McCowan, T;
(2018)
Five perils of the impact agenda in higher education.
London Review of Education
, 16
(2)
pp. 279-295.
10.18546/LRE.16.2.08.
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Abstract
The impact of higher education institutions on society has become the focus of significant policy attention in recent years, most prominently as part of research evaluation. This paper presents a theoretical exploration of the notion, identifying the key dimensions as source, form, trajectory, intensity, timescale and destination. While acknowledging the importance of porosity between universities and society, and the need to address critical contemporary challenges, five dangers of the impact agenda are highlighted: the normative dimension; the linear relationship; unpredictability; measurement; and instrumentalization. As a response to dominant conceptualizations, the paper proposes the notion of the generative intrinsic as a more robust basis on which to base the work of universities.
| Type: | Article |
|---|---|
| Title: | Five perils of the impact agenda in higher education |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.18546/LRE.16.2.08 |
| Publisher version: | https://doi.org/10.18546/LRE.16.2.08 |
| Language: | English |
| Additional information: | © 2018 McCowan. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence (https://creativecommons.org/licenses/by/4.0/). |
| Keywords: | higher education policy, impact, instrumentalisation, public engagement, research evaluation, universities |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10053474 |
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