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Circulate prompts - Qs useful to encourage articulating RSKE reflections 

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Circulate prompts - Qs useful to encourage articulating RSKE reflections 

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Suggest this is an opportunity to get CV updated

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Suggest this is an opportunity to get CV updated

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Look at People Profile (both) to encourage it to be up to date/be in a position by the meeting to offer advice on what else could be included/strengthened

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Look at People Profile (both) to encourage it to be up to date/be in a position by the meeting to offer advice on what else could be included/strengthened

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Remind that the discussion includes Knowledge Exchange and point to materials as to what this includes

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Remind that the discussion includes Knowledge Exchange and point to materials as to what this includes

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Guide on what counts as KE including the HE-BCI audit on public engagement activities (known as Table 5) HE-BCI - A guide for Faculty and Finance teams_Sept 22.docx

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Colleague sharing their form with RSDP lead with enough time for a full review beforehand - allows us to go into the discussions prepared

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Thinking, reflecting and noting down all types of RSKE outputs for the year and progress from the previous year

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Thinking, reflecting and noting down all types of RSKE outputs for the year and progress from the previous year

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Where are they now, and where are they heading? 

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Where are they now, and where are they heading? 

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Using people profile to look at where they are now, where they want to be (or what they want to be known for) and how they get there - what support will help, what barriers have been faced, what solutions can be put in place? How can RSDP help to facilitate more effective / efficient research / scholarship etc.

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Both sharing thoughts following the review of the form and having an open discussion to allow colleague to share their thoughts, plans, support needs etc.

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Follow up on final three key points agreed at the end of the meeting. Set deadlines/timeframes and arrange a mid-year check in.

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What have you been able to achieve? What potential barriers are there? What can I do to help?

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Encourage the colleague to share the document with the agreed plan and have chance to comment on as RSDP lead...this could include encouragement and support for needs

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Encourage the colleague to share the document with the agreed plan and have chance to comment on as RSDP lead...this could include encouragement and support for needs

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What is the mentee bringing into the room.  What do the first 10 minutes need to look like/give space for to ensure a useful following 50 minute conversation.

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Sharing the reviewed form with colleague. They can then update with their actions - and then decide whether to share back with RSDP lead and use in CDSA. Keeping the connections going across the year would be useful (but is difficult with time on both sides)

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Who can I connect you with?  Do you want to know about others working in this space?

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Ask questions about why tasks haven't been accomplished ...to unpick the barriers and encourage to take forward to CDSA

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Ask questions about why tasks haven't been accomplished ...to unpick the barriers and encourage to take forward to CDSA

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have list of blogs for colleagues to publish in

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have list of blogs for colleagues to publish in

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Non journal platforms for publication - please add to.docx

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'who do you want to reach' as an opener perhaps, rather than 'what do you want to write'

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'who do you want to reach' as an opener perhaps, rather than 'what do you want to write'

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Think together about pathways to impact 

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Think together about pathways to impact 

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Useful post from Natalia In search for creative and embedded research impact | Impact of Social Sciences (lse.ac.uk)

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Funding agencies are increasingly seeking to promote more non-linear developmental approaches to research impact. In this post, Natalia Kucirkova, discusses how her research on children's story making apps presents a useful way for thinking about research impact that is embedded within the communities where it will be most beneficial. Highlighting the particular challenges and opportunities presented by this type of research, she suggests that work remains to be done to support such research sustainably.
Pathways to impact can quickly become formulaic gestures: same old research with some bolted-on engagements activities. However, the new UKRI application and assessment process implies that impact needs to be ' centrally embedded ' into the application and assessment process. The change is part of a broader shift from thinking about set pathways towards socially embedded research. What does this mean in practice?

Many funders and academics feel the need for more creative impact agenda, one that does not simply translate research to practice, but that transforms practice through research. Embedded impact happens when research is produced in dialogue with the research recipients, who can embed and expand the knowledge through their networks and everyday practice. It is this kind of impact that major funders now rightly expect from financed research projects. In the book The Digitally Agile Researcher, which I co-edited with Oliver Quinlan, we discuss various strategies that researchers can follow to achieve embedded impact. One of them is co-production.

Co-production in social sciences

Co-production is often perceived as a method to produce new 'intangible' knowledge in the social sciences. For example through the organisation of participatory workshops. However, an equally important and often neglected impact strategy is the co-production of research-based products. Research-based products are typical end-product results of business and medical research, but they are less common in social sciences. In my own field, education, the pathways to commercialisation are often opaque and difficult to navigate. However, once overcome, there are unique benefits for both the academics and non-academics involved.

An example

Embedded research impact is highly contextual, so my example here is purely intended to prompt some thoughts and inspiration as to the kinds of relationships and dynamics that might work in your own fields.

Copyright by Natalia Kucirkova, The Open University

I study children's reading and use of technologies. The combination of the two interests has given rise to my niche interest in children's e-books, especially those that are personalised and uniquely created for and by individual children. Given the seamless and society-wide use of tablets and smartphones, a story-making tablet/smartphone app seemed like a good idea.

