1. The Research Excellence Framework Impact: the need for evidence Professor Caroline Strange 22 June 2011

2. Assessment of Research Excellence The REF will focus on three elements: Quality of research outputs – primary focus.65% Wider impact of the research - demonstrable benefits to the economy, society, public policy, culture or quality of life. 20% Vitality of the research environment - how our research environment supports research and its effective dissemination and application. 15%

3. Assessing the Impact of the Research Sub-panels will be invited to identify and advise on the need for additional assessors whose expertise includes: professional experience of making use of, applying or benefiting from academic research, i.e. focusing on impact. For further information on panel membership, please see: http://www.hefce.ac.uk/research/ref/panels/ http://www.hefce.ac.uk/research/ref/panels/

4. Criteria for Excellence four-star (exceptional) - world leading three-star (excellent) - internationally excellent two-star (very good) - recognised internationally one-star (good) - recognised nationally unclassified

5. Impact HEFCE propose to assess the impact of a UoA as a whole Impact must be evident during the REF assessment period - but research may have been undertaken earlier REF Impact Pilot Exercise ( Clinical Medicine, Physics, Earth Systems and Environmental Sciences, Social Work and Social Policy, English Language and Literature) Further information: http://www.hefce.ac.uk/research/ref/impact/http://www.hefce.ac.uk/research/ref/impact/ Submissions will include: -case studies (minimum of 2 case studies for every UoA submitted; 1 case study + a further case study for every 10 FTE staff returned for the UoA)

6. Scope of the impact assessment Impact includes social, economic and cultural benefits, (NOT academic benefit) that has occurred during 1 Jan 2008 – 31 July 2013 Impact may be at any stage of development or maturity but there must be measurable impact. Impact from engaging with the public can be included but if there is no evidence of its benefits, this will not be considered. Case studies must be focussed. Case study template will require information on:  underpinning research and evidence of its quality  how the submitting unit’s research contributed to the impact  nature and extent of the impact  references to independent sources to verify claims made.

7. Evidencing impact Excellence in research and impact go together Need to answer the ‘so what?’ question Improve your citation rating – ensure papers have ‘catchy’ short titles; keywords are focussed; you are a clearly identifiable author and use the same form of your name consistently In addition to a CV and a list of your publications, maintain an ‘impacts file’ that lists occasions of influence in a recordable and auditable way Ensure easy access to information. Publishing some form of your research in ARRO is essential so that readers external to academia can access it. Improve communication through, for example, multi-author blogs Disseminate your research more broadly – cut out the ‘middleman’.

8. Impact case studies Do: Know your strengths – ‘tacit’ knowledge may have the most impact provide strong examples from across the discipline range Name names and provide dates acknowledge the contributions of researchers from other institutions ensure that all information is given - panel members will not go ‘digging’ for further information Network and be known Remember that the more cited you are in the academic literature, the more likely you will be cited in non-academic ‘Google’ references

9. Impact case studies Do not: Include early-career researchers unless part of a research project team for impact case studies Claim impact outside of the timeframe Underestimate the time needed to develop case studies: Costs of preparing a submission Low11 person days / 27 FTEs / 4 case studies High194 person days / 519 FTEs / 53 case studies Average overall effort = 0.5 person days / FTE submitted This includes overview, cases and co-ordination and includes the time of administrators and faculty staff From: Feedback from pilot HEIs – for further information see the Technopolis report: ‘Feedback from the higher education institutions involved in the pilot’ at: ttp://www.hefce.ac.uk/research/ref/pubs/other/re02_10/Feedback from the higher education institutions involved in the pilot ttp://www.hefce.ac.uk/research/ref/pubs/other/re02_10/