Other Bibliographies in this series:

This post is an annotated bibliography. But rather than list citations in alphabetical order, I’ve organised them under subheadings comprised of research questions. As such, I provide a possible framework for a research project.

A non-annotated bibliography of entries in this post is available for download here (*I haven’t adhered to a particular citation style, but you should find sufficient information for the style of your choice):

Impact BibliographyDownload

Bibliographer’s notes in red font and quotes in preformatted text boxes

What is Impact?

Impact and the UN Sustainable Development Goals (SDGs)

What Have the UN SGDs To Do With EDI?

Two Worries About the Efficacy of the UN SDGs

UN SDGs, EDI, Impact, & Higher Education

Federal Granting Agencies: A Few Examples

Six Canadian Universities, Examples

Four Organisations, University Related

Criticism and Discussion

WHAT IS IMPACT?

A Glossary of Key “Impact” Terms

The extensive terminology surrounding research ‘impact’ can be confusing for those new to it. To help, Alex Smith and Laura Tucker have compiled a glossary of the most common terms
Impact is a complex and diverse topic that challenges much conventional understanding about the end results of activities, particularly in academic research....What do we mean by “impact”? It can be seen as a wide-reaching concept that refers to changes in areas such as society, culture, the environment, and the economy due to the activities of an individual or organisation. Often referred to as research impact in academia, it forms a key further stage in a research journey, along with the outputs and outcomes...the exact definition can vary depending upon what you read or who you speak to.

“What is Research Impact?” 

Research impact is the effect research has beyond academia. The York Research Impact Statement (PDF , 286kb) describes research impact as “…when the knowledge generated by our research contributes to, benefits and influences society, culture, our environment and the economy”. More detailed direction and objectives for research impact at York are set out in York's Strategic Framework for Impact (staff only)

The type of impact your research might have is specific to each project and therefore, like research, impact is wide ranging and varied. Some of the key areas of research impact include;
- Cultural impact
- Economic impact
- Environmental impact
- Social impact 
- Impact on health and wellbeing
- Policy influence and change
- Legal impact
- Technological developments

“What isn’t impact?”

It can sometimes be hard to distinguish the difference between the routes to research impact (often known as knowledge exchange, engagement, or impact activities) and the impact itself. You may find it helpful to consider impact as something that other people or institutions gain or do - it is not something that you as a researcher can ‘do’ rather you can encourage it through impact activities. For example: giving evidence to a select committee, working with a business or contributing to an exhibition in a museum is not impact. It would become impact if the people or organisation involved somehow do, experience or understand differently as a result of their interaction with the research.   

Examples of impact - More examples of York's research impact can be seen in REF 2014 impact case study database, which contains the impact case studies submitted to the last REF.

“Defining impact: a shift in thinking, acting and being”

Why [sic] do we mean by ‘impact’? 

Impact is defined as the effect or change over time that we can see, demonstrate, measure or capture on different stakeholders, and which happens as a result of an activity or an organisation. Although not exclusively so, impact is intrinsically linked to transformative programmes and projects, and the assessment of impact helps us to identify the changes and effects, and their extent, on different stakeholders over time.

“What do we mean by ‘impact'”?

Bibliographer’s note: The short answer to this question is: We don’t know. 

International development is fixated with impact. But how do we know we’re all talking about the same thing?

...Whether we like it or not, international development is fixated with impact. It’s part of almost every conversation about a development programme and none of us can ignore it. But how do we know we’re all talking about the same thing? ‘Impact’ is a term we use so often in so many different contexts, has it lost its meaning – and is it still useful?

...To add to the confusion, many agencies have their own definitions, which usually derive from one or other of these and, at the project or programme level, will usually be defined using a results chain model that distinguishes impact level results from outcome and output level results. The upshot of this is that we have a wide variety of things being labelled as impact.

“What is the Difference between Academic Impact and Research Impact?“

"Research impact has continued to develop in prevalence due to a number of factors. These include political interest in demonstrating value of academic activities to the taxpayer, a desire amongst academics to carry out purpose-driven and participatory action research to realise wider goals, and global pressures, such as existential challenges around climate change and the need to leverage high-quality academic research to work towards solutions.

So while academic impact adopts an approach for understanding the influence of papers and other academic outputs, research impact is more concerned with the long-term effects on society, culture, the economy, the environment and other “real world” spheres."

“Types of Impact”

There are many types of research impacts and research may have impact across a number of different areas. 

Academic impact has been discussed in the sections above. It is the demonstrable contribution that research makes to academic advances. It includes such things as advances in understanding, methods, theory and application.

Cultural impact is when research contributes to the understanding of ideas, reality, values and beliefs. It is changes in the prevailing values, attitudes, beliefs, discourse and patterns of behaviour, whether explicit (e.g. codified in rules or law) or implicit (e.g. rules of thumb or accepted practices) in organisations, social groups or society that deliver benefits to the members of those groups or those they interact with.

Economic impact can be defined as monetary benefits arising from research, either in terms of money saved, costs avoided or increases in turnover, profit, funding or benefits to groups of people or the environment measured in monetary terms.

Wellbeing Impact Impact in this area is when research that lead to better outcomes for the health of individuals, social groups or public health. This can include saving lives and improving people’s quality of life, and wider benefits for the wellbeing of individuals or social groups. It includes both physical and social aspects such as emotional, psychological, economic wellbeing and measures of life satisfaction.

Policy Impact These impacts contribute to how policy makers act and how policies are developed. Recipients of this impact may include government, non-governmental organisations (NGOs), charities and public sector organisations and society, either as a whole or groups of individuals in society.

Environmental Impact These impacts make a contribution to the management of the environment, such as natural resources, environmental pollution, climate and meteorology. The key beneficiaries are the natural and built environment with its ecosystem services, together with societies, individuals or groups of individuals[2].

Social Impact These are impacts where the beneficiaries include individuals of groups or individuals; communities or organisations; whose quality of life, practices or activities have been influenced by your research. Public debate and the awareness, attitudes, education and understanding of the public have been enhanced by engaging them with research activities or informed by research. Research may have contributed to community development and regeneration7.

Training Impact Research that leads to new or enhanced capacity (human resources or social capital and connectivity) through the development or improvement of training, curricula, pedagogical tools and qualifications that created benefits, to individuals, groups or organisations.

“Impact factor”

Bibliographer’s note: I include the Wikipedia entry on Impact Factor (IF) to help demonstrate the myriad ways “impact” is used pertaining to academia. Several criticisms of the IF are summarised in this article. 

This article is about a measure of journal influence. For other similar metrics, see Citation impact.

The impact factor (IF) or journal impact factor (JIF) of an academic journal is a scientometric index calculated by Clarivate that reflects the yearly mean number of citations of articles published in the last two years in a given journal, as indexed by Clarivate's Web of Science. 

