Enhancing research impact: a new framework for Higher Education

By Brian LeHaney

As expectations around research impact continue to grow, researchers and institutions face increasing pressure to demonstrate how their work benefits society beyond academia. In response to this challenge, a team at the University of Gloucestershire has developed a new Impact Enhancement Framework designed to help Higher Education (HE) research centres better understand, create, and articulate impact.

The framework was developed with University of Gloucestershire funding and responds to the evolving requirements of the UK’s Research Excellence Framework (REF). Since 2008, REF assessment has expanded to include wider societal, cultural, economic, and policy impacts alongside traditional academic outputs. While this shift has elevated the importance of impact, it has also exposed how inconsistently impact creation and measurement are often approached.

Professor David Dawson, University of Gloucestershire, said:

“The creation and measurement of impact across disciplines is not well understood, and researchers often struggle to comprehend and articulate impact. This research developed a new Impact Enhancement Framework that will assist the staff of Higher Education research centres to understand and articulate impact.”

From linear metrics to impact pathways

The research team conducted a rapid review to explore complex, context-dependent challenges associated with impact, including issues such as supporting migrant doctoral supervisors within UK academia and balancing disciplinary expertise with pedagogical skill. Early stakeholder involvement helped focus the review and identify relevant evidence.

Rather than relying on linear metrics, the resulting analytical framework prioritises social interaction, engagement, and impact pathways. This approach supports more nuanced, stakeholder-informed evaluations of societal benefit and recognises that impact is rarely a simple or direct outcome of research activity.

Eight priorities, three guiding principles

Stakeholders identified eight priority areas for impact assessment:

  • Identifying stakeholder needs
  • Defining the nature and types of impact
  • Setting vision and strategy
  • Determining how impact will be delivered and scaled
  • Acquiring appropriate resources
  • Deciding how impact will be measured
  • Shaping research centre activities
  • Communicating impact effectively

These priorities are underpinned by three key principles: the process must be reflective and iterative; the framework is modular and non-linear to allow flexible, needs-based application; and independent monitoring should remain external and capable of being applied at every stage.

Dr Azley Abd Razak, University of Gloucestershire, said:

“The Framework includes processes for creating and evidencing impact, as well as a set of competencies to guide and equip research centres in achieving their goals.”

Simplicity in a complex space

A growing body of research supports evidence-based, stakeholder-informed approaches to impact assessment. However, impact remains inherently subjective and requires sensitivity to different stakeholder perspectives. The framework emphasises strategic alignment: maximal impact depends on a strong fit between vision, strategy, and operational delivery. Demonstrable impact goes beyond academic publication and requires a clear causal link to research through co-creation, engagement, or dissemination.

The Impact Enhancement Framework has already been rolled out successfully with overseas partners. Its effectiveness lies in its simplicity, offering a practical way to address a highly complex and often opaque area of academic practice.

About the author

Brian LeHaney is a Fellow of the Operational Research Society and has held senior roles across the OR community, including Chair of the ORS Knowledge and Information Management Conference, Chair of the OR Society Annual Conference, joint Editor of OR Insight, and member of the Committee of Professors in Operational Research (COPIOR).

Now retired from full-time work, Brian continues to teach part-time, supervise doctoral students, and volunteers with his dog, Dukey, providing therapy visits at a local care home.