Supporting excellence in engaged research

Abstract

This paper reviews the purposes, definitions and criteria designed to embed 'engaged research' as a strategic priority with universities, and explores some of the challenges of implementation. Surveys of academics have shown various understandings of, and attitudes to, the practices of engaged research, but also impediments to realising the aspirations it expresses. Drawing on the experience as the academic lead for engaged research at the Open University, the author explores questions of professionalisation, for example, through training, support mechanisms and measures of recognition for engaged research. He concludes by arguing that, if done well, engaged research can promote epistemic justice. AbstractParticipation and science governance; Professionalism, professional development and training in science communication; Public engagement with science and technology Keywords IntroductionThere are a wide range of methodological approaches that seek to involve academic researchers and non-academic stakeholders, end-users and/or members of the public to a greater or lesser degree in the co-production of research and/or research-related outputs in ways that are relevant and meaningful to them [e.g. Reed, in press;Oreszczyn and Lane, 2017;Martin, Carter and Dent, 2017;Hoggart, 2017;Seale, 2016;Collins, 2015;Weller, 2014;Guston, 2013;Molyneux and Bull, 2013;Hartnett, Daniel and Holti, 2012;Owen, Macnaghten and Stilgoe, 2012;Burnard et al., 2006]. In essence, I argue that these are all examples of engaged research, but conceptualised from particular disciplinary backgrounds.

Public engagement with science—Origins, motives and impact in academic literature and science policy

“…In this context, 'citizen science' and 'community-based participatory research', and the related concepts of 'anticipatory governance' and 'responsible innovation' are pertinent [42, p. 21]. The latter appears to have gained dominance in the science policy discourse, thus prioritizing the instrumental role of science for innovation and economic return [43][44][45][46].…”

Practicing engaged research through pandemic times: do not feed the animals?

“…The next challenge for furthering the development of engaged research and participatory science communication [ Holliman, 2017 ; Campos, Monteiro and Carvalho, 2021 ], will be to build on what we have learned during the pandemic and use it effectively in a post COVID-19 world, combining the benefits of on-line and in-person meetings. We should be cautious of reverting to 'normal', in-person methods simply because we can [cf.…”

“…Holliman notes that 'if done well and over time, engaged [research] practices can enhance the quality of research, improve the social and economic significance of the resulting impacts for all participants, and generate evidence of sustained excellence in academic practice' [ Holliman, 2017 , p. 5, emphasis in original]. Indeed, Holliman views engaged research as 'a way of fostering clear and consistent communication' [ Holliman, 2017 , p. 2]. and as part of the professionalisation of science communication.…”

Rethinking the role of the academy: cognitive authority in the age of post-truth

“…As Manners (2018) notes, this is typically much easier to frame than engaging with more abstract questions about the purpose of education: We need to clarify the outcomes we are striving for -fairness, social justice, civility and tolerance, health and wellbeing, lifelong learning perhaps -and why we believe human and environmental flourishing matters. (Manners, 2018) Forging stronger links to many different elements of society through 'engaged' practice can also offer a route to epistemic justice (Holliman, 2017). Reframing the concept of the public intellectual so that it is aligned to the coordinates of a new, digital public sphere necessitates a rethinking of intellectual communication and scholarly activity along the lines of increased transparency and openness.…”