As a journal-level metric, it is frequently used as a proxy for the relative importance of a journal within its field; journals with higher impact factor values are given the status of being more important, or carry more prestige in their respective fields, than those with lower values. While frequently used by universities and funding bodies to decide on promotion and research proposals, it has come under attack for distorting good scientific practices.[1][2][3]
  • Wikipedia contributors. “Impact factor.” Wikipedia, The Free Encyclopedia. Wikipedia, The Free Encyclopedia, 22 Aug. 2023. Web. 28 Sep. 2023., https://en.wikipedia.org/wiki/Impact_factor, accessed September 27, 2023

“United Nations Development Program (UNDP) SDG Impacts Glossary“

Glossary of terms to support the SDG Impact Standards for Enterprises, Private Equity Funds and Bond Issuers

Impact Changes to aspects of wellbeing as experienced by people and/or planet caused by the organization through its decisions and actions in its own operations and through its supply and value chains and its business relationships. Impacts can be positive or negative, intended or unintended, direct or indirect.(10)

IMPACT AND THE UN SUSTAINABLE DEVELOPMENT GOALS (SDGs)

What are the UN Sustainable Development Goals (SDGs)?

17 Goals to Transform Our World

17 Goals to Transform Our World The Sustainable Development Goals are a call for action by all countries – poor, rich and middle-income – to promote prosperity while protecting the planet. They recognize that ending poverty must go hand-in-hand with strategies that build economic growth and address a range of social needs including education, health, social protection, and job opportunities, while tackling climate change and environmental protection. More important than ever, the goals provide a critical framework for COVID-19 recovery. Read more here

The UN SDGs are:

1. No Poverty; 2. Zero Poverty; 3. Good Health and Well-Being; 4. Quality Education; 5. Gender Equality; 6. Clean Water and Sanitation; 7. Affordable and Clean Energy; 8. Decent Work and Economic Growth; 9. Industry, Innovation and Infrastructure; 10. Reduced Inequalities; 11. Sustainable Cities and Communities; 12. Responsible Consumption and Production; 13. Climate Action; 14. Life Below Water; 15. Life on Land; 16. Peace, Justice and Strong Institutions; 17. Partnerships for the Goals

“SDG Impact“

Bibliographer’s Note: On this SDG Impact page, you will find: links to recent articles; embedded You Tube videos explaining the SDGs and impact; and links to impact resources. 

Manage Your Impact 

No longer an add on to what business gets done, but how all business is done.

Our objective is to make it easier for businesses and investors to embed sustainability and the SDGs into their internal management and decision-making practices, as well as direct capital to where it can make the most difference to people and planet.

Not only is this good for our communities and the environment, but it will help businesses and investors unlock new opportunities for growth, become more resilient and future fit – including by anticipating emerging risks, shift stakeholder expectations, and be ready to meet the increasing regulatory and external reporting requirements.

Most of our resources are freely available and we also offer fee-for-service training and advisory through our internal and external network of accredited trainers to support organizations on their sustainability journeys. Explore our resources and services:

Bibliographer’s Note: The UNDP states the following aim, and subsequently makes a claim: 

We aim to see our world radically changed, for good. 

Achieving the SDGs will create a world that is more sustainable, equitable, and prosperous. In order to get there, investors must adapt their strategies to deliver not only financial results, but positive social and environmental outcomes as well.

Brochure: “UNDP SGD Impact: Good for People. Good for the Planet.”

Bibliographer’s Note: Note the reference to the “new normal”: 

More and more businesses and investors are recognizing the important link between sustainability
and future profitability. 

They are looking for ways to operate more sustainably, have net positive impact on the world around them and in the process future-proof their organizations and portfolios.But navigating the path towards this new normal can be challenging.

...SDG Impact’s resources have been developed as public goods and are freely available at sdgimpact.undp.org (Intro)
About Us

SDG Impact is a flagship initiative of United Nations Development Programme (UNDP) established to accelerate private sector investment and activity towards sustainability and achievement of the SDGs. We sit within UNDP Sustainable Finance Hub and our work is integrated with our sister initiatives working with multiple partners and agencies.

We leverage UNDP’s unique role, relationships with governments and policymakers at national, regional and global levels with our on the ground presence in over 170 countries. We also partner and collaborate with organizations to drive convergence to build the global community of practice to enable and empower others to accelerate, widen and deepen the impact of everything we do.(Last page)

Two Worries About the Efficacy of the UN SDGs:

  1. “Scientific evidence on the political impact of the Sustainable Development Goals“
Abstract. In 2015, the United Nations agreed on 17 Sustainable Development Goals as the central normative framework for sustainable development worldwide. The effectiveness of governing by such broad global goals, however, remains uncertain, and we lack comprehensive meta-studies that assess the political impact of the goals across countries and globally. We present here condensed evidence from an analysis of over 3,000 scientific studies on the Sustainable Development Goals published between 2016 and April 2021. Our findings suggests that the goals have had some political impact on institutions and policies, from local to global governance. This impact has been largely discursive, affecting the way actors understand and communicate about sustainable development. More profound normative and institutional impact, from legislative action to changing resource allocation, remains rare. We conclude that the scientific evidence suggests only limited transformative political impact of the Sustainable Development Goals thus far.

AND

Bibliographer’s Note: The following article concerning the recent SDG Summit 2023 (September 18-19, New York) may be good news for some, worrisome for others — such as myself, worried about the speed, ubiquity, and lack of criticism with which university EDI programs have been installed. The alarm bell and call to action issued by the UN are liable to increase these worrisome EDI-installation characteristics. You’ll see how the SDGs and EDI are part and parcel as I progress through this bibliography.

Compare the conclusion of the abstract above (2022) with the worries expressed in the excerpts from the UN blog article below, particularly under the Political Declaration.

2. “Responding to cascading global crises, SDG Summit launches new phase of accelerated action on the Sustainable Development Goals  

World leaders agree to take immediate action to unlock more and better financing for developing countries“

"...World leaders made an historic global promise to secure the rights and well-being of everyone on a healthy, thriving planet when they agreed to the 2030 Agenda and the 17 SDGs in 2015. However, at midpoint of SDG implementation, the SDGs are in peril. Tens of millions have fallen into poverty since 2020. Over 110 million people are forcibly displaced. Inequalities have worsened, strikingly so for women and girls. Many governments are forced to choose between debt payments and investing in healthcare and education. The climate emergency is wreaking havoc on lives and livelihoods. Developing countries and the world’s most vulnerable people continue to bear the brunt of these crises.“

The SDGs aren’t just a list of goals. They carry the hopes, dreams, rights and expectations of people everywhere,” said UN Secretary-General António Guterres. “Yet today, only 15 per cent of the targets are on track. Many are going in reverse. Instead of leaving no one behind, we risk leaving the SDGs behind.”
The Political Declaration 

Leaders adopted a decisive, action-oriented political declaration at the Summit, highlighting their collective commitment to build a sustainable, inclusive and prosperous world by 2030.

