The perils of ‘impact’ for academic social science

Contemporary Social Science

Volumn 9, Issue 3, 2014, Pages 345-355

  Hammersley, Martyn ^a  

^a OPEN UNIVERSITY   (United Kingdom)

Author keywords

academic research and policy making practice; impact; the public function of social science

Indexed keywords

EID: 84907591467     PISSN: 21582041     EISSN: 2158205X     Source Type: Journal    
DOI: 10.1080/21582041.2014.923580     Document Type: Article

References (39)

1. Abbott, A. (2001). Time matters: On theory and method. Chicago, IL: University of Chicago Press.
2. Bannister, J., & Hardill, I. (2013). Knowledge mobilisation and the social sciences: Dancing with new partners in an age of austerity. Contemporary Social Science: Journal of the Academy of Social Sciences, 8(3), 167–175. doi: 10.1080/21582041.2013.770910
3. Bastow, S., Tinkler, J., & Dunleavy, P. (2014). The impact of the social sciences: How academics and their research make a difference. London: Sage.
4. Brewer, J. (2011). Viewpoint – from public impact to public value. Methodological Innovations Online, 6(1), 9–12.
5. Brown, C. (2013). Making evidence matter: A new perspective for evidence-informed policy making in education. London: Institute of Education Press.
6. Collini, S. (2012). What are universities for? London: Penguin.
7. Collini, S. (2013). Sold out. London Review of Books, 34(20), 3–12.
8. Crouch, C. (2011). The strange non-death of neoliberalism. Cambridge: Polity.
9. Davies, H., Nutley, S., & Walter, I. (2005a). Assessing the impact of social science research: Conceptual, methodological and practical issues. Swindon: Economic and Social Research Council. Retrieved November 11, 2013, from http://www.odi.org.uk/sites/odi.org.uk/files/odi-assets/events-documents/4960.pdf
10. Davies, H., Nutley, S., & Walter, I. (2005b). Approaches to assessing the non-academic impact of social science research. Swindon: Economic and Social Research Council. Retrieved November 11, 2013, from http://www.esrc.ac.uk/_images/non-academic_impact_symposium_report_tcm8-3813.pdf
11. Eisenhart, M. (1998). On the subject of interpretive reviews. Review of Educational Research, 68(4), 391–399. doi: 10.3102/00346543068004391
12. Fielding, M. (2003). The impact of impact. Cambridge Journal of Education, 33(2), 289–295. doi: 10.1080/03057640302044
13. Gabbay, J., & le May, A. (2004). Evidence based guidelines or collectively constructed ‘mindlines’? Ethnographic study of knowledge management in primary care. British Medical Journal, 329, 1013. doi: 10.1136/bmj.329.7473.1013
14. Gewirtz, S., & Cribb, A. (2006). What to do about values in social research: The case for ethical reflexivity in the sociology of education. British Journal of Sociology of Education, 27(2), 141–155. doi: 10.1080/01425690600556081
15. Gibbons, M. (2000). Mode 2 society and the emergence of context-sensitive science. Science and Public Policy, 26(5), 159–163. doi: 10.3152/147154300781782011
16. Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge. London: Sage.
17. Hage, J., & Meeker, B. F. (1988). Social causality. Boston, MA: Unwin Hyman.
18. Hammersley, M. (2002). Educational research, policymaking and practice. London: Paul Chapman/Sage
19. Hammersley, M. (2005). Countering the “new orthodoxy” in educational research: A response to Phil Hodkinson. British Educational Research Journal, 31(2), 139–155
20. Hammersley, M. (2008). Reflexivity for what? A response to Gewirtz and Cribb on the role of values in the sociology of education. British Journal of Sociology of Education, 29(5), 549–558
21. Hammersley, M. (2011). Methodology, who needs it? London: Sage
22. Hammersley, M. (2013). The myth of research-based policy and practice. London: Sage
23. Hammersley, M. (2014). The limits of social science. London: Sage
24. Hammersley, M. (in press). Translating research findings into educational policy or practice: The virtues and vices of a metaphor. Nouveaux C@hiers de la Recherche In Éducation, 17(1). la Revue Suisse des Sciences de l'Éducation, 36(2)
25. Holmwood, J. (2011). The impact of ‘impact’ on UK social science. Methodological Innovations Online, 6(1), 13–17.
26. Hume, D. (1777). Enquiries concerning human understanding and concerning the principles of morals (3rd ed., text revised by P. Nidditch). Oxford: Oxford University Press.
27. Kuhn, T. S. (1970). The structure of scientific revolutions. Chicago, IL: University of Chicago Press.
28. Moss, G. (2013). Research, policy and knowledge flows in education: What counts in knowledge mobilisation? Contemporary Social Science: Journal of the Academy of Social Sciences, 8(3), 237–248. doi: 10.1080/21582041.2013.767466
29. Nisbet, J., & Broadfoot, P. (1980). The impact of research on policy and practice in education. Aberdeen: Aberdeen University Press.
30. Nutley, S., Walter, I., & Davies, H. T. O. (2007). Using evidence: How research can inform public services. Bristol: Policy Press.
31. Pain, R. (2014). Impact: Striking a blow or walking together? ACME: An International e-Journal for Critical Geographies, 13(1), 19–23.
32. Polanyi, M. (1958). Personal knowledge. Chicago, IL: University of Chicago Press.
33. Reynolds, S., & Trinder, E. (Eds.) (2000). Evidence-based practice. Oxford: Blackwell.
34. Rule, J. (1997). Theory and progress in social science. Cambridge: Cambridge University Press.
35. Sen, A. (2009). The idea of justice. London: Allen Lane.
36. Shove, E. (1998). Researchers, users and window frames. Lancaster: Lancaster University.
37. Weiss, C. (1979). The many meanings of research utilization. Public Administration Review, 39(5), 426–431. doi: 10.2307/3109916
38. Weiss, C. (1983). Ideology, interests and information. In D. Callahan & B. Jennings (Eds.), Ethics, the social sciences, and policy analysis (pp. 213–248). New York, NY: Plenum Press.
39. Weiss, C., & Bucuvalas, M. (1980). Social science research and decision making. New York, NY: Columbia.