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G overnment and funding organisations generally expect researchers to be aware of the potential difference their research could make, and to be able to articulate the means by which impacts could be generated. Currently, impact is defined as ‘a demonstrable effect, change or benefit, beyond academia’. It includes, but is not exclusive to, influences on, or changes to: ✓ Policy ✓ People/capacity-building ✓ The economy ✓ Professional practice ✓ Culture ✓ Society, health and well-being ✓ Industry/business ✓ The environment This is the definition you should principally keep in mind, but you should also remember that impact can take place within academia (for example through teaching, building curricula, mentoring). This kind of impact is often a precursor to impact beyond academia, and documenting it is just as important as the recording of impacts in the wider world. Impact can stem from publications, conferences and traditional dissemination as well as from Knowledge Exchange (KE), the transfer of knowledge, expertise and skilled people between the research environment and user communities, including the general public. Think about the conversations that could lead to collaboration, effective KE, influencing a process. Think about tracking where your research may have been used to influence or creating a change and where it could go in future. Use the following quesons as a guide to formulang your Personal Impact Plan, a personal, iterave document which you should revisit as and when required: as your project(s) are developing. ⤿ ⤿ What is the ultimate objective of your research? Go on, be honest, why do you do what you do? This can be as big as it possibly can. Think about what is known or is happening currently – or not known or happening – that your research could potentially change. Who might benefit from or deliver the change? For example, audiences, beneficiaries, stakeholders. Would your research beneficiaries gain anything from talking to you or knowing about your work? What do you want from the likely beneficiaries/intermediaries of your work? For example, views, experiences, requirements, feedback. How can you engage effectively with them? What language or channel is appropriate? Such as collaboration, consultation, membership of expert panels, advisory roles, public talks, public engagement, festivals of science, policy events or briefings, media dissemination, strategic social media, business breakfasts, secondments, placements, training, patents, licensing, co-authorship, funding, Explorathon, European Researchers’ Night, Glasgow Science Festival, exhibitions, co-production. What will they potentially gain or miss out on through the engagement or not engaging? Policy, capacity, economical, practice, culture, societal, health, well-being, environmental benefits or detriments. How might you document any change or influence? For example letters of support from external partners, minutes, meeting agendas, flyers, metrics of website /articles/ blog posts / tweets /social media, statements, feedback, endorsements, video/radio clips, press releases, acknowledgements, citations. Please use the above questions to elaborate on your academic impact, if appropriate. Personal Impact Plan College of Social Sciences

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Page 1: Personal Impact Plan - cas.ed.ac.ukGovernment and funding organisations generally expect researchers to be aware of the potential difference their research could make, and to be able

Government and funding organisations generally expect researchers to be aware of the potential difference their research could make, and to be able to articulate the means by which impacts could be generated.

Currently, impact is defined as ‘a demonstrable effect, change or benefit, beyond academia’. It includes, but is not exclusive to, influences on, or changes to:

✓ Policy ✓ People/capacity-building ✓ The economy

✓ Professional practice ✓ Culture ✓ Society, health and well-being

✓ Industry/business ✓ The environment

This is the definition you should principally keep in mind, but you should also remember that impact can take place within academia (for example through teaching, building curricula, mentoring). This kind of impact is often a precursor to impact beyond academia, and documenting it is just as important as the recording of impacts in the wider world.

Impact can stem from publications, conferences and traditional dissemination as well as from Knowledge Exchange (KE), the transfer of knowledge, expertise and skilled people between the research environment and user communities, including the general public. Think about the conversations that could lead to collaboration, effective KE, influencing a process. Think about tracking where your research may have been used to influence or creating a change and where it could go in future.

Use the following questions as a guide to formulating your Personal Impact Plan, a personal, iterative document which you should revisit as and when required: as your project(s) are developing.

⤿⤿

What is the ultimate objective of your research? Go on, be honest, why do you do what you do? This can be as big as it possibly can. Think about what is known or is happening currently – or not known or happening – that your research could potentially change.

Who might benefit from or deliver the change?For example, audiences, beneficiaries, stakeholders.

Would your research beneficiaries gain anything from talking to you or knowing about your work?

What do you want from the likely beneficiaries/intermediaries of your work? For example, views, experiences, requirements, feedback.

How can you engage effectively with them? What language or channel is appropriate?

Such as collaboration, consultation, membership of expert panels, advisory roles, public talks, public engagement, festivals of science, policy events or briefings, media dissemination, strategic social media, business breakfasts, secondments, placements, training, patents, licensing, co-authorship, funding, Explorathon, European Researchers’ Night, Glasgow Science Festival, exhibitions, co-production.

What will they potentially gain or miss out on through the engagement or not engaging? Policy, capacity, economical, practice, culture, societal, health, well-being, environmental benefits or detriments.

How might you document any change or influence?

For example letters of support from external partners, minutes, meeting agendas, flyers, metrics of website /articles/ blog posts / tweets /social media, statements, feedback, endorsements, video/radio clips, press releases, acknowledgements, citations.

Please use the above questions to elaborate on your academic impact, if appropriate.

Personal Impact Plan College of Social Sciences

Page 2: Personal Impact Plan - cas.ed.ac.ukGovernment and funding organisations generally expect researchers to be aware of the potential difference their research could make, and to be able

Who can help?

College of Social Sciences ■ Research Impact Officer <[email protected]> ■ Research Development Manager <[email protected]>

University of Glasgow ■ Research Impact Manager <[email protected]> ■ Public Engagement Officer <[email protected]>

<www.gla.ac.uk/services/publicengagement>

Materials and training ■ Researcher Development impact-related modules (e.g. Knowledge Exchange and Public Engagement; Impact State-

ments in Grant Applications) <http://tinyurl.com/hmyn3ya> ■ KE & Impact conferences and themed workshops for University staff <http://tinyurl.com/hc4g3ru>

Funding ■ KE funding schemes (BBSRC, EPSRC, ESRC Impact Acceleration Accounts; Proximity to Discovery fund (MVLS);

Glasgow KE Fund (rolling application mode)

Recording impact ■ Enlighten repository for recording and evidencing KE/PE activity and impact generation

<http://eprints.gla.ac.uk>

Produced by Carlos Galan-Diaz (Research Impact Officer, College of Social Sciences) and Rose-Marie Barbeau (Research Impact Manager, Research Strategy & Innovation Office) | Design: Jon Lewin (Research Information Officer, College of Social Sciences)

Personal Impact Plan


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