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DOCUMENT RESUME

ED 370 810 SE 054 582

AUTHOR Ely, Donald P.; Huberman, A. MichaelTITLE User-Friendly Handbook for Project Dissemination:

Science, Mathematics, Engineering, and TechnologyEducation.

INSTITUTION National Science Foundation, Washington, DC.Directorate for Education and Human Resources.

REPORT NO NSF-94-17PUB DATE 94NOTE 21p.; For a related document, see ED 366 511.

PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC01 Plus Postage.

DESCRIPTORS Elementary Secondary Education; Higher Education;*Information Dissemination; Program Evaluation;Science Education

IDENTIFIERS *National Science Foundation

ABSTRACTThis document was developed to provide principal

investigators and project evaluators working with the NationalScience Foundation's Directorate for Education and Human ResourceDevelopment (EHR) with a basic understanding of dissemination. It isaimed at people who want to learn more about both developing andimplementing a dissemination plan. It complements the "User-FriendlyHandbook for Project Evaluation, Science, Mathematics, Engineering,and Technology Education." Dissemination guidelines are included.(Author/ZWH)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

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The Foundation provides awards for research in the sciences andengineering. The awardee is wholly responsible for the conduct of suchresearch and preparation of the results for publication. The Foundation,therefore, does not assume responsibility for the research findings or theirinterpretation.

The Foundation welcomes proposals from all qualified scientists andengineers, and strongly encourages women, minorities, and persons withdisabilities to compete fully in any of the research and related programsdescribed here.

In accordance with federal statutes, regulations, and NSF policies, noperson on grounds of race, color, age, sex, national origin, or disabilityshall be excluded from participation in, denied the benefits of, or besubject to discrimination under any program or activity receiving finan-cial assistance from the National Science Foundation.

Facilitation Awards for Scientists and Engineers with Disabilities(FASED) provide funding for special assistance or equipment to enablepersons with disabilities (investigators and other staff, including studentresearch assistants) to work on an NSF project. See the programannouncement or contact the program coordinator at (703) 306-1633.

Privacy Act and Public Burden

Information requested on NSF application materials is solicited under theauthority of the National Science Foundation Act of 1950, as amended.It will be used in connection with the selection of qualified proposals andmay be used and disclosed to qualified reviewers and staff assistants aspart ofthe review process and to other government agencies. See Systemsof Records, NSF-50, "Principal Investigator/Proposal File and AssociatedRecords, and NSF-51, "Reviewer/Proposals File and Associated Records,"56 Federal Register 54907 (Oct. 23. 1991). Submission of the informationis voluntary. Failure to provide full and complete information, however,may reduce the possibility of your receiving an award.

The public reporting burden for this collection of information is estimatedto average 120 hours per response, including the time for reviewinginstructions. Send comments regarding this burden estimate or anyother aspect of this collection of information, including suggestions forreducing this burden, to Herman G. Fleming, Reports Clearance Officer,Division of CPO, NSF, Arlington, VA. 20330: and the Office of Manage-ment and Budget. Paperwork Reduction Project (3145-0058), Wash.,D.C. 20503.

The National Science Foundation has 1 D (Telephonic Device for theDeaf) capability, which enables individuals with hearing impairment tocommunicate with the Foundation about NSF programs, employment, orgeneral information. This number is (703) 306-0090.

Directorate for Educationand Human Resources

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Donald P. Ely

A. Michael Huberman

4

USER-FRIENDLY HANDBOOK FOR PROJECT DISSEMINATION AUTHORS

ABOUT THE AUTHORS

Donald P. Ety was a Program Director for Dissemination in the Division of Research, Evaluation,and Dissemination (DRED) at the National Science Foundation. He is a Professor of InstructionalDesign, Development, and Evaluation in the School of Education at Syracuse University. Hiscurrent research is on the conditions that facilitate the implementation of educational innovationsand trends in educational technology.

A. Michael Hubetman is a Professor of Education in the Department of Psychology and EducationServices at the University of Geneva, Switzerland. During 1991-1993, he is a Senior ResearchAssociate at The Network in Andover, Massachusetts, and Visiting Professor in the GraduateSchool of Education at Harvard University. He is also a Senior American Educational ResearchAssociation (AERA) Fellow in the Division of Research, Evaluation, and Dissemination at theNational Science Foundation. His current research deals with the dissemination of educationalinnovations and qualitative research methodologies.

