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Moving Forward with Public Engagement - Solutions

Moving Forward with Public Engagement - Solutions. Paul Manners, NCCPE Julie Worrall, CUE East Gillian Squirrell, SEARCH. What’s the problem?. CUE east @ UEA Edinburgh Beltane Manchester North East UCL Wales NCCPE.

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Moving Forward with Public Engagement - Solutions

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  1. Moving Forward with Public Engagement - Solutions Paul Manners, NCCPE Julie Worrall, CUE East Gillian Squirrell, SEARCH

  2. What’s the problem?

  3. CUE east @ UEA Edinburgh Beltane Manchester North East UCL Wales NCCPE Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust This initiative aims to create a culture within UK Higher Education where public engagement is formalised and embedded as a valued and recognised activity for staff at all levels, and for students.

  4. Science Engagement and Researching Change SEARCH is a two part project focusing on science and engineering engagement activities undertaken by university staff, and the impacts of these activities on the perceptions of engagement work and the culture in universities.

  5. Embedding engagement: six triggers

  6. Science and Engineering and Researching Change Gillian Squirrell, University of Bristol University of Bristol - www.researching-change.com/search/indexpages.htm

  7. Science and Engineering and Researching Change A two part project: Sizeable empirically based research project to scope engagement activities, barriers, motivations, benefits at individual and system levels Development and research programme over 15 months, 17 universities and 26 academics, real time engagement work and exploring how it might be embedded within universities University of Bristol - www.researching-change.com/search/indexpages.htm

  8. Headlines - The Empirical Study 118 interviews scientists and engineers, 21 pvcs and operational managers, 52 universities. 13 individuals not engaged. 3 universities not engaged. High volumes of engagement - stimulus policy/funding. Defining engagement - 3 categories – a continuum. Differences in institutional/subject drivers. Impacts of difficulties with definitions - individual and institutional insecurities; metrics; evaluation; persuasion of the others [Royal Society ’06 Factors ]. Discrepancies - motivations/interests and actualities - differs from Wellcome’s ‘00 Role in Public Debate. University of Bristol - www.researching-change.com/search/indexpages.htm

  9. More headlines... Changes in engagement practices over time Benefits – academics, students, technicians and wider communities Barriers – back to the BA 2004 conference, Royal Society Reports ‘06 Factors and Science and the Public Interest – importance of rewards, support from funders, training, media fears Emergent themes led to Phase 2 research and development issues University of Bristol - www.researching-change.com/search/indexpages.htm

  10. Phase 2 Meta questions: Engagement, Change in Universities and the process of learning Specific questions: diverse groups, evaluation, sustainability and two way engagement The format: 2 groups, 4 sets, 4 meetings, additional meetings (eg communications training – Factors 06 Role of Scientists ‘00) Concepts: Culture, Change, Agency Skills: Action and reflection; communication Delivery: Action Learning, process consultancy, transformative learning events University of Bristol - www.researching-change.com/search/indexpages.htm

  11. Outcomes - Individuals Confidence and esteem - networked and sharing experiences and practices - evidence for arguments, confidence to open conversations Strength - experience of alternative “virtual organisation” self-revelations and common ground Impacts of action learning and conceptualisations of change, reading under the surface - personal authority, responsibility, autonomy National project - legitimacy and use of leverage; project/site visits Mastery - reflection on engagement & role, taking action and pride Leadership roles - within organisation; international events Analytic thinking - the organisation, cultures and how they work University of Bristol - www.researching-change.com/search/indexpages.htm

  12. Outcomes - Institutional Rewards - promotion, prizes Recognition - administrative support, engagement counts Training - staff, students, researchers, ESOL and engagement Home page - institutionalising it Audits Departmental sharing of responsibilities – asking and organising Research bids Chairing and rebranding committee function University of Bristol - www.researching-change.com/search/indexpages.htm

  13. Embedding engagement: six triggers

  14. Julie Worrall, Project Director Community University Engagement East (CUE East) Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust

  15. Reflect and build upon two questions from the Beacons session at last year’s Conference Is baseline information being gathered and if so, how? How would public engagement be built into promotions criteria and awards for excellence? Share the CUE East experience, thoughts on progress so far and on what lies ahead Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust

  16. 2008 Conference: Measuring the culture change in universities Is baseline information being gathered and if so, how? ‘A qualitative baseline report on the perceptions of public engagement in University of East Anglia academic staff’ Lisa McDaid, Beacons Researcher, City College Norwich, December 2008 55 semi-structured interviews with academic staff Sample 1 - targeted individuals (n=24) • Heads of Schools • Associate Deans for Enterprise & Engagement • Associate Deans for Research • Pro Vice Chancellor Sample 2 - randomly selected academic staff by faculty & grade (n=31) • Four faculties – Science, Social Science, Health, Arts & Humanities • Four grade levels – Snr Academic, Academic, Snr Researcher, Researcher Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust

