University-based research is an inherently future-oriented activity and plays a unique role in shaping futures in diverse domains. Despite the push for academic research to demonstrate ‘societal impact’, there is surprisingly little thought to the need for, or development of, futures literacy as a core capability within research impact in higher education. Futures literacy – notably the ability to imagine and prepare for changes that may occur – has the potential to transform current trajectories in academic research impact. In this paper we argue that futures literacy has been neglected in the research impact agenda in universities and call for more action-learning and training on it using Futures Literacy Laboratories for Research Impact (FLL-RI). Drawing on exploratory research, we sketch five key principles which together highlight the need to re-orient research impact as an anticipatory agenda for futures literacy praxis in higher education.

基于大学的研究本质上是面向未来的活动，在塑造不同领域的未来方面发挥着独特的作用。尽管推动学术研究证明“社会影响”，但令人惊讶的是，很少有人考虑将未来素养作为高等教育研究影响中的核心能力的必要性或发展。未来素养——尤其是想象和准备可能发生的变化的能力——有可能改变当前学术研究影响的轨迹。在本文中，我们认为未来素养在大学的研究影响议程中被忽视，并呼吁使用未来素养研究影响实验室 (FLL-RI) 进行更多的行动学习和培训。通过探索性研究，