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\begin{document}

\title{Concerns That 10,000 Faculty Nationally and Internationally Have About
Research Impact: Isn't It All Academic Research Impact (ARI) If It Comes
From The Academy?~~~~~~}



\author[1]{Michael Thompson}%
\affil[1]{University of Oklahoma}%


\vspace{-1em}



  
  \date{May 27, 2024}


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\textbf{The Paradigmatic Shift Towards Research Impact in the Academy}

In the last four decades there has been increased emphasis for faculty
to show and effectively expand the impact of their Academic Research
Work\textbf{*}. This trend has occurred nationally, internationally, and
is expected to persist through recent national and international events.

There are now summits and conferences such as the
\href{https://broaderimpacts.net/}{National Alliance for Broader Impacts
Summit (NABI)} now called
\href{https://www.researchinsociety.org/}{Advancing Research in Society
(ARIS)} in the United States (US) and International Impact for Science,
Humanities, and Social Science Conferences. Many of these international
conferences that focus on pushing forward the impact agenda are
facilitated by \href{http://aesisnet.com/event/impact-ssh18/}{The
Network for Advancing \& Evaluating the Societal Impact of Science
(AESIS)}.

There is rapid proliferation of both new businesses and independent
organizations that focus on helping others manage and maximize the
impact of their research. These businesses and organizations range from
assessment to communications and scholarship, to training individuals on
how to extend the reach of their research work. Some examples of these
are: Knowledge Translation Australia by
\href{https://www.linkedin.com/in/tamikaheiden/}{Tamika Heiden} who also
facilitates the largest online impact summit; Jenny Ames Consulting Ltd
in the United Kingdom (UK) by
\href{https://www.linkedin.com/in/jenny-ames-42633613/}{Jenny Ames};
Institute for Knowledge Mobilization and Peter Norman Levesque
Consulting in Canada by
\href{https://www.linkedin.com/in/peternormanlevesque/}{Peter Levesque};
and Broader Impacts Productions, LLC in the United States (US) by
\href{https://www.linkedin.com/in/kirstensanford/}{Kirsten Sanford}.

Simultaneously, impact blogs and blogging have increased in number over
the last ten years. These impact blogs are also increasingly gaining
support and recognition in the Academy. For example, one of these is the
\href{http://blogs.lse.ac.uk/impactofsocialsciences/}{London School of
Economic and Political Science (LSE) Impact Blog}. The LSE Impact blog
is based in the LSE Communications division and is financially supported
by the HEIF5 program ran by
\href{https://info.lse.ac.uk/staff/services/knowledge-exchange-and-impact}{LSE
Knowledge Exchange}.

Evidence of this paradigmatic shift can also be seen by the number of
societal benefitting-like terms, names and phrases now being used around
the world. Many of these terms, names, and phrases have been
contextualized for maximizing the impact of academic research. These
include but are not limited to phrases, terms, and concepts such as:
Capacity Building in Africa; Equity in Development in India; Broader
Impacts, Broader Implications, Collective Impact, and Relevant or
Ultimate Outcomes in the US; the Engagement and Impact Assessment (EI)
Framework and Knowledge Exchange in Australia; Knowledge Mobilization in
Canada; Valorization in the Netherlands; Harmonious Development in South
America; Economic \& Social Development and Influence in China; and the
Research Excellence Framework (REF) in the European Union. Almost every
country,
\href{https://www.linkedin.com/pulse/moving-towards-research-based-understanding-approach-broader-michael/}{roughly
eighty-two percent (82\%)}, uses a societal-benefit name, term, phrase,
or concept that indicates ARI is important.

This is accompanied by the growing number of professionals and positions
to address and actionize these concepts, names, and phrases in academic
institutions, agencies, organizations, and governance. For example,
there is \href{https://www.linkedin.com/in/susan-renoe-30935490/}{Susan
Renoe}, Director of NABI and ARIS who started The Connector formally
called the Broader Impacts Network (BIN) in the US;
\href{https://www.linkedin.com/in/davidjphipps/}{David Phillips} who
leads an award-winning Knowledge Mobilization Unit in Canada;
\href{https://www.linkedin.com/in/julie-bayley-4028b258/}{Julie Bayley}
who is the Director of Impact Development and
\href{https://www.linkedin.com/in/profmarkreed/}{Mark Reed} who is a
professor and transdisciplinary researcher specializing in environmental
governance and research impact in peatlands and agri-food systems both
in the UK; and
\href{https://www.linkedin.com/in/professor-emma-johnston-ao-1bb2ba118/}{Emma
Johnston} who initiated a Science for Impact Center in Australia
focusing on Knowledge Exchange.

