The Research Excellence Framework (REF) case studies outline changes and benefits to the UK economy, society, culture, public policy and services, health, the environment, and quality of life and impacts in these sectors beyond the UK.
REF impact case studies were written by HEIs, following a four-page template provided for REF submissions. The template was structured across a title and five sections (summary, research, references, impact, and evidence- find out more on REF criteria).
The scores for individual case studies are not published, but we have reviewed the current case studies (2021) for examples relevant to the thematic areas of the Local Policy Innovation Partnership (LPIP) Hub programme or general place decision-making to help understand examples of impact from previous work.
Here, Dr Charlotte Hoole explores REF cases associated with felt experiences.
Types of Impact
Many programmes seek to demonstrate the impact of projects on felt experiences.
Examples include:
- The University of Lancaster’s mobilising knowledge from lived experiences to reduce social and health inequalities led by Professor Jennie Popay. The project improved community engagement policies for public health in England, Wales, and Spain, giving voice to marginalised groups and influencing global policy through partnerships with organisations like the World Health Organisation.
- Nottingham Trent University’s changing attitudes to East Midlands English and raising awareness of language as heritage led by Professor Natalie Braber. The work changed attitudes towards East Midlands English dialects, raising awareness of language as culture and heritage and engaging around 100,000 people through exhibitions and events.
- The University of Newcastle’s Poetry, Place and National Belonging: Expanding the Curriculum and Diversifying Cultural Institutions led by Professor James Procter. The research expanded public debate around Britishness through its work to decolonise curricula and diversify cultural institutions, reaching over 250 schools and 5,000 students/teachers.
- The University of Newcastle’s Poetry as a Driver of Business Innovation: Westpark Residential Development led by Professor Bill Herbert. The project embedded creative practices in house-building, influencing residential development strategies and improving community engagement in construction.
- The University of Sheffield’s Recovering and revaluing working-class voices: the Barry Hines Archive led by Professor Sue Vice and Professor David Forrest. The project, based on the life and work of working-class writer Barry Hines, facilitated the republication of Hines’ overlooked works, enhancing access to regional films, inspiring new artistic collaborations, and transforming teaching practices in schools by unlocking creativity and raising aspirations among young people.
- The University of Southampton’s Re-Making Places: Medieval Heritage, Regeneration and Regional Development led by Professor Catherine Clarke. The research on medieval places, identities and stories has re-made and re-animated lost historic landscapes for diverse user communities, bringing significant social, cultural and economic benefits across the England-Wales border region and beyond.
- The University of Leeds’ Revitalising place through interdisciplinary art practice at a time of environmental change based on the work of Dr Judith Tucker and Professor Harriet Tarlo. Through interdisciplinary art practice, they mobilised community action, preserved local heritage, and popularised environmental art nationally and internationally.
- Leeds Beckett University’s Sensing Place: Using Mobile Methodologies to Reconnect to the Spaces we Live in led by Dr Lisa Taylor and Dr Zoe Tew-Thompson. Their work has produced impacts on communities’ abilities to express and explore ‘belonging’. This has bolstered well-being, brought communities together and re-affirmed the value of participants’ everyday experiences.
- The University of Warwick’s The City and the Archive: Television History, Heritage and Memory Research in Action led by Professors Rachel Moseley and Professor Helen Wheatley. The project used television archives to curate exhibitions that attracted over 144,000 visitors. Their work increased revenues, encouraged regional engagement, and provided evidence for sustaining television archives and children’s programming.
- Manchester Metropolitan University’s Voices from the margins: co-producing living knowledge for educational and social change based on the work of Janet Batsleer, Harriet Rowley and James Duggan. Their work changed how knowledge is produced, shared and used by amplifying marginal voices through participatory and arts-based methods. Their work led to a Greater Manchester-wide Youth Charter and influenced £6.5 million in funding for youth loneliness projects across the UK.
These impact case studies demonstrate the significant impact of arts, humanities, and social sciences research on communities, cultural understanding, and policy. Collectively, they show how academic work can revitalise local areas, preserve heritage, and give voice to marginalised groups. Many projects focused on place-based initiatives, using creative methods to engage communities with their local history, language, and environment. This approach often led to improved well-being, stronger community bonds, and a renewed sense of local identity.
The research also had broader societal impacts, influencing public health policies, urban regeneration strategies, and educational practices. The use of participatory methods and arts-based approaches was a common thread, enabling researchers to co-produce knowledge with communities and create engaging public outputs like exhibitions and performances.
Partnerships
The impact case studies involved a diverse range of partnerships across cultural, public, and private sector organisations. The researchers collaborated extensively with cultural institutions like art galleries, museums, libraries and arts charities to curate exhibitions, develop educational resources, and acquire archival materials. They also worked closely with local and regional authorities, integrating their research and strategies into planning policies and guidelines.
In the education sector, the researchers formed partnerships with schools to incorporate their work into classroom teaching and curriculum development. The case studies also showcase the value of private sector partnerships, such as the partnership between the University of Newcastle and local construction companies, to embed their arts strategies into house-building projects.
Beyond these cross-sector collaborations, the studies emphasised participatory, community-engaged approaches that positioned marginalised groups as active partners in the research process. The researchers also drew on interdisciplinary expertise, bringing together scholars from various fields to develop innovative methodologies. In some cases, the researchers played a bridging or intermediary role, using their academic standing to facilitate connections between divided community groups or between grassroots organisations and policymakers.
Through these diverse partnerships, the research teams were able to drive change at multiple levels, from empowering marginalised communities to transforming cultural and educational practices and influencing public policy.
This blog was written by Dr Charlotte Hoole, Research Fellow, City-REDI, University of Birmingham.
Disclaimer:
The views expressed in this analysis post are those of the authors and not necessarily those of City-REDI or the University of Birmingham.