Geographies of impact: power, participation and potential

Pain, Rachel; Kesby, Mike; Askins, Kye

doi:10.1111/j.1475-4762.2010.00978.x

Cited by 169 publications

(178 citation statements)

References 15 publications

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“…Calls have been made repeatedly to demonstrate and defend geography's applied edge (see summary in Kyle et al, 2011). In recent years, these calls have been mounted as a challenge to the neo-liberalisation of higher education, which inter alia, the codification of research impact through performance management regimes such as the UK's REF signals (Pain et al, 2011).…”

Section: Research Impactmentioning

confidence: 99%

Transfusing our lifeblood: Reframing research impact through inter-disciplinary collaboration between health geography and nurse education

Kyle

Atherton

Kesby

et al. 2016

Social Science & Medicine

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Geographers have long grappled with how their research can positively impact individuals, communities and society. Demonstrating research impact is an increasingly important aspect of academic life internationally. In this paper we argue that agendas for encouraging 'impact' would be well-served if impact through teaching was identified and stimulated more explicitly, and if academics better recognised and seized the opportunities that already exist for such impact. We take engagement between health geography and nurse education as an example of how social scientists could demonstrate research impact through inter-disciplinary involvement in the education of health care professionals, and specifically student nurses. We begin by showing how the UK's Research Excellence Framework (widely regarded as the key reference point for research performance management regimes internationally) has tended to produce an undervaluation of impact via education in many disciplines. A comprehensive overview of international scholarship at the intersection between geography and nursing is then presented. Here we trace three 'waves of enquiry' that have focused on research interactions before calling for a fourth focused on critical pedagogy. To illustrate the possibilities of this fourth wave, we sketch a case study that outlines how engagement with research around blood donation could help provide a foundation for critical pedagogy that challenges student nurses to practice reflexively, think geographically and act justly. Finally, we call for closer engagement between health geography and nurse education, by encouraging educators to translate, teach, and transfuse ideas and people between health geography and nurse education. In so doing, we argue that work at this interface can be mutually beneficial and demonstrate impact both within and beyond research assessment rubrics. Hence, our ideas are relevant beyond nurse education and geography insofar as this paper serves as an example of how reframing research impact can recover the importance of impact through education.

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Section: Research Impactmentioning

confidence: 99%

Transfusing our lifeblood: Reframing research impact through inter-disciplinary collaboration between health geography and nurse education

Kyle

Atherton

Kesby

et al. 2016

Social Science & Medicine

Self Cite

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“…The new Research Excellence Framework (HEFCE 2011) is arguably not much different from its RAE predecessors, except perhaps in its increased emphasis on the 'impact' of research. Pain et al (2011) observe that while the audit culture is now well established within UK universities, the focus on impact, which will carry a weighting of 20 per cent within the 2014 REF assessment (HEFCE 2011), is a new feature of the system. Measuring impact was introduced with the express purpose to assure that money allocated to research from the public purse was well spent.…”

Section: Enter Impactmentioning

confidence: 99%

Whose side are we on and for whom do we write? Notes on issues and challenges facing those researching and evaluating public policy

Warren

Garthwaite

2015

Evidence &Amp; Policy

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2015) 'Whose side are we on and for whom do we write? Notes on issues and challenges facing those researching and evaluating public policy.', Evidence policy : a journal of research, debate and practice., 11 (2). pp. 225-237. Further information on publisher's website: Author's post-print not to be cited. Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractHoward Becker (1967) posed the question "Whose side are we on?", a question which has become an enduring part of discussions within social scientific methodology. This paper explores the key issues in Becker's argument and considers its relevance to researchers today, locating this within a consideration of evaluation based research and policy. Many of the issues Becker discusses remain relevant, yet what has changed radically is the context within which academics operate. In an era where academics and their research are becoming increasingly commodified, this paper contends that the question of who the academic serves and writes for is increasingly important.

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“…This struggle can be linked to increasing concern regarding the detrimental impacts of neoliberalized, free market universities, which normalise competition, implement widescale adoption of part-time, short-term, minimum wage contracts, and develop audit measures that adhere to narrow (minded) notions of academic "performance" to ever-escalating standards of "success" (Swan, 2010). Critique from both political economy and social justice paradigms points to the exclusionary, unjust nature of capitalism, and how it is economically misguided (Berg, 2013(Berg, , 2015Newson, 2012;Pain, Kesby & Askins, 2011). More recently, these debates are being connected to issues of well-being (Gill, 2009;Moss, 2012), mental health (Parizeau et al, 2016), and calls for "slow scholarship" (Mountz et al, 2015).…”

Section: Making Sense With Carementioning

confidence: 99%

Feeling our way: academia, emotions and a politics of care

Askins

Blažek

2016

Social & Cultural Geography

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116

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This paper aims to better understand the role of emotions in academia, and their part in producing, and challenging, an increasingly normalized neoliberal academy. It unfolds from two narratives that foreground emotions in and across academic spaces and practices, to critically explore how knowledges and positions are constructed and circulated. It then moves to consider these issues through the lens of care as a political stance towards being and becoming academics in neoliberal times. Our aim is to contribute to the burgeoning literature on emotional geographies, explicitly bringing this work into conversation with resurgent debates surrounding an ethic of care, as part of a politic of critiquing individualism and managerialism in (and beyond) the academy. We consider the ways in which neoliberal university structures circulate particular affects, prompting emotions such as desire and anxiety, and the internalisation of competition and audit as embodied scholars. Our narratives exemplify how attendant emotions and affect can reverberate and be further reproduced through university cultures, and diffuse across personal and professional lives.We argue that emotions in academia matter, mutually co-producing everyday social relations and practices at and across all levels. We are interested in their political implications, and how neoliberal norms can be shifted through practices of caring-with.

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Geographies of impact: power, participation and potential

Cited by 169 publications

References 15 publications

Transfusing our lifeblood: Reframing research impact through inter-disciplinary collaboration between health geography and nurse education

Transfusing our lifeblood: Reframing research impact through inter-disciplinary collaboration between health geography and nurse education

Whose side are we on and for whom do we write? Notes on issues and challenges facing those researching and evaluating public policy

Feeling our way: academia, emotions and a politics of care

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