Sharing your expertise through conventional academic and professional meth- ods has been explored thus far. However, while these methods are important, the sharing of information and expertise remains within a particular expert rather than wider lay or public audience. There is an emerging body of know- ledge concerning alternative methods of disseminating research findings.
Figure 7.1 illustrates the possibilities for sharing your expertise with others. These are not represented in a hierarchy, instead the pyramid represents those strategies most commonly used. For example the foundation of sharing expertise lies with the development of conference papers and journal publica- tions. These are located at the bottom of the pyramid and are the most popular ways of sharing expertise. At the second level of the pyramid there are, how- ever, researchers who will use reflexivity: the use of self, biography and narra- tive in keeping with developing ideas about knowledge, ownership of research and the interaction between the researched context and the researcher. Also within that area are those who advocate action research approaches, who may or may not involve participants in the dissemination or sharing process. These approaches predominate in the qualitative tradition and have greatest use in relation to the social sciences.
The third level of the pyramid comprises those commentators who fully acknowledge journal publications, conferences and the like, while analysing and exploring alternative means, such as dance, drama, poetry (Keen and Todres 2007). In this context research findings may be turned into a dance or a play which is then performed as opposed to a verbal or written presentation. At the next level are others, for example Bagley and Cancienne (2001), who have incorporated dance and drama into dissemination strategies to highlight parental experiences of school choices when their children have special edu- cational needs. In this situation a choreographer was used to help portray the experiences of parents, as derived from interview transcripts developed during the original research study. Background policy context and information were also provided in order to help the development of dance and drama. The authors reflect honestly on their practical experiences and challenges with this activity, while reflecting on the limitations and power inherent in the use of the more conventional written media.
The top level of the pyramid demonstrates the interest in alternative dis- semination which has grown from increasing debate regarding the hegemony of emerging knowledge and evidence, and the control exerted by those in production of knowledge. For example Barnes et al. (2003) argue that research dissemination should not be considered as the final stage of a linear research process, demonstrating how research activities at all stages are a potential means of dissemination to a wider audience. As one example the conducting of an interview between researcher and participant could be construed as being beyond data collection and reinterpreted as representing the mutual development of knowledge, insight, the sharing of ideas and views, in keeping with dissemination practice (Barnes et al. 2003). Furthermore the authors suggest that journal editors and referees potentially enhance a gatekeeping Figure 7.1 Dissemination strategies
function whereby research presented beyond the norms of academic conform- ity may be challenged, having restricted or even no access at all. Eisner (1997: 4) states that: ‘one of the basic questions scholars are now raising is how we perform the magical feat of transforming the contents of our consciousness into a public form that others can understand.’
Arguably some of the ideas above are beyond the scope of the emerging professional doctorate researcher, who needs to develop confidence and exper- tise with existing dissemination methods before considering more inno- vative means of informing others of their work. These ideas are introduced here to broaden your understanding. On the other hand however, the pro- fessional doctorate journey should demonstrate creativity and innovation. Practitioner–researchers working with service users or under-represented groups in society or examining societal taboos may wish to think about the best means of raising awareness of the key issues. Alternative dissemination also opens up possibilities for transdisciplinary collaboration, notably with experts from media, music and performance, who can use their skills to develop and maximize dissemination materials.
There are other means of dissemination depending on the audience you would like to target. For example while publication in a peer reviewed journal will add gravitas or presence to your research work, an opinion piece, editorial or news item in a professional or news magazine may reach a much wider audience. In addition if help is required with a project, such as professionals with similar interests or networks or study participants, then discussion of your research ideas within a professional weekly magazine or other media will be valuable.
If your sphere of professional practice is related to work in the public sector or if it involves other service users, then again you may want to share your findings in the wider domain beyond the academic or professional audiences. For example you could approach voluntary agencies or key action groups and charities to share information. Similarly organizations and clubs in the com- munity may be looking for speakers. For example developing models or frameworks to enhance marketing may be of interest to the Chamber of Commerce and other places where small or medium-sized businesses may be represented, for example the Soroptimists. Public speaking might be especially helpful if you want to share your research with participants or recipients of services, to obtain their opinion or to widen participation in the study. The language and style used will need to be entertaining, while communicating a clear message. In these contexts PowerPoint presentations will not suffice at all.
