Excellence in Research for Australia (ERA) and Engagement and Impact (EI) 2018 Outcomes ERA and EI outcomes publishedThe Excellence in Research for Australia (ERA) and Engagement and Impact (EI) 2018 national reports, outcomes and other data are available on the Australian Research Council (ARC) website via the ARC Data Portal.ARC Data PortalERAERA National Report—State of Australian University Research 2018-19ERA Research Outputs ERA OutcomesEIEI National Report—Engagement and Impact Assessment 2018-19EI Impact Studies EI Outcomes[back to top]ERA and EI Key DifferencesERA: Evaluates research quality Comprehensive data collection Fourth round in 2018EI:Assesses the engagement and impact of research beyond academiaSelective narrative and indicator based assessment Inaugural round in 2018[back to top]Useful background and terminologyFoR stands for Fields of Research from the Australian and New Zealand Standard Research Classification (ANZSRC). The FoR classification has three hierarchical levels of increasing specificity. The three levels are Divisions (broad disciplines), Groups (collections of related Fields) and Fields, respectively indicated by two, four or six digit classification numbers.[back to top]ERA 2018 Framework and Outcomes How do we evaluate research quality in ERA?The unit of evaluation (UoE) is broadly defined as the Fields of Research (FoR) within an institution based on the Australia and New Zealand Standard Classification (ANZSRC).UoEs are 2-digit FoRs (22 broad disciplines) and 4-digit FoRs (157 specific disciplines).The indicators used in ERA include a range of metrics such as citation profiles which are common to disciplines in the natural sciences, and peer review of a sample of research outputs which is more broadly common in the humanities and social sciences.The outcomes (ratings) are determined and moderated by committees of distinguished researchers from Australia and overseas.[back to top]ERA OutcomesData (longitudinal across four ERA rounds)Discipline strengthsResearch output and indicator dataUniversity performance by disciplineWorkforce data–including gender[back to top]National UoE ratings ERA 2018 (aggregated four-digit results, grouped by two-digit FoR code) [back to top]Distribution of ERA 2018 ratings for all UoEs across all Australian universities [back to top]Distribution of rating results across ERA rounds [back to top]Change in UoE ratings between ERA 2015 and ERA 2018 [back to top]HERDC research income by category and two-digit FoR code ERA 2018All universities [back to top]HERDC research income by category across four ERA RoundsAll universities [back to top]Staffing profile by FTE, employment level and two-digit code ERA 2018All universities [back to top]Staffing profile by headcount, employment level and two-digit code ERA 2018All universities [back to top]Staffing profile by headcount and employment level across four ERA roundsAll universities [back to top]FTE staff by gender and employment level ERA 2018All universities [back to top]EI 2018 Framework and Outcomes EI 2018 Framework [back to top]DefinitionsResearch is the creation of new knowledge and/or the use of existing knowledge in a new and creative way to generate new concepts, methodologies, inventions, and understandings. This could include the synthesis and analysis of previous research to the extent that it is new and creative. Aboriginal and Torres Strait Islander Research means that the research (as defined above) significantly: relates to Aboriginal and Torres Strait Islander peoples, nations, communities, language, place, culture or knowledges, and/oris undertaken with Aboriginal and Torres Strait Islander peoples, nations, or communities.Research impact is the contribution that research makes to the economy, society, environment or culture, beyond the contribution to academic research.Research engagement is the interaction between researchers and research end-users outside of academia, for the mutually beneficial transfer of knowledge, technologies, methods or resources.A research end-user is an individual, community or organisation external to academia that will directly use or directly benefit from the output, outcome or result of the research.[back to top]EI findingsEI 2018 provides a range of data. This data:is a rich new national resourceincludes examples of enabling institutional processes and infrastructureprovides a benchmark of performance andincludes best practice examples. [back to top]Engagement, Approach to Impact and Impact Ratings EI 2018All universities Percentages may not total 100 due to roundingCharts showing national results for Engagement, Approach to Impact and Impact ratings for EI 2018[back to top]Additional data collected EI 2018 Additional data collected for EI 2018 includes:Additional Fields of Research - impact Additional Fields of Research - associated researchSocio-Economic Objective (SEO) codesAustralian and New Zealand Standard Industrial Classification (ANZSIC) codesScience and Research PrioritiesKeywordsBeneficiariesCountries where impact is occurring[back to top]Keyword analyses All universities Word cloud showing some of the more common keywords that appeared in EI submissions nationally.[back to top]Countries of impact All universities Word cloud showing countries where university impacts are occurring, based on EI impact studies.[back to top]FoR mapping—ImpactAll universities FoRs are listed in numerical order. Some FoRs may not be labelled due to space limitations.Sanke chart showing associated research FoRs mapped to impact FoRs.[back to top]Insights from EI 2018Insights from EI 2018:Many pathways to impact Impact occurring in many research areas and in different ways Many types of collaborations[back to top]High rated engagement narrativesCommon themes from discipline deep dives (STEM 06 & 09, HASS 18 & 20)High rated engagement narratives – common themes from discipline deep dives (STEM 06 & 09, HASS 18 & 20):Engagement embedded in strategic planTarget the ‘right’ partnerEngagement and impact linked to staff performance and promotionDedicated business units – the ‘front door’Importance of ARC Linkage, ITRP and CRCsEmbedded staff (between university and industry)Staff on advisory boards, committees etc. (between university and industry)ConsultanciesSpecialist, end-user focused conferences and workshopsMulti-media platformsCo-supervision and mentoring of HDRsEngagement with schools and educators[back to top]Engagement—discipline deep divesSTEM—06 Biological Sciences, 09 EngineeringEngagement discipline deep dives for STEM disciplines of Biological Sciences and Engineering. Common themes included:Co-location of partner industries to campus sitesProvision