Company brief 2013 pages

COMPANY BRIEF 2013 > Impact Evaluation

COMPANY BRIEF 2013

1

COMPANY BRIEF 2013 > Expertise

CONTENTS Overview

Expertise

Impact Evaluation The Company

i. PIER Director

ii. PIER Associateship

Track Record Methodology

Correspondence Details

Appendices

PIER logistics Ltd is a registered limited company in England and Wales Company registration number: 08542082 Registered office: 21 Roath Court Road, Roath, Cardiff, CF24 3SD

2

3 4 5 8 8 9 14 17 22 23

COMPANY BRIEF 2013 > Impact Evaluation

OVERVIEW

PIER logistics (Ltd.) was formally incorporated in 2013 as an academic consultancy directed by Dr Richard Watermeyer, specialising in ‘process and impact’ evaluation and research in the domains of public: engagement, consultation, outreach, knowledge production exchange/translation in science and technology; science policy and governance; and STEM education. PIER logistics (PIERL) also has a unique focus on impact evaluation: reconnaissance and reportage in scientific; Higher Education; and research-to-practice contexts. The company was ‘spun-out’ of a programme of research into public engagement and impact in science and technology led by Dr Watermeyer within the UK Economic and Social Research Council (ESRC) funded Centre for Economic and Social Aspects of Genomics (Cesagen) at Cardiff University. PIERL boasts an associateship of distinguished academics drawn from across the social sciences and humanities.

PIERL has been responsible for a number of UK Government and Government agency evaluations, most frequently in conjunction with Sciencewise: the UK organisation for public dialogue in emergent and controversial science and technology for policy purposes. Examples from this portfolio include evaluation of: the Human Fertilisation and Embryology Authority (HFEA) pan-UK public consultation into the avoidance of mitochondrial disease; the UK Health Research Authority (HRA) public consultation into biomedical research governance and research ethics; and the UK Department for Business, Innovation and Skills (BIS) horizon-scanning exercise into science and technology policy priorities.

3

COMPANY BRIEF 2013 > Expertise

EXPERTISE Public and Stakeholder Engagement / Consultation Evaluation #1

For government/agencies; HEIs; creative, knowledge and educational sectors: formative and summative evaluation of ‘process and impact’ of deliberative exercises focused on organisational and policy related priorities: legislative and regulatory; behavioural and cultural change

#2

Evaluation of STEM engagement and enrichment initiatives in national and multi-national contexts with a focus on: pedagogical innovation; gender equality; recruitment; skills & knowledge; science-based economy; science literacy and retention

#3

Design, implementation and outreach of science communication activity

Impact Evaluation: Impact Cartography #1

Impact reconnaissance and causal-mapping of impact activity, travel and trajectories in a variety of intervention based scenarios, but most especially in the context of translational research and commercialization of IP and the culmination of these processes with research user-group/stakeholder adaptation and application: as evidence-based accounts of impact; requisite for REF impact case-studies

#2

Relational plotting; elucidation of stakeholder networks and user constituency knowledge needs/flows

#3

Plotting and forecasting for RCUK impact summaries and pathways to impact statements

a.

Knowledge exchange/translation

#4

Training and capacity building activities in impact for academics, administrators, PG students

#5

Relationship brokerage linking HE, industry and business

4

COMPANY BRIEF 2013 > Impact Evaluation

IMPACT EVALUATION Research Councils UK (RCUK) and the Research Excellence Framework (REF) Both RCUK and HEFCE iterations of ‘impact’ as respectively, a new funding requirement and performance measure for research, represent a ‘game-change’ and watershed moment for UK universities and thereby UK based academics. For purposes of public accountability, transparency and in justifying continued patronage by the public purse, academics face a two-fold challenge in responding to an impact agenda, for which, they require scaffolding and capacity-building. These are:

#1

Predicting Impact (Funding): The production of credible impact projections and plans for impact-generation whereby the research process and research outputs translate into real-world outcomes, economic and societal, benefitting the greatest number of user groups and stakeholders. (see note i)

#2

Evidencing Impact (Assessment): The production of impact case-studies which clearly and explicitly demonstrate, through robust evidence, travel between the research process and research outputs and ‘real-world’ outcomes; the ways with which research has influenced and/or provoked change deemed economically and socially advantageous; the indisputability of the ‘public’ value of academic enterprise as an economic and societal good. (see notes ii & iii)

5

COMPANY BRIEF 2013 > Impact Evaluation

Demonstrating impact for funding and assessment is highly significant for the UK academic research community, at an institutional level in terms of remuneration, perpetuity and status, and at an individual level in terms of research practice, methodology, orientation, career development and longevity. The inclusion of impact as a criterion for RCUK funding and as a substantive (20%) component of the forthcoming REF furthers the need for universities and academics to adapt at a strategic level, in not only meeting the impact threshold and in fulfilling impact requirements, but in establishing themselves as hotbeds of highimpact research.

Significant sums of money have already been invested by UK universities in preparation for impact as a component of the REF – a recent FOI submitted by Times Higher Education to all mainstream UK universities revealed a current spend on impact preparations of approximately £2.2 million (see table 1.) Investment of this kind will necessarily however require sustaining, as universities and academics hone their skills and competency in the production of impact as a funding and assessment obligation that exceeds 2014, and builds towards the 2020 REF submission.

Academic groups require direct and continued scaffolding in their impact-generation exercises and impact reportage – activities which are massively labour intensive and requiring specialist evaluative and consultation expertise. PIER logistics is in almost a unique position to support universities develop their impact portfolios and evolve into hotbeds of impact: focused on strategic and applied solutions to impact-generation and impact-capture and concurrently impact as a domain of empirical, social science research.

As an academic consultancy PIER logistics is also distinct in responding to a dearth of empirical investigation into impact as a research problem and the development of impact heuristics. Much work is now being committed at PIER logistics to the generation of impact reconnaissance, audit and mapping methodologies that are instrumental and essential components of academics’ expediting, plotting, recovering and articulating impact journeys in convincing ways.

6

COMPANY BRIEF 2013 > Impact Evaluation

Potential impacts from engaging PIER logistics are vast.

It is worth however narrowing attention to three:

#1

Contribution of PIER logistics in facilitating and bolstering universities’ impact portfolios, via the collection of impact evidence, in the context of:

A. RCUK funding – increasing the competitiveness of an

acdemic/research team in attracting external research income

B. REF assessment - improving the quality of impact

submissions in the REF and the generation of impact-

based revenue

#2 #3

PIER logistics as a consultancy able to speak to and advise across UK Higher Education; UK and devolved Governments; other research and development agencies PIER logistics as a trainer in process and impact evaluation

7

COMPANY BRIEF 2013 > The Company

THE COMPANY PIER Director

DR RICHARD WATERMEYER is Director of PIER Logistics; a Senior Research Fellow in public engagement and impact in higher education, science and expert domains at Cardiff University; and is the first social scientist to be appointed as a Research Analyst to the Chief Scientific Advisor for Wales.

