Jerome, L.

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

Publication dates
Type	Article
Title	Making sense of the impact agenda in UK higher education: a case study of preventing violent extremism policy in schools
Authors	Jerome, 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.
Publisher	Bielefeld University
Journal	Journal of Social Science Education
ISSN	1611-9665
Online	14 Jul 2020
Publication process dates
Deposited	14 Jul 2020
Accepted	04 Jun 2020
Publisher's version	1958-Article Text (destined to a special issue)-17582-2-10-20200709.pdf License CC BY-NC-SA 4.0
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
Language	English

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