Evaluating the University Impacts of the Research Excellence Framework in the United Kingdom

2020 ◽  
Vol 2020 (1) ◽  
pp. 13236
Author(s):  
Maribel Guerrero
Keyword(s):  
United Kingdom ◽  
Research Excellence Framework ◽  
The United Kingdom ◽  
Research Excellence ◽  
The University

scholarly journals The Research Excellence Framework in the United Kingdom: Processes, Consequences, and Incentives to Engage

2019 ◽  
Vol 26 (7) ◽  
pp. 771-779
Author(s):  
Harry Torrance
Keyword(s):  
United Kingdom ◽  
Research Evaluation ◽  
Unintended Consequences ◽  
Academic Life ◽  
Accountability Systems ◽  
Research Excellence Framework ◽  
The United Kingdom ◽  
The World ◽  
Current Operation ◽  
Research Excellence

Governments around the world have introduced various forms of research evaluation and accountability systems. These developments have been widely interpreted as evidence of the incursion of neoliberal discipline and governance into university procedures and management. This article reflects on the example of the U.K. Research Excellence Framework (REF). The article reviews the development and current operation of the REF, particularly in the field of Education; reflects on some of the issues it raises including intended and unintended consequences; and identifies why it has been so insidiously successful in colonizing U.K. academic life. The article is significant for linking critiques of neoliberalism with the lived realities of managing the REF.

Disposing of John Lindley's library and herbarium: the offer to Australia

2008 ◽  
Vol 35 (1) ◽  
pp. 15-70 ◽  
Author(s):  
A. M. LUCAS
Keyword(s):  
United Kingdom ◽  
Botanic Gardens ◽  
Final Disposal ◽  
The United Kingdom ◽  
Royal Horticultural Society ◽  
Royal Botanic Gardens ◽  
United Kingdom Government ◽  
The University ◽  
Joseph Hooker

Shortly before he died, John Lindley decided to dispose of his herbarium and botanical library. He sold his orchid herbarium to the United Kingdom government for deposit at the Royal Botanic Gardens, Kew, and then offered his library and the remainder of his herbarium to Ferdinand Mueller in Melbourne. On his behalf, Joseph Hooker had earlier unsuccessfully offered the library and remnant herbarium to the University of Sydney, using the good offices of Sir Charles Nicholson. Although neither the University of Sydney nor Mueller was able to raise the necessary funds to purchase either collection, the correspondence allows a reconstruction of a catalogue of Lindley's library, and poses some questions about Joseph Hooker's motives in attempting to dispose of Lindley's material outside the United Kingdom. The final disposal of the herbarium to Cambridge and previous analyses of the purchase of his Library for the Royal Horticultural Society are discussed. A list of the works from Lindley's library offered for sale to Australia is appended.

scholarly journals Roger Mellor Makins, G. C. B., G. C. M. G., D. L., the 1st Baron Sherfield. 3 February 1904–9 November 1996

1998 ◽  
Vol 44 ◽  
pp. 267-278
Author(s):  
Lord Selborne
Keyword(s):  
United Kingdom ◽  
Nuclear Weapons ◽  
Atomic Energy ◽  
Public And Private ◽  
Policy Issues ◽  
The Public ◽  
The United Kingdom ◽  
Foreign Office ◽  
British Embassy ◽  
The University

In the course of a long and highly distinguished life, Lord Sherfield served in the Foreign Office, becoming Ambassador in Washington, was Joint Permanent Secretary of the Treasury, Chairman of the United Kingdom Atomic Energy Authority, Chancellor of the University of Reading, and held many other posts in the public and private sectors. In 1945, when Minister at the British Embassy in Washington, he took responsibility for advising on policy issues related to the nuclear weapons programme. Thereafter he was to remain an enthusiastic and most effective contributor to the advancement of science and technology.

scholarly journals Societal Impact as ‘Rituals of Verification’ and The Co-Production of Knowledge

2019 ◽  
Vol 60 (3) ◽  
pp. 493-518 ◽  
Author(s):  
Adam Crawford
Keyword(s):  
United Kingdom ◽  
Social Change ◽  
Collaborative Research ◽  
Research Performance ◽  
Societal Impact ◽  
Research Excellence Framework ◽  
Production Of Knowledge ◽  
The United Kingdom ◽  
Societal Impacts ◽  
The Uk

Abstract Thinking about and operationalizing societal impacts have become defining characteristics of university-based research, especially in the United Kingdom. This paper reflects on this unfolding shift in the conceptualization and practice of research with particular regard to criminology. It traces the development of new regulatory regimes that seek to measure research performance and render impact auditable. It argues that these ‘rituals of verification’ engender instrumental and narrow interpretations of impact that accord less space to research-informed social change as a non-linear and uncertain endeavour. This is juxtaposed with a conception of societal impact rooted in methodologies of co-production. Insights from the UK Research Excellence Framework 2014 and 2021 inform discussions and are contrasted with collaborative research efforts to apply co-production in policing research.

University/Community Partnerships

2011 ◽  
pp. 70-86
Author(s):  
Ann Roberts ◽  
Roger Boyle
Keyword(s):  
United Kingdom ◽  
Inner City ◽  
Undergraduate Students ◽  
Community Partnerships ◽  
The United Kingdom ◽  
Economically Deprived ◽  
The University ◽  
University Community

The University of Leeds is the largest campus-based university in the United Kingdom in terms of student numbers. The School of Computing has, in recent years, sought to share its academic and technical advantages with schools in economically deprived inner-city areas. This chapter describes some of the projects which have been initiated and managed by the School of Computing. We discuss how these have benefited both the schools and our participating undergraduate students. The chapter concludes with a discussion on some of the difficulties encountered and those factors that, from our experience, help to achieve success.

Teaching for the Revolution: The Long March of Media Studies

2006 ◽  
Vol 120 (1) ◽  
pp. 181-190 ◽  
Author(s):  
Sue Turnbull
Keyword(s):  
United Kingdom ◽  
Popular Culture ◽  
Media Studies ◽  
Personal Experience ◽  
Media Education ◽  
The United Kingdom ◽  
Auto Ethnography ◽  
The University ◽  
The Revolution

This paper constitutes a form of auto-ethnography, reflecting on my career as a teacher of media in the United Kingdom during the 1970s and in Australia in 2006. The biographical method was chosen in order to affirm the value of media education in relation to the personal experience of both the student and the teacher, and to question the authority and value of the various Media Studies curricula as they have evolved over the last 30 years within the institutions of the school and the university. This account constitutes part of a larger project on the part of the author entitled ‘Moments of Intensity’, which is concerned with issues of affect and aesthetics in the experience of teaching media and popular culture.

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