Community Participation

About the Recipient area

Communities are given information and knowledge about research and evaluation, so they can understand what it is about, but they don’t take part in the research or help shape how it is done.

Key feature

The information and knowledge about the research is shared with the public.

Examples

• Raising awareness through TV, newspapers or social media
• Science festivals or research open days
• Sharing research findings with participants, professionals, or the public
• Ofsted inspection reports for schools, nurseries, and children’s services in England
• The Care Quality Commission (CQC) online service for health and social care providers
• NHS league tables ranking trusts on various performance indicators

About the Participant area

Communities are only regarded as research or evaluation subjects, with no voice in planning, design, or decision-making processes.

Key features

• Asks for structured responses to surveys or forms
• Conducts one-on-one or small group interviews and discussions
• Conducts focus groups for group-based dialogue to explore shared views

Examples

• Marketing research to understand customer behaviour and preferences
• Clinical research to gather patient insights and health data
• Service evaluation to assess the quality and effectiveness of services
• National surveys like the UK Census to collect demographic and social information

About the Engage area

Communities are asked for their opinions, concerns, and ideas about research and evaluation, but final decisions remain with external stakeholders such as researchers and support organisations.

Key feature

People are asked to share their views by responding to a set of questions.

Example subjects

• Somerset transport plans
• New housing development proposals
• Climate emergency proposals
• Citizens panels

About the Collaborate area

Communities can influence certain decisions, but do not have full influence in the overall planning, design, process, or outcomes of research and evaluation.

Key features

• People may help shape certain parts of research or evaluation projects, such as how content is worded or how participants are recruited
• People are not usually involved in the overall planning, design or process

Examples

• Communities suggest how to raise awareness of a project and/or help with participant recruitment
• Communities review and comment on draft documents created by Researchers

About the Involve area

Communities and other participants help design parts of the research and evaluation process, when it is possible, useful and timely.

Key features

• Communities co-design some or all parts of the research or evaluation process
• There are active partnerships between communities, support organisations, and researchers that influence and shapes the work
• Full co-production, where communities and researchers partner as equals from start to finish, is likely

Examples

• Identifying research priorities
• Participating in project advisory or steering groups
• Shaping or adapting research/evaluation questions to reflect community relevance
• Connecting researchers with potential community participants
• Co-designing inclusive communication materials such as leaflets or social media posts

About the Co-produce area

Communities partnering alongside researchers and support organisations to plan and carry out research and evaluation. Everyone has an equal say and shares control at every stage, ensuring that the voices of those most affected are heard, respected and valued. Together, they learn, adapt and create meaningful change.

Key features

• Communities are equal partners, and help shape the whole process from identifying what needs to be explored, to collecting and analysing data, and sharing the findings
• Researchers, support organisations, and communities all share responsibility and decision-making power.
• All partners bring their own knowledge and experience, learning from one another throughout the project
• The work leads to practical changes that have a real-world impact on communities and people’s lives

Examples

• Students work equally with school staff and researches to find better ways to prevent bullying
• People with long-term health conditions and disabilities team up with researchers and community groups to improve support for finding, staying in or returning to work

About the Community-led area

The community takes the lead in research or evaluation. They decide what matters, set the agenda, and guide the entire process. Other partners may support the work, but the community stays in control, ensuring the search is meaningful and useful to them.

Key features

• The community leads by identifying the key issues, deciding what questions to ask, and choosing how to conduct the research
• Communities maintain ownership and control by leading every stage, from planning and collecting data to sharing the findings
• Communities use their lived experience as expertise, and their real-world knowledge is central to the research
• Communities are action focused, creating change, influencing decisions and improving local conditions for everyone’s benefit

Examples

• A local community group spots a gap in services and starts a project to explore the issue
• The community decides how to collect information and what solutions to test
• The finding are shaped by what the community finds most important and useful