Additional writing and editing by the staff of Booz.Allen & Hamilton Inc.

Any opinions (including definitions of dissemination), findings, and conclusions or recommenda-tions expressed in this publication are those of the authors, and do not necessarily reflect the viewsof the National Science Foundation.

EHR/NSF Dissemination Handbook

5

USER-FR1ENDLY HANDBOOK FOR PROJECT DISSEMINATION PREFACE

PREFACE

This document was developed to provide PrincipalInvestigators and Project Evaluators working with theNational Science Foundation's Directorate for Educa-tion and Human Resource Development (EHR) with abasic understanding of dissemination. It is aimed atpeople who want to learn more about both developingand implementing a dissemination plan. It comple-ments the "User-Friendly Handbook for Project Evalu-ation, Science, Mathematics, Engineering, andTechnology Education" which is also available fromNSF.

EI-IR/NSe Dissemination Handbook 3

6

DISSEMINATION GUIDELINES

The National Science Foundation strongly believes inthe importance of disseminating the findings of suc-cessful projects. The purpose of this document is toprovide guidelines for NSF grantees in thinking about,and planning for, the dissemination and implementa-tion of project results.

What is Dissemination?

". . . to scatter widely, as in sowing seed. . . to spreadabroad. . ." are Webster's definitions. Most peoplewould say that dissemination is the process of gettinginformation and products to potential users. Unfortu-nately, that view is not sufficient. Without working onthe reception side, you may have a message thatvirtually no one listens to, much less acts on.

For a long time, researchers in the social sciencesaligned themselves with engineers. The idea wasthat a rational research and development process(Research >Development >Dissemination)would be sufficient to do the job. As it turned out,what is needed in the social and behavioral sci-ences is a more complex and less linear model fortransferring knowledge from developers and re-searchers to users. Here is a definition that moreaccurately reflects the complexity of the process:

Dissemination is the process of communi-cating information to specific audiencesfor the purpose of extending knowledge

and, in some cases, with a view tomodifying policies and practices.

Within the definition are concepts dealing with fourdifferent goals of dissemination: spread of informa-tion, choice of alternative products or procedures,exchange of information, and implementation ofnew processes or procedures (Klein, 1992). Let usexplore these four goals.

When spread is the focus of the dissemination effort,a variety of media formats are usually considered, e.g.,audio, video, or text, using one or more vehicles:presentation at professional meetings, publications injournals and telecommunications. Spread is usuallyaimed at a large number of people and reaches themat random. A targeted spread would define audiences

EHR/NSF Dissemination Handbook 5

7

WHAT IS DISSEMINATION? USER-FR1ENDLY HANDBOOK FOR PROJECT DISSEMINATION

Placement of information in adatabase is no guarantee of

eventual dissemination; it occursonly when someone knows enough

to request it.

z

more narrowly and confine communication to thosejournals read by the specific audience; to those confer-ences attended by the defined audience; and to tele-communications networks that are likely to includemembers of the target group.

Dissemination as choice involves the communica-tion of information about alternative products,practices, programs, and policies. It is delivered bylibraries, information centers and clearinghouses.Its function is to help users to locate neededinformation that is not usually available at theirfingertips. With easier access to databases onlineand toll-free telephone numbers, information canbe obtained so that choice of relevant data can bemade. However, for successful dissemination, theinformation must be put into the system and usersmust become aware of its availability. Placement ofinformation into a database is no guarantee ofeventual dissemination; it occurs only when some-one knows enough to request it.

Exchange occurs when information, products or obser-vations are shared. Examples of exchange involve inter-active communication through face-to-face visits,e-mail messages, and informal conversations at pro-fessional meetings. The "audience" is usually smallerindividuals or small groups who sometimes formnetworks for the purpose ofsharing research findings,new information, and availability of materials.

Implementation is the actual use of information byother practitioners and is fostered by direct assistanceto the user. It may include training in the use of anewproduct or procedure through a local team trained bythe original developer; it may be a "help" screen on acomputer or a toll-free telephone number that facili-tates implementation. Implementation is actually oneof the major purposes of dissemination. It is oftenassumed to occur simply because information hasbeen sent. Crandall (1989) concludes:

"Policies that involve clearly defined andvalidated practices, when linked with in-person assistance from experienced de-

velopers, implementors, and facilitators,appear to have a greater chance for im-

proving school practice."