In addition, some ranking organizations have started to include Overall
Impact on Society (OIS) metrics to rank universities and colleges. This
includes how university's and college's research are benefiting society.

For example, in 2019 ``THE WORLD University Rankings'' facilitated by
Times Higher Education, provided their first ever rankings specifically
focused on University's and College's Impact on Society. These impact
rankings are based on the United Nations (UN) seventeen (17) Sustainable
Development Goals (SDGs) provided in Figure 1.\selectlanguage{english}
\begin{figure}[H]
\begin{center}
\includegraphics[width=0.70\columnwidth]{figures/UN-SDGs/UN-SDGs}
\caption{{United Nations (UN) Sustainable Development Goals (SDGs)
{\label{306168}}%
}}
\end{center}
\end{figure}

\par\null

\textbf{The Two Major Divisions of ARI: The Internal and External}

Many of these terms, concepts, and phrases also encompass a wide range
of both Academic Research Internal (in proximity of and inherent to the
Academy's research, scholarly, and creative activity enterprise) and
External Impacts (primarily considered to be with and for the public and
society).

Internal ARI in many circles is thought to be closely related to a term
called academic impact. Some have stated that academic impact is the
research knowledge contribution to a field of study within academia
(\href{https://www.ktaustralia.com/understanding-research-impact/}{link}).

External ARI is thought of by many individuals, agencies, and governance
boards to be closely related to a term called research impact. This is
impact that extends outside of academia. This concept of research impact
has been highly emphasized by many agencies and governance boards that
provide funding for academic research
{[}\textbf{1,2,4,6,7,9,11,12,14,17}{]}. Examples of what would fit in
these two major categories of ARI are provided below.

Some examples of External ARI would be: generating better public
perceptions; increasing public engagement and understanding; increasing
a competent and well-prepared workforce; increasing literacy; bettering
the economy and environment; generating more businesses and useable
technologies; enhancing and changing public policy outside of academic
institutions; increasing well-being, competency, and the human
condition; and empowerment.

Some examples of Internal ARI would be: money to do basic, social
science, arts, humanities, and translational or applied research;
improving internal university structures, values, and ideas; enhancing
and changing public policy inside of academic institutions; generating,
discovering, or disseminating knowledge, publications in journals etc.,
or having book contracts; generating patents; and acquiring Facilities
\& Administrative (F\&A) cost better known as Indirect Cost (IDC) to
maintain and expand university and college research infrastructure and
support services.

~

\textbf{Faculty Conversations About Impact}

I have heard from more than ten thousand (10,000) faculty at numerous
Universities and Colleges throughout the world comment on ARI. Why talk
to so many faculty? I have heard from more than ten thousand (10,000)
faculty at numerous Universities and Colleges throughout the world
comment on ARI. Why talk to so many faculty?

There were two main reasons. One, is because I love talking and working
with faculty. The second reason,~ I wanted to understand what faculty
really thought about the topic especially after being asked by a faculty
colleague ~-- ``Isn't it all Academic Research Impact (ARI) if the
impact is associated with research and it comes from someone in the
Academy?''. At the time this question was asked, I could not provide an
informed response to this question.

During these conversations with faculty several said that they welcomed
the increased focus on both academic Internal and External aspects of
impact. However, \textbf{most faculty stated that the increased emphasis
on many of these aspects caused them uneasiness, anxiety, and panic}.
Some even indicated defiance. This is especially salient when the
appropriateness of Internal and External ARI must both be addressed
together to secure research funding.

However, this was not because faculty did not want to make Internal and
External impacts. \textbf{For the majority of faculty, there were
several more significant interrelated factors at play}. Factor 1 is
discussed below and appeared to be the most obvious of all the issues.

