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

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Presentation on theme: "Moving Forward with Public Engagement - Solutions Paul Manners, NCCPE Julie Worrall, CUE East Gillian Squirrell, SEARCH."— Presentation transcript:

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

2 What’s the problem?

3 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. Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust CUE UEA Edinburgh Beltane Manchester North East UCL Wales NCCPE

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.

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8 MISSION Embed in strategy and promote through leadership REWARD Recognize, reward and support staff involvement COORDINATION Coordinate delivery to maximise efficiency, learning, impact PUBLIC Involve the public in governance and through ongoing dialogue STUDENTS Include and involve students COMMUNICATION Celebrate and champion success, inside and outside Embedding engagement: six triggers

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

10 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 - change.com/search/indexpages.htm

11 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 - change.com/search/indexpages.htm

12 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 - change.com/search/indexpages.htm

13 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 - change.com/search/indexpages.htm

14 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 - change.com/search/indexpages.htm

15 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 - change.com/search/indexpages.htm

16 MISSION Embed in strategy and promote through leadership REWARD Recognize, reward and support staff involvement COORDINATION Coordinate delivery to maximise efficiency, learning, impact PUBLIC Involve the public in governance and through ongoing dialogue STUDENTS Include and involve students COMMUNICATION Celebrate and champion success, inside and outside Embedding engagement: six triggers

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

18 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

19 ‘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 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 2008 Conference: Measuring the culture change in universities Is baseline information being gathered and if so, how?

20 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 2008 Conference: Measuring the culture change in universities Is baseline information being gathered and if so, how?

21 CUE EAST QUALITATIVE SURVEY KEY FINDINGS CUE EAST AND ALIGNED UEA STRATEGIES 84% involved in ‘self defined’ PE, but lack of a shared understanding. CUE East devised ‘working’ typology, shaping new promotions criteria at UEA. PE not as important as research and teaching and for some, admin. New promotions criteria links PE to teaching & research. Barriers include time, career progression, peer approval, research-led culture, funding & challenges of engaging people. CUE East developing infrastructure dedicated to building capacity at all levels. Lack of strategic support: “Support is personal rather than organisational” New UEA Corporate Plan with ‘Enterprise & Engagement’ a corporate priority. Very little recording happening & no institutional mechanism in place CUE East devised ‘Engagement Tracker’ PE was not rewarded in any formal way.New promotions criteria and individual awards. Evaluation of PE was minimal. Most had not even considered evaluating their activities. Beacon’s Researcher advising individuals & projects on evaluation techniques & methodologies.

22 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 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 2008 Conference: Measuring the culture change in universities CUE East evaluation approach

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

24 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 2008 Conference: How would public engagement be built into promotions criteria and awards for excellence? Step two

25 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 2008 Conference: How would public engagement be built into promotions criteria and awards for excellence? Step three

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

27 MISSION REWARD COORDINATION PUBLIC Workshops

28 MISSION REWARD COORDINATION PUBLIC Workshops 1. Working with Resistance in Organisational Change

29 MISSION REWARD COORDINATION PUBLIC Workshops 1. Working with Resistance in Organisational Change 2. Involving Researchers - skills training, development and practical opportunities

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

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

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

33 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

34 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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