8

COMPANY BRIEF 2013 > The Company

Trained as an educational sociologist, his work lies at the intersection of science technology studies (STS) and educational studies with broad interests in the sociology of impact/impact-studies and the public understanding of science and specific interests in knowledge translation/exchange/co-production; Higher Education policy and governance: marketization and globalization; pedagogy: object-based and experiential forms of teaching (and learning); creative processes in the visualization of scientific complexity; the governance of science and science policy; citizen-science; and spaces/methods of upstream dialogue.

Richard has specialist expertise in impact-evaluation and as an evaluator of public consultation, dialogue and engagement activities, focused on controversial and emergent science and technology in policy-making contexts. Most recently he has led evaluations of: the UK Department for Business, Innovation and Skills (BIS) science and technology policy horizon-scanning; the Human Fertilisation and Embryology Authority’s (HFEA) pan-UK public consultation into the avoidance of mitochondrial disease; the UK Health Research Authority’s public and patient engagement project into medical research ethics and research governance; and as part of the Horizon 2020, SiS programme, evaluation of a pan-European consultation on waste-management.

He also played a leading role in the BIS/Sciencewise sponsored consultation on issues of science governance and trust. As Director of PIER logistics Richard is responsible for the overall intellectual and strategic leadership of the company.

Richard is currently working with a range of UK and European academics and Higher Education stakeholders in developing new methods for impact conceptualisation, implementation, capture and exploitation and in addressing the evidence needs of impact case-studies for the UK’s Research Excellence Framework (REF) 2014. He has undertaken a range of empirical studies exploring: academic conceptualizations of research impact (within RCUK impact summaries and pathways to impact statements); academic praxis and strategy in exploiting and mobilizing the societal and economic impact of their research; the relationship between an engagement and impact agenda for HE and ‘public engagement’ as a ‘pathway’ to impact; and most recently (with Prof Adam Hedgecoe) academic determinations of impact hierarchies via an ethnography of mock-REF impact panels (across all disciplinary panels). He recently undertook an impact-evaluation of an international research programme focused on values behaviour and the government and NGO environmental communications. The final report of this evaluation has been incorporated as a part of the research team’s REF 2014 impact submission.

Alongside an initial degree in English Literature (University of Wales, Swansea); Richard holds an MSc in Social Science Research Methods and a Ph. D in sociology – both from Cardiff University’s esteemed, School of Social Sciences where he also served as a Research Associate; Associate Lecturer and Principal Tutor. He has undertaken placement at the UK Parliamentary Office of Science and Technology and has recently delivered evidence to the UK Public Administration Parliamentary Select Committee on the relationship between public engagement and policy. Richard has also served as an advisor and trainer to the International Baccalaureate Organisation (IBO); the UK Higher Education STEM Programme; and as a specialist advisor, consultant and reviewer in public engagement to a variety of Higher Education Institutions and external organisations. Richard’s other previous roles have included that of principal evaluator for the Wales Beacon for Public Engagement, one component of a four-year UK-wide initiative focused on embedding a culture of public engagement across British universities; and Projects Manager for the social research consultancy, Opinion Research Services.

9

COMPANY BRIEF 2013 > The Company

THE PIER ASSOCIATESHIP

DR GENE ROWE -

Gene Rowe Evaluations – GRE Dr Gene Rowe - Gene Rowe Evaluations – GRE is an SME (established June 2010), which focuses on conducting primary academic research, desk analysis, and evaluations of public and stakeholder engagement processes. GRE has received funding from various sources, such as the UK Food Standards Agency (evaluating how to communicate uncertainty in risk assessments), and the Department for Food and Rural Affairs (DEFRA) (e.g. projects concerned with evaluating evidence for the sustainability of a healthy diet, and running horizon scanning workshops about GM Veterinary and Human Medicines).

GRE is especially involved in Framework VII European projects, including: INPROFOOD (Towards inclusive research programming for sustainable food innovations) and SYN-ENERGIE (Synthetic biology – Engaging with New and Emerging Science and Technology in Responsible Governance of the Science and Society Relationship), in which GRE leads workpackages, and FUND (Facilitators’ Units Network for Debates), COLLAB4SAFETY (Towards sustainable global food safety collaboration), BROWSE (Bystanders, Residents, Operators and WorkerS Exposure models for plant protection products) as well as VOICES - in which GRE is/has been a subcontractor.

GRE was established by Gene Rowe, who is a cognitive/social psychologist, whose PhD (from Bristol Business School) concerned group forecasting processes. His subsequent work has focused on human judgment and decision making, especially in the ‘food’ context, and in particular on food risk perception/ management/ communication, as well as on public engagement processes (in science and technology decision making) and the evaluation of these. Previously he was Head of Consumer Science at the Institute of Food Research (Norwich, UK). He has been successful at attaining and managing a variety of national and international projects, including various EU Framework V, VI and VII projects. His work on both ‘evaluation’ and ‘Delphi’ is highly cited (he has published over 70 peer reviewed articles and many book chapters). He currently sits on the UK Biotechnology and Biological Sciences Research Council’s (BBSRC) Bioscience for Society Strategy Panel, the Research Councils UK Public Engagement with Research (PER) Advisory Panel, and on two European Food Safety Authority (EFSA) working groups (one – now concluded - tasked with evaluating processes for emerging food risk identification; the other tasked with developing a standard approach to knowledge elicitation regarding risk assessment).

10

COMPANY BRIEF 2013 > The Company

PROFESSOR RUTH CHADWICK Professor Ruth Chadwick is Distinguished Research Professor and Director of the ESRC Centre for Economic and Social Aspects of Genomics (Cesagen): a Lancaster-Cardiff collaboration.

She holds a Link Chair at Cardiff University between the Law School and the School of English, Communication and Philosophy (ENCAP).

She has co-ordinated a number of projects funded by the European Commission, including the EUROSCREEN projects (1994-6; 1996-9) and coedits the journal Bioethics and the online journal Genomics, Society and Policy.

She is Chair of the Human Genome Organisation Ethics Committee, a member of the Advisory Committee of the UK National Stem Cell Network; and has served as a member of several policy-making and advisory bodies, including the Panel of Eminent Ethical Experts of the Food and Agriculture Organisation of the United Nations (FAO), and the UK Advisory Committee on Novel Foods and Processes (ACNFP). She was editor-in-chief of the award winning Encyclopedia of Applied Ethics (1998), of which a second edition is now being prepared. She is an Academician of the Academy of Social Sciences and a Fellow of the Hastings Center, New York; of the Royal Society of Arts; and of the Royal Society of Medicine. In 2005 she was the winner of the World Technology Network Award for Ethics for her work on the relationship between scientific developments and ethical frameworks. Professor Chadwick has published 16 books as author or editor, including the award-winning Encyclopedia of Applied Ethics (San Diego: Academic Press, 1998).

PROFESSOR ADAM HEDGECOE Professor Adam Hedgecoe is Associate Director of the ESRC Centre for Economic and Social Aspects of Genomics (Cesagen) at Cardiff University, and a Professor in the Cardiff School of Social Sciences.