~

\textbf{Factor 1 -- The Search For ARI Meaning, Value, and Placement~}

One factor that faculty said contributed to their uneasiness about the
impact agenda was the ambiguity of and non-parallelism between research
impact definitions. Provided in bold are just a few questions and
comments that numerous faculty asked and made as a response to the
increased emphasis on impact nationally and internationally.

``\textbf{What do they mean when they say you need to have a research
impact? Is this the latest new political, national, or governmental fad?
On top of that, why is this suddenly so critically important, isn't that
in part to why we are here? Isn't this what we have been trying to do
all along, trying to make an impact? Are they trying to tell us we
haven't been making or don't make a research impact? What type of
research impact are they talking about? What am I supposed to do? I
don't understand this, so it's obvious I will need some help. I talked
to some of my other faculty colleagues about this and they feel the same
way}''.

Faculty witnessed that what constituted research impact had a wide
variety of meanings and definitions depending on the person, agency,
funding body, university, tenure requirement, or country foci. It was
stated by many faculty that - 1) not being able to approach others with
a similar and basic comprehensive understanding of what does research
impact mean throughout the Academy and - 2) not being supported towards
systematically accomplishing all aspects of research impact by their
Academic institutions was a problem.

In other words, \textbf{having an inclusive working ARI definition and
understanding as well as being institutionally supported in a
comprehensive fashion concerning ARI appeared to be of high importance
for faculty}. This was the case irrespective to different agency,
person, or entity specific ARI foci.

In parallel with the above comments made, faculty stated that they
wondered if the impact agenda was being intelligently coordinated across
agency, organizational, institutional, and country domains to have the
maximal impact? \textbf{Faculty also asked what's the strategy for after
impact, especially the External impact}?

Answering all these questions extend well-beyond what is being covered
in this article. However, all these comments and concerns had one thing
in common. They all stemmed from faculty asking one question - what is a
comprehensive definition and description of ARI?

~

\textbf{The ARI Conundrum}

After listening to faculty share their ideas and opinions concerning
this issue, I decided to delve into the literature. This was to
determine if I could easily and quickly obtain a comprehensive
understanding and definition of ARI.

This was important because much of the research impact conversation by
those inside and outside of academic institutions were centered around
research, faculty, and its activity as it related to the Academy. It was
also important because I worked and planned to continue working with
academic faculty, administrators, and students in research environments
to manage, maximize, and accelerate their impact.~

So engaging faculty in this way, in a construct tailored for the Academy
seemed advantageous.~\textbf{Furthermore, there appeared to be a
disconnect between Academic institutions and faculty ideologies about
what should be included as research impact and those advocating for and
implementing policy to push the research impact agenda forward}.~

Meaning that, while the term, research impact, is broader than ARI and
would appear to be understood. In talking with faculty this term is not
contextualized and comprehensive enough to: digest, communicate, and
utilize across department, institutional, national, and international
academic domains; be communicated to societal peers and collaborators;
and offer an underlining platform for how to think and operate beyond
specific funding bodies.

When I started my investigation into research impact in the context of
the Academy, I have to admit, I thought that it would be easy to find a
comprehensive definition and understanding of ARI. This was because I
had already begun working in the academic impact space as an Impact
Scholar, Practitioner, and Professional. As an Impact Professional now
in industry, I have continued to provide impact services to individuals,
faculty, and organizations.

But I was wrong! In short, finding and coming up with a
scholarly-supported comprehensive definition of ARI was extremely
difficult. This appeared to support the comments made by faculty
pertaining to their questions and concerns with having to navigate
through research impact both nationally and internationally.

~

\textbf{Exploring The Literature}

I had to look through over a 100 gray and peer-reviewed articles, gray
literature, plus numerous government funding and organizational
documents to begin to get a comprehensive understanding of what ARI
meant {[}\textbf{1-17**}{]}. Yes, I did say over 100, and it seems like
more information about some aspect of ARI is being generated every day.

What I learned during my investigation into the literature was that no
one intentionally focused their efforts to provide a comprehensive
definition of ARI. All literature emphasized research impact.

There were those who provided very specific types of impacts. For
example, they provided definitions and descriptions to what they
consider to be a policy, cultural, social, etc., impact
{[}\textbf{17}{]}.

Most of the literature discussed and described impact either from an
Internal or External ARI perspective. This was done by employing many
different types of quantitative and qualitative research traditions
{[}\textbf{1-17}{]}.

