Building the Concept of Research Impact Literacy

Julie Bayley, David Phipps

    Research output: Contribution to journal › Article

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    Abstract

    Impact is an increasingly significant part of academia internationally both in centralised assessment processes (eg. UK) and funder drives towards knowledge mobilisation (eg. Canada) Narrowly focused assessment or institutional ranking approaches can obscure the benefits of brokering research into practice. It is vital that academics, non-academic stakeholders and research managers alike fully comprehend how to generate and demonstrate impact. Derived directly from UK and Canadian experiences of supporting impact and knowledge mobilisation, this paper introduces the original concept of impact literacy. Implications of poor impact literacy for the successful mobilisation of research are discussed alongside requirements for associated skill development.
    Original languageEnglish
    Pages (from-to)597-606
    JournalEvidence and Policy
    Volume15
    Issue number4
    Early online date11 Sep 2017
    DOIs
    Publication statusPublished - Nov 2019

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    impact research
    literacy
    mobilization
    ranking
    stakeholder
    Canada
    manager
    experience

    Keywords

    • impact literacy
    • knowledge mobilisation
    • practitioners
    • research impact

    Cite this

    Building the Concept of Research Impact Literacy. / Bayley, Julie; Phipps, David.

    In: Evidence and Policy, Vol. 15, No. 4, 11.2019, p. 597-606.

    Research output: Contribution to journal › Article

    Bayley, J & Phipps, D 2019, 'Building the Concept of Research Impact Literacy' Evidence and Policy, vol. 15, no. 4, pp. 597-606. https://doi.org/10.1332/174426417X15034894876108
    Bayley J, Phipps D. Building the Concept of Research Impact Literacy. Evidence and Policy. 2019 Nov;15(4):597-606. https://doi.org/10.1332/174426417X15034894876108
    Bayley, Julie ; Phipps, David. / Building the Concept of Research Impact Literacy. In: Evidence and Policy. 2019 ; Vol. 15, No. 4. pp. 597-606.
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