56 Policy Impact
Within the period of the research study,
2018/21, the emerging evidence, themes, and
interpretations have been shared regularly and
widely. The project has already achieved 'reach'
to participating college governing boards, college
national college agencies and bodies, and other
participating individuals who are in a position to
influence policy thinking. Testimonials (below)
give a flavour of impact at the individual, college,
agency and policy making levels.
Reach
We have continued to engage with the Impact
Group sharing findings/analyses to determine
plausibility/feasibility and ongoing relevance for
end users. During the first and second years of
the project we met annually, face-to-face, to
explore progress on the project. During the final
year of the project, which coincided with the
Covid-19 pandemic, we held a series of online
webinars with the impact group. This was greatly
facilitated by the rapid increase in expertise in
use of online platforms by all members of the
research team and Impact Group members.
During this time, and because we had moved
from a face-to-face to an online environment, we
were able to extend the Impact Group and many
more people became involved from a wider
range of organisations. The webinars involved
short presentations from the research team
organised around each of the research objectives,
followed by small group discussion. Latterly, we
began to include inputs from the Impact Group
itself. We are now exploring means to make this
unique, UK-wide forum, a permanent feature
with a life of its own.
Testimonials
We have received a number of testimonials
from partner colleges and representatives of key
organisations. Three examples from the received
collection of testimonials are presented below:
A. As an adviser on policy on FE governance
(England), the study has been useful in
providing me with insights into practice
on the ground. This has helped add to my
understanding of the sector in England
and, as a point of comparison, the sector
in the rest of the UK. More widely, impact
reports have been shared with colleagues.
They have been helpful in adding to our
body of knowledge and contributing
to thinking on policy matters. (JG)
[Department for Education, England]
B. We at TEC Partnership were happy to
be part of the research considering the
processes and practices of governing
colleges. I found the initial engagement and
the filming of our board to be interesting
and my interactions with Jodie helped me.
I met with Jodie before the board meetings
and we would discuss the board papers
and what I thought the board might do on
different subjects. This helped me clarify my
thinking and ensured that I thought about
significant papers and expected outcomes.
It allowed me to see whether there had
been as much discussion as I expected and
whether this was a problem or not. I still do
this exercise and it helps.
I have also found the impact meetings have
challenged my thinking. It has reminded
me how much goes on outside the board
room but has also allowed me to benefit
from experts in the sector and I have picked
up some ideas along the way. I have not
always agreed with the findings but they
have provoked debate and reflection which
is always of benefit. For example from
the accountability session my take aways
were a board needs insight, oversight and
foresight and accountability is inward,
outward and lateral. This helps us as a
board when we are discussing papers or
issues and allows us to keep improving.
Thanks for allowing us to be a part of
this research and I would not hesitate to
encourage any other chairs to get involved
in any future research. (ES) [Chair of College
Governing Board, England]