Question Twenty Two

22. Outputs and Outcomes of PARC’s research 

  • Q: Who will own the knowledge (and capitals that stem from the knowledge) produced? Anonymous 
  • Q: What kinds of mechanisms are in place to use the research outputs & outcomes of PARC into under/postgrad education & training both in African unis & at Bristol? Anonymous 

A: We envisage four main kinds of outputs and outcomes emerging from PARC’s research and engagement, which will be co-owned by all those involved in producing them, and will be made available through multiple spaces, including the PARC website: 

  • First, Africa-centred understandings of the nature, interactions and implications of the multiple layers of imbalances in the research system and in global North Africa research partnerships, how these need to be addressed and what holistic approaches are required at what levels to do so.   
  • Second, building on the first, a framework to capture, guide and foster accountability for institutional commitment and action, (through change in policies, structures, cultures) to transform global North-Africa research cooperation. We envision this framework as a Charter co-owned by global North and African partners. 
  • Third, empirical evidence and policy engagement generated through the capstone programmes; and evolving learning on best approaches to i) optimize the relevance and use of research findings for advancing policy action and ii) apply new modes of global-North Africa research cooperation in project practice.    
  • Fourth, and building on the above, continuously evolving expertise and resource materials on the rationales and directions for, and concrete paths to embed, transformation in global North-Africa partnerships. 

Identifying where and how these could be brought into undergraduate and postgraduate education and training within UoB will be important. We will explore this in conjunction with the University and in light of its ‘Decolonize UoB’ efforts. African partners could decide on the relevance of bringing elements of the generated knowledge into the education and training of their students, and on where and how PARC ought to play a role in supporting this.