IDENTIFYING IMPACT IN A TRANSNATIONAL PROJECT PROVIDING PARENT EDUCATION FOR FAMILIES LIVING WITH AUTISM IN SOUTH-EAST EUROPE
1Research & Innovation Funding Support, University of Northampton, UK
2Centre for Education and Research, University of Northampton, UK
Online first: 28-February-2020
Introduction: Impact is a key concept in all aspects of research and development activity. The extent to which it is effectively identified can affect research activity at all levels: from whether an individual project is funded, to the funding granted to – and the reputations of – entire institutions. Funding for research and other activity supporting education and social inclusion is limited and highly contested. It is therefore imperative that impact is effectively identified.
Objective: The Erasmus+ National Agencies’ Impact+ tool was developed to help projects identify impact in four domains: systemic impact, impact regarding target groups, impact to partner organisations and impact to project personnel. This paper discusses this tool’s adaptation to identify impact in a three-year transnational project where a partnership of universities, schools, non-governmental organisations and small enterprises developed, provided and evaluated parent education in autism in three south-east European countries.
Method: A semi-structured questionnaire was completed by personnel from partner organisations within the project (n=16). Findings regarding the four domains of impact are presented, and differences of response within the partnership are discussed.
Conclusion: It is suggested that this tool is helpful in supporting a broader conceptualisation of impact, and has wider utility.
Key words: research impact, research evaluation, Erasmus+, Impact+
Citation: Bramble, P., Preeced, D. Identifying impact in a transnational project providing parent education for families living with autism in south-east Europe. Journal for ReAttach Therapy and Developmental Diversities. https://doi.org/10.26407/2020jrtdd.1.26
Copyright ©2020 Bramble, P., Preece, D. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0)
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