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Presented by K. Aphane Web and Media Technologies e-Health Research and Innovation Platform

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. Background on the Web and Media Technologies

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Presented by K. Aphane Web and Media Technologies e-Health Research and Innovation Platform

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  1. 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

  2. Background on the Web and Media Technologies • Elements of the ESKTM • Implementation • Activities • Monitoring and evaluation • Results • Challenges, lessons learnt and lessons learnt • Concluding remarks

  3. 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 58.28.

  4. 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

  5. Implementation

  6. 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 ICR’s 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.

  7. 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.

  8. 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

  9. 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

  10. 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.

  11. Students comments “ I have always wanted to be a scientist and doubted myself, but now I don’t.” “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”

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