He has a Ph.D. from University College London and has worked for technology assessment units of both the European and British Parliaments.

His main area of study is the social impact of genetics testing: on which he has published numerous articles in social science journals (Social Studies of Science; Science, Technology and Human Values; Sciences Sociales et Sante) and, in 2004 his prize winning book: The Politics of Personalised Medicine – Pharmacogenetics in the Clinic (Cambridge: Cambridge University Press). More recently, he ran a four country comparative study of research ethics committees (RECs) in the EU, and has developed a body of work exploring REC decision-making. He has collaborated with Watermeyer in an ongoing empirical study of academic decision making around impact, and serves as his School’s impact coordinator in the context of REF2014.

11

COMPANY BRIEF 2013 > The Company

DR WIN TADD Dr Win Tadd spent many years as a nurse and senior lecturer in the UK and Australia.

She was awarded an International Fellowship by the Hastings Centre, New York in 1989, a UKCC Scholarship in 1997 and recently retired as a Reader in Cesagen, School of Social Sciences, at Cardiff University.

She chaired the Welsh Government’s National Coordinating Group on Dignity in Care from 2007 – 2011 and is a member of the Advisory Board of Stroke Cymru. Her research focuses on the ethical aspects of ageing and care of older people. She coordinated the EU project Dignity and Older Europeans, the largest comparative study undertaken in this area. Her other European work explored the information needs of older disabled people (Infopark), Virtues and Chronic Illness and The value of ethical codes in nursing.

DR MICHAEL ARRIBAS-AYLLON Dr Michael Arribas - Ayllon is a lecturer at the Cardiff University School of Social Sciences. He joined the School in January 2004 to complete his doctorate after transferring from the University of Western Sydney. He holds an Honours degree in Philosophy and Social Psychology (University of Western Sydney) and a doctorate in Philosophy (Cardiff University). In November 2005, Michael joined Cesagen (ERSC Centre for Economic and Social Aspects of Genomics) to work on the social and ethical aspects of genomics.

He has worked on numerous projects exploring parental accounts of genetic testing; the communication and disclosure of genetic risk in the family; professional accounts of ethical dilemmas in the clinic; and the representation of genetic testing in the public domain. He has also conducted research on psychiatric genetics and interviewed scientists about large-scale collaborative research.

Michael’s current research is tracing the subsequent developments of genomic technologies. One branch is pursuing the impact of direct-to-consumer genetic testing and the ways in which lay communities use and interpret genetic information. Another branch is interested in the politics of personalised medicine and the ways in which promises and expectations about the ‘new biology’ are mediated in expert and public domains. Michael is also interested in public engagement as a means of reflecting upon and participating in the construction of scientific knowledge, perceptions of risk, and the joint imagining of technological futures. A persistent question he asks in relation to his research is: what does it mean to be human?

12

COMPANY BRIEF 2013 > The Company

DR CHRIS GROVES Dr Chris Groves’ work focuses on how people and institutions negotiate and deal with an intrinsically uncertain future – one increasingly imagined against the backdrop of global environmental change and accelerating technological innovation.

Along with the ethical and political implications of a range of future-oriented discourses and practices (e.g. risk management, precautionary regulation, building resilience), he examines how our ideas about what it means for individuals and whole societies to take responsibility for their futures are being changed by emerging technologies (such as the convergence between bio- and nanotechnology and personalised genetic testing). The monograph Future Matters: Action, Knowledge, Ethics (Brill, 2007), coauthored with Professor Barbara Adam (Social Science, Cardiff University), examines these themes in depth. He is currently writing a monograph on the sociology of risk and uncertainty and intergenerational ethics, to be published by Palgrave in 2014.

He works extensively in public engagement activities alongside other academics and artists. Since July 2008, he has organised and run Cardiff Philosophy Cafe (CPC) (http://www.philosophycafe.org.uk), which holds free monthly discussion-based events at The Gate Arts Centre in Cardiff, at which academics from the arts, humanities and social sciences discuss themes from their work with non-academic audiences. In 2013, CPC is running a series of events entitled ‘The Future for Wales’ which examines key themes in Welsh and UK public policy with the aid of expert speakers, and which will culminate with a special Welsh Assembly-sponsored event at the Senedd in Cardiff Bay in Winter 2013. He has also participated in public engagement events as part of Cardiff sciSCREEN (http://www.cardiffsciscreen.co.uk/) and through other collaborative projects.

13

C O M PA N Y B R I E F 2 0 1 3 > Tr a c k R e c o r d a n d E x p e r t i s e

TRACK RECORD AND EXPERTISE PIERL has an impressive track-record of evidence-based evaluation and consultancy work with a range of Government/policy and Higher Education (HE) stakeholder groups focused on process and impact evaluation. As Director of PIERL, Watermeyer has enjoyed significant success in being appointed to a variety of UK and European government commissions focused on issues of public dialogue, consultation and engagement and attendant issues of knowledge translation, process and outcome (see below). Most recently PIERL has been appointed in conjunction with Gene Rowe Evaluations (GRE) to undertake an evaluation of VOICES (Views, Opinions, and Ideas of Citizens in Europe) a Europe-wide public consultation, sponsored by the European Commission and led by Ecsite (the European network of science centres and museums) in the area of urban waste involving a total of 990 European citizens across 27 European countries in 33 locations. VOICES is the largest public engagement venture of its kind to have been implemented in a European context.

14

C O M PA N Y B R I E F 2 0 1 3 > Tr a c k R e c o r d a n d E x p e r t i s e

Recent awarded contracts include: >

2013. Evaluation of Ecsite ‘VOICES’ Project. A pan-European public consultation funded by the European Commission

>

2013. Impact evaluation: Social DNA: Shaping a communities-based ethical framework for genetic technology. School of English, Communication and Philosophy, Cardiff University

>

2013. Impact evaluation: Changing how campaigns tackle environmental degradation. School of Psychology, Cardiff University.

>

2013. Evaluation of Public Input to Sciencewise Horizon Scanning. Department of Business, Innovation and Skills (BIS).

>

2013. Evaluation of Health Research Authority (HRA) in conjunction with Sciencewise: Public and Patient Engagement Project.

>

2012. Evaluation of Human Fertilisation and Embryology Authority (HFEA)/Sciencewise: Avoidance of Mitochondrial Disease – Public Dialogue.

>

2012. Evaluation of National HE STEM Programme Careers Module.

>

2011. Evaluation of the Beacon for Wales, Beacons for Public Engagement, RCUK.

>

2011. Evaluation of Science, Trust and Public Engagement. Department of Business Innovation and Skills (BIS).

PIERL can reference a number of peer-review publications (and parliamentary advices) focused on a critical review of impact; impact as process of engagement; and the emergence of a sociology of impact. >

Watermeyer, R. (2012) From engagement to impact? Articulating the public value of academic research. Tertiary Education and Management, 18(2), 115-130

>

Watermeyer, R. (2012) Issues in the articulation of ‘impact’: UK academics’ response to ‘impact’ as a new measure of research assessment. Studies in Higher Education DOI: 10.1080/03075079.2012.709490

>

Watermeyer, R. (2011) Challenges for engagement: Toward a public academe? Higher Education Quarterly, 65(4), 386-410.

