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Fellowships for academics frequently include the requirement that staff are transitioned to permanent posts at their institutions once the Fellowship ends. PEPs involved in projects of similar breadth and size (externally funded centres etc) have no such security. What will UKRI be doing in the next few years to address PEP precarity on UKRI funded grants and avoid the massive loss of institutional knowledge? [Kirsty Ross]

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Pathways to Impact have been removed from grant applications on the understanding that engagement and impact should be built into the main body of the grant proposal. This has removed a key lever for PEPs to have those impact conversations with academics. Is public engagement being embedded in proposal received by UKRI, or is the space being used for more text about the research? [Kirsty Ross]

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Public engagement is a frequent route to impact in UKRI grant applications. Are there processes in place at UKRI to ensure that such engagement plans are followed through? Is the funding ring-fenced so that it cannot be spent on the research? Are there penalties in place if plans are not delivered? [Kirsty Ross]

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What would UKRI wish to see by way of 'Quality' markers expected by a HEI's. For example are you looking for Civic University Agreement, NCCPE Watermark, overt mention in mission/vision/values, infrastructure/budget/roles etc. I'm afraid I can't attend this day of the programme due  to a clash of events but welcome a response as we look towards our new Strategy drafting at my HEI in this calendar year [Zoe Knowles]

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Will there be another round of funding to support Place based engagement? When is this likely to be opened?

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Will there be another round of funding to support Place based engagement? When is this likely to be opened?

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Has UKRI got any plans to facilitate the inclusion of of experts by experience in bids as named PIs or CoIs and/or provide financial support for the pre application work needed to truly co-produce an application?

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Hi Patrick, it would be great if you could share some practical tips of how to "sell" the benefits of PE to Senior Management Teams, as senior buy-in is for sure a good starting point to drive culture change. Thanks Antonio [and apologies in advance as I'm joining your talk halfway through unfortunately ]

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Including 'quality PE' within strategies & cultures

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Including 'quality PE' within strategies & cultures

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Hi Patrick,
It would be really useful to hear your thoughts on how we can lever to ensure that our institutions really value quality PE (over e.g. numbers or publicity), and how UKRI works with Senior Management teams to encourage its integration into strategies. Thank you. [Lorraine Coghill]

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Public engagement has increasingly become part of the role a researcher, as highlighted by the Vitae Researcher Development Framework and national excellence frameworks. How does public engagement fit within UKRI training programmes at all levels, from studentships to postdocs and fellowships? Is there scope to embed engagement training and practice within these programmes?

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Do you have a favourite example of really good engagement?

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Do you have a favourite example of really good engagement?

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Hi Patrick! Thanks for doing taking the time to work with us. I would be really interested to know if there is an example of engagement that has really stuck with you? (Vague, I know - sorry!)

Partially, I'm wondering whether someone from your 'directorship' level is impressed by the same kinds of things in engagement as I am at a 'boots on the ground' level.

Phil

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Can you tell us what opportunities UKRI will be offering Universities to support their communities in the levelling up agenda?

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There are so many awesome and fun ideas floating around at the moment but so many of them run into dead-ends or lack of momentum kills them. How do you pick projects that will really deliver? What are the red flags for a project that will never go anywhere? What are the signs that you pick up on to just launch yourself into a project?

Phil

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One of my objectives is to create a public panel. Unlike existing ones in our programme, which include a small number of people from one of the four nations, I'd like to create one with open recruitment for people from across the four nations to join. I'd also like to include young people at least aged 16 and older. However, I'm struggling with a number of things, including how to incentivise participation if we can't afford to regularly renumerate for online engagement; what kind of consent process is necessary to involve 16+ year-olds (and would it be complicated to involve younger participants); is it appropriate to bring such a wide age-range of people together like this? Any help is welcome! (Shayda Kashef)

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How do I get senior buy-in for Engagement from people who only value comms?

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How do I get senior buy-in for Engagement from people who only value comms?