Dissemination is context dependent. People in vari-

6 EI-IR/NSF Dissemination Handbook

USER-FRIENDLY HANDBOOK FOR PROJECT DISSEMINATION WHAT IS A DISSEMINATION PLAN?

ous seWngs often act on the basis of traditions andvalues of the organization. There are general proce-dures or guidelines that are useful but absoluterules do not exist.

What Is a Dissemination Plan?

Like any organized procedure to accomplish spe-cific results, a dissemination plan is deceptivelysimple. At first it may seem like a list of activitiesthat have been organized to communicate a mes-sage to people who want (or ought) to receive it.However, a broader definition of dissemination isemployed here. Greater complexity emerges andthe need for a specific plan is evident. Beforeactually writing a plan, think about the followingquestions:

Why? What is the purpose of the disseminationeffort? What should happen as a result? Whatdifference should it make? Why botht

Who? Who are the ultimate users of the product orpractice? Should the users be reached directlyor through intermediaries? How many peopleare in the audience and where are theylocated? Is there a secondary audience?

What? What is the content that is to bedisseminated? Is it new knowledge? Whatform is it in? If it is a product, does it requireany type of training or assistance to ensure itsproper use?

How? What means or media could be used todisseminate the knowledge or products?Should several media be used? What are themost cost-effective ways to reach the definedaudience? Are prospective users more likely toseek information from one source thananother?

With What Consequences? What does one expect to see if the disseminationis a success? Where will it make a difference?Are we fostering awareness? adoption? greaterknowledge? enlightenment? enhanced capacity?changes in ongoing policies and practices?Without knowing which level of outcome we areafter, it is practically impossible to make adissemination plan.

EHR/NSF Dissemination Handbook 9 7

GETTING STARTED DISSEMINATION GUIDELINES

Getting Started

A good rule of thumb is toassign a 3-5% of the project

budget to disseminationand allow about 18 monthsfor this phase of the project.

Building the Plan: Decisions

There is no universal formula for successful dissemi-nation. Still, if you can answer the why? who? what?etc. questions above, you will be at least halfway there.Beyond that, there are only a few "rules of thumb."

Words on paper alone won't get far. If you wantpotential users to really understand and use yourproduct or innovative practice, you will need tointeract with people.

Work as much as possible through existingchannels, networks, and associations. They willcarry ycur messages to the people who are likelyusers.

Begin planning for dissemination early in theproject; this allows you to prepare the ground.Waiting until the end often means that yourpublic is going to face a steeper learning curvethan you did.

Try to stay with your dissemination long enoughto measure its actual impact and assure qualitycontrol.

A dissemination plan usually involves five majordecisionc: (1) defining the purpose; (2) identifying theaudience; (3) stating content; (4) designing strategies;and (5) assessing impact. Each step will be discussedin the following sections. It is sometimes necessary toreturn to earlier steps during the process.

Decision Point #1 Defining the putpose

One of the first decisions is to determine the desiredpurposes. A linear continuum helps to review theoptions in terms of goals to be reached. As one movesalong the continuum, increasing effort is required toachieve the goal.

Some NSF dissemination initiatives stop at thelevel of awareness or understanding. This levelmight be acceptable for some projects but, if prac-tices or products are to be adopted and imple-mented, further steps have to be taken. Theseadditional steps require more time and, usually,

8 EHR/NSF Dissemination Handbook

USER-FRIENDLY HANDBOOK FOR PROJECT DISSEMINATION BUILDING THE PLAN: DECISIONS

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Decision Point #2 Identifying the audience

The next decision involves specification of the audi-ence to be reached. Sometimes there may be primalyand secondafy audiences. Think in terms of specificpeople and what they already know prior to exposureto this new information. Also consider the number ofpeople who should be reached. The names may notnecessarily be stated but can be translated into suchdescriptors as "departmentchair," "principal," orpresi-dent of the teacher's union."

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It may be helpful to look at the first two decisionpoints using a matrix that focuses on those ele-ments as shown in Exhibit 1.

To use the matrix, name the persons who will beinvolved and determine the category into which they


STCOPYWAILABLE

IDENTIFYING THE AUDIENCE USER-FR1ENDLY HANDBOOK FOR PROJECT DISSEMINATION

Exhibit 1

A Matrix to Assist in Developing a Dissemination Strategy..

