Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 3 March 2020, available online: https://www.tandfonline.com/doi/full/10.1080/03075079.2020.1735333
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - The Knowledge Exchange Framework
T2 - understanding parameters and the capacity for transformative Engagement
AU - Johnson, Matthew
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 3 March 2020, available online: https://www.tandfonline.com/doi/full/10.1080/03075079.2020.1735333
PY - 2022/1/31
Y1 - 2022/1/31
N2 - The UK Conservative Government 2017-2019 has taken steps to promote Engagement as a means of Knowledge Exchange (KE). In 2019/2020, a Knowledge Exchange Framework (KEF) will be introduced alongside the existing Research (REF) and Teaching (TEF) evaluations. Indeed, the OfS (Office for Students) and UKRI (UK Research and Innovation) [2018. Collaboration Agreement between the Office for Students (OfS) and UK Research and Innovation. London: OfS, 1] regard each of these evaluations as 'mutually reinforcing'. Given that the KEF is likely to take place in full for the first time in 2020, it is essential that colleagues understand both the nature of the Engagement agenda, the reasons for its emergence, the possibilities it offers and means by which to reduce opportunity cost. In this article, I draw upon a range of resources to present a clear overview of these factors and argue that KEF can be harnessed effectively for a number of, often socially valuable, ends and that its most onerous implications can be mitigated efficiently.
AB - The UK Conservative Government 2017-2019 has taken steps to promote Engagement as a means of Knowledge Exchange (KE). In 2019/2020, a Knowledge Exchange Framework (KEF) will be introduced alongside the existing Research (REF) and Teaching (TEF) evaluations. Indeed, the OfS (Office for Students) and UKRI (UK Research and Innovation) [2018. Collaboration Agreement between the Office for Students (OfS) and UK Research and Innovation. London: OfS, 1] regard each of these evaluations as 'mutually reinforcing'. Given that the KEF is likely to take place in full for the first time in 2020, it is essential that colleagues understand both the nature of the Engagement agenda, the reasons for its emergence, the possibilities it offers and means by which to reduce opportunity cost. In this article, I draw upon a range of resources to present a clear overview of these factors and argue that KEF can be harnessed effectively for a number of, often socially valuable, ends and that its most onerous implications can be mitigated efficiently.
KW - Engagement
KW - Impact
KW - KEF
KW - Knowledge exchange
KW - Higher education
U2 - 10.1080/03075079.2020.1735333
DO - 10.1080/03075079.2020.1735333
M3 - Journal article
VL - 47
SP - 194
EP - 211
JO - Studies in Higher Education
JF - Studies in Higher Education
SN - 0307-5079
IS - 1
ER -