>

Watermeyer, R. IMPACT: Conceptualising, performing and adjudicating the economic and societal contribution of academic research. Book proposal submitted to Society for Research into Higher Education (SRHE)/Routledge Book Series.

>

Watermeyer, R. & Chadwick, R. (2012) Public engagement in policy-making: Issues and questions paper. Submitted to The Public Administration Select Committee (PASC) UK Parliament.

15

C O M PA N Y B R I E F 2 0 1 3 > Tr a c k R e c o r d a n d E x p e r t i s e

Two further recent papers have provided 1) critical analysis of RCUK pathways to impact statements and how academics go about conceptualising and thereafter mobilising and translating impact imaginaries into observable and measurable instantiations. 2) analysis of the conceptual and structural shortfalls of impact as a performance indicator and measure of assessment in HEFCE’s 2014 REF. These empirical studies have provided PIER logistics unique insight into the mechanics of impact production: >

Performing the promissory: Academic conceptualizations of pathways to economic and societal impact. (Submitted to the international journal Higher Education: under review)

>

Impact in the REF: Issues and Obstacles. (Submitted to Studies in Higher Education: under review)

We are also working on another study with academic colleagues at Cardiff University exploring senior academics’ approaches to adjudicating the societal and economic impact of research in multiple disciplinary contexts. PIERL has led an ethnographic review of simulated impact REF panels. Under the auspices of the Office of the Chief Scientific Adviser for Wales, Watermeyer is also leading a research project exploring processes of commercialization of new scientific knowledge mined in university contexts; translational research; academic entrepreneurship; and the contribution of Welsh HEIs to a Welsh science economy.

Significantly, PIER’s research has been disseminated at a variety of (inter)national fora and range of academic, policy, practitioner and public audiences: >

Watermeyer, R. (2013) The production of impact: Conceptualizations, performance and appraisal of impact as a new measure of research excellence. The European Higher Education Society (EAIR) Forum 2013. Erasmus University, Rotterdam, The Netherlands.

>

Watermeyer, R. & Bunn, S. (Parliamentary Office of Science and Technology) (2013) Impact at the interface: Academic and government collaboration. EGN Conference 2013: Genomes and societies: Global challenges around life sciences. ESRC Genomics Policy and Research Forum. Westminster, London, UK.

>

Watermeyer, R. (2013) Citizen participation in policy-making. Ecsite: European Network of Science Centres and Museums. Universeum: Gothenberg, Sweden.

>

Watermeyer, R. & Dortmans, K. (Centre for Society and the Life Sciences, University of Nijmegen) (2013) Panel convenors - Evaluating the Quality of Public Deliberation on Science and Technology.

Society for Social Studies of Science (4S) Annual Meeting 2013. San Diego, USA.

>

Watermeyer, R. (2012) Panel convenor –The impact of ‘impact’. Society for Social Studies of Science (4S)/ European Association for the Study of Science and Technology (EASST) Annual Meeting 2012.

Copenhagen Business School, Copenhagen, Denmark.

>

Watermeyer, R. (2011) Impact: Issues in the new production of knowledge. Society for Research in Higher Education. Society for Research in Higher Education (SRHE). Wales, UK.

>

Watermeyer, R. (2010) A public academe? European Higher Education Society (EAIR) Annual Forum 2010, Valencia, Spain.

16

COMPANY BRIEF 2013 >Methodology

METHODOLOGY Our approach to measuring the intervention, which may include:

> >

various

impacts

of

an

a research finding/outcome/innovation/methodology or public dialogue; consultation; education; engagement activity;

is premised on an experimental methodology of impact evaluation: impact reconnaissance and causalmapping. This entails the use of standard social science research methodology (qualitative and quantitative) in determining relationships between an intervention, its outputs and thereafter its outcomes and patterns of ‘take-up’ and affect caused by user-group interactions. Impact- production is multi-phase and often circuitous (see 3: Impact Circuit).

Causal-mapping involves triangulating qualitative and quantitative methods and cognate data-sets in reconnoitring and making explicit the relationship(s) between ‘input’, ‘throughput’, ‘output’ and ‘outcomes’ of an intervention; by which the various nodes, catalysts and phases of impact generation are made known and transferred to an impact road-map. The ‘impact-map’ may then be used as a predicator of other and future impact travel and trajectories where an intervention is repeated or further pursued. Casual-mapping can as such be applied:

#1

Retrospectively

#2

Continuously,

#3

Speculatively,

for the purpose of impact reconnaissance and in generating a corpus of evidence to corroborate impact-claims made of an intervention;

where impacts are captured ‘live’ and for the purpose of formative learning;

enabling a clearer route for impact travel and positive impact-outcomes.

Our impact-mapping approach can be used synchronously and complementarily, with other evaluation frameworks/ criterion such as ‘translation’ (see p.13), in reporting on emergent aspects and outcomes of the dialogue as an experience: >

undertaken by proximal stakeholders or those directly involved in an intervention as a discrete event (or series of events)

>

indirectly or posthumously experienced by distal stakeholders, or those for whom exposure to intervention outcomes and thereby effects of the intervention is as a continuing process less event, manifest sometime after the conclusion of the original intervention activity.

17

C O M PA N Y B R I E F 2 0 1 3 > Tr a c k R e c o r d a n d E x p e r t i s e

Causal-mapping focuses on eliciting stakeholder’s direct and diverse experiences of an ‘intervention’ via: semi-structured, and often high-level or elite interviewing with: a) sponsors, financiers or those with overall responsibility for the successful implementation of the intervention; b) intervention innovators or those involved in the intellectual, creative and strategic design of the intervention; c) intervention facilitators or those engaged in operationalizing and managing the delivery of the intervention; d) independent intervention advisors, scrutineers or those with responsibility for ‘steering’ and providing external critical commentary throughout the life of the intervention: an advisory or oversight group; e) primary intervention user-groups or those involved as direct recipients of an intervention: these will include in a training context- service providers (individual and whole-organisation) whose practice and methods are affected by the intervention in addition to service-users; f) secondary intervention user-groups or those whose experience of the effects of the intervention occur as a result of interactions with primary user-groups user-groups; g) beneficiaries beyond the local context of the intervention such as regulators or high-level decision-makers.

The production of impact depends greatly not only on an academic’s efforts in trying to implement, materialize or see through the potential impacts of his/her research, but on external parties – users and receivers of research and the ways with which they choose to make sense, appropriate, handle and modify the research in ways with greatest application, derived benefit and further impact. In other words, academics cannot and should not be held exclusively accountable for the production of impact. Instead, those charged in the assessment of impact ought recognise that its production is dependent on the participation of multiple agencies and across a time continuum which is multi-phase. In recognising the multiple interstices and potential tangents to impact production, a firmer sense must be made of the kinds of impacts that accompany each stage. These stages of impact production are conceptualized within what we call an ‘impact circuit’ (Watermeyer 2013).

