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Communicating and Disseminating Educational Research

Raj Dhimar

Learning and Teaching Institute

Sheffield Hallam University

April 07

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Dissemination is an integral part of what we do as educationalists

• ' Educational development is... about "improving",

"promoting", "supporting", [and] "developing" learning and teaching, assessment and the curriculum' (Gosling, 2001)

• "an increase in effective dialogue, lively interaction and improved communication around learning, teaching and assessment throughout the University's learning communities and with other partners; the promotion of networks and communities of practice to engage in this dialogue" (LTA Strategy 2006-10)

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Session Context

Work through some real case study activities (raised by all of us) and draw out some key fundamental perceptions of why previous research dissemination outputs have been successful/not successful. This is in order to help plan and support appropriate future LTA research dissemination activities.

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What makes a good piece of research?

• A good issue/question• Set in its educational context • Logical research programme • Clearly defined methodology • Adequate and appropriate data collection and analysis • Adequate and appropriate data for the issues and questions explored• Clear separation of results and their interpretation • Well structured and clearly written • Intellectual/scholarly/evidenced based achievement • Informed conclusions/discussion• Well presented• Feeds into future development

It is without doubt that a good piece of research will consist of the researcher being clear on what it is they are trying to find out; i.e. clear aims (whether it is hypothetical or experimental). The process will contain a thorough literature search resulting in some form of individual interpretation, but also demonstrates the methods you have employed are sound and that your findings are reliable. This will help to adapt and disseminate the findings to the appropriate reading audience (most likely to be in the form of a report). A clear design of the research will make the report easier to construct in a well written format which is clear and concise. I outline below what I think are the key elements of a good piece of research

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The meaning of dissemination in relation to research

• clarity about what we want to achieve• passive and active roles as a disseminator• multifaceted approaches to dissemination• implementation of disseminated activity (pro-activity,

support and follow-up)• evaluation of dissemination (crucial for moving

forward)• successful dissemination can be determined by

educational practice (LTA) which has been positively changed from the effects of direct or indirect disseminated activity

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Properties of the communication network

The notion of networks is highly regarded in developing effective dissemination

Negotiation

Openness Diversity

Integration

Connectedness

Networking

(after Rogers and Kincaid, 1981)

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Audience Analysis and Dissemination Format

Degree of Engagement/Involvement

Deg

ree of C

han

ge

Communication EscalatorMatching Groups to Objectives

COMMITMENT•Updates•Team problem solving•Talkback sessions

INVOLVEMENT•Team meetings•Feedback forums•Speak up programmes•Interactive Conferencing

SUPPORT•Seminars•Workshops•Training Courses•Development Forums•Multimedia

UNDERSTANDING•Roadshows•Videoconferencing•Satellite presentations•Stakeholder forums

AWARENESS•Newsletter•Video•Electronic Mail•Announcements

Quirke, B (1995), "Communicating Change"

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Room for innovation?

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Communication Delivery Channels Activity – Whole Group

Identify some current existing communication channels you are aware of or know have been used to disseminate research activity. Reflect on the following for each channel:

• what was it?• what format was it in?

(e.g. written/verbal/electronic/paper/event/other etc)• how was it delivered?• when did it happen? • how was it received?• who was responsible for it?

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The plan – essential elements of dissemination

• We need to be able to share our information, resources and ideas with those who are at the forefront of learning, teaching and assessment

• Dissemination is therefore about communication; and effective dissemination can be achieved only through effective communication

• Dissemination seen as the 'pivotal point' for further research and development

• Key focus – clear objectives, enhancing LTA practice, context specific

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Case Study – My research

Ethnic Minority Students: Diversity and the Practicalities of Assessment Regs• Report sent to

– Steering Group and participants in project– Written - Academic staff supporting project– Pro Vice Chancellor for Academic Development– Verbal and written - Academic Development Committee (ADC) – Verbal report - D&S Faculty LTA Committee and faculty implementation groups– LTI Seminar– Learning, Teaching and Assessment Co-ordinators / relevant Subject Group Leaders

(SGL) / Heads of Programme Areas (HOPA)

• Dissemination through internal annual Learning, Teaching and Assessment Conference (2005)

• Paper and discussion at two external educational organisations - Improving Student Learning Conference (Oxford Brookes Centre for Staff Development) and the Centre for Sociology, Anthropology and Politics (C-SAP, 2004 face to face and written proceedings)

• Journal publication (online and hardcopy)

... followed up with the beginnings of ideas for follow up research

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Individual Activity – Examples of your research outcomes 'dissemination in

action'Your input from your local research context

Think about a piece of your own research. It could be something you did in the past, are working on now or planning in the future (large or small scale). Jot some ideas about what you could do with the information that you generate. Try and think of things outside of the normal academic mechanisms (e.g. journals, conferences) and how you might implement them

It may help to consider the following:

• What are you going to disseminate (information, resource, example of practice?)• Who are your target audience? (stakeholder needs analysis)• Why do you want to disseminate it? (clarity of purpose)• How are you going to do it (methodologies and context?)• How are you going to involve your target audience? (approach)• When are you going to do it and why?• What are the barriers you would need to address and how could you overcome them?• How would the activities affect your professional career and your target audience/s • Will you allow time for evaluation, reflection and re-planning? (barriers, unanticipated events,

insights)• How will you know your dissemination has been successful? Did it work? How do you know

this? (what are the impacts and critical success factors?)

Feedback to group

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SHU Research Archive

• Would you like your publications to be more widely read? Sheffield Hallam University Research Archive (SHURA) is an institutional repository containing the scholarly outputs and publications of researchers at the University.

• This is part of a wider movement to increase the availability of peer-reviewed research; similar repositories have been set up by other institutions. SHURA is open access, so content can easily be retrieved by search engines such as Google and read by anyone with an internet connection.

• For information about SHURA and who to contact see https://staff.shu.ac.uk/lits/shura/contact.asp

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What next?

• Reflect on what we've worked on this session and consider how the LTI can support you in enhancing your dissemination of research activity.

• What support do you need in operationalising your research dissemination plan through clear communication channels and practical help for new ways of working.

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References and further reading

• DfEE, (1998) A Guide to Dissemination • Elton, L. (2002) Dissemination: a change theory approach, LTSN Generic Centre,

York and (online) http://www.heacademy.ac.uk/1745.htm (accessed Jan 2007)• Macdonald, R. and Wisdom, J. (2002) Academic and Educational Development,

Research, Evaluation and Changing Practice in Higher Education, SEDA Educational Development Series, 8, pp87-98

• Stewart, M. and Thompson, S. (2005) Developing a Dissemination Strategy, SEDA Educational Developments, 6.2, pp1-5

• Thompson, S. (2004) Leading and educational development unit in Enhancing Staff and Educational Development, ed D Baume and P Kahn, Routeledge Falmer Press, London

• Trowler, P, Saunders M. and Knight, P. (2003) Change Thinking, Change Practices, LTSN Generic Centre, York and (online) http://www.heacademy.ac.uk/1745.htm (accessed Jan 2007)

• TQEF National Coordination Team, (2000), Creating an Effective Dissemination Strategy – An Expanded Interactive Workbook for Educational Development Projects, Project Briefing No.2