With a strong focus on the means of implementation, and in particular, on financing for development, the declaration acknowledges that without a quantum leap in investments to enable just and equitable energy, food, digital transitions, and a transformation in education and robust social protection in developing countries, the goals simply will not be met.

Additionally, the Declaration urges immediate action to deliver an SDG Stimulus proposed by the UN Secretary-General, which calls for a massive increase in financing for the achievement of the SDGs to the tune of $500 billion each year. It also conveys strong support from all countries for a much-needed reform of the international financial architecture to better reflect today’s global economy.

“I am deeply encouraged by the detailed and wide-ranging draft political declaration under consideration here today — especially its commitment to improving developing countries’ access to the fuel required for SDG progress: finance. This can be a game-changer in accelerating SDG progress,” stated the Secretary-General.

WHAT HAVE THE UN SDGs TO DO WITH EDI?

Diversity and Inclusion

Diversity and inclusion are pivotal components of the Sustainable Development Goals (SDGs). Primarily, they relate to SDG 10 (Reduced Inequalities) and SDG 5 (Gender Equality), aiming to promote social, economic, and political inclusion and ensure equal opportunities for all, irrespective of gender, age, race, ethnicity, origin, religion, economic status, or disability. Furthermore, diversity and inclusion relate to SDG 4 (Quality Education) by promoting inclusive and equitable quality education. SDG 8 (Decent Work and Economic Growth) also embodies the values of diversity and inclusion, calling for equal pay for work of equal value and promoting safe and inclusive working environments. Ultimately, the pursuit of diversity and inclusion is indispensable for realizing a fair and sustainable world as envisioned by the SDGs.

AND

“You can enhance your work in promoting progress in social development in the context of the new Agenda. You can integrate your work related to disadvantaged and vulnerable groups, including persons with disabilities, youth, older persons and families, into ensuring that no one is left behind,” said Lenni Montiel, Assistant Secretary-General for Economic Development in the Department of Economic and Social Affairs.

GOVERNMENT OF CANADA: SDGs

Canada and the Sustainable Development Goals

Bibliographer’s note: The rhetoric in the following quote (“Progress is shared…”) is in tension with the research and scholarship of academics. How so? A lack of criterial analysis for terms such as progress, stronger, and society; Is it necessary for the ‘whole’ of any population to be on board with a program to effect change?; and, What is meant by ‘leave no one behind’? If what is meant includes that there is no room for dissenters, then i) scholarship is a farce, and ii) How is this programme for the ‘moral good’ different from other programmes for the ‘moral good’ such as the Inquistion? This is not a rhetorical question, but rather the first step in an argument to analogy where one endeavours to identify and compare relevant premises. If an academic can’t or won’t publish an analysis because it undermines the SDGs or she fears social and professional ostracisation, the watchdog role of the academy is undermined. And an unchecked campaign premised on the ‘good and right’ can result in an example of the many social catastrophes history affords us.

Progress is a shared responsibility. It requires a whole-of-government and whole-of-society effort to build stronger, safer, and more inclusive communities that leave no one behind.

Bibliographer’s note: Most challenging for whom? 

The 17 Sustainable Development Goals are a global call to action to address today's most pressing social, economic and environmental challenges.

The Government of Canada is helping to advance the Goals through dialogue, participation and collaboration. Progress is a shared responsibility. It requires a whole-of-government and whole-of-society effort to build stronger, safer, and more inclusive communities that leave no one behind.

...

How we are taking action 

SDG Advocates 

Canada's Prime Minister, Justin Trudeau, is co-chair of the United Nations Sustainable Development Goals Advocates, a group which includes 17 influential leaders raising global awareness of the Goals. Prime Minister Trudeau and his co-chair, Prime Minister of Barbados Mia Mottley, are working to rally countries, governments, the private sector, and others, to come together to accelerate Canada's progress and to raise awareness and interest in achieving the 2030 Agenda. 

Towards Canada’s 2030 Agenda National Strategy

Bibliographer’s note: The third paragraph below most concerns government dictats to Canadian universities.

Learning and knowledge sharing 

Vibrant and diverse networks of students, schools, academics, scientists, researchers, think-tanks, institutions of higher learning and continuing education, and educational associations are key to bringing about the transformative changes needed to achieve the 2030 Agenda. Collectively, their work is vital to achieving the SDGs as they make discoveries, generate new ideas and create solutions to global challenges.

Learning and knowledge sharing can generate a fundamental shift in how we think and act toward one another and the planet. In addition, life-long learning and knowledge sharing about sustainable development and the SDGs will empower learners to make informed decisions and take responsible actions that support environmental integrity, economic viability and a just society for present and future generations, while respecting cultural diversity. For example, both Indigenous and non-Indigenous students can benefit from the co-application of traditional Indigenous knowledge and teaching methods in classrooms.

Education and research are also recognized in a number of the SDGs. Academic institutions play a direct role in addressing these; however, their contribution to the SDGs is much broader. They support not only the implementation of each SDG, but also the SDG framework itself; educational and research institutes across Canada are already taking innovative action and building global networks to advance SDG-related research. The Government of Canada is working closely with a number of universities and colleges to raise awareness about and support research, innovation and knowledge sharing on the SDGs.

Bringing together diverse experts with practical knowledge, experience and insights about approaches that work well enables Canada to enhance problem-solving, innovation and peer learning. These are important implementation tools that can generate new solutions to sustainable development challenges.

Explore 17 Goals

Bibliographer’s note: Click on each goal for the “federal perspective.”

Learn about each goal and how the Government of Canada contributes
  • Government of Canada. “Explore 17 Goals,” FSDS> Achieving a sustainable future> Sustainability>Environmental conservation and protection>Environment and natural resources>Canada.ca, https://www.fsds-sfdd.ca/en/goals, accessed October 9, 2023

Global Affairs Canada, Departmental Plan 2019-20

Bibliographer’s note: I highlight here, in red, a few areas of concern to this bibliography, starting with the following recurring quote:

"respect for diversity..." (pages 1, 5, 6, 7, 18)

1)This document does not define diversity; 2)This document neither defines nor exemplifies what is meant by respect; 3) Yet, 

"Diversity is Canada's Strength" (government-wide priorities (priorités pangouvernementales), Appendix: definitions, 48)

Both “respect for diversity” and “Diversity is Canada’s Strength” are incidences of bafflegab.

The following two excerpts from the Departmental Plan correspond with EDI discourse and initiatives in Canadian Universities. Notice the tension in the first excerpt between freedom of religion or belief and just about any of the things Global Affairs is claimed to champion, value, promote, ensure, and prioritise. What’s more, do Global Affairs actors mean to promote either freedom of religion or freedom of belief and not both? And just what is it to promote respect for diversity?

In the second excerpt, will the banalities never cease? i.e. “We all have multiple identity factors that intersect to make us who we are….” 

"Canada's leadership on global issues contributes to a just and inclusive world. 