18

COMPANY BRIEF 2013 >Methodology

IMPACT CIRCUIT The impact circuit offers a cumulative or sequential schematic with which to plot and isolate the trails of impact production and barriers and obstacles in impact-generation – though works to a caveat that impact-generation is rarely if ever, a linear activity – and thence build an impact-matrix through which academics might elucidate impact-drivers/conditions and ways with which they might pre-empt impediments to impact-generation whilst exerting influence and leverage over impact-outcomes.

The impact circuit is comprised of four developmental phases: engagement/knowledge transfer; knowledge application/adaptation; identification (and recruitment) of wider non-academic stakeholders or ‘public’ stakeholders and stakeholder needs; and knowledge coproduction. In this relational paradigm, mobilising and extracting (societal and economic) impact of research is contingent upon completion of the second phase of impact generating activity – where academic knowledge is translated from conceptual artefact to function or process. At this stage of the impact circuit, what the Higher Education Funding Council for England (HEFCE) elects as ‘impact’ is represented as ‘system or behaviour change’. Modification or modulation of this sort is not however the conclusion or zenith of impact-making. It instead marks the passage into adolescence of the impact life-cycle and a vision of impacts yet to cultivate: new research problems and new research findings.

The movement, maturation and metamorphosis of research and newknowledge impacts is within the ‘circuit’ model predicated on the active participation and ‘take-up’ of users/beneficiaries both in the production of impact and the production of research. Co-authorship or co-production therefore links research and impact-activity as concurrent and co-informing activities. The impact-circuit model is accordingly inseparably linked from theories of knowledge coproduction such as mode-2; triple-helix; and post-academic science.

The impact-circuit should not be read as a simplistic reduction of impact travel more an elicitation and tracking device which scrutinizes and problematizes the kinds of behaviour catalysing a high impact knowledge-economy. The phases identified in the circuit may overlap, regress or repeat, for example where Phase 1 Impact is claimed, this may reoccur where further engagement is necessary in identifying, by both academic and public stakeholders, other users necessary for the application and adaptation of research findings, in multiple contexts, where the reach and thereafter, significance, of the impact could further multiply, deviate and accentuate.

Each impact phase within the circuit might theoretically be accompanied by a micro, yet dense, impact-cartography, revealing the multiple agents involved in the production of impact and the real-time and prospective pathways/trajectories forged through their intervention. These micro-cartographies are essential for academics in knowing who their stakeholders are and the degrees of separation between a research finding and its intermediary or final user. In other words, accompanying the distance in-between impact phases are firststage, second-stage, third-stage, and so on, stakeholder groups.

19

COMPANY BRIEF 2013 >Methodology

1st Phase: Impact Engagement/ knowledge transfer

IMPACT 4

IMPACT 1

Research finding/ output

Stakeholder awareness & education

4th Phase: Impact

2nd Phase: Impact

Knowledge coproduction

Knowledge application/ adaptation

IMPACT 3

IMPACT 2

Generation of new (research) problem

System/behaviour change

3rd Phase: Impact Wider or unknown stakeholder identification & recruitment

20

COMPANY BRIEF 2013 >Methodology

TRANSLATION Our approach to evaluating public engagement processes is informed by a ‘metacriterion’ of ‘translation’. This concept comes from Horlick-Jones, Rowe and Walls (2007). It essentially states that, for an engagement (deliberation) exercise to be effective, there should be comprehensive and accurate translation of information throughout the process, starting from the communication of the aims of the event sponsors through to the communication of relevant (e.g. scientific) information to participants, the appropriate manipulation of the engagement process to ensure proper understanding and information elicitation/ exchange between participants, and the appropriate recording, aggregation and summarising of participants views.

Our experience is that there is frequently ‘mistranslation’ between the various stages of a dialogue event, which can be due to inappropriate facilitation, information provision, data recording, information display, and so on. The translation criterion generally subsumes most/all other criteria, it ultimately relies upon the achievement of the sponsor’s stated objective – the achievement of which can only be attained through efficient translation from the start of the process (communication of objectives to the project contractor) to the very end.

We feel that it is important to reference external criteria in an evaluation, and not just rely upon stated objectives of sponsors, as these may often be limited, allowing external observers at a later point to criticise the project. As a case in a point, a sponsor might omit to state an objective of achieving a representative population sample, yet a biased sample would likely undermine any claims of a successful project made by the sponsor (even if the project met all of the sponsor’s other criteria).

Similarly, a sponsor may simply state that they expect an ‘efficient’ dialogue process without providing an appropriate definition of this term, or an appropriate metric, yet defining ‘efficient’ is a fundamental issue for understanding effective dialogues.

The translation criterion fills the gap by explicating efficiency in terms of the fair and full presentation and elicitation of information on the topic.

Within the scope of our evaluations we hope to undertake a cost-benefit analysis of deliberative processes – allowing the client to reflect on the contribution(s) of the deliberative process, both inwardly and outwardly in economic terms. Providing a reliable cost-benefit calculation in the context of a deliberative intervention is a difficult process, habitually comprised by the slow emergence and evolution of impacts. We would nonetheless hope to draw on first-phase or formative impacts– such as impacts of perceptual or attitudinal change articulated by dialogue stakeholders and sponsors. We would also provide a forecast, based on preliminary findings, of potential future impact-trajectories. Where budget or interest allows, we also reconsider the deliberative and as may be a dialogue’s impact(s) at such time when its benefits might be more easily discerned and amenable to scrutiny. We suggest, and are prepared, for the purpose of impact evaluation to issue evaluation updates at milestone periods following the end of the project (e.g. after 6 months and after 12 months). The updates would likely be based upon documentary evidence (newspaper reporting of events related to the project; government or departmental activities), but which could include a number of additional interviews (e.g. 4 at each update) with relevant stakeholders who might be able to contribute to the analysis.

21

COMPANY BRIEF 2013 >Appendix

CORRESPONDENCE DETAILS Contact us info@pierlogistics.co.uk richard@pierlogistics.co.uk +44 (0)2921 402930 07841 461079 VISIT US: www.pierlogistics.co.uk FOLLOW US:

LinkedIn: http://uk.linkedin.com/pub/ richard-watermeyer/13/194/761 @WatermeyerRP

REGISTERED OFFICE: 21 Roath Court Road, Cardiff, CF24 3SD

22

COMPANY BRIEF 2013 >Appendix

APPENDIX A. Note (i)

Forecasting outstanding impact derived from excellent research is a special challenge for Welsh universities, who significantly lag behind the rest of UK institutions, in successfully in attracting external research income (see table (ii) below), with suggestions that Welsh HE as a whole has in recent years, in competitive bidding processes, secured only 3% of a total available research budget.

Note (ii)

The economic significance for universities in generating excellent impact case-studies, which in the REF calculus are determined on a *based rating, with 4* denoting outstanding impact in terms of reach and significance, is unequivocal with a 4* rated submission worth as much as £720,000 to a department and university over a five-year period.