Level AudienceInnovators

(SpecialInterest)

Key Persons(Gatekeepers)

PotentialAdopters

EveryoneWho MightBe Affected

Awareness1

Understanding

Acceptance

Adoption

Implementation

Institutionalization

Devision Point #3 Stating Content

fall. Next, indicate the level you want each person toreach. If the Principal Investigator wants the univer-sity professor of computer science to be aware, an "x"would be placed in the "special interest" columnopposite "awareness." For another purpose, say the"adoption" of the ideas by the "chair of the computerscience department," an "x" would be placed at thatintersection and a diasemination plan would be devel-oped with that focu 3 in mind.

Content is broadly defined. It may be the research orevaluation findings of a project; a product (such as acomputer program, a series ofvideodisks or a syllabusfor a course); a process or procedure combiningseveral of the above. Content is substance. It can bedescribed. It is the essence of what the audienceshould receive. Once decided, the level of understand-ing should be determined.

The "stuff' of disseminatior. is the content. Content isfound in products, practices, programs, and policies."Products" are usually independent, self-standinginstructional materials, such as computer software,laboratory kits, videotapes, audiotapes, and text-books. "Practices" are teaching methods, usually com-bined with instructional management procedures thatare used in teaching/learning environments. They are


12

USER-FRIENDLY HANDBOOK FOR PROJECT DISSEMINATION DESIGNING STRATEGIES

sometimes called "techniques." Content could also beprocessthe practice of presenting and interactingwith substantive information. It could be "knowledge"created from project findings; it could be a synthesis ofseparate existing knowledge that yields new under-standing when analyzed as a whole.

Content ought to be one of the first considerations ofa dissemination plan. What is it that will be dissemi-nated? This Is the core of the effort; it is the substance.Without it, there can be no dissemination. The con-tc.rit, combined with purpose and audience provide abasis for systemic change. Exhibit 2 presents anexample of purpose, audience, and content combined.

Decision Point #4 Designing Shategies

A common failing in the creationof most dissemination plans

Ls to jump to the strategybefore consideringthe prior questions.

"Purpose" (Decision Point #1) and "audience" (Deci-sion Point #2) are considered along with "content"(Decision Point #3) prior to determination of thestrategy. Exhibit 2 provides an aid to guide thisprocedure and the previous example (Exhibit 1)illustrates how these elements are used to developa strategy.

There are many dissemination strategies that can andshould be entertained. Many will be familiar and someare new. The following is an illustrative, but notexhaustive, list:

Formal report Computer Conference

Brochure Electronic Mail

Lecture Video Conference

Symposium Telelecture

Personql Interview Film

Demonstration Laser Disk

Workshop Exhibit

A common failing in the creation of most dissemina-tion plans is to jump to the strategy before consideringthe prior questions. A Principal Investigator may betaken with the idea of videoconferencing, for example,and select it as a primary approach without thinkingthrough the match between this strategy and thepurpose, audience, and content to be addressed. A


13

DESIGNING STRATEGIES USER-FRIENDLY HANDBOOK FOR PROJECT DISSEMINATION

Exhibit 2

Aa Example of Purpose, Audience, and Content Combined

Purpose? To develop guidelines andexamples for the teachingof laboratory science at adistance.

Audience? Teachers of chemistry whohave taught or are inter-ested in teaching at a dis-tance.

Content? The process of designing,developing, and evaluatingmaterials and techniquesfor teaching chemistry at adistance.

Strategies? An invitational conference;demonstrations; videotapes;electronic networks; reportsat professional meetings.

Distance education Is a significant trend in North Ameri-can secondary and post-secondary education. The avail-ability of courses when schools or colleges cannot bereached because of location,time, or physical handicaphas been made possible through a variety of communi-cation technologies: computers, satellite video, tele-phones, and combinations of media. Most courses canbe redesigned for distance learners by utiting interactivelearning techniques. However,the laboratoryexperiencesare an integral part of most beginning courses in chemis-try, biology and physics. When students and teachers areremote from each other, tt is difficult to provide opportu-nities for students to experience the discovery that is partof laboratory work.

A proposal to NSF spelled out the need for a nationalconference to exchange information among secondaryand post-secondary teachers of chemistry who wereinvolved in, or contemplated Involvement in, teachingchemistry at a distance. This audence would bring mate-rials, experiments, and questionsto a 3-day conference toexchange information with colleagues. A resource per-son from the British Open University, where successfulchemistry laboratory programs have been offered at adistance, would be available. The content centeed onmaterials, techniques, procedures, and student assess-ment used in teaching chemistry at a distance.

