Scientific communication in Papua New Guinea

• University of Papua New Guinea, Papua New Guinea
• Papua New Guinea University of Technology, Papua New Guinea
• Vudal University College, Papua New Guinea

In PNG the need for training agricultural research scientists in the procedures and techniques for writing and publishing the results of their research had long been an area of concern to government instrumentalities, agricultural research agencies and research funding bodies. Many short scientific communication courses were organised through various funding bodies (including ACIAR) for different organisations, but were designed to help practising scientists and did not address the underlying gaps in initial training. This had resulted in an ongoing lack of confidence in the communication process. This project attempted to redress the gaps in Scientific Communication training at the undergraduate level, and to further develop the confidence and skills of both scientists in the field and of journalists reporting to non-scientists on scientific issues.

The purpose of the project was to enhance the scientific communication skills of practising scientists, journalists, lecturers and undergraduate students, and to build the capacity of PNG tertiary institutions to effectively deliver scientific communication training at undergraduate and post-study levels, on a sustainable basis.

The project strategy was to co-develop a suite of educational modules underpinning science and technology communication, test them and work with universities in PNG to embed them in on-going accredited post-graduate courses and in improved undergraduate courses. This would also develop the capacity of university staff to provide leadership and training in this arena.
A PNG-appointed project coordinator worked with the Australian team leader to identify 12-15 core lecturers (local resource persons capable of presenting training in scientific course development and delivery). These core lecturers then attended a two-week workshop at Unitech Lae, to participate in developing a post-study scientific communication course (postgraduate certificate standard). The Australian Leadership Team, in consultation with appropriate advisers, developed draft course manuals and used them as part of the training for core lecturers, taking them through a prototype post-study course.
The core lecturers also developed a peer training strategy to deliver to their colleagues on return to their respective institutions. This training was designed to enhance scientific communication knowledge of co-lecturers and revise/review scientific communication courses. Course evaluation strategies/performance indicators to assess the impact of courses were also developed.
Later in the project at a one-week workshop at Unitech the core lecturers worked with the project team to develop a writing clinic for undergraduates in Years 3 and 4. This optional course helps students to hone their skills in writing essays and scientific papers, and for preparing job applications.

The project successfully developed seven modules together with full supporting material. These were:
Communicating With Adults - a foundation course that covers adult learning principles, their application and the importance of different learning styles in developing communication strategies.
Language of Science - a foundation course for elective subjects that includes special attributes of language and style for effective communication in physical and social sciences and engineering.
Science Communication in the Community - application of appropriate mediums for communicating scientific and technological topics. It includes planning, selection, demonstration and evaluation of a communication product.
Writing Scientific Reports - principles, practical advice and exercises on how to write a scientific report or paper.
Transforming Information into Knowledge - critical review and appraisal of information on a topic from different sources, including use of electronic databases and citation software.
Advanced Roles for Scientists - five 1-day workshops on activities that established the duties and responsibilities of scientists and engineers - supervising postgraduate students, refereeing and editing of scientific papers; managing a research project; organising a conference; verbal presentations.
Directed Product Development - creation of a communication product for a workplace, supervised by arrangement with the office for the Graduate Certificate of Communication of Science and Technology (conducted in the remote mode over one semester).
Three PNG universities now have accredited post-graduate courses based on the developed modules. The University of Technology Lae accredited the course early in the project as the Graduate Certificate in Communication of Science and Technology. The University of Goroka approved a Post Graduate Certificate & Diploma program and the University of PNG accredited its post-graduate course in 2005 under the School of Science.
The university departments, their libraries and participating staff received substantial support, including copies of the workbook and book of readings for each subject (which they can use without copyright restrictions), copies of key reference books, CD-ROMs containing two databases of references to articles that are relevant to PNG from the natural and social sciences, together with electronic copies of the course materials. Libraries also received a copy of Bibus-biblio - a freeware referencing program. An attractive, user-friendly website (http://www.scicom.ac.pg/) was developed to provide a resource for the participating universities and students.
Over the life of the project 225 university lecturers (39% women), researchers and others completed one or more modules. Of these, 129 (including 76 academics and 41 researchers) had graduated by the end of the extended project in December 2006 - far exceeding the initial project objective. Ninety-one university lecturers (22 women) underwent facilitation training to develop their course delivery capacity. Gender sensitivity, inclusiveness and monitoring were important elements of the development, embedding and delivery of the courses. Eleven participants (one male) undertook specific gender training to support their delivery skills.