Global Affairs Canada champions the rule of law and values inclusive and accountable governance, including by promoting democracy, civil society space, human rights, women’s empowerment and gender equality, freedom of religion or belief, inclusion, and respect for diversity, including in digital and online spaces. In support of this, Global Affairs Canada will ensure that gender equality and the empowerment of women and girls are integrated into or targeted across all its international policies and programming. The department will continue to give priority to promoting and protecting the human rights of marginalized and vulnerable groups, including LGBTQ2 and intersex communities and human rights defenders. Through bilateral and multilateral engagements, including at the United Nations, the United Nations Human Rights Council, La Francophonie, the Commonwealth and the Organization of American States, Global Affairs Canada will promote inclusion and respect for diversity. The department will also champion human rights, both on and offline, by addressing human rights abuses and violations internationally, including through sanctions." (pp 6 & 7 Planned results: what we want to achieve this year and beyond)"
"gender-based analysis plus (GBA+) (analyse comparative entre les sexes plus [ACS+]) 

An analytical process used to help identify the potential impacts of policies, Programs and services on diverse groups of women, men and gender-diverse people. The “plus” acknowledges that GBA goes beyond sex and gender differences. We all have multiple identity factors that intersect to make us who we are; GBA+ considers many other identity factors, such as race, ethnicity, religion, age, and mental or physical disability." (p 48 Appendix: definitions)

International Development Research Centre

Bibliographer’s note: I include the following link to the IDRC-CRDI just to get a broad view of how Canadian research, as conducted in our universities, is apiece with Global Affairs Canada and International Development.

In 1970,

"IDRC is created through an Act of the Canadian Parliament to support developing countries to build up their own research capabilities, institutions and innovative skills required to solve their problems."

In 2001,

"IDRC increases its collaboration with Canadian institutions, forging new links between Canada’s research community and the developing world. The Global Health Research Initiative, for instance, brings together IDRC, the Canadian Institutes of Health Research, CIDA (now part of Global Affairs Canada), Health Canada and the Public Health Agency of Canada to develop practical solutions for the health and healthcare problems of low- and middle-income countries." 

Impact Assessment Agency of Canada Research Program

"The Impact Assessment Agency of Canada (the Agency) has updated its research program. The aim is to support the new impact assessment system by providing research and evidence related to the field of impact assessment. Research will now take place using a more multidisciplinary approach."

Impact Assessment Agency of Canada

"We promote sustainable development by conducting federal impact assessments of major projects, like mines, ports, and dams. We do this by looking at the environmental, economic, social, and health impacts of these projects and engaging meaningfully with Indigenous Peoples and the public. Learn more about our mandate."

Gender, Diversity & Inclusion Statistics Hub

"Welcome to the Gender, Diversity and Inclusion Statistics (GDIS) Hub, Statistics Canada's primary platform for all gender, diversity and inclusion related data. The Hub enables data users to more easily find disaggregated and intersectional data, analytical products and insights."

Sustainable Development, Department of Justice

The Department of Justice strives to ensure that Canada has an accessible, fair and effective system of justice that reflects Canadian values, through the development and management of policies and programs aligned with sustainable development (SD) principles and practices.  Justice also supports the Government with effective and responsible legal advice and services that consider SD principles, where appropriate.

SDGs, EDI, IMPACT, & HIGHER EDUCATION

Canadian Bureau for International Education (CBIE)

Advancing the Sustainable Development Goals at Canadian Universities: A Snapshot of Activities, Initiatives and Strategies Adopted by Institutions Across the Country

"Message from CBIE 

This report stems from one of those vibrant community exchanges from late last year. It provides a snapshot of Canadian universities' work to embed the SDGs in their strategic planning and core operations. The institutions' inputs offer insight into how international education leaders and practitioners can practically and strategically advance progress toward the SDGs through their internationalization efforts and institutional frameworks.

Suffice it to say; there is considerably more work to be done in Canada and around the world to meet the UN’scall to action. CBIE will use its platform to continue this conversation and support Canada’s education institutions in contributing to the sustainable development agenda. This report is the first of an intended series that will highlight the initiatives of education institutions across the full spectrum of the sector in Canada. We hope that this report and the subsequent reports will inspire other institutions that seek to creatively and compassionately advance this important work. ... Larissa Bezo, President and CEO, CBIE. "

Bibliographer’s note: The third paragraph of the following excerpt is most pertinent to this bibliography.

"INTRODUCTION (page 6)

Higher Education Institutions (HEIs) in different cultures and contexts serve as change agents for sustainability. As society faces colossal challenges related to social injustice, environmental degradation, gender inequality, inclusive education and affordable healthcare, HEIs must take action. HEIs can build new cross-sectoral partnerships, access new funding streams and provide students, faculty and staff with the necessary knowledge and skills to motivate and empower them to embrace the Sustainable Development Goals (SDGs) in all aspects of their lives. 

HEIs serve as hubs of discovery and provide the necessary knowledge, evidence base, technologies, and solutions. Using interdisciplinary and transdisciplinary approaches, they are able to build capacity in lower- middle-income countries and island states by supporting businesses and developing solutions to positively address challenges in local and global communities. However, implementation of these actions requires HEIs to conjure a spirit of multilateralism to enable growing trust and inject positive energy between its partners and collaborators. The COVID-19 crisis has accelerated inequalities and widened the gap of economic disparity, prompting the question of whether the pandemic has led to a multilateralism crisis. 

HEIs can shape the international agenda and drive collective action to achieve global peace and prosperity. However, realizing such a vision requires systemic transformation and a holistic whole-of-institution approach. Education stakeholders, partners and learners must work together to construct a common vision of sustainability, with the SDGs as endpoints. By embedding, integrating and implementing SDGs in an institution's core operations and plans, decision-making and policies, research, teaching, learning, and governance, HEIs can become powerhouses for sustainable transformation. Though not an exhaustive list, this report offers examples of universities in Canada taking action to advance sustainable development. (page 6)"

Bibliographer’s note: In this document, Simon Fraser University claims to be developing a plan to: 

"SFU Use the SDGs as a framework and way to mobilize international relationships and ensure a decolonized approach grounded in equity, diversity, and inclusion principles and led by SFU International. (13)"

Colleges & Institutes Canada

Colleges & Institutes Canada: “Advancing Sustainable Development Goals“

CICan’s vision of better futures for people and communities is guided and inspired by the United Nations Sustainable Development Goals (SDGs). Colleges and institutes are playing a critical role in Canada’s progress towards these goals and CICan is leading the way. 

The SDGs provide a framework for collaboration, among our members and with partners, to ensure our actions contribute to positive change for people and planet. Our own programs, both domestic and international, are all tied to at least one of the 17 SDGs.

The SDGs are also reflected in our strategic plan, Strengthening the System, and embedded in all our activities and programs to maximize their impact. In 2019, we launched the ImpAct initiative to build on the shared values and aspirations of our members and amplify the college and institute system’s contributions to economic and social development, community well-being and a sustainable future. Colleges and institutes have a key role to play in supporting the transition to a greener future.

