Introduction to Public Engagement PDF

Introduction to Public Engagement Public Engagement with Research Unit  Learning Outcomes At the end of this session you will be able to: Aim 1: Develop or increase your knowledge and understanding of public and community engagement and its role in Higher Education Aim 2: Increase know...

Introduction to Public Engagement Public Engagement with Research Unit  Learning Outcomes At the end of this session you will be able to: Aim 1: Develop or increase your knowledge and understanding of public and community engagement and its role in Higher Education Aim 2: Increase knowledge and confidence in skills related to planning and delivering public engagement projects Aim 3: Explore practical frameworks and opportunities to develop your own public engagement practice, and identify next steps. 2  Activity one: Drawing challenge! You have 60 seconds to draw ‘Public Engagement’ on a post-it Once finished stick it in the place indicated and explore what peers have drawn 3  ‘Engagement is by definition a two-way process, involving interaction and listening, with the goal of generating mutual benefit’ - National Co-ordinating Centre for Public Engagement  Encourage Democratising Building Inclusion Involving users interest in research confidence research careers Improved Communication New research Enjoyment research quality Empowerment skills perspectives and impact Influence and networking So what? Increase skills Research is relevant Diversity of experience Power-sharing Research is fit for Improved subject Personal Motivation Advocacy purpose knowledge satisfaction Stimulate interest Access to Feeling Valued Self-reflection Pathway to Impact in subject resource  Enrichment & inspiration Gain skills & knowledge, experience new challenges Connect community with university Widened networks Chance to influence research & change policy Research is more relevant and beneficial to society Enabled and supported to carry out research Publics Enhances the Researcher enrichment & University’s profile and reputation perspective Improves transferrable skills Builds public support for university’s value to Enhances research quality society Opens up new opportunities & collaborations Benefits Opens up new relationships and Improves grant proposals / research collaborations funding bids Researchers Creates income streams Fulfils moral responsibility & Research University Shows institutional Generates impact transparency and integrity  Research Knowledge Teaching Excellence Exchange Excellence (REF) (KEF) (TEF) Required by funders – not an add-on Seen as ‘essential for the development of successful researchers’ Equality, Diversity and Inclusion/Social Justice Overlaps with other external engagement – Recruitment/Widening Participation/Civic External drivers Mutual Benefit  Why are you doing this? What do you hope to achieve? Why would Why? your public want to be involved? Clear aims and Objectives Who do you want to hear from? Who might want to hear from you? Who? Why are they interested? What might be the barriers to engaging? Listen The earlier in the research cycle, the more opportunities to share When? power and for mutual benefit. Share power A mechanism that works within the context of your research and for How? the people you want to work with. Appropriate Are the outputs? The outcomes? The impact? For you and your What? partners – how do they evidence your objectives? Reflect and learn Core questions of public engagement  Activity two Purpose – Why? Thinking about your own work, respond to these ‘purpose’ questions on the handout 1. What is the activity/research? 2. What are the aims and desired outcomes/impacts of the engagement? 3. Why might people want to engage with you? Be prepared to share back to the group  Demographics: age, ethnicity, gender, economic status, level of education, income level, employment… Who: The ‘general public’ do not exist! Adapted from NCCPE  Publics – Who? General questions: Who might be interested to learn more about your research? ‘No matter how exciting the treatment, how clever the delivery method, or how robust the science, there will be Are you interested in hearing from anyone? no impact unless the local community is open to it’ Will your research impact upon anyone? - Sir Jeremy Farrar (Chief Scientist, WHO) Who might be interested in influencing research in your interest area? Is your research more relevant for a specific location? From John Hansard Gallery – 2022 – Windrush Projects  Initial Intermediate Final Conception Proposal Post project research research research Before During After Typical methods include Typical methods include Typical methods include - Focus groups - Consultation - Media - Exhibitions - Advisory groups - Co-production - Websites - Presentations - Co-design processes - Citizen science - Databased/archives - Festivals - Network building - Social media - Training and - Participatory research - Publications development - Performances When? 12 Adapted from NCCPE How?/Methods From Lisa Bagust – 2022 – What’s 13 the problem with vaping?  