Workshop by Pooja Takhar (Senior Manager: HEIs, Vitae) and Emma Gillaspy (Vitae NW Hub Manager) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref

1. Exploring the Vitae Impact Lens
Dr Pooja Takhar, Senior Manager: HEIs, Vitae
Dr Emma Gillaspy, Vitae NW Hub Manager
Vitae®, © 2011 The Careers Research and Advisory Centre (CRAC) Limited

2. Today’s session
RDF lenses
Impact agenda
RCUK Pathways to Impact
REF Impact assessment
REF impact submission
Skills of impactful researchers
Developing the RDF Impact Lens

3. 'the demonstrable
contribution that excellent
research makes to society
and the economy' RCUK

5. Key changes: REF vs. RAE
Inclusion of assessment of impact
Fewer UoAs/panels, operating more consistently
Strengthened equality and diversity measures
Revised eligibility criteria for staff
Addition of (limited) use of citation data in some UOAs
Removal of ‘esteem’ as a distinct element
Revised approach to ‘environment’ and data collection
Publication of overall quality profiles in 1% steps

6. The assessment framework:
Overview
65% 20% 15%
http://www.hefce.ac.uk/research/ref

7. REF impact criteria
The criteria for assessing impacts are reach and significance
In assessing the impact template (REF3a) the panel will consider the
extent to which the unit’s approach described in the template is conducive
to achieving impacts of ‘reach and significance’
Four star: Outstanding impacts in terms of their reach and significance
Three star: Very considerable impacts in terms of their reach and
significance
Two star: Considerable impacts in terms of their reach and significance
One star: Recognised but modest impacts in terms of their reach and
significance
Unclassified: The impact is of little or no reach and significance; or the impact
was not eligible; or the impact was not underpinned by excellent research
produced by the submitted unit

8. REF impact submissions

9. Examples
Panel criteria and working methods (
www.ref.ac.uk/pubs/2012-01/)
A social enterprise
Research has enabled initiative has been
Changes to the Production costs
stakeholders to challenge created
design or delivery of have reduced
conventional wisdom
the school curriculum Improved forensic
Enhanced preservation, Improved access to methods or expert
Policy debate or decisions conservation or presentation justice, employment systems
have been influenced or of cultural heritage or education
shaped by research Improved management or
Jobs have been Research has informed conservation of natural
Organisations have
created or protected public understanding, values, resources
adapted to changing
cultural values attitudes or behaviours
Enhanced corporate The policies or activities of Changes to
Levels of waste have
social responsibility NGOs or charities have been legislation or
reduced
policies informed by research regulations
New forms of artistic Changes in Enhanced technical
A new product has
expression or changes to professional practice standards or
been commercialised
creative practice protocols

10. Researcher Development
Framework (RDF)
RDF is an operational framework for planning,
promoting and supporting the personal, professional
and career development of researchers
How was it created?
Core of the framework consists of data drawn from
over 100 interviews
Phenomenographic method* – identified over 1,000
characteristics and their variants
Input from experts, specialists and stakeholders
Clustered into the 4 main areas or Domains
* See http://www.vitae.ac.uk/policy-practice/167281/Background-documents.html for
further details on method.

11. www.vitae.ac.uk/rdf

12. Intellectual insight

13. Self-reflection

14. Strengths of the RDF
Designed by researchers for researchers
Use of a common language
National consistency
International competitiveness
Independent resource
Highlights value of developmental opportunities
Supports researchers to take control

15. Using the RDF (researchers)
Personal and professional development
Understand strengths
Identify areas for development
Set goals
Self-assessment and review
Job applications
Next step on the career ladder
Transferable skills
Broad view of available career options

16. RDF Lenses
Focus on key knowledge, behaviour and
attributes of researchers acquired through or
used in various contexts or environments
Lenses derived from the RDF
employability, leadership, enterprise, intrapreneurship
Lenses mapped from other frameworks
public engagement, teaching, information literacy
Next steps
supervisor, impact, knowledge exchange

18. Impact Lens
To highlight the skills required by researchers to conduct
research which has an impact within and outside academia

19. What makes an impactful
researcher?
What:
Knowledge
Skills
Qualities
Behaviours
Etc
would they exhibit?

20. It’s all in a name...
Flickr ID: Giant Ginkgo

21. Benefits of developing
impactful researchers
Enhancing research quality and its impact
Increasing awareness of the value of research to UK
society
Skills development
New research perspectives / career enhancement
Higher personal and institutional profile
Forming new collaborations and partnerships
Enjoyment and personal reward
Additional funding
Inspiring the next generational of researchers

22. Bridging the gap
FlickrID: thewrongglass

23. Links and resources
RDF: www.vitae.ac.uk/rdf
RDS: www.vitae.ac.uk/rds
RDF lenses: www.vitae.ac.uk/rdflenses
Contact: rdf@vitae.ac.uk
REF impact pilot exercise: www.ref.ac.uk/background/pilot/
RCUK Pathways to Impact www.rcuk.ac.uk/kei/impacts
NCCPE REF summary:
www.publicengagement.ac.uk/sites/default/files/NCCPE%20REF%20update%20
Top research departments fail to shine in impact pilot:
www.timeshighereducation.co.uk/story.asp?storycode=414898