AND

“ImpAct-EDI“

ImpAct-EDI is our national approach to a culture of inclusion across the college and institute sector. We connect and mobilize college and institute leaders, sharing the knowledge, skills, and tools needed to advance equity, diversity, and inclusion (EDI).

By using the UN Sustainable Development Goals as a framework for EDI, we give colleges and institutes the opportunity to work together towards a common goal, to learn from each other, and maximize the impact of Canada’s largest post-secondary network.

Our 50 – 30 Challenge Project supports organizations across the country taking part in the Government of Canada’s 50 – 30 Challenge. Through two Knowledge, Mobilization and Dissemination Centres and five regional hubs, we make resources and tools available to support challenge participants in their EDI journeys.

AND

Bibliographer’s Notes: 1) This article is an “Advertising feature produced by Randall Anthony Communications with Colleges and Institutes Canada. The Globe’s editorial department was not involved.“

2) Regarding the excerpt that follow, i) Amyot does not reference any worries about the efficacy of the SDGs, as available to her as to me as I complied this bibliography; ii) Amyot has not conveyed that “future leaders” might walk away jaded by the SDGs. The “societal transformation” might be the opposite intended. 

Can the example set by colleges and institutes lead to societal transformation?

Absolutely. Just consider the graduation rate of Indigenous people, who achieve numbers of college and institute diplomas that are on par with non-Indigenous graduates – while elsewhere, post-secondary attainment rates remain lower among Indigenous populations.

When we create a culture of equity and inclusion, our learners take this experience and bring it into their own communities and workplaces. A college and institute experience is part of the educational journey for many of our present and future leaders.

Another example we are proud of is our contribution to the UNESCO sustainability in education framework. It included five ways to support sustainability, and we added a sixth one: Indigenous ways of knowing and being. We found that there is a strong connection between efforts to enhance sustainability and Indigenous values, which include a spiritual and holistic approach, a focus on tradition, culture and language, as well of healing through integrating past, present and future.

Our approach to building a caring and inclusive culture across the college and institute sector encompasses connecting and mobilizing leaders, sharing knowledge, and ensuring that learners come away with the skills and tools for advancing equity, diversity and inclusion in all areas of society.

AND

The 50-30 Challenge 

About the UN Global Compact Network Canada

Launched in June 2013, the UN Global Compact Network Canada is the Canadian chapter of the United Nations Global Compact, the world’s largest corporate sustainability initiative.

The UN Global Compact Network Canada is dedicated to assisting Canadian organizations with the advancement of the Ten Principles of the UN Global Compact and the implementation of the 17 Sustainable Development Goals (SDGs) with a focus on human rights, labour, environment, and anti-corruption. In doing so, the UN Global Compact Network Canada unifies and builds the capacity of the Canadian private sector to embrace sustainable business practices by convening and accelerating opportunities for multi-stakeholder collaboration.

Areas of expertise:

- Gender equity, diversity, and inclusion in the workplace
- Sustainable Development Goals (SDGs)
- Reporting and corporate disclosure
- EDI strategies
- Human rights
- Labour and decent work
- Environment and climate action
- Anti-corruption and good governance
- Responsible business conduct

How we can support 50 – 30 Challenge Participants:

The UN Global Compact Network Canada is offering complementary support to all Challenge participants through their project, “The Future is Equal: Enabling Ecosystems of Support in Canada”.

The project includes the following services and activities:

Capacity Building Workshops: January 2023 – March 2025

- Developed in collaboration with our expert partner, the Canadian Centre for Diversity and Inclusion, to help organizations work towards meeting the 50 – 30 Challenge representation goals by holistically addressing gaps and building stronger organizational cultures.

Case Studies featuring Challenge Participants: 2023 – 2025

- Robust case studies that outline the tactics Challenge participants are using to successfully work towards the 50 – 30 targets, or the strategies used by those that have met and are maintaining 50 – 30 representation.

Multi-Stakeholder Roundtable Event: March 2025

- A multi-stakeholder roundtable event that brings together government, Challenge participants, equity-deserving groups, and private and nonprofit sector allies to discuss the 50 – 30 Challenge’s progress and how to continue momentum for equity, diversity, and inclusion goals in the future.

Federation for the Humanities and Social Sciences:

“Understanding the UN SDGs through the lens of Decolonization, Equity, Diversity & Inclusion (DEDI)”

Bibliographer’s Note: The following advertises a Webinar event:

When the United Nations published the 2030 Agenda for Sustainable Development calling on all nations and stakeholders to unite in an action plan to strengthen people, planet and prosperity, it recognized that no single country, organization or person has the capacity to address the globally complex challenges facing our world – including climate change, poverty and systemic inequality. York University, bolstered by the support of our community, realized that universities have a role to play in building the interdisciplinary, cross-sectoral capacity through our research, innovation, teaching and global partnerships to advance the United Nations Sustainable Development Goals (SDGs).
At the “Understanding the SDGs through the lens of DEDI” session on June 1, I will join a panel of esteemed activists, researchers, government and industry thought leaders who are championing the SDGs in their daily lives, personally and professionally to delve into some of the work needed to unpack these global challenges. The session will consider how we can advance the SDGs with a strong focus on continuing our work in areas such as decolonization equity, diversity and inclusion. We will identify where and how we can work together to best utilize universities – from our renowned scholars to our talented students – to facilitate the type of cross-sector collaboration needed to advance the SDGs and ensure all people and the planet benefit. 

Global problems require us to think about how we can transcend cultures, sectors and borders to bring industries, government and academia together. There isn’t a simple solution for tackling the SDGs, but universities can and should play a role in linking purpose with impact to advance the well-being of the society and the planet. 

“Research impact“

The Federation is at the forefront of developing frameworks and resources to assess, communicate, and grow the impacts of HSS scholarship in Canada and internationally. 

 Approaches to Assessing Impacts in the Humanities and Social Sciences, our report published in 2017, examines the key factors that determine the success of impact assessment efforts, with a focus on the humanities and social sciences. This report provides an overview of the intended benefits of impact assessment, the potential risks of flawed assessment systems, the characteristics of HSS research that affect efforts to assess impact, and the strengths and weaknesses of various assessment approaches. It concludes with a set of recommendations that describe a flexible, pluralistic, and comprehensive approach to impact assessment.

The 2014 working paper: The Impacts of Humanities and Social Sciences Research proposes five broad ways that HSS research has impact and draws from international practices in proposing a suite of indicators that can be used to illuminate the impacts of HSS research in Canada.

The Federation regularly participates in panels and consultations on HSS impacts, and invites blog contributions to foster productive conversation in the HSS community about the important topic of scholarly impact assessment. To learn more, follow the "Research and innovation" tag in the Resource hub, and check out the resources below.

UNIVERSITIES CANADA

Social Impact

Here are some Canadian initiatives working towards that goal.

