1. The impact of your research Rosamund Aubrey Centre for Advanced Studies

2. Impact  Academic beneficaries including undergraduates and post grads - research informed teaching  Wider society, social, economic and environmental benefits  Influencing policy, practice, nationally and internationally

3. Academic beneficiaries  Name the academic journals and conferences  When do you plan to do this?  Monograph - already in discussion? Timescale  Electronic academic networks  Translations  Is your research method innovative for your field?  Are there ethical issues?  Issues for working in a particular region?  Beware of stepping outside your area of expertise, there’s more to research than impact

4. Research informed teaching  Which courses?  Post grads - masters courses/taught PhD - national and international? What sectors are they likely to work in?  Private, public or third sector?  Policy makers? In governments, international organisations (UN, WTO), companies/multi nationals, NGOs, the media? Think of their potential influence  Practice, in for example, law, education, health ……

5. Planning impact  What you will do to make an impact  How you will do it  When you will do it  And don’t forget Why, sometimes that isn’t obvious  You must cost these activities

6. Use and abuse of language  You are selling your research - marketing  Direct, clear and unambiguous language  Therefore, we will in the course of the project, hold a number of events to publicise the outcomes of the research which may be of interest to other academics  At the end of the second year we will hold a workshop with policy makers to discuss the results so far and to inform the final year’s research

7. Everyone is going to have a web site Why do you need one?  Who is your target audience?  How will anyone know it exists?  Keeping it up to date  Reports (PDFs)  Podcasts or videos  Advertise seminars, conferences, workshops, speaking at public meetings, taking part in debates

8. Other ways to reach your target audience  DVD: Medicine - how to do something (therapy) for professionals or patients Medicine - how to do something (therapy) for professionals or patients Education - teacher trainers, leading educationalists and teachers Education - teacher trainers, leading educationalists and teachers Climate change - changes over time Climate change - changes over time Archaeologists, art therapists (MH & HH), Archaeologists, art therapists (MH & HH), exhibitions, films, examples of research findings with commentaries exhibitions, films, examples of research findings with commentaries  Market research - don’t just leap in, if it’s in your impact plan you should have done your MR in advance  Talk to Marketing and to IS  Costs!  Don’t forget schools

9. Wider society  Website  Talk to the press Office - live interviews if your research is currently newsworthy  Radio talks? Articles in the print media? You need to have your contacts in place  Reports or articles on web sites - Chatham House  Regional or local interest? Offer talks to local societies, regional practitioners  Use electronic networks - partners, SDRN, UKERC, interest groups

10.  Presentations at non academic conferences - partners, professionals, interest groups, NGOs  You need to have contacts in place – lists of organisations which don’t appear in the case for support, suddenly appear in the impact plan  Explanatory booklet, manual, resource pack  Hold an exhibition  Make a film - costs, expertise, potential market  Write a non specialist book  Has your research the potential to be of interest to the media - you can’t speculate

11. Knowledge transfer and knowledge exchange  KT is a specific activity, but this may be relevant. Attendance at a specific event, e.g. workshops  Knowledge exchange - e.g. meetings with policy makers,  Meetings with practitioners  International research may inform national priorities  Be realistic – e.g the third sector is incredibly diverse  Brownie points - inform future research, include ECRs

12.  Beware if you think your research won’t make an impact  Slightly change your research to take in RCUK aims?  Work with partners, discuss with colleagues  Research and theory  education and psychology and how people learn. Clear, detailed, realistic – critical path