To ensure further dissemination of the conference re-sults, individual participants would give brief demon-strations of their approach and each would bevideotaped for later use by individuals who had notattended the conference. Further, during the confer-ence, the organizer would lead the group through asimulation exercise to create a laboratory kit for onetopic in chemistry. The process would be documentedand later turned into published guidelines for teachersof chemistry (and perhaps other laboratory sciences)to create laboratory kits for distance learners. Availabil-ity of the videotape and the guidelines would beannounced in journals read by chemistry teachers. Apresentation would be given at the national confer-ence. Individuals attending the conference would beincluded on a national computer network with bulletinboard and electronic mail.

12

14


USER-FRIENDLY HANDBOOK FOR PROJECT DISSEMINATION ASSESSING IMPACT

Decie Ion Point #5Assessing impact

related problem is the over-reliance on a single strat-egy. For example, we may assume without reallyanalyzing a situation that a written report is the bestway to disseminate findings. This assumption isprobably based in large part on the fact that ourtraining has predisposed us to this alternative and weare most comfortable with it. It may not, however, bea strategy for success.

Some examples help to illustrate how various strate-gies can effectively combine media and procedures to"get the word out" to target audiences.

We begin with the case of a research project that hascome up with significant findings. Normally the re-searcher would seek publication in a refereed journaland a formal presentation at a conference of the fieldmost closely related to the study. If a goal is limited toinforming other researchers in the same specializedfield about the fmdings, the normal strategies wouldapply. However, if the researcher is attempting tostimulate related research by other researchers, asymposium might be arranged, followed by an elec-tronic mail network for day-to-day sharing of informa-tion and new findings.

Another example focuses on teaching and learning. Amathematics educator has developed and tested newapproaches to teaching geometry using microcom-puters. His objective is to gain acceptance of the newapproaches by secondary school mathematics teach-ers from urban schools. Presentations are planned forseveral national meetings that are usually attended byteachers from the defined audience (understanding).Summer workshops are announced for individualswho have expressed interest in the new procedures(adoption) and a computer network is used for follow-up and interaction among those who have adopted thenew techniques and materials (implementation).

After all the planning, the question is: "Has thedissemination effort made any difference?" Has therebeen any change in the people who were being ad-dressed? What has happened (if anything) as a resultof dissemination?

A first step in measuring "success" is to review thecriteria upon which "success" will be determined.Start with the previously stated purposeto what

EHR/NSF Dissemination Handbook15

13

CHAPTER FIVE DISSEMINATION GUIDELINES

An integral part of anydissemination plan is evaluation

of the result.

Summary

extent has this purpose been reached? How do youknow? If you do not have evidence, how can it beobtained? To what extent are quantitative data helpfuland when is qualitative information more useful?

Too often we are willing to limit ourselves to makinginformation available. An integral part ofany dissemi-nation plan is the evaluation of the result. Sometimessuch information is not immediately available be-cause it takes time for new users to decide, to adopt,and to gain resources to implement. However, here aresome examples of feedback that should be systemati-cally recorded:

Requests received for more information in writingor by telephone

Number of individuals (or organizations) thatsign-up for training offered by the PrincipalInvestigator

Number of persons who visit sites where newpractices are being used

Number of invitations for speakers/consultantsto come to the site where the new practice isbeing considered.

The guidelines presented above provide a generaloverview of dissemination as it applies to NSF projects.It is intended to assist Principal Investigators in thecreation of a dissemination approach. To summarizethese suggestions, an overview has been developed toprovide tips for dissemination.


USER-FRIENDLY HANDBOOK FOR PROJECT DISSEMINATION REFERENCES

References

Crandall, D. P. (1989). Implementation aspects ofdissemination: reflections toward an immodest pro-posal. Knowledge: Creation, Diffusion, Utilization, 11(1),79-106.

Klein, S. S . (1992). A framework for redesigning anR&D-based national education dissemination systemin the United States. Knowledge: Creation, Diffusion,Utilization, 13(3), 256-289.

Rogers, E. M. (1983). Diffusion of Innovations (3rdEdition). New York, NY: The Free Press.

