Article S6.14 Scientific Publications: Monologue and Multilogue Disseminations Montanus C. Milanzi Faculty of Public Administration and Management, Mzumbe University, P.O. Box 2, Mzumbe, Tanzania mcmilanzi[at]hotmail.com Seminar Participants: Montanus C. Milanzi, Jennifer Sesabo, George Igulu, Zuena Kilugwe, Cliford Ringo, Moses K. Daniel, Haruni J. Machumu, Justine N. Mbukwa, Proscovia P. Kamugisha, Oscar W. Tefurukwa, Perpetua K. Kilasi, Michael S. Mangula, Iddi Haruni, Bryson Kinyaduka, Christopher M. Nyaruba, C. M. Marwa, Kassim B. Kipanga, Mnyasenga, Thobias R., Neema Heri, Mackfallen Anasel, Hamisi Kiyabo, Alphonce W. Dossa, Muba Seif R., Denis Kamugisha, Heneriko Kafwenji, Masoud A. Komunte, and Maria Kanigi. 1. Introduction Eight members of academic staff from the Faculty of Public Administration and Management (FPAM), Mzumbe University, Tanzania felt the need to hold a seminar that would help to awaken, stimulate, and build their competencies for research and publication. A 3-day seminar was organised with the aim of stimulating the participants to manage, revive, and improve their competencies for conducting scientific studies that will in the end produce scientific publications. Over 24 members of staff attended the 3-day seminar facilitated by Montanus C. Milanzi. Members were asked if they have ever written any scientific article for publication. The majority of the participants showed some interest in publishing but indicated bottlenecks such as shortage of research and publication skills. There also seemed to be inadequate knowledge of research, that is of processes for creating high-quality outputs starting from verifiable inputs such as observations, experiences, perceptions, and so forth. The Mzumbe University has not produced enough publications by its own staff addressing issues specific to the Tanzanian environment. One reason could be inadequate funding provided by the University for research and publication purpose. Another reason could be the low priority given to these activities by the academic staff here. Research and publication seem to be functions which are considered secondary to teaching and consultancy. This may be based on an old idea that suggests a linear and sequential relationship among teaching, consultancy, research, and publication. The functions are interdependent, however. Each of the functions supports the rest. Research and publication should be given the due emphasis since the major mission of a university is the generation of knowledge. Testable knowledge is generated by research and it is usually communicated through scientific publications. 2. Scientific Publications A traditional research and publication approach was discussed. It happens to be a monologue approach. This is a common approach in the sciences, whereby a researcher communicates with the audience mainly after the work has been completed. The dissemination becomes the final goal or the product of the study which has been conducted. However, this is not the only genre of research writing. Some of the new genres include dialogues, multilogues, analytical narratives, auto-ethnographies, and interviews with embedded analysis. “These innovative genres have created a new intellectual and emotional writing space that has enabled writers to better connect their academic work with their personal lives” (Suchan, 2004, p. 301). “[W]riting well within these genres requires skill, craft, discipline, and creativity. Moreover, reading these writings well as an editor, reviewer, student, or field expert requires an open mind, discipline, and careful thought” (Suchan, 2004, p. 314). Seven strategies were presented to guide research and publication activity. These may help early-stage researchers clarify the exact manner in which they wish to contribute. The seven strategies are the following: (a) Ripple: Extending the earlier work or contributions incrementally (b) Embed: Using or applying two or more models (or theories) that are used together in the same study (c) Bridge: Filling the theoretical, methodological, philosophical, or a practical gap that has been identified (d) Transfer: Applying an approach (technology, theory, or methodology) in one context that was initially used in another context (e) Innovate: Using innovative and creative ideas (or concepts) along with the already known and well understood approaches (f) Structure: Creating a new organisation or form in order to construct observations that will be able to answer the research questions (g) Model: Building mathematical or statistical models to answer research questions 3. Conclusion A new mindset needs to be established at Mzumbe University, so that more members of the academic and research staff would be engaged in disseminating research results through publications. One way of encouraging such change is the re-introduction of research seminars that will form a learning ground for the participants. Besides, forming thematic groups to prepare research proposals and journal articles may also help. The Department of Public Service and Human Resource Management of the Faculty of Public Administration and Management (FPAM) was praised for the support provided during the seminar. Cliford Ringo (Assistant Lecturer, FPAM) was identified as the person who initially triggered the idea of the seminar. The members urged the university management to openly support the initiative now and in future. Montanus C. Milanzi was asked to further organise such meetings regularly. He was asked to prepare and arrange a programme that would attract more participants and resource persons (from within and outside the University) with diverse knowledge and research backgrounds. Further Readings: Milanzi, M. C. (2002). Research methods in social sciences: Philosophy, methodology and theory. Unpublished manuscript, Mzumbe University, Tanzania. Milanzi, M. C. (2009). Managing scientific publications. Unpublished manuscript, Mzumbe University, Tanzania. Suchan, J. (2004). Writing, authenticity and knowledge creation: Why I write and you should too. Journal of Business Communication, 41(3), 302-315.
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