Research dissemination practices in Tanzania: Limitations and potentialities

Fussy, Daniel Sidney

doi:10.1016/j.ijedudev.2018.05.003

Cited by 8 publications

(7 citation statements)

References 10 publications

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“…As noted above, appropriate credit of all partners in all research outputs is one of the features of an equitable partnership. In sub-Saharan Africa, as in many parts of the world, criteria for academic career progression are increasingly linked to measures of publication (Thomas 2017;Fussy 2018) and revenue generation (Chipindi and Vavrus 2018). Given the limited local sources of funding with extremely low investment in research by national governments in the region (Gévaudan, 2017;Asare et al 2018), these factors contribute to the appeal of engagement in externally-funded international research partnerships (RRC 2018).…”

Section: South-north Research Partnerships In Education: Current Poli...mentioning

confidence: 99%

How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa

Asare

Mitchell

Rose

2020

Compare: A Journal of Comparative and International Education

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This article explores equity with respect to South-North partnerships in the context of education research involving scholars based in sub-Saharan Africa. Drawing on large-scale bibliometric analysis of over 1,000 publications published in English between 2010 and 2018, it finds that participation in such partnerships favours a relatively small number of countries in sub-Saharan Africa. These collaborations appear to be reproducing gender imbalances in authorship. Complemented by interviews with 31 researchers based in the region, it further identifies examples of asymmetrical relationships alongside more positive partnerships and practices. Scholars based in sub-Saharan Africa were more likely to view partnerships initiated by researchers based in the region as equitable.

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Section: South-north Research Partnerships In Education: Current Poli...mentioning

confidence: 99%

How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa

Asare

Mitchell

Rose

2020

Compare: A Journal of Comparative and International Education

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“…Nevertheless, studies of education research in sub-Saharan Africa highlight constraints to conducting high-quality research at the level of human, material, and financial resources. Universities are increasingly reliant on early career members of faculty with heavy teaching responsibilities (Sehoole and Ojo 2015;Fussy 2018). Access to the latest research is undermined by inadequate computer and network systems, unstable power supplies, and limited capacity to pay for subscription content (Marfo et al 2011).…”

Section: Introductionmentioning

confidence: 99%

Education Research in Sub-Saharan Africa: Quality, Visibility, and Agendas

Mitchell

Rose

Asare

2020

Comparative Education Review

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This article combines large-scale bibliometric analysis of publications on education by researchers based in sub-Saharan Africa with researchers' accounts of their priorities and practice. Patterns in the thematic foci of the research from 48 countries in the region are considered from the perspective of international policy statements (the Education Sustainable Development Goal and the African Union's Agenda 2063), alongside analysis of funding, coauthorship, and citations. We find a large number of publications by these scholars in reputable journals that merit greater scholarly engagement. Furthermore, evidence presented in this article challenges claims about the dominance of Northern research agendas in sub-Saharan Africa.The authors gratefully acknowledge funding by Education Sub-Saharan Africa (ESSA) and the Jacobs Foundation; the research participants who generously gave their time; Rui da Silva for his work cataloging Portuguese language research; and the anonymous peer reviewers and others who provided valuable feedback on this article, including participants at CIES 2018, BAICE 2018, and colleagues at the REAL Centre,

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“…The purpose of the study conducted by [20] was to explore the use of radio and TV as farming information sources in Tanzania, the study identified major sources of agricultural knowledge used by farmers; it identified the potential for radio and television stations to serve as sources of agricultural knowledge; it established access to and use of radio and television agriculture programs; and it examined and developed factors influencing access to and use of agricultural radio and television programs. [21] examined the research dissemination methods used by four Tanzanian institutions to determine their limitations and potential, the findings show that academic fraternities continue to benefit from academic dissemination practices, and that researchers increasingly believe research is conducted primarily for publication and academic qualification, rather than to directly impact society and development. The purpose of the study conducted by [22] was to determine possible technologies for delivering agriculture-related information to farmers in the Indian state of Punjab, the findings indicate that an agricultural information system should be created using mass communication technologies such as mobile systems.…”

Section: Icts For Knowledge Disseminationsmentioning

confidence: 99%

Mobile Application for Research Knowledge Sharing and Dissemination: The Case of Nm-Aist Univeristy Tanzania

Kemhe¹,

Luhanga²,

Kisangiri³

2022

JSEA

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The utilization of mobile and web applications has surpassed all other platforms in terms of disseminating researchers' knowledge among diverse communities throughout the world. The current method of disseminating researchers' knowledge to the communities in the Arusha region in Tanzania is through meetings, workshops, and focus group discussions held by researchers, agricultural extension officers and community members after every three months or during field study. Yet the strategy is inefficient and ineffective in practice. The purpose of this study was to determine the most efficient and successful method of disseminating knowledge in communities. The study began with a qualitative phase, utilizing an interpretive technique and a qualitative multiple case study research design. The Arusha region in Tanzania was selected as a case study where different social activities were undertaken, including farming, livestock keeping, tourism activities and fishing. Individual participants were interviewed by using a semi-structured questionnaire. In addition, focus group discussions were conducted to gather more information regarding the needs of the mobile application. Through the implementation of the application, the second phase of the study led to the development of a mobile application that includes community members, agricultural extension officers, and researchers that will enable anyone to install the application on their mobile phones to access knowledge regarding activities undertaken in Arusha. According to the findings of the first phase of the research, a substantial percentage of community members own mobile phones, and hence a mobile application would be sufficient. The research also found that most researcher-community interactions occur at the data collection and intervention assessment (field trials

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Research dissemination practices in Tanzania: Limitations and potentialities

Cited by 8 publications

References 10 publications

How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa

How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa

Education Research in Sub-Saharan Africa: Quality, Visibility, and Agendas

Mobile Application for Research Knowledge Sharing and Dissemination: The Case of Nm-Aist Univeristy Tanzania

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