  17. 2008 Conference: Measuring the culture change in universities Is baseline information being gathered and if so, how? The importance of public engagement “It’s difficult to say because it almost comes into a different category because it is not part of my job description or one of the measures against which I think I will ever be measured…it’s more like deciding do I want to go for a run today? It’s something I enjoy and it’s important but I don’t really see it as a part of my paid job” (Senior Researcher) Recording public engagement “Nobody knows whether it counts towards their work time, so it dissuades people from doing it or telling people they are doing it because they might be called upon to fill up those hours somewhere else” (Researcher) Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust

  18. 2008 Conference: Measuring the culture change in universities CUE East evaluation approach An independent ‘Beacons Researcher’ employed by City College Norwich, embedded in the programme and providing continuous feedback on aspects of the programme delivery. Key evaluation research activities in Year 1 have included: • Qualitative baseline research on perceptions of public engagement • CUE East team interviews including Steering Group Chair and NCCPE interview • Individual event evaluations • Steering Group feedback • Partner Perceptions Survey • Document analysis – e.g. Project Director reports to Steering Group, Funders, Beacons Coordination Group & UEA’s Enterprise & Engagement Executive, Operations Manager Monthly Reports, consultation responses e.g. DIUS Science & Society and email correspondence • Observation at meetings e.g. team, project & steering group meetings • Observation at training & analysis of evaluation feedback Annual Evaluation Review published April 2009 Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust

  19. A MODEL TO AID DISCUSSION ON ASSESSING THE PRACTITIONER’S IMPACT & PERFORMANCE KT Executive Committee 16th April 2008 J Worrall, CUE East THE PRACTITIONER Providing evidence of contributions to Public Engagement 1 WAY TALKS & DISSEMINATION LEVELS OF PARTICIPATION & MEASURES THE PRACTITIONER communicating knowledge e.g. Public lectures Media work – press, TV & Radio Writing for the non-specialist Informing Notifying Advising Quantitative e.g. attendees THE PRACTITIONER AND THE PUBLIC in dialogue e.g. Public seminars, debates & forums / Exhibitions & interactive events / Mobile laboratories / Volunteering / Drama outreach / Museum education / Translation workshops / CRed / TSN / SCVA Quantitative e.g. visitors Qualitative e.g. evidence of impact via evaluation & feedback / securing funding for engagement projects & community based research / curriculum development Informing Listening Learning Exchange Partnership Personal Change 2 WAY LISTENING & DIALOGUE 3 WAY POLICY MAKING Quantitative e.g. committees attended Qualitative e.g. evidence of impact via evaluation & feedback /impact on changes to government policy / transformation of research agendas on public policy / institutional change / securing funding THE PRACTITIONER (THE EXPERT), THE PUBLIC AND POLICY-MAKERS shaping government policy e.g. Sciencewise Science Horizons Expert panel /Committee member Informing Consulting Evaluating Reporting EVIDENCE-BASED PRACTICE, EVALUATION AND CONTINUOUS IMPROVEMENT 2008 Conference: How would public engagement be built into promotions criteria and awards for excellence? Step one Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust

  20. 2008 Conference: How would public engagement be built into promotions criteria and awards for excellence? Step two CUE East Foundation for UEA Promotions Criteria on Engagement THE ENGAGED PRACTITIONER Communicating knowledge and enriching cultural life One-way e.g. public lectures, media work, writing for the non-specialist, exhibitions, show casing academic know-how Providing a service and being in dialogue with the public and communities Two-way e.g. volunteering, user involvement in research, forums, focus groups, pro-bono schemes, drama outreach, museum education Being in dialogue with the public and policy-makers Three-way engagement e.g. governmental committees involving the academic as the ‘expert’ e.g. expert panel, government led public consultation, task forces Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust

  21. 2008 Conference: How would public engagement be built into promotions criteria and awards for excellence? Step three UEA Green Book 2009 Promotions Committee Rules and Procedures ENTERPRISE AND ENGAGEMENT AND RELATED ADMINISTRATION Examples of engagement activities and of evidence that will help to demonstrate and verify impact on the community, on the applicant and on the institution in relation to teaching and research CUE East Individual Awards Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust

  22. The CUE East experience Thoughts on progress so far and on what lies ahead Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust

  23. Workshops

  24. Workshops 1. Working with Resistance in Organisational Change

  25. Workshops 1. Working with Resistance in Organisational Change 2. Involving Researchers - skills training, development and practical opportunities

  26. Workshops 1. Working with Resistance in Organisational Change 2. Involving Researchers - skills training, development and practical opportunities 3. Action Learning in practice

  27. Workshops 1. Working with Resistance in Organisational Change 2. Involving Researchers - skills training, development and practical opportunities 3. Action Learning in practice 4. Evaluation and impact assessment

  28. Workshops 1. Working with Resistance in Organisational Change 2. Involving Researchers - skills training, development and practical opportunities 3. Action Learning in practice 4. Evaluation and impact assessment 5. Engaging objects: the British Museum and its work with new audiences

  29. What next? • Written up today and shared with the conference via powerpoint and posters • Uploaded to NCCPE website next week • ‘Triggers’ remain a core focus for us – please stay in touch • Feedback at the end of the session www.publicengagement.ac.uk

  30. Feedback • What have you learned from this session? • What (if anything) will you be following up on? • What (if anything) would you like us to follow up on?

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