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In this paper, we explore an emerging experimental measure for capturing the interaction and impact of smaller and specialist universities and colleges in the United Kingdom. We conducted a series of qualitatively-based case studies in order to "map" institutional interactions locally, nationally and internationally. This paper discusses their development, summarises the approach taken and why it may be more beneficial than an economic impact report. The paper concludes by posing some further questions and recommendations.
Keywords: economic impact, heatmap, impact, interaction, knowledge exchange, research, place, policy, university
INTRODUCTION
The concept of the economic impact report is not new. It can be a useful tool for illustrating an organisation's, a group of organisations', or a sector's perceived economic contribution through direct and indirect spending, most often through an input-output model (Ambargis at al, 2014; Siegfried, 2008). Where education is concerned, it can go further and include wider contributions to society, for example, through estimating savings to the taxpayer. Unsurprisingly, it has been a tool that universities and colleges use frequently to prove their worth to their local and national communities. UK universities and higher education providers are no exception to using economic impact reports to demonstrate that they contribute positively and significantly to the economic, social and cultural development of their regions, and to the national economy.
Economic impact studies do result in impressive numbers, especially at sector level: "The higher education sector is vital to the UK economy... In 2014-15 it supported almost one million jobs, and contributed £21.5 billion to UK gross domestic product" (Universities UK, 2017). The University of Oxford estimated its contribution in the same period to be £5.8 billion GVA and 50,600 jobs (BiGGAR Economics, 2017).
This in itself raises one of the challenges with the traditional economic impact study: the "big number". Such estimates of economic impact are problematic for smaller universities, specialist universities and other smaller higher education providers because on face-value economic comparisons they do not generate the same economic benefits. As a result, they tend to be underrepresented and overlooked by national policy makers, despite having crucial roles for the professions they support and their regional socioeconomic environment (Guest, 2019; Bols & Guest, 2018).
The big number approach is one of the long-acknowledged challenges with this...