Some of those who defined research impact from an External perspective
provided it in terms of what they were focused on as an impact
{[}\textbf{1}{]}. Many used definitions from governing bodies and
organizations that provided research funding {[}\textbf{1,9}{]}. There
were others who discussed research impact but never defined it
{[}\textbf{1}{]}.

Most of the literature, research on, and definitions of research impact
from the External perspective came from individuals and organizations
based outside of the United States (US), e.g. United Kingdom (UK),
Australia, and Canada, {[}\textbf{1-17}{]}. Concurrently, I found that
there were those who had come to many of these same above conclusions
{[}\textbf{1}{]}.

Among other things, many who described research impacts from an Internal
perspective focused on impact factors of journals, published based
academic activity, and research infrastructure. For example, I found
many papers discussing bibliometrics and infrastructure in the context
of research impact {[}\textbf{5, 13{]}}, and
(\href{https://sciencepolicy.colorado.edu/students/envs_5100/king_2004.pdf}{link}).

There were only a few who appeared to described research impacts from
both perspectives {[}\textbf{1,7}{]}. I have provided these definitions
below. So far, these were the closest scholarly-supported comprehensive
descriptions and definitions of ARI that I could find in the
literature.~

One of these came from an Impact Scholar in the US named
\href{https://www.linkedin.com/in/jeremilondon/}{Jeremi London}.
London's definition of research impact \emph{} is ``a time-sensitive
interpretation of the extent to which a series of interactions have led
to incremental and transformative change in and beyond the context in
which the change originated'' {[}\textbf{7}{]}.

Another definition which seemed to begin to embody both perspectives
came from
\href{https://www.linkedin.com/in/kristel-alla-19b171b8/}{Kristel Alla},
\href{https://www.linkedin.com/in/wayne-hall-30756119/}{Wayne Hall},
\href{https://researchers.uq.edu.au/researcher/865}{Harvey Whiteford},
\href{https://www.linkedin.com/in/brian-head-377b7b15/}{Brian Head}, and
\href{https://www.linkedin.com/in/carlameurk/}{Carla Meurk} in
Queensland, Australia. They defined research impact in the context of
mental health. To make this definition more global than it currently is,
one could easily replace the phrases related to mental health. One could
also add more terms than what is provided, i.e. policy/practices.

Their definition of research impact is ``a direct or indirect
contribution of research processes or outputs that have informed (or
resulted in) the development of new (mental) health policy/practices, or
revisions of existing (mental) health policy/practices, at various
levels of governance (international, national, state, local,
organisational, health unit)'' {[}\textbf{1}{]}.

After going through this literature, I realized why providing a
comprehensive definition of ARI was so elusive. The reason is because
research impacts associated with the Academy can involve many factors
{[}\textbf{1-17}{]}.

In addition, finding, thinking through all the nuances of ARI, and
utilizing new perspectives and traditions to come up with a
comprehensive definition from the literature takes a substantial amount
of time and effort. ``\textbf{This is time faculty just can't afford to
spend}'' \textbf{} was a comment I heard and continue to hear repeatedly
stated by faculty concerning the impact agenda.

\textbf{~}

\textbf{Responding to Faculty: A Working Comprehensive Definition of
ARI}

My analysis of the literature is still ongoing, but my current working
comprehensive definition of ARI based off the literature and by
combining Alla et.al., and London's definition can be found below. This
definition also aligns in general with the ARI Ecosystem. \textbf{Note}:
I consider what is being provided below to be a rather long definition.
I am working with others to condense it. If you have any suggestions or
comments, please email me at {info@research-impact-enterprises.com}.

``Academic Research Impact (ARI)~ is a positive or negative immediate,
future, or far future affect, effect, contribution to, or influence on a
wide-range of topics, behavior, phenomena, individuals, communities, and
systems that happen inside and outside the Academy as a result of
academic research inputs, outputs, mid-, intermediate-, and long-term
outcomes achieved through different types and intensities of engagement
at any level involving a variety of people, stakeholders, and end
users''. ~~

Some of these affects, effects, contributions, or influences are harder
to measure or evaluate than others. This is especially salient
concerning the far-future aspects of ARI.

