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• The majority of views on the influence of the REF on academic research and the research community are mixed.
• The majority of researchers stated that, at an individual level, the REF has not influenced their own research.
• The majority of academics perceive that changes to the rules for REF 2021 are positive for them.
• Early career researchers feel, more than more-established researchers, that changes to the REF affect the expectations, both positive and negative, placed on them.
• There are different approaches to preparing for the REF at an institution level, and some are seen as helpful and others as harmful. Helpful approaches were highlighted as being carried out more commonly.
• Researchers have varied views on how positive and negative the beneficial and detrimental qualities of the REF are for individual researchers.
• The majority of researchers perceive that, overall, the REF has a negative influence on UK researchers, however some academics and institutional leaders raised a number of positive aspects of the REF.
• There is a lack of clarity on the purpose of the REF, and there are a range of views on what the purpose of the REF should be.
• There are divergent views on what the future of the REF should be.

The Research Excellence Framework (REF) is an evaluation system for assessing the quality of research in UK higher education institutions (HEIs). Despite its importance in shaping research cultures, there is little systematic evidence about perceptions and attitudes towards the REF across the sector, and which aspects are viewed favourably or unfavourably. Research England, on behalf of the four UK higher education funding bodies, commissioned RAND Europe, together with the University of Cardiff and the University of Sheffield, to conduct a real-time evaluation of attitudes and perspectives of the sector towards REF 2021. The specific objectives of this study are to: (1) assess attitudes, perspectives and behaviours towards REF 2021 across the sector; (2) explore how REF policies and changes are embedded in the way submissions are prepared and delivered; and (3) expand and build on the findings of a pilot study conducted in 2018. By conducting the review in real time, alongside preparations for the exercise, the study aims to help accelerate the process of learning and revision post-REF 2021 and provide more clarity and perspective on the future of the REF to institutions at an early stage for the next round of assessment. The study also aims to provide an early contribution to the evidence base in anticipation of a potential reform of the REF that was requested by the UK government.

• Chapter One

  Introduction

• Chapter Two

  The influence of the REF on researchers and the research community

• Chapter Three

  Changes to the REF for 2021 and preparations for assessment

• Chapter Four

  General attitudes towards the REF

• Chapter Five

  Looking to the future of the REF

• Chapter Six

  Concluding thoughts

• Annex A

  Overview of methodological approach

• Annex B

  National survey questionnaire

• Annex C

  Longitudinal survey questionnaire

• Annex D

  Interview protocol: Institutional leadership

• Annex E

  Focus group protocol: Research Managers

• Annex F

  Focus group protocol: Academics

• Annex G

  NVivo code book for analysing qualitative research

• Annex H

  List of recommendations from the Stern Review