The Research Excellence Framework (REF) showcases the substantial societal contributions of UK university research. In this blog, Kostas Kollydas, Skills Theme Lead for the Local Policy Innovation Partnership Hub, delves into selected REF case studies that have influenced skills development, evidencing their impact on education, social care, and employment support.
Types of impact
University research has played a critical role in shaping educational practices, employment support, and social care frameworks. Below we provide examples of impactful research projects that have influenced these areas.
- Cardiff University’s evaluation of the Welsh Foundation Phase curriculum involved data collection from different stakeholders, pupils, and over 1,000 parents and carers, and it led to foundational shifts in early education across Wales. This research directly impacted all primary schools and funded non-maintained settings in Wales, covering thousands of young learners.
- Similarly, Cardiff University’s work on improving the educational experiences of care-experienced children and young people in Wales involved innovative participatory research that informed Welsh Government strategies. This research, which engaged 65 care-experienced children and young people across Wales, led to the development of new methods and materials that improved support for care-experienced children across various educational environments. The project’s impact extended to changes in policy, training for teachers, and support mechanisms that benefited approximately 7,000 children and young people in care in Wales, thereby ensuring they receive better educational and social support.
- Plymouth Marjon University identified specific educational challenges in geographically isolated areas, influencing policies and support mechanisms that affected schools in coastal and rural locations. The concept of “Educational Isolation”, developed through this research, influenced Ofsted’s inspection framework, impacting a broad spectrum of educational institutions.
- The University of Leeds redefined employment support by focusing on employer engagement in active labour market programmes, thus influencing national strategies that affected the practices of large service providers like Serco and local authorities. The research contributed to the development of strategies that have been integrated into the employability service industry across the UK.
- The University of Sheffield’s research in health-related employment support, particularly its work on Individual Placement and Support (IPS) models, informed the Department for Work and Pensions’ (DWP) policies. The Sheffield City Region’s health-led employment trial (the world’s largest IPS trial) involved 15,000 service users and demonstrated significant improvements in employment outcomes.
- The University of Hull’s Emancipatory Participatory Action Research (EmPAR) approach led to the creation of an animated film involving 27 young people in care, which has been used for training across various educational and social care settings. The research informed changes in policy and practice that impacted young people in care.
- The University of Manchester’s work on Children’s Zones has been pivotal in establishing and sustaining initiatives across multiple UK areas, thus affecting educational strategies in over 235 schools and benefitting more than 85,000 children in high-poverty neighbourhoods.
Partnerships
Effective collaboration has been crucial for translating the aforementioned research into impactful outcomes. For example, Cardiff University collaborated with educational bodies across Wales to implement a new curriculum and develop support frameworks for care-experienced children. The University of Sheffield partnered with the DWP and local health authorities to design the Sheffield City Region health-led employment trial, which influenced both regional and national policies. The University of Hull worked with the East Riding Virtual School to implement policy changes based on the experiences of young people in care, leading to the adoption of new training materials. The University of Manchester collaborated with local communities, schools, and authorities to establish Children’s Zones. This, in turn, improved educational outcomes in disadvantaged areas.
Activities
The projects undertaken by universities involve a variety of activities designed to engage with stakeholders and implement research findings in practical contexts. For instance, Cardiff University engaged educational practitioners and policymakers to translate research into strategies and training materials, which were implemented across Wales, particularly benefiting early learners and care-experienced children. Plymouth Marjon University conducted research to identify the unique challenges faced by schools in geographically isolated areas. This involved collaborating with schools to understand their specific needs and then working with educational bodies and policymakers to develop and implement strategies that address these challenges. As mentioned, the University of Sheffield designed and executed a health-led employment trial, training service providers and monitoring the trial’s effectiveness. The University of Hull facilitated workshops with young people in care, using these sessions to co-produce creative outputs like an animated film, which became a widely adopted training resource for educators and social workers.
Conclusion
The profound impact of university research on skills development, educational experiences, and employment support across diverse groups of people highlights the important role of higher education institutions in societal progress. Through targeted research, strong partnerships, and diverse activities, universities serve as catalysts for both individual and community advancement. The selected REF case studies identified here (which represent a few of those submitted) not only illustrate the practical benefits of academic endeavours but also highlight the importance of sustained investment in research for the greater good.
This blog was written by Kostas Kollydas, Research Fellow, City-REDI, University of Birmingham.
Disclaimer:
The views expressed in this analysis post are those of the author and not necessarily those of City-REDI or the University of Birmingham.