A group of emerging researchers at the University of the Free State (UFS) completed a training programme to translate and convey their research findings in an accessible and understandable way for the public and other non-experts.
According to Dr Henriette van den Berg, Manager: Transformation of the Professoriate Mentoring Programme, in rapidly changing times, with fake news, misinformation and high levels of distrust in science, researchers have a responsibility to translate their research findings in an accessible way for the public, policymakers and industry. “Researchers who master the art of conveying complex scientific ideas in a way that is easy to understand for non-experts helps to build trust in science and counter misinformation.
“The Transformation of the Professoriate Mentoring Programme encourages our researchers to increase their science communication skills to translate their research for the wider academic and non-academic community to enhance public understanding, combat misinformation and promote evidence-based policy.”
Dr Van den Berg said the participants refined their writing skills to publish their work in The Conversation, learned how to use various social media platforms to communicate their research findings with a wider audience, developed posters displaying their research ideas with potential funders and made video recordings of their research pitches. During the training programme participants forged new collaborations within the group of researchers from different faculties and bridge the gap between researchers and colleagues from support services.
Prof Vasu Reddy, Deputy Vice-Chancellor: Research, Innovation and Postgraduate Studies, who oversees the mentoring programme, heaped praise on this intervention: “At the UFS, we are committed to nurturing researchers who not only generate knowledge, but who also communicate it in ways that advance sustainable and responsible societal futures. In an era shaped by misinformation and complexity, science communication is no longer optional; it is a core research competency. Developing researchers who can engage diverse publics strengthens the University’s contribution to inclusive and evidence-informed societal futures.”
One of the participants, Dr Mpho Mafa, Senior Lecturer in the Department of Plant Sciences, said the workshops challenged him to learn, unlearn and relearn by highlighting the differences between academic writing and popular writing. The facilitators provided support, used real-life examples, shared a popular writing framework and methods that will be helpful later when they share their research findings with the public.
“I attended the workshops to learn how to write my research findings for a popular magazine and the general public in an easily accessible manner. However, I realised that some of the popular writing methods can also apply to academic writing, particularly when you want to make the point clear and direct.
“So, I will be using the writing framework for my research work and also for the presentation at the conferences. Also, the “six Ms” framework stood out to me as one of the best ways to conceptualise any research project or a story you want to share with your audience. Therefore, I will use the information for my research projects and postgraduate teaching.”
For Dr Andri van Aardt, Senior Lecturer in the Department of Plant Sciences, the workshops were insightful, taking her out of her comfort zone, making her realise that she needed to work on her science communications which are non-academic to make them more accessible and understandable.
“I certainly want/need to work on my ability to communicate my science and the work that I do as a researcher to the public. As someone that studies the environment there is a need for me to communicate my findings on a level that the public can understand. I will certainly work on this skill and would like to implement it in improving my LinkedIn profile,” she said.
Boths Drs Mafa and Van Aardt said they would recommend the training to other colleagues.
Prof Reddy said “Responsible research requires meaningful dialogue with communities, policymakers, industry, and citizens who are affected by the knowledge we produce. The ability to translate complex ideas into accessible language is essential for building public trust in science and higher education. Developing researchers who can engage diverse publics strengthens the University’s contribution to inclusive and evidence-informed societal futures.”