Category: REF 2014

The importance of being REF-able: academic writing under pressure from a culture of counting

Writing is crucial to an academic’s role of producing, shaping and distributing knowledge. However, academic writing itself is increasingly being shaped by the contemporary university’s managerial practices and evaluation frameworks. Sharon McCulloch describes how her research on academics’ writing practices has revealed tensions around the ways in which managerial practices interact with academics’ individual career goals, disciplinary values and sense […]

What impact evidence was used in REF 2014? Disciplinary differences in how researchers demonstrate and assess impact

A new report produced by the Digital Science team explores the types of evidence used to demonstrate impact in REF2014 and pulls together guidance from leading professionals on good practice. Here Tamar Loach and Martin Szomszor present a broad look at the the types of evidence in use in the REF impact case studies and reflect on the association between use of evidence […]

Evaluating research assessment: Metrics-based analysis exposes implicit bias in REF2014 results.

The recent UK research assessment exercise, REF2014, attempted to be as fair and transparent as possible. However, Alan Dix, a member of the computing sub-panel, reports how a post-hoc analysis of public domain REF data reveals substantial implicit and emergent bias in terms of discipline sub-areas (theoretical vs applied), institutions (Russel Group vs post-1992), and gender. While metrics are generally […]

The impact of UK academia on Parliament is cross-disciplinary but the ways researchers engage are narrow.

How does academic research feed into the parliamentary process? Analysing the impact case studies of the 2014 REF, Caroline Kenny draws out potential lessons on how Parliament is currently engaging with academics, and how it might in the future. Impact case studies referring to Parliament were found in all four of the main subject panels, but 45 per cent of […]

Five reasons the Teaching Excellence Framework is bad news for higher education

Jessica Patterson argues the announcement of proposals for a Teaching Excellence Framework (TEF) is bad news indeed for those concerned about a more rapid pace to the marketisation of higher education. Here she outlines five key concerns against a teaching assessment framework given the wider context of greater casualisation and stratification in the workforce and a ‘value for money’ approach to […]

Women’s working lives in the managerial university and the pernicious effects of the ‘normal’ academic career.

University faculties need to be able to demonstrate to young people, male and female, that women can be just as inspiring teachers and researchers, and be able to live as enjoyable a domestic life as their male counterparts. Angela McRobbie reflects on how the ideal career track in the academy, suffused with constant benchmarking around ‘excellence’ and the REF’s logic of […]

Book Review: Sexuality: A Psychosocial Manifesto

Author Katherine Johnson argues for a psychosocial approach that rethinks the relationship between psychic and social realms in the field of sexuality, without reducing it to either. Weaving through an expanse of theoretical and empirical examples drawn from sociology, psychology, queer and cultural studies, she produces an innovative, transdisciplinary perspective on sexual identities, subjectivities and politics. Alexander Blanchard argues that any […]

Influential, international and interdisciplinary: The impact of the UK’s research.

The Policy Institute at King’s College London, along with colleagues in the digital humanities department, teamed up with technology company Digital Science to build a searchable database and produce a rich analysis of the impact case studies for the 2014 Research Excellence Framework. Saba Hinrichs and Jonathan Grant introduce the key findings of the analysis and explain how the resource provides […]