Note (iii)

Articulating the impact of research is arguably especially pertinent to the domains of science, technology, engineering and mathematics (STEM), which are seen as pivotal to economic rejuvenation and prosperity. In the context of Wales, priority is given to supporting a high-impact STEM economy – articulated within the Science for Wales policy manifesto. The work of PIER will seek to directly feed-into such an agenda and serve to illuminate the excellence of Welsh HEIs in STEM research and innovation.

Note (iv)

Letters in support have thus far been received from HEFCE, RCUK, The Russell Group, Universities UK, The Welsh Government, The Department for Business, Innovation and Skills, The National Co-ordinating Centre for Public Engagement.

Table (i)

HEI IMPACT-PREPARATION 124 HEIs surveyed 36 HEIs have appointed or seconded staff 4 HEIs have appointed graduate interns 6 HEIs undecided 37 HEIs who provided salary details for REF related personnel would commit in excess of £2.2m 25 HEIs employing staff exclusively to work on impact would spend £1.4m on same basis – averaging £52k per institution Source: Times Higher Education. 11th October 2012 Table (ii)

RCUK SCIENCE BUDGET

SOURCE: RCUK

Resource Allocation: £2.50 billion in 2011-12 £2.57 billion in 2012-13 £2.59 billion in 2013-14 £2.60 billion in 2014-15

Capital Allocation:. £0.24 billion in 2011-12 £0.20 billion in 2012-13 £0.18 billion in 2013-14 £0.18 billion in 2014-15

23

COMPANY BRIEF 2013 >Appendix

APPENDIX B. DIRECTOR’S CV RICHARD WATERMEYER Director, PIER logistics Ltd: Public Engagement . Impact . Evaluation . Research Registered in England and Wales. Company Number: 08542082

21 Roath Court Road, Cardiff, CF24 3SD Tel: +44 (029) 21 402930 Email: Richard@pierlogistics.co.uk Web: www.pierlogistics.co.uk

uk.linkedin.com/pub/richardwatermeyer/13/194/761 @WatermeyerRP

E D U C AT I O N / T RA I N I N G

A P P O I N T M E N TS

>

Ph. D Sociology. School of Social Sciences, Cardiff University. 2009

>

Director- PIER Logistics: Public Engagement . Impact .

Evaluation . Research. 2013-

>

MSc Social Science Research Methods. School of Social Sciences, Cardiff University. 2003

>

Research Advisor. Office of the Chief Scientist for Wales.

Welsh Government (secondment) 2013-

>

B.A Hons (2:1) English Literature. University of Wales, Swansea. 2000

>

>

3 ‘A’ Levels (1x A, 2x B) St David’s R.C. College, Cardiff. 1996

Research Fellow. ESRC Centre for Economic and Social Aspects of Genomics – Cesagen, Cardiff University. 2011 - 2013

>

10 GCSEs (1x A*, 5x A, 3xB, 1xC) St. John’s College, Cardiff.

1994

>

Principal Evaluator/Research Associate. RCUK Beacon for Public Engagement (Wales), Cardiff University. 2009 – 2011

>

Projects Manager and Director of Qualitative Research.

Opinion Research Services. 2008-09

>

Professional Tutor: Contemporary Sociology of Education and PGCE (FE). School of Social Sciences, Cardiff University. 2007-08

>

Research Associate: Pedagogy of Song: An Ethnography into the Working Lives of Opera Singers. School of Social Sciences, Cardiff University. 2006-07

R E S E A R C H P R OJ E C TS ( 2 0 1 1 O N W A R D S ) >

2013- Watermeyer, R. & See Science. Teachers and the provision of STEM career guidance in Wales.

>

2012 – Watermeyer, R. Pathways in STEM: Aligning HE curricula with industry.

>

2011 - Watermeyer, R. & Hedgecoe, A. A cartography of impact: Measuring and mapping the socio-economic contributions of new knowledge.

>

Research Officer: Assessment of Significant Learning Outcomes. ESRC Teaching and Learning Research Programme (TLRP). 2006-07

>

2011 - Watermeyer, R. Ellis, L. and Grandison, S. Empathic understanding through creative interactions: Making meaning of mental health in public art galleries with Tate Modern and East London NHS Foundation Trust.

>

Research Assistant: Reaching Wider- School and College Students Attitudes’ towards Higher Education. Cardiff School of Social Sciences/Welsh Assembly Government.

2005

>

2011- Watermeyer, R. Locating learning in objects: Realising science through museum and gallery pedagogy.

An ethnography of the Langley Academy Museum School.

>

Associate Lecturer: Contemporary Debates in the Sociology of Education. School of Social Sciences, Cardiff University. 2006-07

>

Associate Tutor: Contemporary Sociology of Education.

School of Social Sciences, Cardiff University. 2003-06

>

Managing Editor: Bioethics. 2006

>

Teaching Assistant: Stanwell Secondary School, Penarth, Cardiff. 2001

24

COMPANY BRIEF 2013 >Appendix

C O N S U LT A N C Y ( 2 0 1 1 - ) >

2013. Watermeyer, R. & Rowe, G. Evaluation of VOICES: Views, Opinions and Ideas of Citizens in Europe on Science. Ecsite/European Commission.

>

2013. Watermeyer, R. ‘Impact’ evaluation: Changing How Campaigns Tackle Environmental Degradation. School of Psychology, Cardiff University.

>

2013. Watermeyer, R. & Rowe, G. Evaluation of Public Input to Sciencewise Horizon Scanning. Department of Business, Innovation and Skills (BIS)

>

2013. Watermeyer, R. & Bartlett, A. Evaluation of Health Research Authority (HRA) in conjunction with Sciencewise: Public and Patient Engagement Project.

>

2012. Watermeyer, R. & Rowe, G. Evaluation of Human Fertilisation and Embryology Authority (HFEA)/Sciencewise: Avoidance of Mitochondrial Disease – Public Dialogue.

>

2012. Watermeyer, R. Evaluation of National HE STEM Programme Careers Module.

>

2011. Watermeyer, R. Final evaluation of the Beacon for Wales, Beacons for Public Engagement, RCUK.

>

2010-11. Watermeyer, R., Rowe, G., Murcott, A., Paddock, J. & Horlick-Jones, T. Evaluation of Science, Trust and Public Engagement.

Department of Business Innovation and Skills (BIS).

>

2010. Horlick-Jones, T., Watermeyer, R., Paddock, J., Rowe, G. and Murcott, A. Evaluation of the Public Dialogue on Genetically-Modified Food and Crops. Food Standards Agency. Selected as ‘preferred bidder’ in competitive tendering process, but project cancelled as part of post-financial crisis public expenditure cuts.

>

2011 - Consultant to the International Baccalaureate Organisation (IBO) (various)

P E E R- R E V I E W E D A RT I C L E S

UNDER REVIEW

Watermeyer, R. (2013) The presentation of science in everyday life: The science show. Cultural Studies of Science Education DOI: 10.1007/s11422013-9484-9

Watermeyer, R. (2013) Impact in the REF: A history of academic resistance. Studies in Higher Education.