of specialist services through unique infrastructure and equipment Reviews of national and international standards Citizen science[back to top]Engagement—discipline deep divesHASS—18 Law, 20 Language, Communication and CultureEngagement discipline deep dives for HASS disciplines of Law and Language, Communication and Culture. Common themes included:Working with policy makers and public interest groups – influence policyInvolvement in developing/reviewing policy and professional standardsInvitations from industry and governments to provide expert review/adviceInvitations to provide submissions to inquiriesInvolvement in international agencies – WHO, UNICEF, UNProvision of access to specialist databases/repositoriesProvision of training for professionals[back to top]High rated approach to impactCommon themes from discipline deep dives (STEM 06 & 09, HASS 18 & 20)Common themes from high rated ‘approach to impact’ submissions:Multi-disciplinary research centresimportant for creating larger research/end-user networksFormal partnershipsStrong institutional, administrative and legal support to staffflexibility within staff contracts to support engagement – reduce teaching hours, providing time for collaboration and support for travelCo-location of research facilitiesKnowledge transfer expertsEmbedded/co-located staff and HDR studentsMulti-media platformsCompetitive grants (supporting indirect costs)[back to top]Approach to impact—discipline deep divesSTEM—06 Biological Sciences, 09 EngineeringApproach to impact discipline deep dives for STEM disciplines of Biological Sciences and Engineering. A common theme was:Support for multi-disciplinary research centres, which was important for creating larger research/end-user networks.[back to top]Approach to impact—discipline deep divesHASS—18 Law, 20 Language, Communication and CultureApproach to impact discipline deep dives for HASS disciplines of Law and Language, Communication and Culture. Common themes included:Support for workshops, education and training services for training professionals and local communitiesPublic seminarsWebsites and other social mediaHiring across a broad range of expertise – including industry professionalsFocus on providing early career researchers with engagement experience[back to top]Low rated engagement narratives—common themesCommon themes from low rated ‘engagement’ narratives:Engagement activities and research not clearly linked or well integratedLimited evidence of overarching engagement strategy and/or supporting processesEngagement indicators were comparatively low for the discipline with little explanationLittle to no engagement activity in the reference periodLimited evidence of mutually beneficial engagement[back to top]Low rated impact studies—common themesCommon themes from low rated ‘impact’ studies:Insufficient evidence to support the claims regarding research impactIdentified potential impacts not actual impactsEnd-user impacts beyond academia not clearly articulated or of limited significanceImpact stemmed from a non-research activity (e.g. training) or activity outside the reference periodLink between research activity and claimed impact unclear.[back to top]Low rated approach to impact—common themesCommon themes from low rated ‘approach to impact’ submissions:Impact driven by individual(s) not the universityLittle evidence presented on university’s roleUniversity support considered business as usualUniversity support not demonstrated to be strategic, well integrated or with the intention of facilitating impact[back to top]Aboriginal and Torres Strait Islander Research Results and InsightsRatings for Aboriginal and Torres Strait Islander research Charts showing the distribution of 'impact' and 'approach to impact' ratings for Aboriginal and Torres Strait Islander research.[back to top]High rated impact studies—who benefited?High rated Aboriginal and Torres Strait Islanders studies—who benefited?Aboriginal and Torres Strait Islander people and communities across Australiaprofessionals and industry groupsgeneral publicExamples:health care workersteachers and studentsartists and performersrangersjournalists and publisherscuratorspolice officers and court officialsbusiness ownerspolicy makers[back to top]Types of impactsTypes of impact (high rated Aboriginal and Torres Strait Islander impact studies):Improved physical and mental healthPreserving and sharing of languages and cultureImproved educational outcomes – school to tertiaryEnvironmental preservation and managementSystem wide legal changesIncreased knowledge of First Nations historyEconomic savings in health and education[back to top]Additional impactsAdditional impacts:employment and upskilling of community memberscapability developed in industry professionals, andresources created and shared with sectors and public.Mutual knowledge exchange was key.[back to top]Key themes of approaches to support impactful outcomesKey themes of approaches to support impactful outcomes:Leadership and governanceUniversity investment, infrastructure and supportPartnerships and communication[back to top]Examples of leadership and governance arrangementsApproach to impact – examples of leadership and governance arrangements:FrameworksSenior appointments Board appointmentsAdvisory councilsStrategic PlansCapability building next generation of leadership[back to top]Examples of university investment, infrastructure and supportApproach to impact – examples of university investment, infrastructure and support:Financial supportInfrastructure Administrative supportBuild next generation of researchers[back to top]Examples of partnerships and communication approachesApproach to impact – examples of partnerships and communication approaches:Formal agreementsLong-term partnershipsAppropriate communication and mediaTraining and capability[back to top]ERA and EI next stepsERA and EI next steps include the Review of Research Evaluation in Australia, which will consider:Key learnings ERA and EIFrequency of evaluationsReporting burdenSector feedbackVarious research reviews/reports-recommendations [back to top]Review of ANZSRCReview of the Australian and New Zealand Standard Research Classification (ANZSRC):Joint review by the ARC, ABS, Statistics New Zealand, and the New Zealand Ministry of Business, Innovation and EmploymentReview will ensure research classifications reflect current practice and remain responsive to change in the sectorDiscussion Paper published earlier this year and public consultation closed on 7 June 2019Feedback is currently being examined and proposed revisions to ANZSRC will be published for comment later in 2019.Review anticipated to be completed mid-2020[back to top]