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Social and Economic Impact

Phil Ward Research Funding Manager October 2009. Social and Economic Impact. ‘I see no contradiction at all between blue-skies research and economic impact’ Prof Douglas Kell BBSRC Chief Executive

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Social and Economic Impact

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  1. Phil Ward Research Funding Manager October 2009 Social and Economic Impact

  2. ‘I see no contradiction at all between blue-skies research and economic impact’ Prof Douglas Kell BBSRC Chief Executive ‘There is a corrupting influence of having to write bullshit about what you honestly believe is important, urgent and should be funded’ Prof John Allen Professor of Biochemistry Queen Mary, University of London

  3. Why?

  4. Why? • Response to political pressure • Warry Report (July 2006): Increasing the Economic Impact of the Research Councils. • commissioned byGovt • Councils should ‘make strenuous efforts to demonstrate more clearly the impact they already achieve from their investments.’ • RCUK have since produced an Action Plan (Jan 07) and progress report, Excellence with Impact (Oct 07) • Justifying their past investment • Securing future investment

  5. How?

  6. How? • The Je-S Form • Impact Summary • Who will benefit from this research? • How will they benefit? • What will be done to ensure they have the opportunity to benefit from this research? • Impact Plan • Expands on Summary • how will users/beneficiaries be engaged? • ‘Appropriate’ dissemination • Who will be undertaking impact activities? • Resource implications • ‘innovative and creative approaches..strongly encouraged’ • Academic Beneficiaries • UK/non-UK researchers • Your field/other fields

  7. How? Don’t change your research! • Think differently • Broad definition • Long term • ‘Telling Stories’ • ‘Due diligence’

  8. Think differently • Benefits to Knowledge • Will your research push boundaries, or lead to new developments in knowledge, techniques, technology? • Where might these lead on? • Benefits to Economy • Broadly defined; will there be benefits to productivity and competitiveness (NB current state-of-play) • Benefits to Policy/Practice • Effect on understanding, for (eg) NHS, govt, charities. • Benefits to Society • Link to education, outreach, public engagement • Capacity Building • Training, development, ‘skills pipeline’

  9. Broad definition • Impact embraces all the extremely diverse ways in which research-related knowledge and skills benefit individuals, organisations and nations

  10. Long Term • MRC/Wellcome study • Average 17 yrs to have impact • RCUK ‘Outputs and Outcomes Collection System’ (OOCS) • End of Award Report will become shorter and less important • OOCS will be used to capture ongoing outputs and impact • Academics will update • Due to start 2011

  11. ‘Telling Stories’ • RCs need to ‘demonstrate better’ the benefits of their research • Don’t necessary want figures on spin outs • eg eradication of Rinderpest • ‘case studies’ to enable them to make case to govt. • Keep in contact with funder • Publication • Interesting stories • Get involved with funder • Reviewer/panel member • Respond to consultations

  12. ‘Due Diligence’ • RCs want to be confident that you have thought about the potential of your research to have impact; • That you have thought about how best to maximise it • That dissemination/exploitation/management of impact is integral with project • That you have allowed for the necessary resources for this

  13. Assessment • ‘The quality and importance of the research will remain the primary criterion for funding.’ • ‘excellent research without obvious or immediate impact should not be disadvantaged’ • However, peer reviewers will be asked to comment on: • Whether plans to increase impact are appropriate and justified • Whether beneficiaries identified and engaged • ‘innovative approaches should be positively welcomed.’

  14. Future • Although political, will continue to be important • ‘Impact’ also part of Ref • one of the assessment criteria (along with ‘outputs’ and ‘environment’) • 25% of the overall profile • 2 forms of evidence • Case studies: 1 for every 5-10 FTEs submitted; • Statement: overview • + ‘indicators’ as supporting evidence • Still many questions unanswered

  15. Sources of Information • Background: • Warry Report: http://webarchive.nationalarchives.gov.uk/+/http://www.berr.gov.uk//dius/science/page32834.html • ‘Excellence with Impact’: http://www.rcuk.ac.uk/aboutrcuk/publications/corporate/excellenceimpact.htm • Help: • Kent Guidance: http://www.kent.ac.uk/res-local/ImpactJune09.pdf • ESRC FAQs: http://www.esrc.ac.uk/ESRCInfoCentre/Support/esrcexpectations/faq.aspx • ESRC Case Studies: http://www.esrc.ac.uk/ESRCInfoCentre/Support/esrcexpectations/casestudies.aspx • ESRC JeS Guidance: http://192.171.198.27/jesHandBook/jesHelp.aspx?m=s&s=106

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