Watermeyer, R. (2012) From engagement to impact? Articulating the public value of academic research. Tertiary Education and Management, 18(2), 115-130 Watermeyer, R. (2012) Confirming the legitimacy of female participation in STEM: Evaluation of a UK STEM initiative for girls. British Journal of Sociology of Education, 33(5), 679-700 Watermeyer, R. (2012) Issues in the articulation of ‘impact’: UK academics’ response to ‘impact’ as a new measure of research assessment. Studies in Higher Education DOI: 10.1080/03075079.2012.709490 Watermeyer, R. (2012) Measuring the impact values of public engagement in medical contexts. Science Communication 34(6), 753 – 776.

Atkinson, P., Watermeyer, R. & Delamont, S. (2012) Expertise, authority and embodied pedagogy: Operatic masterclasses. British Journal of Sociology of Education DOI: 10.1080/01425692.2012.723868 Watermeyer, R. (2012) A conceptualisation of the post-museum as pedagogical space. Jcom 11(01) (2012) A02.

Watermeyer, R. (2011) Challenges for engagement: Toward a public academe? Higher Education Quarterly, 65(4), 386-410.

Watermeyer, R. (2010) Social network science: Pedagogy, dialogue and deliberation. Jcom, 09 (01) (2010) A04.

Watermeyer, R. & Stevenson, V. (2010) Discover!ng women in STEM: Girls into science, technology, engineering and maths. International Journal of Gender, Science and Technology, 2(1), 26-46

Watermeyer, R. (2013) Performing the promissory: Academic conceptualizations of pathways to economic and societal impact. Higher Education.

Watermeyer, R. (2013) Science engagement at the museum school: The contribution of museum pedagogy to STEM. Science Communication.

Ellis, L., Grandison, S. & Watermeyer, R. (2013) Empathic understanding through creative interactions: making meaning of mental health in public art galleries. Arts and Health.

BOOK CHAPTERS Watermeyer, R. (2013) Communication and the new media in R. Chadwick, M. Levitt, & D. Shinckle, (Eds.) The right to know and the right not to know: 15 years on. Cambridge: Cambridge University Press. (Forthcoming) Watermeyer, R. (2012) The museum as public laboratory in A. Boddington, C. Speight & J.Boys (Eds.) Museums and higher education: Learning at the interface. London: Ashgate.

Watermeyer, R. (2012) Social network media in R. Chadwick (Ed.) Encyclopedia of applied ethics. Second Edition, Volume 4. San Diego: Academic Press.

Watermeyer, R. (2012) The false dawn of dialogue: Impediments to publics’ decision-making and the management of choice in matters of science and technology in L. Busch (Ed). Technologies of choice and control: The life sciences under neoliberalism.

London: Routledge (Forthcoming).

25

COMPANY BRIEF 2013 >Appendix

MONOGRAPH Watermeyer, R. IMPACT: Conceptualising, performing and adjudicating the economic and societal contribution of academic research. Book proposal submitted to Society for Research into Higher Education (SRHE)/Routledge Book Series.

R E P O RTS Watermeyer, R. & Chadwick, R. (2013) Public engagement in policy-making: Issues and questions paper. Public Administration Select Committee (PASC) UK Parliament.

Watermeyer, R. (2012) National HE STEM: Careers module. Final evaluation.

Hedgecoe, A. & Watermeyer, R. (2012) Impact assessment pilot: Observational summary submitted to Cardiff University REF Committee.

Watermeyer, R. (2012) Beacon for Wales – Beacons for Public Engagement. Final evaluation submitted to Research Councils UK (RCUK).

Watermeyer, R., Rowe, G., Paddock, J., Murcott, A. & Horlick-Jones, T. (2011) Science, trust and public engagement: Exploring future pathways to good governance - Evaluation. London: Sciencewise-ERC and UK Department for Business, Innovation and Skills (BIS).

Watermeyer, R. (2011) Curriculum alignment, articulation and the formative development of the learner. International Baccalaureate Organisation (IBO).

Watermeyer, R. & Sims, L. (2011) Investigation of alumni perceptions of and attitudes to the extended essay with particular reference to world studies. International Baccalaureate Organisation (IBO).

Watermeyer, R. & Sims, L. (2011) Investigation into the attitudes to and the status of the extended essay as an entry qualification for tertiary education with particular reference to World Studies. International Baccalaureate Organisation (IBO).

Watermeyer, R. (2010) Interpreting public engagement: An audit of senior academics’ attitudes towards public engagement. Cardiff: Beacon for Wales.

Watermeyer, R. (2009) Interpretations of public engagement: An audit of medical researchers’ attitudes towards public engagement. Cardiff: Beacon for Wales.

Watermeyer, R. (2009) Impact: An evaluation strategy for Higher Education. Cardiff: Beacon for Wales.

ONLINE ARTICLES Watermeyer, R. (2012) The elicitation of research impact through engagement. Higher Education Development Association (HEDDA), Faculty of Education, University of Oslo (August 23) @ http://uv-net.uio.no/wpmu/hedda/2012/08/23/guest-blogger-the-elicitation-of-research-impactthrough-engagement/ Watermeyer, R. (2012) Ideas of public engagement in medical science remain little more than a public relations apparatus deployed to neutralise risk. London School of Economics (LSE) Impact of Social Sciences Blog (May 25) @ http://blogs.lse.ac.uk/ impactofsocialsciences/2012/05/25/public-engagement-little-more-than-pr/

CO N F E R E N C E P R E S E N TAT I O N S Watermeyer, R. (2013) Citizen participation in policy-making. Ecsite: European Network of Science Centres and Museums. Universeum: Gothenberg, Sweden.

Watermeyer, R. (2013) The production of impact: Conceptualizations, performance and appraisal of impact as a new measure of research excellence. The European Higher Education Society (EAIR) Forum 2013. Erasmus University, Rotterdam, The Netherlands.

Watermeyer, R. & Bunn, S. (Parliamentary Office of Science and Technology) (2013) Impact at the interface: Academic and government collaboration. EGN Conference 2013: Genomes and societies: Global challenges around life sciences. ESRC Genomics Policy and Research Forum. Westminster, London, UK.

26

Watermeyer, R. & Dortmans, K. (Centre for Society and the Life Sciences, University of Nijmegen) (2013) Panel convenors - Evaluating the Quality of Public Deliberation on Science and Technology. Society for Social Studies of Science (4S) Annual Meeting 2013. San Diego, USA. Watermeyer, R. (2012) Panel convenor –The impact of ‘impact’: public-making and pseudo- science engagement. Society for Social Studies of Science (4S)/ European Association for the Study of Science and Technology (EASST) Annual Meeting 2012. Copenhagen Business School, Copenhagen, Denmark.

COMPANY BRIEF 2013 >Appendix Watermeyer, R. (2012) The false dawn of dialogue: Impediments to publics’ decision-making and the management of choice in techno-science. Society for Social Studies of Science (4S)/European Association for the Study of Science and Technology (EASST) Annual Meeting 2012. Copenhagen Business School, Copenhagen, Denmark.