ARI happens in direct (physical and operational) and indirect
(unintended) ways. In some of the impact literature this equates to
ideals of contribution, conceptual, and instrumental research impact
{[}\textbf{1},\textbf{3,8,10,15,16}{]}.

~

\textbf{Academic Research Impact (ARI) in The Context of Research Impact
(RI)}

This description of ARI also highlights a comprehensive definition of
research impact. This can be achieved by removing the phrase ``inside
and outside of the Academy'' and the word ``academic'' from the ARI
definition provided above.

Suggesting that the comprehensive definition of ``Research Impact (RI)''
is a positive or negative immediate, future, or far future affect,
effect, contribution to, or influence on a wide-range of topics,
behavior, phenomena, individuals, communities, and systems that happen
as a result of research inputs, outputs, mid-, intermediate-, and
long-term outcomes achieved through different types and intensities of
engagement at any level involving a variety of people, stakeholders, and
end users''.

ARI represents a unique practiced and contextualized type of research
impact with respect to the Academy. In the Academy research can and
typically does include all forms of scholarship and creative activity.

There are other types such as non-academic non-profit research impact,
industrial research impact, market research impact, etc., that have
their own traditions. These other types also reside under the research
impact umbrella.

~

\textbf{Helping Faculty Maximize and Accelerate Their ARI}

Progression of the ARI phenomena tends to move from the Internal to the
External. Many times, the line between Internal and External Impacts are
blurred because both are needed to create and maintain a robust ARI
Ecosystem in our Human, Societal, and Social Based (HSSB) systems.

This area of blurring represents a space where faculty can be engaged to
be highly productive and have the most Internal and External ARI. This
area centered between the Internal and External aspects of ARI is called
Boundary-Domain Specific Impact (B-DSI).

The use of societal benefiting concepts like knowledge translation,
broader impacts, valorization, knowledge mobilization, etc., are
employed to help faculty and others enhance their work by prolonging the
time spent operating in the B-DSI space. A detailed discussion of B-DSI
will be provided at another time.

~

\textbf{Quick Introduction to Impact Ecosystems and ARI Ecosystem
Theory}

Human Impact Ecosystems, aka ``Impact Ecosystems'' are the culmination
of interconnected networks of people and communities, their specific
connections with other people, places, and things, how they all
interact, and the anticipated and unanticipated results or influence
perceived through those interactions in a particular unit of space (both
physical and social) and time. There are many different types of Impact
Ecosystems and theories/models developed that support them. One of
specific interest for this discussion is called the ARI Ecosystem.

The ARI Ecosystem is a combination and culmination of individuals and
organizations in or in proximity to the Academy, its research, and the
accompanying and resulting impacts. The theory/model that supports the
ARI Ecosystem is called ARI Ecosystem Theory in Figure 2.~

ARI Ecosystem theory is a way to begin to describe an ecosystem-based
working philosophy and model on what things to consider when thinking
about ARI Management, predicting system to individual-level research
impact behavior, planning ARI, ARI Accountability, and characterizing
how ARI progresses at an individual, micro-, meso-, and macro-level by
combining:

(\textbf{1}) Installation Theory -- A synthetic theory to explain how
humans construct systems that support and format individual behavior, by
\href{https://www.linkedin.com/in/saadi-lahlou-98bab0b/}{Dr. Saadi
Lahlou}. Here is a
\href{https://www.cambridge.org/us/academic/subjects/psychology/applied-psychology/installation-theory-societal-construction-and-regulation-behaviour?format=HB\#yrG8acLL17jD3jjE.97}{link
to his book},

(\textbf{2}) Theory of Change (TOC),

(\textbf{3}) Logic models, and

(\textbf{4}) The concept of Chaperones and

(\textbf{5}) Comprehensive ARI definition

\textbf{Note}: There are many layers to the ARI Ecosystem model provided
in Figure 2. This is an overview of the ARI Ecosystem. Full details will
be provided on this ecosystem and theory/model in a scholarly
manuscript.\selectlanguage{english}
\begin{figure}[H]
\begin{center}
\includegraphics[width=0.70\columnwidth]{figures/ARI-Ecosystem-Theory,-Thompson-2018/ARI-Ecosystem-Theory,-Thompson-2018}
\caption{{Introduction to the ARI Ecosystem Model and Theory
{\label{343690}}%
}}
\end{center}
\end{figure}

\textbf{~}

\textbf{Moving Forward}

Even though only the first of these four factors have been discussed, it
is already clear that issues surrounding ARI, whether Internal or
External (commonly called research impact) need more attention. I have
started to address the initial question about what research impact
stemming from the Academy comprehensively is.

