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This case study is built upon the successful fusion of Spatial Planning with the Ecosystem Approach, translating complex theory into operational outputs for public and stakeholder engagement, which improve policy processes and outcomes across built and natural environments and fringe interfaces. `RUFopoly' and `EATME tree' are co-produced outputs, maximising engagement in learning spaces within game and web-portal formats respectively. For example, the Welsh Government has used both tools to design emerging policy frameworks (testimonial1). The novel research model employed builds research teams that integrate academic, policy and practice participants within a collective journey of (re)-discovery maximising reflective practice and social learning.
Impacts highlighted in this case study derive from research into the leadership of collaboration in, between and among educational organisations. This has resulted in a range of outputs and processes which have had an impact on how leaders and practitioners work in partnership; design joint professional development programmes; and evaluate and sustain collaborative working. The research has also influenced the development of collaborative improvement programmes in local authorities and national government agencies. This had led to impacts on the leaders of collaborative improvement initiatives, including the development of school-to-school networks, with a specific focus on evaluating the impact of their work.
Two strands of research were developed within the Performing the Archive portfolio of projects, focusing on conservation, accessibility and the creative use of culturally significant and unique archives of live art and performance. These have impacted on professional artists, curators and producers working in live art and contemporary performance, on archivists and conservators and on the general public. Through a range of events, workshops, exhibitions and performances held between 2008 and 2013, partner arts organizations have also benefited, including Arnolfini, Bristol Old Vic Theatre (BOVT), In Between Time Productions (IBT) and the National Review of Live Art (NRLA). The influence of the research has been felt regionally, nationally and internationally.
Peter Jones' research developed new principles for urban street planning and design, which have been incorporated into Department for Transport (DfT) and Department for Communities and Local Government (DCLG) national guidelines. The methodology has been used in the Mayor of London's Roads Task Force report; Transport for London (TfL) now requires boroughs to use the classification for all new submissions for funding for street schemes. It underpins the specification of an £650m PFI highway maintenance contract with LB Hounslow, and has been used by other UK local authorities. Internationally, the approach has been applied in Australia and included in draft regulations for urban planning in Beijing.
This case study centres on a body of work, comprising three projects commissioned by Transparency International UK (TI-UK), carried out by a research team at the Centre for Strategy & Leadership (CfSL). The research notably links specific sectors with institutions of organized crime and corruption. TI-UK has labelled this work: "the most comprehensive research ever undertaken in this area" (http://www.transparency.org.uk/our-work/corruption-in-the-uk) and has influenced TI's five-year strategy and advocacy programme, informed Parliamentary debate and national security policy, and has had a major media impact given subsequent events such as the Leveson Inquiry.
Research produced by the University of Reading's Charlemagne in England project played a key role in a successful bid to develop community-based street theatre cultural projects in Walsall as part of a regeneration programme. Four plays have been performed in the area to date, helping to strengthen local identity. International links have been established with audiences in countries such as Canada through video-streamed performances, and there are plans to take the plays to Belgium and France. Set to become an annual tradition, the project has already brought about significant local cultural change in a relatively disadvantaged part of the country.
Research carried out by the University of Reading's Professor Suzanne Graham has had an impact on initial teacher education in Modern Foreign Languages (MFL) in England, the practice of MFL teachers in secondary schools and universities, and on curriculum and materials development, at both a national and international level. The focus of the research is the strategies (mental processes) that underpin successful listening in a foreign language, how these can be developed in learners, and how teachers can improve learners' motivation for and attainment in language learning in this way. The dissemination of these research findings to practitioners and teacher educators has been delivered in such a way as to improve both pedagogical understanding of teachers and teacher educators, as well as classroom practice.
Regional and national audiences have benefited from enhanced perceptions of the linguistic and literary heritage of the West Midlands. Cultural capital has been created by engaging members of the public in the discovery of their linguistic and literary past through their unprecedented access to and understanding of a manuscript written in the dialect of the medieval West Midlands. Increased national interest in the region's cultural heritage has been generated.
Our research has harnessed the power of photography to expand the cultural imagination, creating new works and interpretive practices that enrich, illuminate and challenge perceptions of society and the world in which we live. Through exhibition, publication, and public and community engagement, our research has: 1) created cultural legacies for major public (Millennium Dome, Treasury) and commercial (Airbus) projects; 2) provided enhanced cultural experiences to multiple audiences and specific communities in the UK and Europe, provoking reflection on ideas of place and identity, and contributing to processes of cultural memory and reconciliation (Association of Jewish Refugees, Healing Through Remembering) and; 3) expanded photography within the cultural economy, working in partnership (Photoworks, Multistory) to build and sustain audiences for photography within and beyond the region.
Research by Macaro and collaborators since 1999 led to the distillation of eight principles regarding foreign language pedagogy, and to the development of video- and paper-based materials to support the application of these principles in teacher pedagogy and in teacher education programmes in England. The application in Schools and Higher Education Institutions was facilitated through an ESRC-funded impact project involving language teachers and teacher educators, and it was extended and sustained through the creation of practitioner clusters based on the research. Teachers report that changes have taken place in their modern languages departments following engagement with the research, with benefit to student learning; these changes have included much greater, and better quality, interaction in the foreign language, and a greater focus on processes and strategies in skills development. Teacher education programme providers have incorporated the research-based principles into their programmes, with impact on their student-teachers' practice.