Summary of the impact

Outcomes of the research conducted at the University of Edinburgh (2001 to 2007) that have had the most far-reaching impact are a strong conceptualisation of the whole learning environment (including curricula, teaching, learning support, and assessment and feedback) and its influence on the quality of undergraduates' learning. What gave these outcomes added resonance was a concern for disciplinary distinctiveness as well as more generic features; an alertness to the pervasive implications for day-to-day teaching-learning practices of mass 21^st-century higher education; and a focus on enhancing as well as evaluating the student experience.

The reach of the impact extends to university teachers, middle and senior academic managers, local and national bodies with responsibilities for surveying quality and standards and, albeit less directly, students. Staff in at least 21 universities in 12 countries have used the Experiences of Teaching and Learning Questionnaire (ETLQ). The National Student Survey questionnaire was influenced by the ETLQ, and has continuing UK-wide impact on teaching through students' retrospective ratings of their experience. Project outputs were directed towards teaching staff through workshops, publications and invited presentations, followed by detailed advice on assessment and feedback of coursework.

Summary of the impact

This case study brings together research focused on the ways in which social groups defined by a range of marginalized identities are excluded from participation in economic and social opportunities, particularly in the North East of England. The research has informed public discussions of inclusion and policy debate at the national and European level and has influenced approaches and practices of a number of partner organisations in their attempts to facilitate social inclusion.

Summary of the impact

The research described below has impacted on policy and practice relating to Personal Development Planning (PDP) - the structured and supported process by which learners reflect upon their own development and plan their future development. The impact has primarily been on the UK Higher Education (HE) sector, but has also extended beyond the UK and into other types of organisation (e.g. graduate recruitment networks). More specifically, the research has: shaped the guidance offered to Higher Education Institutions (HEIs) by the Quality Assurance Agency (QAA) on implementing and developing PDP policies and processes for students; enhanced the practice of PDP practitioners; stimulated debate among these practitioners; and informed the development of resources for these practitioners. This has had an overarching positive effect on learner development in educational settings and beyond.

Summary of the impact

The Dr Williams's Centre for Dissenting Studies, a collaboration between the Queen Mary English Department and Dr Williams's Library, Gordon Square, London, has undertaken a long-term and ongoing programme of funded research projects, public engagement events, and publications in print and online. Dr Williams's Library is a non-HEI (owned by Dr Williams's Trust, Charity number 214926) dedicated to the preservation and study of collections related to the history of Protestant dissent. Prof Isabel Rivers (QMUL 2004-), and Dr David Wykes, Director of the Library, founded the Centre in 2004 because of their mutual interest in the field. The work of the Centre's Queen Mary researchers, including publications hosted on the Centre's website, has enhanced the public profile of the Library, improved its accessibility to the wider public, and transformed the public understanding of the history of Protestant dissent.

Summary of the impact

Jim Gallacher and Robert Ingram's research on the role of short cycle higher education (SCHE) has now had a significant impact on the development of policy in Scotland, within the European Union and beyond. This has led to initiatives in Scotland to enhance the role of Higher National Certificates and Diplomas (HNC/Ds), and strengthen articulation pathways between colleges and universities. This work has also been recognised at an international level in shaping policy within the Organisation for Economic Cooperation and Development (OECD) and CEDEFOP (European Centre for Development of Vocational Training) on the 'permeability' between vocational and academic qualifications.

Summary of the impact

Impact in this case study focuses on developing an inclusive culture; changes in academic development programmes; and influencing national policy on inclusive learning and teaching in higher education. While student diversity has increased over the last twenty years or so, teaching methods have changed little in response. This has had a knock-on effect on student engagement and success. Research outlined here has influenced how university teachers reframe their understandings and practices of teaching and engaging diverse students. This work has reshaped continuing professional development in university teaching in the UK and internationally and has influenced national policy on inclusive learning and teaching.

Summary of the impact

Social Inclusion in Education has been the focus of research for a number of years at the Institute for Education Policy Research (IEPR). This case study draws on research projects on supporting non-traditional learners in education, and offering advice for informed decision-making in education. This has involved externally funded research projects, and outputs in refereed academic journals which have been much cited by policy-makers as well as the academic and practitioner community. The main impact of our research has been on education policy-makers, and those individuals whose lives have been affected by the work of policy-makers.

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.

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

The Lecturer Self-efficacy Project is a national and international collaboration led by Professor John Sharp at Bishop Grosseteste University (UK) and Dr Brian Hemmings at Charles Sturt University (Australia). The project was initiated to develop a diagnostic instrument or resource to measure confidence in core academic function (research, teaching, other) with a view to enhancing professional practice across the UK Higher Education sector. The Project claims reach and significance in impact on practitioners and the development of professional services at organisational and departmental levels. This was achieved by stimulating debate and challenging conventional wisdom, thereby influencing the management of professional standards and guidelines on recruitment and training and by using research findings to define best practice and formulate policy towards research capacity building and strategic decision-making.