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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.
This case study focuses on the impact of a significant body of empirical, evidence-based research on managing electronic records (ERM) which involved global participation. The impact relates primarily to the behaviour change of information and records professionals in terms of their practice (e.g. strategic planning, service delivery, advice, and education), ways of thinking/decision-making, and their engagement with and/or conduct of research. It is both incremental and transformative in nature. The beneficiaries are practitioners in the UK and internationally. Specific examples are the Chief of Archives and Records Management, United Nations, and those receiving training in six countries.
The Regeneration and Facilities Management (FM) research programme brought together different disciplines, focused on engaging with communities of people and organisations to transfer good practice to public sector services management. It included seven members of staff, five PhD students, five grant-funded research projects, RAE2008 funded PhD projects and other non-grant projects; employing applied or action research approaches in working closely with organisations for the development and implementation of research outputs.
The theme of community engagement and empowerment has resulted in organisational policy changes, improved social sustainability and continuing professional development; changing practice in public service management and strategy development.
This case study details the impact of a specific area of original research carried out as part of the Unit's wider commitment to pedagogy. It shows how research and development of the use of VLEs at the HEI has had a significant influence beyond the HEI in the following ways:
Key areas of education policy and practice have been influenced by the work of Professor Underwood and her team:
Our research on technologies in science learning has led to increased participation by young people and adults in science, shifting their understanding of the scientific process. Impacts include:
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.
Building Information Management (BIM) involves the creation and use of digital information about built assets. Mandated by UK and other governments because of its potential to reduce waste and optimise efficiency, its successful exploitation requires changes in construction technology and process. This research has had a transformational impact on both. Our technical research forms the basis of the National Library of BIM objects, as well as technological solutions and product developments for many organisations. Our work with UK and overseas governments has shaped industry's uptake of BIM. We have founded a centre of excellence to introduce BIM to practitioners and organisations, and created a commercial joint-venture consultancy company.
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.
This body of funded research has been conducted primarily in collaboration with Professor Mary Stuart (Kingston University, and currently University of Lincoln) as Principal Investigator. The University of West London collaborators are Dr Catherine Lido and Dr Lucy Solomon. The research highlights factors negatively-impacting Widening Participation (WP) student populations in terms of: experiences, progression and academic outcomes, and evaluates/promotes key variables to support WP students in Higher Education and beyond (e.g. postgraduate study, career success). Findings from our triangulated, mixed-methods approach reveals `sense of fit/belonging' and `connection/identification' with the university, as predictors of students' wellbeing, academic self-esteem and academic achievement and retention. The impact can be seen in peer-reviewed books/papers, conferences, online presence and policy/practices within HEIs.