The first stage of the app's (called " Our Story ") production required negotiating time of the university-based app designer and estimating costs for the app's iterative improvement. Numerous and regular meetings with the strategic development office team, heads of department and dean were necessary for presenting the case and making it part of my own research impact strategy. There were no previous examples to draw on or procedures to follow, so I was unsure of what to ask or expect. What I was sure about was the need to directly engage the app's end users.

The app's development was undertaken in close conversations with local teachers, parents and children. Had it not been for these collaborators, we would have missed important design features. For example, it was the teachers who suggested adding the option of printing out small booklets, an option that proved popular in other schools. It was the participating families who told us to use large colourful icons for the app's navigation. The iconic design proved to be very popular not only with young children locally, but also with children from Japan, Spain and the USA.

Participatory research-design

Participatory research is sometimes used as a throw-away idea to involve research beneficiaries into a cycle of extractive knowledge production. However, to achieve sustainable and meaningful impact, participatory research based on mutual trust and the commitment of researchers and research users is vital. As mentioned, research is impactful when it moves through different networks and everyday practices. In my case, such research impact spiralled out from a seemingly self-contained product in the form of an app.

The participatory process positioned teachers and parents and their children as co-researchers and app co-designers. These relationships developed further over time. Some teachers co-wrote articles with us, which widened their writing experience and our understanding of the reported issues. Some practitioners undertook action research with the app in their classrooms, which enriched their understanding of the research process and professional development. Some teachers decided to use Our Story with populations we would have not considered ourselves (for example with elderly adults with dementia or young adults with special educational needs). These initiatives enabled new research and small-scale projects that transformed the study participants' as well as my own understandings of what personal digital stories mean in diverse contexts.

Further, positioning children as co-researchers meant that the traditional adult-child hierarchy was disrupted and the children could use the app in ways adults would have not anticipated. For instance, although I had initially planned to focus on text-based stories and targeting reading as the key outcome measure, the children expanded this scope to other meaning-making modes. Instead of focusing on letters and several book pages, they preferred to use one-page audio-recorded stories, or to create short videos that they embedded into their storyboards. Capturing children's voices in a multimedia and multimodal way, had opened a new branch of research for me that focuses on the whole body and all senses in the reading process.

Forging links in a research network

Participatory research was essential in the app's development and design iteration phases, but it was the close connection to the research community that enabled Our Story's use in other projects and thus to scale up its impact nationally and internationally. For example, Drs McPake and Stephen used the app in their research with Gaelic pre-schools and children's language learning, while another research team led by Dr Canning used the app together with English childminders with the aim of supporting children's creativity and imagination. The fact that the app has always been offered open-access and for free has facilitated its adoption by other research teams. It has also enabled other researchers to modify the app in ways relevant to their individual funded projects, such as for example food-related stories in a healthy eating intervention.

I believe that embedded research impact is possible to achieve with any disciplinary background, key target group or researcher portfolio, but it is a slow process that requires a significant commitment and resources

My involvement in the app's initial design and research enabled me to better understand the challenges faced by commercial producers of children's apps and this has proved invaluable in connecting the project to the children's app industry through consultancy and collaboration. It has also facilitated government-funded research focused on children's apps more broadly, which have enabled new interdisciplinary connections.

I believe that embedded research impact is possible to achieve with any disciplinary background, key target group or researcher portfolio, but it is a slow process that requires a significant commitment and resources. My example is illustrative - the sort of engagement in impact I describe might not be possible for others and not all research lends itself to being embedded into products in this way. When I embarked on this journey, embedded research impact was not standard in funded projects. I needed to dedicate many extra nights and weekends to honour my commitment to the community. With funding agencies' more concentrated focus on research that grows organically, I hope that such research becomes a standard and sustainable way of upholding the unique human connections between research and practice.

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In search for creative and embedded research impact

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Funding agencies are increasingly seeking to promote more non-linear developmental approaches to research impact. In this post, Natalia Kucirkova , discusses how her research on children's story making apps presents a useful way for thinking about research impact that is embedded within the communities where it will be most beneficial.

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Try to make more visible mentoring/coaching/peer reviewing for colleagues who have talked about already offering this or want opportunities to offer this - beyond those with allocated roles - suggest to colleague:

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Try to make more visible mentoring/coaching/peer reviewing for colleagues who have talked about already offering this or want opportunities to offer this - beyond those with allocated roles - suggest to colleague:

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1. Capture in RSDP form
2. Let CDSA line manager know and capture in objectives/actions
3. Let AHOS R&KE know (both as a formalisation of this and as a mechanism for joining up offers and requests)

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Raise awareness of the Open Societal Challenges opportunities for internal funding and support for maximising impact/progressing ideas

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Raise awareness of the Open Societal Challenges opportunities for internal funding and support for maximising impact/progressing ideas

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Colleagues can log onto the OSC platform and connect yourself to an existing challenge (either in an 'I'm interested, keep me in the loop about this' or 'I've got x, y, z skills that could be really valuable in relation to this challenge'). So even without ideas / time to develop our own challenges, we can still engage with the process and it may lead to collaborations / etc.

