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Although supporting and assessing the non-academic “impact” of research are not entirely new developments in higher education, academics and research institutions are under increasing pressure to produce work that has a measurable influence outside the academy. With a view to supporting the solution of complex societal issues with evidence and expertise, and against the background of increased emphasis on impact in the United Kingdom's 2021 Research Excellence Framework (REF2021) and a proliferation of impact guides and tools, this article offers a simple, easy to remember framework for designing impactful research. We call this framework “The 7Cs of Impact” – Context, Communities, Constituencies, Challenge, Channels, Communication and Capture.

Drawing on core elements of the Policy Institute at King's College London's Impact by Design training course and the authors' practical experience in supporting and delivering impact, this paper outlines how this framework can help address key aspects across the lifecycle of a research project and plan, from identifying the intended impact of research and writing it into grants and proposals, to engaging project stakeholders and assessing whether the project has had the desired impact.

While preparations for current and future REF submissions may benefit from using this framework, this paper sets out the “7Cs” with a more holistic view of impact in mind, seeking to aid researchers in identifying, capturing, and communicating how research projects can and do contribute to the improvement in society.

This paper aims to use the stereotype content model to explore the extent to which voter admiration for presidential candidates mediates the charismatic leadership – voting behavior relationship. The paper also seeks to test whether system justification beliefs moderate the mediated relationship.

Using data collected both before and after the 2008 US presidential election, this paper tested the hypothesized relationships using a conditional indirect effects model with 126 undergraduate students enrolled in the psychology department and business school of a large university in the USA.

Results demonstrated that admiration mediates the charismatic leadership – voting behavior relationship. Moreover, this mediated relationship varied by system justification beliefs.

These results suggest that charismatic leaders arouse specific emotions (i.e. admiration) in followers and that emotional arousal inspires followers to act on the behalf of the leader. However, this relationship only holds when people are motivated to embrace change. This suggests that not all followers will be responsive to charismatic leaders.

For political leaders, these findings suggest that being charismatic is important when change motives are high, but it may be less important when stability is highly valued.

The paper demonstrates that charismatic leaders do arouse the emotions of followers and that such emotions motivate followers to engage in behaviors on behalf of the leader.

All gender identity is socialized, but anything gendered feminine is marginalized. In the United States, we live in a patriarchal culture that is bounded by binary gender identity. Up to this point, work on gender and education leadership has remained within the bounds of patriarchy, and thus been confined to binary, hierarchical gender definitions. This study pushes past prior work to advance a more complex and messy understanding of how identity impacts aspiring leaders in their careers. Using Carol Gilligan and Snider (2018) Listening Guide Method, this study of 18 aspiring school leaders of different gender identities, sexual identities, and races focuses on how gender identity and gender performance impact school leaders' career trajectories. A key finding of this study is that women, regardless of race or sexual identity, have difficulty finding mentors while men, regardless of race or sexual identity, are tapped by schools leaders and offered mentoring opportunities. This chapter posits a new framework for mentoring that will lead to more liberatory pipeline structures.

There is growing evidence examining mindfulness-based interventions (MI) for people with intellectual disabilities (IDs). As discussed in this paper, MI may be particularly suited for people with ID given high rates of difficulties in identifying and regulating emotions and as this approach may rely less on cognitive ability compared to other therapies. This study aims to assess the acceptability and preliminary effectiveness of a six-session MI group [the Coping Well Group (CWG)] delivered within routine clinical practice.

Six separate cohorts (n = 25) of adults with ID attended CWG. Quantitative data were collected from service users, including a pre- and post-quality of life (QoL) measure and qualitative data from group facilitators.

Roughly one-half (53%) of service users invited to the group attended at least one session, with low levels of dropout observed among group attendees. A significant improvement in QoL was reported demonstrating a small effect (d = 0.46, p = 0.022) after attending the group. Most service users (72%) were referred to the CWG for help managing difficult emotions. One-half (44%) of attendees required individual therapy after attending the group. Limitations of the evaluation and potential future research are discussed.

The current evaluation contributes a practice-based service evaluation of an MI group for people with ID and mental health difficulties to the currently limited evidence base. To the best of the authors’ knowledge, this is one of the first studies to investigate the impact of group psychological interventions collecting data across cohorts and assessing QoL, a more general measure of well-being than has been used previously.

This chapter discusses the impacts of David Maines's scholarship in communication research. The utilities of Maines's scholarship in communication research were first identified in a 1997 session in the annual convention of National Communication Association (NCA) by many leading scholars. This chapter documents the applications of Maines's scholarship in communication research in recent years when communication researchers utilized concepts and arguments constructed by Maines to investigate narratives in relations to Donald Trump's presidential election as well as the COVID-19 pendemic.

This article presents an annotated bibliography of literature recently published on the topic of library instruction and information literacy in academic, school, public, special, and all types of libraries. Collaboration was a strong theme, especially among academic and school libraries. Other themes discussed in the articles include the globalism of information literacy, assessment, the use of course management systems, and the use and value of online tutorials.

Microfinance impact evaluation studies help in discovering client needs which are diverse, special and different from the needs of the conventional bankable clients. Thus, such area of market research is becoming essential for microfinance institutions for designing better client-centred products. In this research, the authors discuss the specific model of household economic portfolio (HEP) for qualitative impact evaluation in microfinance. The paper aims to discuss the complexity limitations of the HEP. Solutions are provided for overcoming these limitations. The modified household economic portfolio (M-HEP) model is simplified and detailed, and two types of diaries are suggested for implementing it.

First, the authors briefly review the literature on impact assessment methods in microfinance and on the HEP model. In the second part of the paper, the M-HEP is suggested and discussed in detail. In the third part, the authors present a case study to illustrate the additional information that can be generated by using our suggested research tool and model. Finally, the authors wrap up with a summary of the findings.

Solutions are provided for overcoming the limitations of the HEP model. The suggested model (M-HEP) is simplified and detailed, and two types of diaries are suggested for implementing it. The case study shows that, certainly, time and money are related. While time may mean money for a rich person, for a poor person, if money is not forthcoming, she may spend time on non-income generating work that adds to her social esteem. She may also consume inexpensive assets because spending time at low cost is important. Finally, she spends time in conducting activities for which she cannot afford to pay.

The paper offers two novelties. First, it details the interactions between the elements of the HEP model of Chen and Dunn. This improvement to the original model is highly important for defining the measures that are required for redrawing the economic portfolio of an individual. The second novelty is in suggesting the collection of time-use and financial daily data. To the best of our knowledge, this is the first time a combined diary is used in microfinance research. These two novelties allow the application of a modified version of the highly interesting HEP model in spite of its complexity.