Making sense of the impact agenda in UK higher education: a case study of preventing violent extremism policy in schools

Article


Jerome, L. 2020. Making sense of the impact agenda in UK higher education: a case study of preventing violent extremism policy in schools. Journal of Social Science Education. 19 (2), pp. 8-23. https://doi.org/10.4119/jsse-1558
TypeArticle
TitleMaking sense of the impact agenda in UK higher education: a case study of preventing violent extremism policy in schools
AuthorsJerome, L.
Abstract

Purpose: This article explores the policy context in the UK around securing impact from academic research, particularly from the perspective of a social science education researcher.
Approach: The article locates impact studies within debates about broader accountability frameworks. Insights from this literature are applied to a case study about Preventing Violent Extremism (PVE) policy.
Findings: Linear models of ‘impact’ are problematic for social science education researchers (especially (ex) school teachers) for several reasons. First, research and impact may be intertwined, especially in broader development work with practitioners. Second, impact in schools and on learners is often difficult to measure. Third, it is not always clear how the research contributes to impact, as opposed to other roles or activities in professional communities.
Implications: Formal impact case studies for institutional evaluation are likely to provide only a partial account of the myriad impacts (and attempts to secure impact) of a researcher.

PublisherBielefeld University
JournalJournal of Social Science Education
ISSN1611-9665
Publication dates
Online14 Jul 2020
Publication process dates
Deposited14 Jul 2020
Accepted04 Jun 2020
Publisher's version
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Copyright Statement

Copyright (c) 2020 JSSE - Journal of Social Science Education.

Web address (URL)https://www.jsse.org/index.php/jsse/article/view/1958
Digital Object Identifier (DOI)https://doi.org/10.4119/jsse-1558
LanguageEnglish
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