It has become apparent from my conversations with faculty that academic
institutions, faculty, governance boards, agencies, and Impact
Professionals are not all speaking the same language. Creating a common
understanding by establishing a common language among faculty and
academic institutions is the first step.

So, I have used ARI instead of research impacts and academic impacts or
other similar terms for the impacts of research associated with
academia. This is combined with the understanding that all impacts
stemming from research in the Academy is considered in practice and
theory a research impact.

However, all varying types of impact may not be the specific type of
research impact a local, state, national, or international body is
looking to fund. Each funding entity or government body has its own
funding agenda.

Impact is both an inanimate and animate construct. Among other
characteristics, even though we tend to emphasize the positive aspect of
impact it can also be negative. Therefore, a comprehensive definition of
research impact in the Academy should reflect these features.

I have also taken this one step further and have begun to provide an ARI
model/theory based on the literature. Faculty cannot be comprehensively
and intelligently supported in ARI without institutional comprehension
of the concept.

Based on current trends and environment, ARI strategy and implementation
will become a critical component for increasing financial support and
liquidity for faculty and institutions, respectively. This is because
ARI will enable faculty and institutions to monetize their impact in new
and varied ways beyond that of funding agencies and governmental units.

As someone who is concerned about all the above-mentioned issues, I am
trying to do my part but I know that is not enough.~

It is going to take a ``Unified Us'' to really move the proverbial
``needle'' in this area. Especially if: we are serious about empowering
and equipping faculty to effectively participate in this changing global
landscape towards all aspects of impact; catalyze a robust research
impact culture; want to help faculty get support for their research;
want to help keep our institutions financially stable; and help to play
our part in benefiting society.

\textbf{~}

\textbf{~References and Other Comments:}

\textbf{*} Academic research work can include scholarship and creative
activity. Research takes many forms within the Academy depending on the
field and its traditions.

\textbf{**}A full reference list will be provided at another time. These
references below are a subset of these documents.

~

\textbf{1}. Alla K., Hall W., Whiteford H., Head B., and Meurk C. London
School of Economics and Political Science Impact Blog (LSE Blog). The
concept of research impact pervades contemporary academic discourse --
but what does it actually mean?~
\url{http://blogs.lse.ac.uk/impactofsocialsciences/2018/01/09/the-concept-of-research-impact-pervades-contemporary-academic-discourse-but-what-does-it-actually-mean/}.
9 January 2018 (Accessed 2/05/2018). The authors also have an
accompanying journal article entitled, ``How do we define the policy
impact of public health research? A systematic review.'' \emph{Health
Research Policy and Systems}, (2017) 15:84,
\url{https://doi.org/10.1186/s12961-017-0247-z}.

\textbf{2}. Australian Research Council (ARC) Australian Government
link,
\url{https://www.arc.gov.au/policies-strategies/strategy/research-impact-principles-framework}.

\textbf{3}. Brewer J. (2013). The public value of the social sciences:
an interpretive essay. London: Bloomsbury.

\textbf{4}. Economic and Social Research Council (ESRC) link,
\url{https://esrc.ukri.org/research/impact-toolkit/what-is-impact/}.

\textbf{5}. Chavda, J., and Patel, A. (2015). Measuring research impact:
bibliometrics, social media, altmetrics, and the BJGP. \emph{The British
journal of general practice: the journal of the Royal College of General
Practitioners}, 66(642), e59-61.

\textbf{6}. Conference Board of Canada link,
\url{https://www.uregina.ca/research/assets/docs/pdf/Spotlight\%20-\%20RIN\%20-\%20September\%209\%20-\%20Final\%20for\%20publishing.pdf}.

\textbf{7}. London, J. (2018). A content analysis of how STEM education
researchers discuss the impact of their publicly-supported research.
\emph{International Journal of Engineering Education}, \emph{34}(3),
1120-1137.