Alternatively, if your work is relevant to a particular community or geo- graphical area, you may consider taking part in an interview for a newspaper, radio or television. You should seek the advice of the communications office, or press office within your own organization at the outset. They can provide expert advice about the best means of sharing information and use their pro- fessional contacts to access the media and advise you about presentation and
style. They may also be able to write press releases for you. Importantly they will want the organization to be presented in the best possible light. If you do not have access to such resources then some of the following websites or their equivalent will be helpful to you:
• www.senseaboutscience.org.uk • www.mediaguide.org.uk • www.news.bbc.co.uk
When preparing for a media interview the following may be a useful aide memoire:
Media interview aide memoire: SPEECH
Speak clearly: nerves may make you gabble, avoid ‘urm, er’ in the conversation Prepare: what do you want to say? What is your main message? Ask about the opening question and prepare a good, clear answer; never speak on the hoof
Explain: your story, relate your experiences and how your work is innovative and relevant to others in the community, why is your practice and research of such importance?
Etiquette: smiling will help you appear friendly and approachable and it will help to control butterflies; listen carefully to the interviewer, do not interrupt and keep calm; don’t be put off by a difficult question
Contact details: telephone number or website/email are important if you are looking for participants or to provide further information and follow up; never disclose home numbers or personal details
Help your message: it will have more impact if you are smart and business-like, you want to present a positive image. If the interview is for television, ensure you are in an attractive background environment that reflects the themes of your discussion; ensure you will not be interrupted by telephones or excessive background noise. Finally, help yourself: the information given in this section is intended as an introduction, seek the advice of experts first
Conclusion
While there may be specific parameters for the assessment of practice expertise within a professional doctorate, there are comparatively few guidelines gov- erning requirements for the submission of written work. Although there is consensus regarding the need for originality and creative or innovative contri- butions to knowledge, there are varied interpretations of how this should
be presented. Requirements are often prescribed by accepted convention within the respective disciplines. Perhaps implicitly there is a belief that pro- fessional doctorate students should rise to the challenge and utilize their intel- lectual capacity and creativity to the full, as opposed to following prescriptive guidelines.
This chapter has explored some methods of sharing your expertise with others. These have ranged from thesis and portfolio development to prepar- ation for the viva. While these focus on academic discussion of expertise in order to successfully complete the professional doctorate, there are also meas- ures, such as conference presentation and journal publication to reach a wider professional audience. Similarly you may be required to write a professional report for your workplace, detailing the research undertaken and considering the implications for future practice. Innovative methods of dissemination, such as dance or drama, have been explored too.
Given the interest in reaching wider audiences with research and develop- ment, particularly user or consumer involvement, there are also other non- academic ways of sharing your expertise. These could involve radio or TV interviews and press releases, for example. Whatever method you choose, it is important that the style of writing and presentation reflects the method and the requirements of the intended audience. Effective writing style can only be developed with practice. Drafting, planning and redrafting help you develop a writing style, while using notebooks or journals to record your thoughts and ideas during the developmental process is invaluable.
Summary of key points
• Writing for formal assessment of your professional doctorate should dem- onstrate depth and breadth of professional knowledge, research skill and an emerging original contribution to knowledge
• Integration with professional practice, the generation of knowledge from practice and the use of critical reflection should underpin the above • Writing for the professional audience, for example report writing, will
require a more succinct, factual approach
• Presenting your work at conferences and for publication in journals is essential to clarify ideas, network and raise your profile
• Alternative means of sharing your expertise are likely to reach a wider audience, for example use of the media
Useful websites
• www.senseaboutscience.org.uk • www.mediaguide.org.uk • www.news.bbc.co.uk