Open Societal Challenges (sharepoint.com)

SocietalChallenge (open.ac.uk)

Open Societal Challenges Leads

There are four academic Open Societal Challenges (OSC) Leads that will work with the community to develop and support OSC ideas and projects, foster effective collaboration and connections between interested internal and external stakeholders to help maximise the success of the OSC programme and individual projects:

Alice Moncaster (particularly for societal challenges around sustainability)

Jacqui Gabb (particularly for societal challenges around tackling inequality)

Sarah Earle (particularly for societal challenges around living well)

Giles Mohan (particularly for societal challenges with an international dimension)

The OSC leads will actively develop and support OSC ideas and projects, help foster effective collaboration and connections between interested internal and external stakeholders to help maximise the success of the OSC programme and individual projects.

The OSC leads will work together, and as part of a wider OSC team, to help interdisciplinary projects in those areas to develop and mature with the aim of delivering societal impact and external funding.

You can email the OSC leads directly or via the Societal Challenges email.

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Raise discussions about peer support can offer or would welcome 

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Raise discussions about peer support can offer or would welcome 

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This does not need to be formal Mentoring with a big M and time allocated to it in the AWM. It was noted that small case mentoring has been used effectively in promotion cases where the focus was on helping with the quality of the the outputs of those mentored (ie impact)...but only as part of a bigger case...

We need to know who can offer and who would benefit from:
role shadowing, coaching or mentoring for new research/KE tasks eg. giving keynotes, presenting/disseminating to professional audiences, acting as a reviewer for journals, after being invited to write a book chapter, blogging/vlogging/podcasting, developing relationships with external partners, building AV for research dissemination, putting in a bid as a PI ...

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Keeping track of public engagement activities for the HE-BCI annual audit - having reinforced awareness that this does bring in funds to the University/Faculty

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Keeping track of public engagement activities for the HE-BCI annual audit - having reinforced awareness that this does bring in funds to the University/Faculty

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Keeping on track of the events and who the audience, how many attended, how much staff time was spent is to be encouraged and so suggest an ongoing mechanism for this will help. AD KE is to release a form with drop down menus, could also be on CV or on RSDP form as an ongoing curation document.

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Encourage to disseminate and celebrate work

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Encourage to disseminate and celebrate work

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1. To internal colleagues - cluster or centre events (contact cluster and/or centre leads), School newsletter (75 word item to Gina.Rayner@open.ac.uk
* For those colleagues funded internally, remind them to contact AHOS R&KE/ WELS-Research-Admin@open.ac.uk with where the activity will be presented internally (this is a condition of being funded)
2. To external audiences - link to discussions of a) contribution to the field and as part of writing strategy to gain feedback from presenting at relevant academic conference and b) impact/KE to non-HEI audiences, which could include blogging and professional journals - some ideas Non journal platforms for publication - please add to.docx

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Support REF writing strategies for all colleagues

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Support REF writing strategies for all colleagues

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The expectation: 1 output (of some type)/year; 1 REFable output/year; aim for 4 outputs by the next REF.

Encourage staff to consider opportunities for scholarship to develop REFable outputs.

Encourage all staff to contact Jane Seale for 1:1 advice (whether >15% time for research or not), and point to writing retreats and/or writing conversation spaces.

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Discuss potential for/interest in/intentions in bidding (whether as PI or part of team)

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Discuss potential for/interest in/intentions in bidding (whether as PI or part of team)

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Discuss external bidding opportunities and encourage to speak with AHOS R&KE and Faculty Research Support team/Global Development Team as relevant and capture in bidding pipeline
Discuss internal bidding opportunities through Open Societal Challenges call (see separate post)

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If you think potential for an impact case study to be developed or open societal challenges submission, point colleague to Jane Seale and AHOS (R&KE) or encourage to contact relevant OSC key leads (see other post)

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Link discussions to potential promotion cases - for whichever track (R, R&T, T or KE) and think about any candidates for Research Excellence Awards (last year in May)

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Link discussions to potential promotion cases - for whichever track (R, R&T, T or KE) and think about any candidates for Research Excellence Awards (last year in May)

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1. Identify potential contributions of Research, Scholarship and KE to promotion cases

eg. academic leadership, REF able outputs, evidence of impact

2.Identify possible self-nominations or cases for School nomination for Research Excellence Awards  - May

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Encourage to consider applying for internal funds to support conference presentations (Autumn onwards) or research development activities

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Encourage to consider applying for internal funds to support conference presentations (Autumn onwards) or research development activities

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Funds still expected for RESDEV and CONF funding in Autumn so keep encouraging submission to conferences and looking for opportunities to seek funds – only 30 colleagues + 3 teams came forwards in 2022

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First 5 minutes- what makes a good RSDP mentor/drawing on your own experiencies

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Carer Passport guidance and documentation can be found on the People Services A-Z

Useful for signposting where colleagues might not be able to complete the volume/type of work that they might like to (if in a caring role).

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Carer Passport on People Services Sharepoint.PNG

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What are some of the barriers you might be experiencing /impacting on your research plans