\textbf{8}. Meagher L., Lyall C., Nutley S. (2008). Flows of knowledge,
expertise and influence: a method for assessing policy and practice
impacts from social science research. \emph{Research Evaluation}.
doi:10.3152/095820208X331720.

\textbf{9}. Mhurch\selectlanguage{ngerman}ú, A. N., McLeod, L., Collins, S., \& Siles-Brügge, G.
(2017). The Present and the Future of the Research Excellence Framework
Impact Agenda in the UK Academy: A Reflection from Politics and
International Studies. \emph{Political Studies Review}, 15(1), 60--72,
\url{https://doi.org/10.1177/1478929916658918}.

\textbf{10}. Nutley S.M., Walter I., Davies H.T. (2007). Using evidence:
how research can inform public services. Bristol University Press.

\textbf{11}. Penfield, T., Baker, M.J., Scoble, R. and Wykes, M.C.
(2014) Assessment, evaluations, and definitions of research impact: A
review. \emph{Research Evaluation,} 23(1), 21-32.
\url{https://academic.oup.com/rev/article/23/1/21/2889056}.

\textbf{12}. Research Impact Canada (RIC) link,
\url{http://researchimpact.ca/}.

\textbf{13}. Rosas~S.R., Kagan~J.M., Schouten~J.T., Slack~P.A.,
Trochim~W. MK., (2011) Evaluating Research and Impact: A Bibliometric
Analysis of Research by the NIH/NIAID HIV/AIDS Clinical Trials Networks.
\emph{PLOS ONE} 6(3): e17428.
\url{https://doi.org/10.1371/journal.pone.0017428}.

\textbf{14}. Smith, S., Ward, V., House, A. (2011). `Impact' in the
Proposals for the UK's Research Excellence Framework: shifting the
Boundaries of Academic Autonomy. \emph{Research Policy}. 40. 1369-1379.
10.1016/j.respol.2011.05.026.

\textbf{15}. Walter I., Davies H., Nutley S. (2003). Increasing research
impact through partnerships: evidence from outside health care.
\emph{Journal of Health Services and Research Policy}. doi:
10.1258/135581903322405180.

\textbf{16}. Wilkinson H., Gallagher M., Smith M. (2012). A
collaborative approach to defining the usefulness of impact: lessons
from a knowledge exchange project involving academics and social work
practitioners. \emph{Evidence \& Policy: A Journal of Research, Debate
and Practice}, Volume 8, Number 3, August 2012, pp. 311-327(17).
doi:10.1332/174426412X654040.

\textbf{17}. York University Research Impact Definitions link,
\url{https://www.york.ac.uk/media/staffhome/research/documents/researchimpact/Research\%20Impact\%20Statement\%20revised\%20June\%202016.pdf}.

\textbf{~}

\textbf{Written by}:

Dr. Michael Thompson aka ``The Broader Impacts Guy''

Michael Thompson, an Academic -- Industry Impact Professional, is
currently the Head of Research Impact Enterprises or RIE: A Metaprising
Research Impact Accelerator for Academic on Institutions. RIE is the
first hybrid non-profit like and academically-based business ecosystem
entity that functions as a conduit and facilitator between the Academy
and the Rest of Society. RIE achieves this by working in collaboration
with others to provide initiatives, services, and products that help
individuals, faculty, businesses, institutions, and other organized
units manage, maximize, and accelerate their impact.
\href{http://thebroaderimpactsguy.com/wp-content/uploads/2020/04/How-RIE-Works-Overview.pdf}{Click
here} to be provided with an overview of how RIE works.

Before serving as Head of RIE, Michael was the Founding Director of the
Broader Impacts in Research (BIR) organization, on the Senior Staff of
the Office of the Vice President for Research (OVPR), member of the
Center for Research Program Development and Enrichment (CRPDE), and
Affiliate Professor of Chemistry and Biochemistry at the University of
Oklahoma (OU). He also served on the National Alliance for Broader
Impacts (NABI) Working Group, which developed the Broader Impacts
Guiding Principles and Questions for National Science Foundation (NSF)
Proposals. For more information on NSF Broader Impacts and broader
impacts in general please visit,
\href{http://thebroaderimpactsguy.com/about/}{thebroaderimpactsguy.com}.

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