Social impact is the positive outcomes of initiatives that tackle social, economic, environmental and cultural challenges faced by people, organizations and communities.  The concept goes beyond the academic mission to holistically encompass all aspects of the institution, including financial activities, physical spaces, relationships, research activities, teaching and learning, equity, diversity and inclusion, reconciliation and mental health and wellness.

Bibliographer’s Note: Pay attention (Re: the link found on the Social Impact page) to the Ashoka organisation/designation and the associated word Changemaker. You’ll find both are used for reputation signalling and fundraising:

***Universities Canada’s social impact principles***

Bibliographers note: 1) In this article, the potential tensions between SDGs/EDI and academic freedom become apparent, albeit not explicitly stated; 2) What is meant by ‘strong communities’? 

"Universities Canada defines the term social impact as the positive outcomes of initiatives that tackle social, economic, environmental and cultural challenges faced by people, organizations and communities. The concept goes beyond the academic mission to encompass all aspects of the institution, including financial activities, physical spaces, research activities, teaching and learning, equity, diversity and inclusion, reconciliation and mental health and wellness.

Canada’s universities are dedicated to improving and enriching the lives of Canadians by working as connectors and catalysts, bringing together stakeholders from communities, other educational institutions, governments, and the private sector in Canada and around the world to create positive change.  They have a central role to play in tackling both local and global challenges to foster a resilient and equitable future. Strong communities are the driving force of a sustainable society and a crucial part of achieving the United Nations Sustainable Development Goals. [highlighting mine-PL]

To this end, the members of Universities Canada commit to the following eight social impact principles. They complement Universities Canada’s Principles on Indigenous Education and Inclusive Excellence Principles.*** Together, these three sets of principles address the responsibilities at the forefront of the higher education sector today and for the next decade."

Canada’s universities’ commitments to Canadians

"We pursue excellence in all aspects of learning, discovery and social impact.

Universities are founded on a commitment to excellence. Canada’s universities will continue to create the best opportunities for all who wish to learn, catalyze world-leading research and innovation, and elevate our communities and Canada by mobilizing people and ideas toward solutions that address society’s evolving needs."

Connecting With Communities

"Canada’s universities play an essential role in building back better post-pandemic, both in Canada and abroad. They are dedicated to improving and enriching lives through research and innovation, teaching and skills development, and serving as key pillars of their communities. They engage in critical work across the country and internationally to foster a resilient and equitable future and to advance the United Nations Sustainable Development Goals.

In this blog series, university presidents from across the country share their thoughts and highlight some of their institution’s initiatives to contribute to a sustainable, inclusive future."
"Post-secondary institutions are increasingly recognized as social infrastructure, bringing together campus and city, academia and industry to address the world’s most complex issues. By taking leadership on addressing the United Nations Sustainable Development Goals, Canada’s universities are not only helping to build the economic, social, and environmental structures needed to solve the global social development crisis, but creating the foundations for a resilient, equitable, and sustainable future for us all."

FEDERAL GRANTING AGENCIES: A FEW EXAMPLES

Canadian Institute of Health Research

CIHR

CIHR 2022-23 Departmental Plan: United Nations 2030 Agenda and the Sustainable Development Goals

Bibliographers note: The following subheadings occur in columns on the website. 

UN Sustainable Development Goals (SDGs) 

SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 

Planned initiatives 

Equity Strategy Launched in 2016, CIHR’s Equity Strategy aims to identify and address potential inequities in CIHR’s funding system, including in access to training and career support grants for students and trainees.

Dimensions EDI Canada Launched in 2019 by the three federal research granting agencies, Dimensions aims to foster transformational change within the research community at Canadian post-secondary institutions by publicly recognizing institutions for their efforts in advancing EDI.

EDI Institutional Capacity Building Grants This Tri-Agency pilot funding opportunity is designed to support post-secondary research institutions to identify and eliminate systemic barriers that impede the career advance, recruitment and retention of underrepresented and/or disadvantaged groups.

Associated domestic targets or “ambitions” and/or global targets 

These initiatives contribute to advancing: Canadian Indicator Framework (CIF) ambitions. “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Global target 4.5 “By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, Indigenous Peoples and children in vulnerable situations.”

  • Canadian Institute of Health Research, CIHR, 2022-23 Departmental Plan: United Nations 2030 Agenda and the Sustainable Development Goals, https://cihr-irsc.gc.ca/e/52832.html, accessed 21 March 2024

Social Sciences and Humanities Research Council SSHRC

“More promise than practice: GBA+, intersectionality and impact assessment“

Bibliographers note: A PDF of the report is available for download on this site. 

"About the project 

Canada’s new Impact Assessment Act (2019) requires attention to “the intersection of sex and gender with other identity factors” as a mandatory factor to consider in impact assessments. Other promising provisions of the Actinclude commitments about Indigenous knowledges, and a new planning phase that seeks broader preliminary input into proposed resource development and extraction projects. Despite these developments, there is little implementation-related guidance. In Canada, there is limited documentation of practices in undertaking gendered and intersectional impact assessments (IA) that consider the experiences of invisible community members."
Contact the researchers

Deborah Stienstra, Jarislowsky Chair in Families and Work and Professor, Department of Political Science, University of Guelph; deborah.stienstra@uoguelph.ca ***

Susan Manning, Ph.D. Candidate, Department of Political Science, Dalhousie University; susan.manning@dal.ca

Leah Levac, Associate Professor, Department of Political Science, University of Guelph; LLevac@uoguelph.ca

SSHRC Impact Awards

EDI: 

Institutions submitting more than one Impact Award nomination in a given year can include the same nomination process page for each nomination package, as applicable. SSHRC is committed to excellence in research and research training. Achieving a more equitable, diverse and inclusive Canadian research enterprise is essential to creating the excellent, innovative and impactful research necessary to advance knowledge and understanding, and to respond to local, national and global challenges...

Natural Science and Engineering Research Council of Canada

NSERC


NSERC’s Guidelines on Impact Assessment


"On the basis of rigorous peer review and in the context of its various programs, NSERC promotes and supports research on the environment and sustainable development."

NSERC prizes – Donna Strickland Prize for Societal Impact of Natural Sciences and Engineering Research

"If your nomination is successful, you will receive a $250,000 research grant, paid in three annual instalments. Grant funds, which are subject to the Tri-agency guide on financial administration,*** should support continued research and knowledge dissemination."

AND

***Tri-agency financial administration


"Grant recipients are responsible for ensuring that they carry out their grant activities in accordance with the EDI policies and practices of their administering institutions."

SIX EXAMPLES, CANADIAN UNIVERSITIES

(1) Queen’s University

QUEEN’S UNIVERSITY AND SOCIAL IMPACT

News Release – Queen’s launches first-in-Canada fellowship program in social impact

"KINGSTON – Today, Queen’s announced the launch of a new one-year Fellowship program that will enable leaders across all sectors to better understand and address complex social and global challenges. The Advanced Leadership for Social Impact (ALSI) Fellowship is a first-in-Canada program that provides the tools, knowledge, and networks participants need to take on the root causes and drivers of the world’s greatest challenges – from housing affordability to climate change."

