Presentation on theme: "Assessing the success of the Expert to Student Knowledge transfer model within South African tertiary institutions Presented by K. Aphane Web and Media."— Presentation transcript:
Assessing the success of the Expert to Student Knowledge transfer model within South African tertiary institutions Presented by K. Aphane Web and Media Technologies e-Health Research and Innovation Platform 20 February 2009
o Background on the Web and Media Technologies oElements of the ESKTM oImplementation oActivities o Monitoring and evaluation oResults o Challenges, lessons learnt and lessons learnt oConcluding remarks Presentation outline
About the Web and Media Technologies (WMT) WMT applies Informatics and Knowledge Management methodologies to research information needs of various audiences, repackage that information and make it accessible for use. WMT also applies a convergence of Information Communication Technologies to research and implement innovative solutions for knowledge translation. WMT implements Knowledge Transfer Models (KTMs) to bridge the gap between science and society. The Expert to Student Knowledge transfer model is one of the KTM developed to bridge obstacles in communicating science effectively to students. WMT is a unit within e-Health 1 Research and Innovation Platform (eHRIP) 1.It is the cost-effective and secure use of information and communication technologies (ICTs) in support of health and health-related fields, including health-care services, health surveillance, health literature and health education, knowledge and research. WHO World Health Assembly 2005 resolution on eHealth WHA
The Expert to Student Knowledge transfer model This model mobilises South African top scientists to act as ambassadors in their respective fields of expertise by elucidating science, providing information on research and career opportunities to students. A convergence of ICTs is used by the model to push and pull knowledge. Aim To encourage young South African students to study science, engineering and technology oriented careers. Objectives To create a better understanding of the experts fields among students at universities To identify research and career opportunities among students To highlighting the relevance of the experts research to the South African society
Elements and processes within the Expert to Student Knowledge Transfer Model Human elements Experts Campus / community radio presenters Academics Students Knowledge transfer activities Radio interviews Special lectures Online discussions in forum Radio interviews Motivational speeches at univ orientation weeks Publicity tools for knowledge transfer Departmental s Poster Campus newspapers University Intranets Public Service Announcements (campus radio) Interpersonal communication with lecturers ICTs applied Dedicated Web site Online discussion forum Monthly newsletters Campus and community radio talk shows Video, Web, and pod casts CDs NSTF Web site
Implementation and 2006 NSTF Award winners participated campus radio stations at universities of Cape Town, Stellenbosch and Rhodes. Public Service Announcements(PSAs) were used to publicise the campus radio interviews In addition to the campus radio interviews, experts participated in special lectures. The Experts extended special lectures to Historically Black Universities such as Forte Hare, University of Venda and University of Limpopo(Turfloop). The campus newspaper, PSAs, departmental , University intranets and posters were used to publicise the Special lectures In addition activities in 2006 and 2007, the experts participated in community radio interviews. The campus newspaper, PSAs, departmental , University intranets and posters were used to publicise the Special lecture One Expert delivered a motivational speech at University of Vendas Orientation week. The ICT was to used to liaise with academics from UNIVEN to include the Expert on the Orientation programme.
Monitoring and evaluation In 2005 and 2006,structured questionnaires with open ended and closed questions were administered to expert and campus radio presenters. The purpose of these qualitative assessments was to evaluate the extend in which the radio ICT can be used to communicate scientific information to the students. Secondly they assisted campus radio presenters to identify the need for science communication training. In 2007,special lectures and panel discussions were introduced and that enabled WMT to develop and administer structured questionnaires to students who attend these knowledge transfer activities. The purpose of the first closed question was to establish the usefulness of the ICTs that were used to create publicity. The second question was asked to get an idea of how wide the attendance from different disciplines at special lectures. the purpose of the last question was to establish if the students understood the contents of the presentation and they even had an opportunity to motivate their responses.
Results from students and university professionals who attended the special lectures delivered by NSTF Award Winners The first question: Student's response on ICT use for publicity It was asked to establish how useful our ICRs were to create publicity for Special lectures. The second question: Student's representation from disciplines. It was asked to get an idea of how wide the attendance from different disciplines at special lectures was. Campus radio Student portal LecturerDepartmental e- mail Posters Word of mouth 18.37% (n=27) 10.20% (n=15) 43.54% (n=54) 14.97% (n=22) 3.40% (n=35) 9.52% (n=14) UCTStellenboschPretoria University University of Johannesburg University of Kwa-Zulu Natal
Results from students and university professionals who attended the special lectures delivered by NSTF Award Winners The last question: Student's response on whether the lecture has served its purpose. It was asked to establish if the students understood the contents of the presentation. UniversitiesStellenbosch University Pretoria University UCTUniversity of Kwa-Zulu Natal Yes No1034
Results from the NSTF Award Winners (Experts) Qualitative assessments were also conducted on experts to determine the extent of the success of the which special lectures and panel discussions. Awards winners were also asked to comment if the process awards them exposure The table below shows their results on the success of special lectures and panel discussions In relation toGiving them exposurePerceived overall success Very well40%34% Well20%22% To some extent20%22% Poorly10%11% Very poorly10%11%
Results from radio presenters A qualitative evaluation was alsoconducted on campus presenters The table below shows the success of ICTs employed in this model from previous years Effectiven ess in relation to: Clarifying science Profiling the work Highlighti ng achievem ents Career opportuni ties / / / /5 Interview outline 77%56%75%60%70%60%75%68% Radio talkshows 80%78%82%78%85%78%85%78% *Special lecture 79%75%80%
More results Since the introduction of Special Lectures in 2007, a total of 555 questionnaires have been administered at these knowledge sharing activities. 32 Experts have participated in the activities in 10 South African universities: Pretoria, Johannesburg, Limpopo, Forte Hare, Cape Town, Stellenbosch, KwaZulu Natal, Free State and Venda. Some special lectures, community and campus radio interviews were conducted in the preferred language of the audience. The table below shows the preferred language of NSTF Award winners for the interviews were indicated. English is clearly the easy communication language among scientists. In the 2009 UNIVEN, Orientation week one Expert combined Tshivenda with English is his motivational speech. EnglishSesothoisiZuluAfrikaans %20%10%20% 2006/581%19%
Challenges, lessons -> way forward Special lectures that are presented by university based experts attract more students than experts from other organisations As a way of attracting more students to presentations offered by expert s from other organisations, panel discussions were introduced. A successful way to publicize this is through academia network. Interaction between experts and student in special lectures led to introduction of motivational speeches at Univ Orientation days More research required to involve students participation in discussion forums
Concluding remarks Students comments I have always wanted to be a scientist and doubted myself, but now I dont. He motivated and encouraged me to stay focused on my science career, I will not quit. Radio presenter comments The information was always concise and clear, but the lecture series should be advertised for a longer period Early notification about the events and broadcasts to be relevant the relevant faculties would help Experts comments For further success, one could hook in on appropriate existing seminar series to have a base audience It is a great way of extending exposure throughout the year, but publicity of events should be improved