Treat outreach as an integral part of the research process

Universities are very good at producing knowledge. We are less consistent at ensuring that knowledge is used. Too often, the problem is framed as one of communication: researchers need to “translate” their findings more clearly. But that diagnosis is incomplete. 

In my experience, the real issue starts earlier. It begins in how research itself is designed, funded and structured. If knowledge is only considered for application after it has been produced, impact is always reactive. By the time outreach begins, the most important design decisions have already been made without consideration of use. That is where the disconnect emerges.

At land-grant universities in the US, outreach is embedded in the Cooperative Extension systems. But even with that infrastructure, outreach is sometimes positioned as something that begins once research has concluded. That separation is artificial. 

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Outreach is not the final state of research dissemination; it is part of the research process itself, the point at which ideas are tested, adapted and refined in real-world conditions. When outreach is treated as integral rather than supplemental, research becomes more usable, more relevant and more likely to generate measurable impact.

What does that look like in practice? 

Design research with use in mind

The most important decision happens at the beginning. Ask: who is this work for? How will they use it? Too often, research is designed around disciplinary questions without a clear pathway to application. Outreach is then expected to “translate” the findings after the fact. This is a difficult task, even under the best conditions.

A more effective approach is to consider end users from the outset. What decisions are they trying to make? What constraints do they face? What would make the research actionable in their context?

These questions help make the research relevant and useful.

Build application pathways early

If outreach is part of the research process, it needs to be built in early, not added later. At land-grant institutions, this is relatively straightforward because extension provides a ready-made pathway for this work. It connects researchers with communities, industries and public-sector partners who are already engaged with real-world challenges.

For faculty, this can be transformative. Instead of developing a project in isolation and then searching for ways to disseminate its findings, they can begin with partners who are positioned to apply the information, using outreach infrastructure as a collaborator. This often leads to stronger proposals, more competitive funding applications and clearer impact.

Stop reinventing networks

Relatedly, one of the most common inefficiencies I see in university outreach is duplication – researchers frequently build new relationships, delivery systems and communication channels for each project. This takes time and resources, when in many cases, those networks already exist. 

Extension systems, community organisations and public agencies have established connections, local knowledge and operational capacity. Working through these structures can accelerate the process of moving research into practice and reduce the cost of doing so.

Recognise outreach as part of the research spectrum

A persistent challenge in higher education is the way we separate research, outreach and engagement into distinct categories. In reality, they are part of the same spectrum: basic research generates new knowledge; applied research explores how that knowledge can be used; outreach and engagement are where that knowledge is implemented and refined in real-world contexts.

Seeing these connections opens up new possibilities. It allows institutions to align incentives, encourage collaboration and recognise impact in more meaningful ways. It also helps faculty see outreach not as an additional responsibility, but as an extension of their scholarly work.

Focus on outcomes that matter beyond academia

When research is designed with application in mind, the definition of success expands. Outcomes such as improved practices, more efficient systems and stronger communities complement the perennially important publications and citations. In some cases, the impact is economic; new value is created in industries or regions. In others, it is social or environmental – better health outcomes, more sustainable resource use or improved quality of life.

Create institutional support for integration

Finally, no outreach happens by accident. It requires institutional commitment. Universities can support this work by:

• encouraging partnerships between researchers and outreach units
• recognising applied and translational work in promotion and tenure
• investing in systems that connect campus expertise with external needs.

Universities do not lack knowledge. What we sometimes lack is a clear system for ensuring that knowledge is applied. Outreach, when it is fully integrated into the research process, provides that system. If we want our work to matter beyond campus, we need to design it with use in mind – and build the partnerships that make that use possible.

Mike Gutter is associate dean of the College of Agriculture and Life Sciences and director of Virginia Cooperative Extension at Virginia Tech.

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