A Proposed Framework and Tool for Non-Economic Research Impact Measurement

Autor/in	Mitchell, Vincent
Titel	A Proposed Framework and Tool for Non-Economic Research Impact Measurement
Quelle	In: Higher Education Research and Development, 38 (2019) 4, S.819-832 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mitchell, Vincent)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1590319
Schlagwörter	Evaluation Methods; Models; Business Schools; Cost Effectiveness; Outcome Measures; Outcomes of Education; Research Methodology; Context Effect; Foreign Countries; Measurement Techniques; European Union + Suchen Sie Ihr Suchwort? Analogiemodell; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Lernleistung; Schulerfolg; Research method; Forschungsmethode; Ausland; Messtechnik
Abstract	Research impact features heavily in debates about 'the measured university' and is now formally assessed by governments in the UK and Australia. Yet clear guidance on how impact can be measured in non-monetary ways is often lacking because of confused thinking and the context-specific nature of outcomes. To help resolve this, we first propose a general impact model of inputs, processes, outputs and outcomes framework. Then, using a survey approach of research users, we measure outcomes at different levels of abstraction using usefulness as the central construct and impact categories from the European (EU) and Association to Advance Collegiate Schools of Business (AACSB). The survey measures are simple, comparable between different impact cases, cost-effective, externally verifiable, and easily administered by those for whom impact measurement is new and puzzling. They can also be combined to form an impact index to address criticism that there is little standardisation in impact measurement. To improve the standardisation of context-specific measures, we suggest a common methodology for deriving these (SROI). The article discusses limitations of using surveys including administration, self-report data, and impact timescale problems, and suggests ways to reduce these. Implications for researchers, research managers, and assessors interested in measuring impact, such as who should do it and pay for it, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01