Inspiring Consulting Inspiring and Actively listening informing the to the public’s public about views, concerns research and insights Collaborating Working in partnership to solve problems, drawing on each other’s expertise Adapted from NCCPE Ways of engaging Adapted from Wellcome Trust’s ‘Onion’ and Edinburgh University’s Beltain models – by B Littlefield Subject talks Exhibitions Books Consultations Education User-led Advisory/ user programmes Traditional media resources Focus groups Committees board Making Understanding Stimulating Sharing Public-led Collaboration decisions thinking debate information Citizen juries Particaptory Co-applicant Public debates Broadcast research Opinion polls social media Co-production Festival stands Websites Citizen Science Deeper impact/sharing power Wider reach  Community of place Civil Society Family member Clubs and societies Faith groups Community of interest Supporter/ member Charities Associations Think Tanks Volunteers Museums, galleries, Life long learner Defined by who you work libraries Local government Citizen Schools and colleges Pupil / Student Voters with, what they need and Policy Researcher Professions Health Services Service user what you need Customer National government Client Broadcasters Consumer Quangos Patient Social enterprises Demographics: Audience Large companies SMEs age, race, sexual orientation, identity, economic status, level Employee of education, income level, Business employment Adapted from NCCPE ‘Lessons from the REF’  Opportunities (Central) Stimulating debate: Southampton Science and Engineering Festival (SOTSEF, March) Southampton Arts and Humanities Festival/Festival of Social Sciences (SAHF, November) Research Roadshow Poetic Science Southampton Science Comedy* Collaboration: Community Hubs(Health and Wellbeing, Nature and Biodiversity, Future Cities, AI and Society)  Inspiration and ideas Public and Community Engagement Case studies (SharePoint) Link to SharePoint NCCPE ‘Quality Practice’: Link to NCCPE website Ideas and inspiration Break Visual You Listener Vocal Encode – Transmit - Decode Verbal Connection 22  Activity three Whole group activity: The good and the to be improved Watch the following clip and write down: Two things that worked well in the context Two things that could be improved Be prepared to share back! 23 24  What worked What could well? be better? Group: Reflections 25  Know your Body public language Props Voice and Simplicity Storytelling words Communicating research  Activity Four What does evaluation mean to you? (Quickfire post-its) 27 What others said: Considering the good and bad things of what you've what Systematic analysis of done benefit of actions Acquiring data, statistics or A way that you can measure if people have feedback from an event or understood what you have shared with them activity One must critically evaluate what works Evaluation is assessing the well and what doesn't in planned strengths and weaknesses in my activities. Researchers must be willing to learn from their mistakes and then work then coming up with a plan to improve their work.. improve them in the future Quantitative and It is a closing process of a qualitative data that A particular subject matter is course, lesson, activity in which can be analysed and judged on certain set criteria participants measure the results reflected upon to and this is critiqued so that a and the whole process improve an activity decision can be reached as to in the future how to move forward 28  Reflecting on, assessing or making a judgement ‘A process that collects, analyses and reports data on the effectiveness of public about engagement something programmes i.e. in and activities it’s quality terms or value of their design, delivery and immediate outputs, and the beneficial impacts that arise for participants and wider society, and subsequently improves the effectiveness of future A learning engagement tool timely, and/or enables to aid theand reliable improvement credible judgements ofto be made about the effectiveness of engagement’ processes or activities. Evaluation should Reed et al, Research lead2 (1), for All, 2018, to 143-162 action 29 But what does evaluation look like? 30 Monitoring: Collection of data to Formative: Carried out capture what is happening early/during, shapes and informs Evaluation: assesses this and Summative: Carried out at the other information in context end, assesses change Definition re-cap Outcomes: Impact: Outputs: Single changes for Overall change you are Products, services or specific groups trying to achieve actions from project Immediate Long term 31 Planning for evaluation: Evaluation questions Why do I want to evaluate? What do I want to know? Design When are the best opportunities to find this out? Delivery Who needs to be involved? How am I going to find it out? Impact What will I do with this information? 32 Why What When Who How What 33  Quantitative Methods Qualitative Methods Choose a face Show of hands Graffiti Wall Visitor book Voting counters Automated voting technology (eg via smartphone) Photo analysis Graphical notes/record Options for evaluation methodologies 34 Guiding principles Proportionate – ‘This feels excessive’ Relevant – ‘Why should I take part?’ Appropriate – ‘This is fun’ Realistic - ‘We’ve got 5 minutes’ 35 Putting it all together From Lisa Bagust – 2022 – What’s 36 the problem with vaping?  The Theory of Change Theory of Change is essentially a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context. It is focused on mapping out the “missing middle” between what a program or change initiative does (its activities or interventions) and how these lead to desired goals being achieved. What is Theory of Change? - Theory of Change Community It does this by first identifying the desired ‘Centre for Theory of Change’ long-term goals and then works back from these to identify all the conditions (outcomes) that must be in place for the goals to occur. Purpose: Participants: Inputs Activities Outputs Outcomes Impacts Assumptions Factors/Risks Evaluation Introducing the Theory of Change (+ logic models!) Adapted from the NCCPE  Intentional Museum Resources purposes Activities Public Public Needs Benefits Key Performance Evaluation Data … … … Operating and Private Private Needs Principles indicators Benefits Guiding Personal Needs … … … Personal Benefits Institutional Institutional needs … … … Benefits Museum Theory of Action J. Jacobsen, Measuring Museum Impact and Performance, Rowman & Littlefield, 2016 Purpose: To raise awareness of the importance of pollen producing plants for bees Participants: Gardeners, local garden centre Inputs Activities Outputs Outcomes Impacts - Researcher time, - Stand at local garden - 400 people engaged - Improved knowledge of - Participants change knowledge and expertise centre - Materials participants and garden behaviour - £ 500 funding - Meet the researcher - 400 seed packets given centre staff - Garden centre reduces sessions away - Researcher non-pollen producing - Seed giveaway understanding of plants motivations of - Researchers develop participants more effective interventions - Improved bee habitats Assumptions Factors/Risks - Gardeners will be willing to participate in the - Garden centre opposes the messaging due to conflict of discussion/ change behaviours stocking/financial objectives - Participants will plant the seeds Evaluation Graffiti wall at exit measuring awareness change QR code on seed packet to measure behaviour change Introducing the Theory of Change (+ logic models!) Adapted from the NCCPE Group activity: Putting it all into practice In fours/your table Choose a project idea from your group, use the handout You need to prepare your theory of change and be prepared to share it back to the group Hints: Use all we’ve covered in this session, assign roles and have fun! 41  Why are you doing this? What do you hope to achieve? Why would Why? your public want to be involved? Clear aims and Objectives Who do you want to hear from? Who might want to hear from you? Who? Why are they interested? What might be the barriers to engaging? Listen The earlier in the research cycle, the more opportunities to share When? power and for mutual benefit. Share power A mechanism that works within the context of your research and for How? the people you want to work with. Appropriate Are the outputs? The outcomes? The impact? For you and your What? partners – how do they evidence your objectives? Reflect and learn Recap: Core questions of public engagement  Know your Body public language Props Voice and Simplicity Storytelling words Recap: Communicating research  Why do I want to evaluate? What do I want to know? Design When are the best opportunities to find this out? Who needs to be involved? Delivery How am I going to find it out? What will I do with this information? Impact Recap: Planning for evaluation 44  Activity one Revisited: Drawing challenge! You have 60 seconds to re-draw ‘Public Engagement’ on a post-it Once finished stick it in the place indicated and explore what peers have drawn 45  Conclusions – have we..? Aim 1: Developed or increased your knowledge and understanding of public and community engagement and its role in Higher Education Aim 2: Increased your knowledge and confidence in skills related to planning and delivering public engagement projects Aim 3: Explored practical frameworks and opportunities to develop your own public engagement practice, and identify next steps. 46  Inspiration and ideas Public Engagement Case studies (sharepoint) Link to sharepoint NCCPE ‘Quality Practice’: Link to NCCPE website Join the Public Engagement Network! Contact: Public Engagement Training: [email protected] – General enquires Introduction to Evaluation, [email protected] – Southampton Science and Engineering Festival, 11:00 – 12:30, Thursday 14 November Southampton Arts and Humanities festival [email protected] – ‘Bringing Research to Life’ Roadshow Disability and Neurodivergence with Public Engagement, Ideas and inspiration 13:30 – 15:00, Wednesday 20 November X/Twitter: @UoS_Engagement Instagram: uos_engagement Facebook: UoS Public Engagement  Public Engagement with Research Unit/Public Join the Public and Community Engagement team (SharePoint) Engagement Network Link to Public Engagement SharePoint Join the MS Teams channel and follow us on social media to get the latest news and opportunities @UoS_Engagement UoSEngagement uos_engagement Help and Support 48