Abstract
The impact of higher education institutions on society has become the focus of significant policy attention in recent years, most prominently as part of research evaluation. This paper presents a theoretical exploration of the notion, identifying the key dimensions as source, form, trajectory, intensity, timescale and destination. While acknowledging the importance of porosity between universities and society, and the need to address critical contemporary challenges, five dangers of the impact agenda are highlighted: the normative dimension; the linear relationship; unpredictability; measurement; and instrumentalization. As a response to dominant conceptualizations, the paper proposes the notion of the generative intrinsic as a more robust basis on which to base the work of universities.
Highlights
While meeting significant resistance along the way, the progressive opening up of universities to society over the past century has been widely viewed as a necessary and desirable trend
A distinctive aspect of this article is that it assesses impact across the whole institution, including teaching, as the logic of impact – and concomitant influences on the practice of universities – is relevant there too
This analysis engages with the normative dimensions together with questions of how impact works in practice, with interlinkages between these two essential for understanding the role of universities
Summary
While meeting significant resistance along the way, the progressive opening up of universities to society over the past century has been widely viewed as a necessary and desirable trend. The severe constraints on public funds in these countries – combined with the historical capture of the benefits of higher education by the elites – have led to increasing concern regarding the contribution of the institution to society This role has been acknowledged in the recently agreed Sustainable Development Goals, in which universities are seen as central to the task of promoting prosperous and equitable societies and protecting the natural environment (McCowan, 2016b). A distinctive aspect of this article is that it assesses impact across the whole institution, including teaching, as the logic of impact – and concomitant influences on the practice of universities – is relevant there too This analysis engages with the normative dimensions together with questions of how impact works in practice, with interlinkages between these two essential for understanding the role of universities. Following that there is an analysis of five perils of the agenda, and the proposal of an alternative conceptualization of the positive benefits of the work of universities
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