"In recent years there has been mounting concern to understand the distribution, utility and influence of research findings in non-academic contexts. This concern originates in part from political imperatives to demonstrate public value, for research to move towards pragmatic considerations in wider public discourse, in cultural, industry and policy environments.
All UK Research Councils are expected to be able to demonstrate the wider impact and value of academic research. The important question that we must seek to address is: what is the contribution of arts and humanities research to society? Or, what is the impact or influence of arts and humanities research outside the academy?
The Arts and Humanities Research Council has commissioned a series of case studies to investigate the impact of arts and humanities research. Across the series as a whole, impact has been defined in its broadest sense to include economic, social and cultural elements. The case studies included in this publication focus on the social impact of two artist exhibitions, specifically concentrating on visitor responses and reactions.
Established in April 2005, the Arts and Humanities Research Council provides funding for a range of UK wide programmes, supporting the highest quality research and postgraduate training in the arts and humanities."
(Arts and Humanities Research Council UK)
2). Social Impact of Artist Exhibitions: Two Case Studies
"Gibbs, Knapper and Piccinin (2009) describe a perceived shift of organisational culture over time from, collegial to bureaucratic to corporate and finally to a fourth entrepreneurial culture characterised ‘by a focus on competence and an orientation to the outside world, involving continuous learning in a turbulent context. The management style involves devolved and dispersed leadership. Decisionmaking is flexible and emphasises accountable, professional expertise. Students are seen as partners.’ (p. 6). UCA is considering whether an entrepreneurial culture is most suited to its ambitions for increased internal and external collaboration and if so the associated consequences for the working relationships between leaders and academics, and the degree of academic autonomy.
If universities were to accept a need to change their cultures and become more entrepreneurial, then it is possible that this might lead to confusion amongst staff as they experience aspects of different types of culture. Gibbs, Knapper and Piccinin (2009) note that this model of four organisational cultures is oversimplified and that is possible for ‘individuals to hold conflicting perceptions of the organisational culture at the same time’ (p. 6). Nevertheless, the model does seem to be useful in helping to reflect on the type of culture that might be desirable for a university offering art and design subjects."
(Paul Coyle, 2010)
Coyle, P. (2010). 'Crossing Boundaries - Creative Spaces'. Cumulus, International Association of Universities and Colleges of Art, Design and Media. Genk, Belgium.