Centre for Entrepreneurship, Innovation & Social Impact

"Humanization and sustainability are at the core of everything we do. We aspire to create careholders not just shareholders, focusing on changing lives and perspectives by tapping into hearts as well as minds.

We will achieve this by inspiring and supporting the success of new ventures, building innovation capabilities in people and organizations, and fostering research, education and community engagement on responsible leadership and social impact."

“Transforming the global academy: Principal Patrick Deane on how the SDGs are helping break down silos, provoke dialogue, and unite us all in a common global purpose.”

"The reality of rapid climate change has brought urgency and authority to this new view of universities, as have parallel trends in the social, cultural, and political climate, and “education for sustainable development” has emerged as the increasingly dominant model for global higher education – one which fuses the concerns of environment, society, and economy. "

Advancing Social Impact

Queen’s is 3rd in the world, 1st in North America

Bibliographers note: Queen’s Contributions PDF available for download at the following link. 

"“Impact – making a tangible difference in the lives of others – is our legacy and our shared vision for the future.” – Patrick Deane, Principal and Vice-Chancellor, Queen's University"
  • Queen’s University. Queen’s is 3rd in the world, 1st in North America, Queen’s Contributions to the UN Sustainable Development Goals, Advancing Social Impact, https://www.queensu.ca/social-impact/, accessed 21 March 2024

(2) CONCORDIA UNIVERSITY

OFFICE OF SUSTAINABILITY

About sustainability at Concordia 

We seek to enact all sustainability work through a mindset and approach that supports Indigenization, decolonization, equity, diversity, inclusion, and justice. We endeavour to align with, and champion, the recommendations and work resulting from Concordia’s Indigenous Directions Action Plan, EDI Action Plan and Task Force on Anti-Black Racism Final Report.

(3) UNIVERSITY OF SASKATCHEWAN

Impact

Be What the World Needs

The Campaign for the University of Saskatchewan 

"the world needs LEADERS 

The world needs leaders who bring to life the principles of diversity, equality, human dignity, accountability and manācihitowin, and reflect them back in daily interactions and decisions; leaders who know when to lead and where to support.

Indigenization and Reconciliation 

We uplift Indigenization to a place of importance by expanding the understanding and practice of Indigenous ways of knowing and concepts of innovation and strengthening bonds of respect, trust, and shared benefit with Indigenous communities. We are committed to “transformative decolonization” leading to reconciliation.

Equity, Diversity and Inclusion We know empowering others with greater inclusivity and accessibility strengthens the community and enhances excellence, innovation and creativity.

(4) DALHOUSIE UNIVERSITY

“Dal shows strength in 2023 Impact Rankings, claims top spot in Canada for life below water“

"The university also earned a top 100 place overall in this year’s ranking. The success reflects Dal’s commitment to supporting the United Nations’ Sustainable Development Goals (SDGs), which are focused on creating peace and prosperity for people and the planet " 
"Dr. Alice Aiken, vice-president, research and innovation, who is also the university’s executive lead for rankings, says it’s rewarding to see this year’s effort had such positive results.

“The SDGs are an important part of our research strategy, and they feature prominently in the university’s strategic plan. The Impact Rankings provide a global benchmark we can use to assess and demonstrate our progress,” says Dr. Aiken. “We know our efforts are making a difference. When we take our place among the top universities in Canada, and around the world, that simply affirms it.”"   

(5) UNIVERSITY OF TORONTO

Making an Impact: U of T’s Latest Equity, Diversity & Inclusion Report 2022

Bibliographers note: University personnel often use the word ‘Impact’, but it’s not always clear why – to themselves as well. ‘Impact’ appears to be a buzzword.

I recommend a read through this PDF document. It’s a fine example of bafflegab. I wonder if, a half century from now, documents such as this one will be as embarassing as our dated Duck and Cover educational videos are today. 

"By providing collaborative and community- based leadership on the development of anti- racism and EDI strategies and action plans, we will strengthen our collective impact."
EDI-2022-report-FA-digital-accessibleDownload

(6) UNIVERSITY OF WINNIPEG

EDI Plans and Impact

Bibliographers note: Universities use the word ‘Impact’, but it’s not always clear why. ‘Impact’ appears to be a buzzword.

FOUR ORGANISATIONS, UNIVERSITY RELATED

Research Impact Canada (RIC)

York University

“About Research Impact Canada

What We Do 
We are a national leader in helping universities and other organizations create value and impact from knowledge. Through a focus on sharing best practices, co-developing resources, and delivering training in knowledge mobilization, we help build institutional capacity to turn knowledge into action. We work with both academic and non-academic stakeholders across a variety of organizations – including researchers, research administrative staff, academics, students, faculty, public sector leaders, and projects dedicated to skills development." 

Times Higher Education Impact

Times Higher Education Impact Ratings

“Impact Rankings 2023“

"The Times Higher Education Impact Rankings are the only global performance tables that assess universities against the United Nations’ Sustainable Development Goals (SDGs). We use carefully calibrated indicators to provide comprehensive and balanced comparison across four broad areas: research, stewardship, outreach and teaching."

“Times Higher Education Impact Rankings 2023: Four Canadian Universities Rank in Top 10“

"Four Canadian Universities ranked in the top 10 in Times Higher Education Impact Rankings 2023 out of 1,591 participating institutions in its global ranking of universities that are advancing the United Nations’ Sustainable Development Goals (SDGs)."

hivve

“Universities & Research Institution: Helping you to capture and showcase exceptional research impact while boosting global reputation“

"The explosion of research impact around the world has introduced a new dimension of challenge around conducting research.

Institutions are expected to showcase their sustainability credentials – but busy research teams rarely have the time or knowledge to consider and capture the impact of their activities as they go.

Whether you need to improve your impact reporting for compliance or funding purposes, want to upskill colleagues in impact and frameworks such as the SDGs, or seek to increase efficiency around impact data verification and evidence collection, our team and technology can help."

KPMG

Diversity, equity and inclusion Impact Analytics Accelerator 


"Having DEI challenges? KPMG in Canada's digital DEI tool leverages data and technology to help organizations achieve sustainable DEI goals"

KPMG Impact

KPMG Impact in action

KPMG Impact is about channeling our collective experience, skills and energy to help drive positive social change and enable our communities to thrive.

KPMG Information Session – KPMG Night

University of Lethbridge

"We believe in the power of diversity and are passionate about creating a more inclusive and sustainable future for all. We have proudly aligned our impact strategy to the UN Sustainable Development Goals."

KPMG donates $600K to HEC Montreal

"KPMG Canada has donated $600,000 to HEC Montreal’s “Measuring Beyond” environmental, social, and governance (ESG) initiative"

Consulting.ca, KPMG donates $600K to HEC Montreal, 01 March 2023, https://www.consulting.ca/news/3377/kpmg-donates-600k-to-hec-montreal , accessed 21 March 2024

“KPMG misses point of university education”

Bibliographers note: And here’s one reason to worry about the rapid, ubiquitous, and uncritical adoption of EDI. 

