Impact assessment in higher education: a strategic view from the UK
| DOI | https://doi.org/10.1108/ILS-06-2017-0064 |
| Pages | 94-100 |
| Published date | 08 January 2018 |
| Date | 08 January 2018 |
| Author | Ruth L. Ayres |
| Subject Matter | Library & information science,Librarianship/library management,Library & information services |
Impact assessment in higher
education: a strategic view
from the UK
Ruth L. Ayres
University of Derby, Derby, UK
Abstract
Purpose –This paper focuses on the importance of impact in higher education from a strategic perspective,
exploring its value to institutions, learners and prospective students in today’s higher education context,using
the UK as a case study. The increasing prominence of impact assessment in higher education is discussed, with
consideration given to the operational structures, tools and approaches which can be adopted to monitor and
evaluate the impact of any strategic project or initiative introduced by a higher educationprovider.
Design/methodology/approach –This paper presentsa strategic view of impactassessment in today’s
higher educationlandscape.
Findings –The significance of impact assessment in higher education is discussed from a strategic
perspective, drawingupon relevant studies, UK Government policy and initiatives. Consideration is given to
the tools and approaches that can be adopted by higher education providersin assessing the impact of any
strategicinitiatives and projects that have been implemented.
Originality/value –The paper is of value to 'any higher educationprovider that is currently undertaking,
or planning to deliver large-scalestrategic projects and initiatives which have been designed to enhance the
student learningexperience.
Keywords Student experience, Evaluation, Impact, Teaching quality, Higher education providers,
Teaching Excellence Framework (TEF), UK Professional Standards Framework (UK PSF)
Paper type Viewpoint
Impact assessment, in the context of recognising and determining the impact of a new
policy, strategy, interventionor initiative on individuals and/or an institution,has never had
more prominence in the highereducation sector than it has done over the past 5 to 10 years.
Senior leaders are keen to ensure that strategic objectives are met, with positive outcomes
for all involved and a good return on investmentfor the institution. When embarking on any
large-scale strategicinitiative, it is important to determine the vision andintended outcomes
for the project/intervention within the available timeframe and budget, so that any impact
can be effectively measured. This paper will explore the issues and approaches associated
with impact assessmentat the strategic level in universities, using the UK as a case study.
Impact can take place at a range of levels: at individual level, across a cohort, course/
programme, or subject area and across an entire institution. Baseline conditions prior to
introducing any interventionmust be noted at the start of the project, so that it is possible to
recognise any changes that arise post-intervention. The extent to which observed changes
can be attributed to the intervention itself, will depend upon the range of other variables in
operation at the time. The methods chosen to measure andevaluate impact will necessarily
vary according to the exact nature of the intervention.
With the massification of higher education,students, employers and parents are keen to
understand the value of attaining an higher education qualification and experience. In an
increasingly competitive marketplace, prospective students and employers clearly want to
ILS
119,1/2
94
Received29 June 2017
Revised21 November 2017
Accepted2 January 2018
Informationand Learning Science
Vol.119 No. 1/2, 2018
pp. 94-100
© Emerald Publishing Limited
2398-5348
DOI 10.1108/ILS-06-2017-0064
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