, and include: 15 hours/week of free early years education for 3-4 year olds; free early years places for disadvantaged 2 year olds (Two Year Old Offer); the Early Years Foundation Stage (EYFS) Curriculum; and major funding (the Graduate Leader Fund) to upgrade the qualifications of preschool staff.

Submitting Institution

University of Oxford

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Education: Curriculum and Pedagogy, Specialist Studies In Education

Leadership of learning impact in further and higher education

Summary of the impact

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.

Submitting Institution

Oxford Brookes University

Unit of Assessment

Education

Summary Impact Type

Societal

Research Subject Area(s)

Education: Education Systems, Curriculum and Pedagogy, Specialist Studies In Education

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