"The crude calculus of short-sighted “value for money” undermines the role of a post-secondary education system in society. A century ago, John Dewey argued that the true value of education is personal growth, preparing people to be fully participating democratic citizens. The university must be more than “a factory that turns out a certain product needed by industry”; it must remain a conscience and critic of society, often a role played by the humanities and social sciences."
"Maybe the most troubling aspect of the Pallister-KPMG idea of a university is its clear intention to micromanage post-secondary education, focusing on immediately measurable productivity that undermines academics’ ability to do basic research. 

In order to serve its function of innovation, criticism and co-operation, a university requires a stable and independent environment. External interference, whether by government or the private sector, limits academic freedom and the ability to pursue research and teaching without fear of being censored, disciplined or penalized financially. Without academic freedom, there is no higher education."

CRITICISM AND DISCUSSION

Chapter 8 — Metrics and Research Impact

Bibliographers note: This entry adds some layers to the discussion of impact.

Abstract The scholarly communication services that have emerged recently in science libraries are beginning to include greater support for research metrics. Science librarians’ access to and facility with publication data and associated tools has led to the development of bibliometric and other services which measure in some way the impact of research conducted at the home institution. Librarians have been reluctant to engage in bibliometric services in the past for several reasons, one being a general unfamiliarity with statistics but also a desire to remain neutral in an area which could be used to reward or punish individuals at their institution. However, librarians are often viewed by administrators and scientists as impartial and for this reason are good candidates to provide these services. While there may be a daunting array of statistics and formulae regarding citations, publication counts, and other variables, science librarians can at least educate scientists and administrators about the sometimes controversial issues regarding bibliometrics. Almost by definition, metrics can be gamed. In addition, the possibilities for development of new statistical measures based on publications and citations are nearly limitless, each purporting to show something new and meaningful. In recent years, altmetrics have emerged not as much as an evaluative tool but a method of demonstrating impact. Here again, librarians are well positioned to manage services which use altmetrics although the target audience for these may be slightly different than for bibliometrics.

“The Challenges of Measuring Impact in Arts and Humanities” 

Arts and humanities research funders face a unique set of challenges that make it difficult to measure, track and report on the impact of their funded research. Unlike other fields of research, such as science or engineering, the impact of arts and humanities research is often difficult to quantify and can be subjective. In this blog, we will explore some of the challenges faced by arts and humanities research funders, and why measuring the impact of their funded research is so difficult.
In many countries there are discussions over the value of humanities education. In comparison with STEM subjects, there is a smaller proportion of funding available for arts and humanities, and it is reducing further.

&

“Demonstrating the Value of Arts and Humanities Research Outside Academia”

Paul Yachnin, Tomlinson Professor of Shakespeare Studies at McGill University, has published widely on early modern literature and culture. His ideas about the social life of art were featured on the CBC Radio IDEAS series, “The Origins of the Modern Public.” He publishes non-academic essays about Shakespeare and modern life, including titles such as “Alzheimer’s Disease: What would Shakespeare Do?” and “Tragedy as a Way of Life.” For the past ten years, he has been working on higher education practice and policy. He was lead author of the White Paper on the Future of the PhD in the Humanities. He recently wrapped up TRaCE McGill, which tracked the career pathways of more than 4,500 PhD grads from across all the faculties at McGill and told the stories of more than 100 of them; he is presently leading an international PhD tracking and story-telling project called TRaCE Transborder.

“Measuring impact in the humanities: Learning from accountability and economics in a contemporary history of cultural value.” 

Bibliographers note: This entry adds some layers to the discussion of impact.

"Abstract This article addresses the future of research assessment within higher education in the UK from a humanities perspective. Recent changes to policy (such as The Browne Report 2010 and the 2014 REF) indicates that humanities research is increasingly required to provide quantifiable or commercial results in order to attain value. Although research assessment exercises have been a formal part of UK higher education since the first Research Assessment Exercise (RAE) in 1986, the last 6 years have seen a significant change in how research is valued within the academy. Specifically, this paper responds to the increasing prioritisation of 'impact' measurement in research assessment criteria. The article situates recent changes in higher education within a historical context of cultural policymaking in the UK from the 1980s to the present day. Such an undertaking highlights the specific challenges and nuances within the shift towards 'impact'. Firstly, this paper details how public cultural institutions (such as museums and art galleries) became subject to practises of economisation and social accountability as a result of 1980s cultural policy. A rich field of literature from museology and arts management provides valuable sources and testimonies that should be considered in the future of the academic humanities. Secondly, this paper considers the implications of the creative industries upon the perception of knowledge production since the 1990s. Following this specific history of cultural assessment mechanisms in the UK, this article concludes by demonstrating that neither the adoption of a purely economic approach nor a refusal of accountability will serve the humanities. Whilst there is a wealth of social science research that explores valuation methods and assessment culture there is a lack of humanities research within this vital debate. This article presents a response from a humanities perspective. As a result, this contribution raises awareness of the urgent need for humanities scholars to engage in these emerging and significant debates concerning the future of research assessment in the UK."
  • Bulaitis, Z. Measuring impact in the humanities: Learning from accountability and economics in a contemporary history of cultural value. Palgrave Commun 3, 7 (2017). https://doi.org/10.1057/s41599-017-0002-7, accessed 21 March 2024

“Impact evaluation: how to measure what matters”

Bibliographer’s note: This little article is dated, but the questions raised herein remain unresolved. 

Most global development projects aim to 'make a difference' but unless that difference can be measured and proven, the phrase can seem like empty words. Impact evaluation is often seen as what makes the difference between rhetoric and evidence-based change. It asks the questions: what would have happened if this project hadn't existed? Can positive change in this community be attributed directly to the project?.

How then should impact be measured? This question is hotly contested in development circles. With countless evaluation methodologies available, from randomised control trials to beneficiary assessments (pdf), economist William Easterly famously called the debate over methods 'the civil war in development economics'.

Others in the sector are also challenging the centrality of impact evaluation to the development discourse. Global health professional Alanna Shaikh writes: "If we limit all of our development projects to those that have easy metrics for success, we lose a lot of programmes, many of which support important things like rule of law. Of course, if they don't have useful metrics, how do we know those programmes are supporting the important goals? And how meaningful is impact evaluation anyway when you consider the short time frames we're working with?"

Despite the polarised approaches and opinions, project funding is increasingly dependent on the strength of impact assessment, as former Comic Relief director, Fiona Halton, explains in a recent Philanthropy News article: "We believe that all charities, however small, need to measure the difference they are making. By doing this charities can strengthen their relationship with funders." In addition to the financial incentive, robust impact evaluation is also credited with improving development outcomes and helping to influence policy.

So how should development organisations approach impact evaluation? How do you determine what can be measured and what can't and what other tools could be used to prove meaningful development impact?