Summary of the impact

The pedagogical workshops conducted in Palestine in 2012-13 on History, Culture and Memory as Sites of Life-long Learning in Palestine (LLIP) attracted teachers, civil servants and local government employees, members of cultural centres and NGOs. The project contributed to co-learning experience and a dialogue across cultures. Beneficiaries shared new ideas on critical pedagogies. The local and international partners explored how new research on "social memory from below" and oral memory methodologies can be applied to Palestinian pedagogy. The European partners gained deeper insights into the complex issues and realities confronting the Palestinian institutions. The new pedagogical material recorded at the workshops was circulated through the local media and placed on Palestinian websites in both Arabic and English. As a result of the success of the project, Nur Masalha, Professor of Religion and Politics and Director of the Centre for Religion and History at St Mary's, was consulted by the Palestinian Ministry of Higher Education and the Palestinian Quality Assurance Commission (in Ramallah) in May-June 2013 on the introduction of new MA programmes at Palestinian universities and on issues of teaching history in Palestinian schools.

Summary of the impact

International engagement with the education policy priorities of small states has been significantly strengthened and reshaped since 2009 by research and subsequent activities undertaken by the Education in Small States Research Group at the University of Bristol. Small states have historically been marginalized from international policy debates and agendas. Their unique educational priorities have often not been reflected in international deliberations, goals and priorities for education. This research has significantly strengthened macro-level international policy engagement with the educational priorities of small states. This is evidenced by changes in policy priorities, strategic plans, funding streams, on-going interventions, new research initiatives, and government ministry support for small states provided by leading international agencies including the Commonwealth, UNESCO, The World Bank and national policy makers. The reach of impact is therefore evidenced across global, regional and national levels.

Summary of the impact

Research by Martin & Griffiths has had an impact on public and professional understanding of donor-recipient relationships and neo-colonial power structures in global education partnerships and has fostered understanding of global partnerships and study visits as sites for intercultural, transformative learning. Specifically, it has had impact by:

• the use of research findings by professional bodies to inform best practice in global learning;
• stimulating practitioner debate about global partnerships;
• developing resources to enhance professional practice in the teaching of geographical and intercultural education.

Summary of the impact

Irit Rogoff has shaped the emergence of an `educational turn' in the arts and humanities, arguing that contemporary artwork, together with its institutions and social platforms, transforms education practices in non-academic arenas such as museums, theatres, bookshops, art academies, and social and political occupations. This work started at the moment in which both the Bologna accord and neo-liberal impacts on education began pulling towards the professionalisation and homogenisation of Higher Education culture. All of the projects elaborated within this case study have aimed to expand the understanding of how cultural actors become educational stakeholders.

Rogoff's theoretical and curatorial research has taken diverse forms including scholarly publications, exhibitions and social forums, and she has brought these issues to audiences from the arts and public organisations beyond the university sector through advisory roles, public speaking, and social organising. Following numerous publications, exhibitions, and events, she founded freethought, an experimental platform for pedagogy, research and production. Launched in 2012 at the Austrian arts festival, Steirischer Herbst, freethought has subsequently developed a core project on `infrastructure' launched at Berlin's House of World Cultures in 2013. Her published research, exhibitions, and public forums have been widely influential in debates on education in the public sphere, as evidenced for example by her involvement as a funded partner in the establishment of a freethought laboratory in South Korea's new Asia Cultural Complex.

Summary of the impact

Promoting public diffusion of philosophical research via new and online media, The 10-Minute Puzzle podcast series seeks to engage lay audiences with some of the central puzzles driving contemporary research in analytic philosophy. As of September 19^th, 2013, there had been over 63,000 downloads.

The series has two interrelated aims: to provide an innovative springboard for listeners (who may have had no previous exposure to philosophy) to engage with these puzzles on their own, and to provide a new, free resource for educators at all levels to stimulate interest in contemporary philosophy at any age.

As of September 19^th, 2013, the three episodes of The 10-Minute Puzzle described in this case study had been downloaded 14,418 times, with downloads continuing steadily.

Summary of the impact

This collaboration between the UoE and six local authorities developed social work interventions to improve engagement with `involuntary' services users. The impact of the research is seen in the sharing and implementation of knowledge about `what worked' within and across the participating local authorities and in gradually shifting practice cultures within these authorities. The impact is evident at several levels:

• practitioners changing how they work with service users, including greater ability to challenge risk averse practice in, for example, working with young adults with learning difficulties;
• three participating local authorities incorporating project findings into policy and staff induction and training;
• knowledge exchange activity via a thriving practice panel with representation from one local authority and UoE. This has led directly to six events each attracting around 60 practitioners;
• use of findings in wider academic, policy and practice communities through distribution and uptake of 500 `Good Practice' booklets;
• practitioners pursuing further study, one enrolling for a PhD, another writing a book and others going on to participate in a subsequent KE project following on from this one.

Summary of the impact

Research undertaken at the University of Manchester (UoM) highlights the need to address issues of accountability and reflexivity within the NGO sector, and has contributed towards both performance improvements within individual NGOs, as well as the strengthening of sector-wide policies. Impacts have been achieved through a process of ongoing consultation and feedback: identifying, anticipating and analysing key challenges, generating new conceptual frameworks, and building critical relations between the academy and practitioners. This contribution has been clearly acknowledged by both NGOs and other development agencies. In particular, the research has directly assisted the work of organisations and groups as varied as: governments (e.g. El Salvador's); major international NGOs based in both the global north (e.g. The One World Trust, Mango) and south (SDI, BRAC); and bilateral and multilateral aid agencies (e.g. DFID, UNRISD).

Summary of the impact

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

Summary of the impact

This case study demonstrates the impact of research on Philosophical Dialogue and Rhetoric in the context of the marketisation of Higher Education. In this context, impact was (and is) created through the facilitation of Socratic dialogues, and the dissemination of reflections on the pedagogical nature of these dialogues against the increasing marketisation of Higher Education. This case study aims to show a change in awareness, attitude and understanding of individual participants, especially a (philosophical) revaluation of their own experience. It also aims to change the pedagogical attitudes and practices of participating teachers and lecturers.

Summary of the impact

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.