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Our Director only values engagement for the money it brings into our Centre, and doesnt see why he should be resourcing it more broadly than employing me. How do I speak his language and show that engagement is worth so much more than just the revenue it creates? (Faye W)

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What are the key themes/topics in public engagement that are most important to develop as university-wide training resources for researchers? (Amy Hawksworth)

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Making PER a Priority - when researchers are extremely busy with their research and there is not a culture for PER how do you engage and demonstrate value without being apologetic for disturbing people from there real work - thus supporting the impression that PER is a low priority. (Victoria Green)

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Making PER a Priority - when researchers are extremely busy with their research and there is not a culture for PER how do you engage and demonstrate value without being apologetic for disturbing people from there real work - thus supporting the impression that PER is a low priority. (Victoria Green)

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Challenge: you have a six month window to influence the implementation of a university-wide public engagement with research strategy. How would you go about influencing the strategy? What would be your priorities to include in the strategy? [Kirsty Ross]

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How do I step into change (during a pandemic)?

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How do I step into change (during a pandemic)?

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I have worked in this field for a few years and I was never given the opportunity to shape my own projects/ways of working. Now that I am in a more senior position and with less constraints (but mostly ignored by the rest of my department, and with the challenges of a pandemic) I fear I don't know how to step into the role of changemaker I have always wanted to be.

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You have been advised by your line manager that you will now be responsible for all PE bids instead of the research development manager teams - you are worried that you don't have the necessary skills or training for funding applications, how would you tackle this issue? (Katherine Roycroft, MMU)

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You have been advised by your line manager that you will now be responsible for all PE bids instead of the research development manager teams - you are worried that you don't have the necessary skills or training for funding applications, how would you tackle this issue? (Katherine Roycroft, MMU)

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We want to be a civic university - How can I encourage my senior leaders to make bold decisions which help us to be more socially engaged? [Lindsey Anderson]

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How do you and/or your organisation perceive and define the difference between public and community engagement?

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How do you and/or your organisation perceive and define the difference between public and community engagement?

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(Mel Davies)

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How to provide public engagement training for a large, mixed group (e.g. 100 people - from PhDs to senior academics, all with varying levels of experience and enthusiasm). Note that they are all in different institutions also, spread across the country. (Sylvia Leatham)

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Advancing Recognition for PE within the Promotion and Tenure Process

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Advancing Recognition for PE within the Promotion and Tenure Process

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How have other institutions tackled the issue of implementing fair recognition for PE work within promotion and tenure processes? What can PE support units/professionals do to support this change, despite the fact that the ultimate decisionmakers are faculty unions, administrations, etc. How do we address the concept of PE "recognition" in situations where p & t recognition doesn't exist. (Rebecca Cohoe)

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How can I contribute to a departmental and faculty-wide PE strategy ? [Antonio P.]

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How do other reward good public engagement activity?

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Developing strategy - I want to, I can do... "should" I? 

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Developing strategy - I want to, I can do... "should" I? 

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The hierarchy of an organisation can make it challenging to position yourself as a change maker with expertise, experiences of value. What have others done to negotiate and perhaps navigate around this? [Lorraine Coghill]

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How do you identify areas of strength/focus when you have hundreds of researchers with multiple overlapping interests (in order to allocate resources/prioritise)? (Laura Breen).

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How do you make yourself stand apart from generic communications specialists within the organisation and show that your Outreach and PE skills, linked to your STEM specialist subject knowledge, should be valued? - Natalie Starkey

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The most common barrier to engagement work is time. How can you enable researchers to see the benefits of PE so it is worth spending time on, or do you have an institute expectation of time commitment (James piercy)

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Explore the considerations and challenges of setting up a Citizen’s assembly around AI in medicine (Georgina Norris)

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With the diversity of ways to engage public audiences with research it can be difficult to communicate what good quality two-way engagement really means. How can I support staff and students to move from one-way engagement, dissemination and one-off activities to two-way engagement, participatory research and embedded longer term activities? [Liz Danner]