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Across the Higher Education sector, in the UK and in much of Europe, university lecturers in professional fields are usually appointed on the basis of their practitioner experience and expertise, and they may have little prior experience of teaching at Higher Education level or of research activity. The impact of the research in this case study has been on individuals, Heads of Department, academic developers and universities across the UK in influencing changes in academic induction practices leading to enhanced professional development of university lecturers in professional fields, especially in teacher education, nursing and the allied health professions. The dissemination of the research included the publication by the Higher Education Academy (HEA) of guidelines for academic induction of teacher educators.
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.
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.
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.
Research in the Unit impacts on the training and professional development of teachers and the inclusion of pupils vulnerable to underachievement, including those with special educational needs (SEN) or from disadvantaged areas; and in the Further Education (FE) sector with disengaged learners, or young Black men. It has developed specialised skills in new teachers for teaching diverse learners (a UK government priority) and informed reforms in the initial teacher-training curriculum. Research with experienced teachers has informed inclusive education guidance provided to international education agencies, LEAs, and schools; and to FE colleges nationally, thereby impacting upon the learning of children and young people.
The research in this impact case study has affected discourses concerning professional development and pedagogy from early years classrooms to higher education. By challenging orthodoxies, researchers have delivered new and generative understandings of teacher knowledge that have influenced debate in educators' communities and professional associations. Consequently, these bodies have used our research to guide their approach to the advancement of policy, practice and professional development in all education sectors. The impacts of our research have reached out to a range of national contexts including the UK, Australia, Cyprus, and South Africa.
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 Research Consortium on Educational Outcomes and Poverty (RECOUP) examined the effects of education on the lives and livelihoods of people in four developing countries - India, Pakistan, Kenya and Ghana. It also investigated how best to improve education and poverty-reduction strategies in and for developing countries. Its research outcomes influenced the volume of UK aid to education between 2008-13. It helped to improve the allocation of UK aid, resulting in greater emphasis being placed on the most needy countries. It brought particular benefits for the aid process in the case of India. It also helped refine international approaches to the education of the disabled.
The focus on creativity in educational practices at Chester is through the Centre for Research into Education, Creativity and Arts through Practice (RECAP), directed by Adams (since 2010) and Owens (since 1993). They have worked worldwide to bring creativity into educational and professional practices by developing innovative approaches to teaching and learning. Their research has brought about extensive international partnerships between HE, arts and professional and business institutions and groups, which has informed policy development on creative education worldwide. Their contemporary creative pedagogies have impacted on teacher education and the professional development of teachers, arts groups, communities and businesses throughout this international community.
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.