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Last night at a post lecture drinks reception I got into talking about using twitter as a scientist, and an academic, and thinking about what is in science communication for the communicator.
Under new plans, university departments will have to submit impact statements for researchers. Photograph: John Lund/Getty
Each summer it is standard for publications to produce lists of exam howlers to remind us just how woefully ignorant some of our students are at all levels. I have never seen a list of comparable statements regarding crass errors produced in grant applications, but upon occasion referees do not mince their words. Having spent much of the weekend wading through a pile of (metaphorical) paper – it is of course all electronic material now – consisting of proposals and referees’ comments, I was amused by the following two comments which leapt out of the page at me:
"Egad!" cried Professor Lackwind. "This wasn't the impact I had in mind!"
Guest Editorial: It's Time To e-Volve: Taking Responsibility for Science Communication in a Digital AgeNow, more than ever, science is fundamentally intertwined with national and international political issues, yet less than one-third of Americans can pass a science literacy test with questions like “Does the Earth revolve around the sun?” and “Did human beings live alongside dinosaurs?” When only a small percentage of our populace—including our policy-makers—has a firm grasp on the science behind the debates, we are doomed to make grievous errors in our decisions on a wide variety of issues, from climate change and genetically modified foods to stem cell research and public health and vaccinations.
Once again, Twitter uncovered for me a s mall treasure box on the web.
Dr Matthew Flinders is Professor of Politics at the University of Sheffield.
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I took part in an interesting workshop on REF impact case studies yesterday. We were looking at some initial drafts and, whilst there were some great ideas about possible impact, there were a few key points to bear in mind when thinking about your case study.
Mix and match to demonstrate impact The Generic Learning Outcomes are underpinned by a broad definition of learning which identifies benefits that people gain from interacting with museums, libraries and archives.
A new study shows that Scotland’s economy benefits significantly from the University’s commercialisation work.
Aimed primarily at early to mid stage researchers, the ISSUES Guide to KT is a series of documents, categorised by subject matter, designed to help researchers understand the methods behind creating impact beyond academia and the reasons why knowledge exchange should be an important consideration at all stages of a research project.
Posters, Diagrams and ISSUES ebulletin Understanding KT through Best Practice Maps and Reports