Impact. The word “impact” is everywhere (or at least it is within my circles). Though what does it mean within the context of higher education (HE)? And does it even differ from dissemination?
Colleagues in HE are generally well-versed in dissemination. This is a vehicle to share your research with relevant audiences to widen access of research outputs. Dissemination could be via channels such as academic journals and policy documents, though effective dissemination is entirely dependent on the relevant audiences who could use the research findings. Dissemination is important as it shares research outputs to stakeholders.
With impact, let’s go back a few years to around 2010.
Historically, as part of the Research Assessment Exercise (RAE), universities were required to collate a submission to this exercise which took place every five or so years. The RAE was designed to assess the quality of research. The RAE took into consideration research outputs, environment and esteem, and the last RAE took place in 2008.
A new era of research assessment for UK universities emerged around 2010. The Research Excellent Framework (REF). This new framework considered research impact*, as well as research outputs and environment. This major change to the REF and its assessment criteria brought impact to the forefront of the agenda within universities. The first REF took place in 2014 and this gave universities four years to gather data, narratives and (potentially) expand their approach of how research is viewed.
Impact became more prominent within universities and grew to be a key driver within the higher education landscape.
But what is it?
A widely used definition of research impact comes from the REF (currently overseen by Research England), they define impact as “the effect on, change or benefit to the economy, society, culture, public policy or services, health, the environment or quality of life, beyond academia”. They key aspects here are effect, change or benefit. Impact is not an intention that research might make a difference, but the ability to evidence the difference the research has made. Impact is a demonstration of, for example, how research influences policy, improves services or enhances culture.
Like dissemination, the definition of impact is broad as there is a recognition that impact (and dissemination) can take many forms, and have different scales from the local and regional, to international. The essence of impact is the next stage on from sharing findings – it’s using those findings to make a change.
Over the past decade or so, as impact has been more prevalent, more emphasis has been placed on research demonstrating how it connects to the world outside of academia. The opportunity here is that impact opens the doors for more stakeholders to engage with research, and highlights the value of universities. Ultimately, dissemination becomes a natural lead to impact, ensuring research provides meaningful change.
Therefore, from a university perspective, impact often draws on expertise across disciplines to create a meaningful change beyond academia. However, viewing impact from health and social care lens, impact can still be demonstrated in various ways. This could be improved care practices, better health outcomes or more accessible services. Impact is reflected in changes to practice, services, systems and outcomes with the ultimate aim of benefiting people, communities and populations. As ever, the greatest value of research is found in how knowledge and collaboration translating to a meaningful, beneficial change for people, populations and societies.
*Obviously research impact existed before the first REF, but this was the first time it was included as a measurable in a wide-scale exercise.
Rachel Clarke – Business Engagement Manager – Bournemouth University
02/04/2026
