Making Sense of the Impact Agenda in UK Higher Education: A Case Study of Preventing Violent Extremism Policy in Schools

Autor/in	Jerome, Lee
Titel	Making Sense of the Impact Agenda in UK Higher Education: A Case Study of Preventing Violent Extremism Policy in Schools
Quelle	In: Journal of Social Science Education, 19 (2020) 2, S.8-23 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Prevention; Terrorism; Accountability; Educational Policy; Case Studies; Social Sciences; Institutional Evaluation; Communities of Practice; Foreign Countries; Policy Analysis; Social Science Research; Educational Researchers; Program Descriptions; Resilience (Psychology); Networks; Neoliberalism; College Faculty; Citizenship Education; Educational Environment; United Kingdom + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Terrorismus; Verantwortung; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Community; Ausland; Politikfeldanalyse; Social scientific research; Sozialwissenschaftliche Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Neo-liberalism; Neoliberalismus; Fakultät; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Großbritannien
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. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01