Extending the concept of research impact literacy: levels of literacy, institutional role and ethical considerations

Bayley, Julie; Phipps, David

doi:10.35241/emeraldopenres.13140.2

Cited by 13 publications

(7 citation statements)

References 12 publications

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“…It stands to reason that a topic deserving further exploration is how building institutional capacity is reinforced by paying attention to the capacity of individuals and groups within institutions. In relation to the skills (i.e., impact competencies; Bayley, Phipps, Batac, & Stevens, 2018;Bayley & Phipps, 2019b;Mallidou, Atherton, Chan, Frisch, Glegg, & Scarrow, 2018) and knowledge (i.e., impact literacy; Bayley & Phipps, 2019a, 2019b needed to support impact, future studies could explore how individual and institutional impact competencies and literacies can work synergistically to support impact pathways.…”

Section: Discussionmentioning

confidence: 99%

How a Networked Approach to Building Capacity in Knowledge Mobilization Supports Research Impact

MacGregor

Phipps

2020

IJEPL

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Research impact is emerging as a common feature in national research systems. Knowledge mobilization (KMb) includes efforts undertaken to aid and accelerate research impact pathways by directing focus to processes that support impact. To date, researchers and universities have struggled to increase their capacity in KMb. This study explores the perceptions held by 16 leaders of Research Impact Canada, representing 14 networked universities, about the usefulness and use of networked learning to build institutional capacity in KMb. The analysis of data, which was collected using a mixed-methods survey design, highlights two overarching themes: 1) the contextual variability in how institutions engage in KMb work, and how practice-based subgroups can support the diverse KMb needs of different institutions; and 2) how capacity is developed through networked learning is distributed among individuals and groups within institutions, and how networked institutions need to be self-referential to the ways knowledge about KMb is sourced, validated, shared, interpreted, and employed.

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Section: Discussionmentioning

confidence: 99%

How a Networked Approach to Building Capacity in Knowledge Mobilization Supports Research Impact

MacGregor

Phipps

2020

IJEPL

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“…Selvom der er en mulighed for, at aktiviteter om udeundervisning bliver behandlet i de enkelte fag som praktiske øvelser, er der en risiko for, at selve det didaktiske grundlag, modellerne og forskningen i udeundervisning og udeskole forsvinder ud af uddannelsen. De studerende kan få viden om ('being aware of'), at udeskole eksisterer, men bliver hverken praktisk erfarne ('engaged') eller opnår viden nok til kritisk at kunne udvikle udeskole ('critical') (Bayley & Phipps, 2019). Undersøgelsen af de fem eksperimenterende initiativer på laereruddannelserne (Brahe-Orlandi & Lund Nielsen, 2021) viste netop, at begrebsliggørelsen af tiltag på laereruddannelsen, fx 'udeskole', skaber rammer for og legitimerer, at de studerende laerer at 'taenke ud af boksen.'…”

Section: Diskussionunclassified

Udbredelse af og kendetegn ved undervisning af studerende udenfor læreruddannelsens mure

Barfod,

Bølling,

Hald

et al. 2024

LUP

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En femtedel af danske grundskoler praktiserer udeskole, der er regelmæssig undervisning udenfor skolens mure i folkeskolens almindelige fag. Centrale indsatser for udbredelse af udeskole, åben skole og bevægelse i undervisningen har bidraget til udviklingen af udeskole, men kvalificering af lærere til at varetage undervisningen har vist sig at være sporadisk. Spørgsmålet er, hvordan undervisning udenfor læreruddannelsens mure er udbredt og karakteriseret på læreruddannelsen. I sommeren 2022 modtog alle ansatte læreruddannere på professionshøjskolerne (N~814) en elektronisk survey. Resultaterne viser, at mindst hver tredje læreruddanner inddrog undervisning udenfor (svarprocent 38,2% (n=311)). Udbredelsen var størst for specialiseringsmoduler, naturfaglige og praktisk-æstetiske fag. Dette resultat er suppleret med nogle studerendes evalueringer af specialiseringsmoduler, der involverer udeskole og åben skole. Med reference til lærerstuderendes syn på forholdet mellem teori og praksis i specialiseringsmodulerne (opposition, simulation og refleksion) diskuteres udeundervisningens muligheder for at skabe broer og sammenhæng i en læreruddannelse uden specialiseringsmoduler (LU 23). Vi anbefaler, at udeundervisningen sikres i fagene.

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“…Faced with the sheer diversity in the impacts they produce, a key challenge in the higher education sector is prioritising, ranking and contextualising impacts and their attendant indicators. Bayley and Phipps (2019) highlight the need for "impact literacy", which they define as the "ability to identify appropriate impact goals and indicators, critically appraise and optimise impact pathways, and reflect on the skills needed to tailor approaches across contexts" (p.…”

Section: Impact Framework In Higher Educationmentioning

confidence: 99%

Developing an impact framework for Science Gallery Network: Final report

Mahat¹,

Morrow²,

Long³

et al. 2022

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The aim of this project was to develop an impact framework for the Science Gallery Network (SGN). This work was commissioned by the Science Gallery International (SGI). The SGN has eight member organisations across four continents: Dublin, London, Melbourne, Bengaluru, Detroit, Rotterdam, Atlanta and Berlin. Whilst the network consistently sees unprecedented levels of accomplishment by its members, a testimony to their capacity, innovation and vision, the SGN does not have a systematic way to measure and monitor this impact. An impact framework that can assist with understanding and reporting the value of this impact will provide important recognition that the SGN has achieved what it sets out to do— bringing science, art, technology and design together to deliver world-class educational and cultural experiences for young people. This report details the robust consultation approach that was undertaken by the University of Melbourne’s project team—one that included a desktop review, focus group discussions, surveys and interviews—to ensure multiple perspectives were gathered on what could be considered a multi-faceted concept. The desktop review provided a thorough review and an environmental scan of the impact literature and its measurement. In addition, the focus group discussions and interviews provided a rich understanding of what ‘good impact’ means for the SGN and the implications of this to the measurement of impact outcomes. Five key recommendations are provided and summarised. Note that these key recommendations should be taken as a point of departure for further in-depth consultation throughout the wider SGN.

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Extending the concept of research impact literacy: levels of literacy, institutional role and ethical considerations

Cited by 13 publications

References 12 publications

How a Networked Approach to Building Capacity in Knowledge Mobilization Supports Research Impact

How a Networked Approach to Building Capacity in Knowledge Mobilization Supports Research Impact

Udbredelse af og kendetegn ved undervisning af studerende udenfor læreruddannelsens mure

Developing an impact framework for Science Gallery Network: Final report

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