Watermeyer, R. (2012) Co-opting the museological for the pedagogical: Learners as publics and future publics of science. Science as Public.

University College London (UCL), London, UK.

Watermeyer, R. (2011) Impact and the new production of knowledge.

HEIR 2011, Kingston University, London, UK. Watermeyer, R. & Lewis, J. (2011) Sci-Art: Cultural encounters with science. British Sociological Association Conference 2011, London School of Economics.

Watermeyer, R. (2011) New scientific identities. Gender and Education Association International Conference 2011, Exeter University.

Watermeyer, R. (2012) Catalysing confident learners in STEM. British Educational Research Association (BERA) Annual Conference 2012.

Manchester, UK.

Watermeyer, R. (2010) Participatory pedagogy – The museum as public laboratory of knowledge. Learning at the Interface: Museum and University Collaborations, V&A.

Watermeyer, R. (2011) Impact: Issues in the new production of knowledge. Society for Research in Higher Education. Society for Research in Higher Education (SRHE). Wales, UK.

Watermeyer, R. (2010) Sci-Art: Cultural expressions of science. Science and the Public, Imperial College and Science Museum.

Watermeyer, R., Ellis, L. & Grandison, S. (2011) From gallery to ward: A relational aesthetic for mental healthcare. Bridging the gap between research, policy and practice. ESRC Genomics Network. London: Royal Institute of British Architects.

Watermeyer, R. (2011) The desublimation of dialogue: Difficulties and dangers in public engagement with science and technology. Society for Social Studies of Science (4S) Annual Meeting 2011. Cleveland, Ohio, USA. Watermeyer, R. (2011) Empathic Understanding through creative interactions: Making meaning of mental health in public art galleries.

BSA- Medical Sociology Conference. Chester, UK.

Watermeyer, R. (2010) A public academe? European Higher Education Society (EAIR) Annual Forum 2010, Valencia, Spain.

Watermeyer, R. (2010) Imagining complexity: The intentional co-option of controversy in science and technology, European Association for Science and Technology (EASST), Trento, Italy.

Watermeyer, R. (2009) The genomic gallery: Spaces of contrast, deliberation and discontent, ESRC Genomics Network Conference – Mapping the Genomic Era: Measurements and Meanings.

Watermeyer, R. (2009) Blurring boundaries: Science in art, art as science. engaged in the visual arts: Future Perfect: Art, Gallery Education and Regeneration: International Conference (2009).

Watermeyer, R. (2009) Social network science. Living Knowledge Conference 2009.

I N V I T E D P R E S E N TAT I O N S Watermeyer, R. (2013) Impact: A history of academic resistance. ESRC Wales Doctoral Training Centre (DTC), Cardiff University, UK. Watermeyer, R. (2012) RCUK Grant funding processes for early career researchers – Cardiff Graduate School.

Watermeyer, R. (2012) Research into public engagement in HEIs. Expert Group: RCUK and National Co-ordinating Centre for Public Engagement.

Watermeyer, R. (2011) The future of public engagement. Expert Panel Member: Beacon for Wales Final Conference.

Watermeyer, R. (2011) Methodological approaches to curriculum development. International Baccalaureate Organisation (IBO).

Watermeyer, R. (2010) Diverse pathways in educational research. International Baccalaureate Organisation (IBO).

Watermeyer, R. (2010) Discover! British Science Festival: National HE STEM Programme.

Watermeyer, R. (2010) Locating theory/informing method for learner evaluation. British Educational Research Association (BERA) & Teaching and Learning Research Programme (TLRP): The Role of Theory in Educational Research.

Watermeyer, R. (2010) Discover!ng STEM for girls. Childhood Research Group: Cardiff School of Social Sciences.

Watermeyer, R. (2010) Approaches to public engagement. Vitae SWW Hub – Good Practice Annual Conference.

Watermeyer, R. (2009) Capacity for educational research in Wales. Welsh Educational Research Network (WERN).

Watermeyer, R. (2009) Public engagement for Higher Education in Wales. Higher Education Wales (HEW): Vice- Chancellor’s Committee.

Watermeyer, R. (2009) Evaluation strategy for public engagement. Science Alliance Cymru.

Watermeyer, R. (2008) Commentating Rapporteur for the ESRC/TLRP: Strategic Forum for Research in Education (SFRE).

27

COMPANY BRIEF 2013 >Appendix

TEACHING Ten years of experience of teaching in a Higher Education context to a broad-cross section of undergraduate and postgraduate (taught and research) students in the capacity of lecturer, professional tutor and associate tutor. I have served as a module convenor and assumed responsibility for the development, delivery, assessment and quality assurance of curricula and other course materials; the supervision of research theses; and the intellectual and pastoral care of students. The majority of my teaching has been within sociology and social policy, social theory and social science research methods. I have also taught for successive years on an ‘in-service’ PGCE (FE) programme.

A D M I N I ST RAT I O N A N D OT H E R D U T I E S >

Company Director: PIER logistics Ltd.

>

Cesagen Centre Research Management Committee (CRMC) 2011-13

>

Committee member Cardiff School of Social Sciences Research Committee 2010-12

>

Committee member Cardiff School of Social Sciences Wellbeing and Environment Committee 2010-12

>

Cesagen Theme-leader Programme for Impact and Engagement Research (PIER) 2011-

>

Intern- Parliamentary Office of Science and Technology (POST), London. 2012

>

Chair-Designate: Visitor Studies Group 2012-

>

Convener of engaged: Research into public engagement. An academic research group for the discussion of public engagement 2009 –

>

Editorial board member for Global Education Review

>

Peer-reviewer for Studies in Higher Education; Tertiary Education and Management; New Genetics and Society; Genomics, Society and Policy; Gateways: International Journal of Community Research and Engagement; Computers and Education

>

Peer-reviewer for RCUK Catalyst programme 2011-12

>

Invited member of ESRC Critical public engagement seminar series. Royal Society, London. 2011

>

Special consultant to Paul Hamlyn: Foundation inquiry into museums and public engagement. Amgueddfa Cymru/National Museum Wales- Cardiff. 2010

>

Equalities and Human Rights Commission ‘White Ribbon’ campaign - steering group member

AWARDS >

Full stipendiary ESRC Doctoral scholarship in Sociology/Education

>

Full stipendiary ESRC MSc scholarship in Social Science Research Methods

>

Welsh Government/BSA – Cardiff sciSCREEN. Seed-corn funding: Public Engagement in STEM

>

Wellcome Trust – Arts Award – Post-Partum Psychosis (Public Engagement Project)

28

COMPANY BRIEF 2013 >Appendix

CORRESPONDENCE DETAILS Contact us info@pierlogistics.co.uk richard@pierlogistics.co.uk +44 (0)2921 402930 07841 461079 VISIT US: www.pierlogistics.co.uk FOLLOW US:

LinkedIn: http://uk.linkedin.com/pub/ richard-watermeyer/13/194/761 @WatermeyerRP

REGISTERED OFFICE: 21 Roath Court Road, Cardiff, CF24 3SD

29

COMPANY BRIEF 2013 >Appendix

30