EHR/NSF Dissemination Handbook 1 7 15

TIPS USER-FRIENDLY HANDBOOK FOR PROJECT DISSEMINATION

Tips for Dissemination Planning

1. Steps To Be Taken Early in the Project

A. Draft a global dissemination plan, which includes:

The identification of primary and secondary audiences

Some indication of the objectives for these audiences: awareness, un-derstanding, adoption/adaption, implementation, or institutionalization

Some general ideas of the form of the dissemination for main audiences(monograph, seminar, working group)

A preliminary budget: likely time, finances, staff required for dissemina-tion effort.

B. Contact key members of the main target audience(s) to:

Inform them about the study or project

Find the convergence between the study or project and their concerns andinterests

Get a sense of their understanding or conceptual mastery of the prob-lems nested in the research and development questions

(Eventually) "sign-up" one or more people who will follow the projectand help with its dissemination.

C. Have a look at the project design and analysis plan to see where:

Findings may be generalized to the target audiences

Certain findings can answer local questions

Outlines will not require too many "translations" to be used by nonspe-cialists.

2. Steps To Take During the Project

Create simple mechanisms (meetings, study day) allowing key users togradually master the content and significance of the project.

Give these non-specialists some intermediary report in a readily under-standable form. If possible, do some of this transfer interactively.

Control the level of understanding of the project by those within theaudience(s) who are likely to carry some of the results and products totheir organizations.


13

USER-FR1ENDLY HANDBOOK FOR PROJECT DISSEMINATION TIPS

Try to identify the most pertinent information and products for the Principalaudience(s), and discuss with them the best channels of communication.

3. Steps During the Concluding Phase of the Project

A. Elaborate a precise dissemination plan for the principal "target" audiences:

Be specific about objectives (enlightenment, change of perspective,action).

Be specific about different channels meant to cony the products to keypublics: reports, working group, training, articles in a professional journal.

Be clear about time, personnel, resources required.

Create a realistic timetable.

B. Work out the responsibilities of key people in the organization:

Negotiate a commitment on their part.

Make explicit the part of the dissemination that they will carry.

Make explicit the contribution that the project team will make.

Be explicit about the time, means, and people that will be available toindividuals in these units who will be following up on the project.

4. Steps During the Actual Conduct of the Dissemination:

General message: structure these dissemination activities as "conver-sations" with non-specialists about this project not as an "instructional"event.

"Nourish" regukty the intermediaries who are disseminating the project lo-cally.

Discuss with users the components of the project that can be translated intospecific recommendationsthat show what can be "done" with the find-ings or products in specific settings of use.

Control the "readability" of documents, along with the level of under-standing of information presented interpersonally. Give these tasks tomembers of the team who can best communicate with nonspecialists.

Stay in touch, monitor the dissemination effort until staff, trainers, andkey administrators have taken the study into internal councils (for deci-sions, planning) and have clearly mastered the project and its conse-quences.


19

TIPS USER-FRIENDLY HANDBOOK FOR PROJECT DISSEMINATION

Plan some of this contact time for informal social contacts; leave some"slack" space in the program of dissemination.

Produce products with visuals, humor, attractiveness; do not overloadwith statistics and tables, detailed conceptual analyses, specialized lan-guage. Vary oral and written products; think of several ways to illustratethe main conclusions.

Focus on "alterable" variableson variables that can realistically bechanged in desirable ways.

Be aware of local sensitivities, hierarchies, politics. They are very impor-tant; critical analysis is offen received as personal criticism.

At several points, meet with key useks and intermediaries to see how thedissemination effort is progressing, and to determine what needs to beamended.

If you are interested, follow up on suggestions to pursue this project; beready to address local questions that go beyond the information youhave provided but are pertinent to it.

If the awardee proposes to use grant funds for the purpose of commer-cial dissemination of any research results/products under the awardee'sproposal, the awardee should be aware that the requirements of Articles17 and 19 of GC-1 will apply as well as any special terms or conditionsset forth in any award.


0

USER-FR;ENDLY HANDBOOK FOR PROJECT DISSEMINATION GLOSSARY

Glossary

Adoption (adopter)

Change agent

Dissemination

Gatekeeper

The c' -c;sion to make full use of innovation as the bestcourse of action available (the person or group whomake decisions) (Rogers, 1983, p. 172).

The person who introduces and usually facilitates theadoption and implementation of an innovation.

The process of communicating information to specificaudiences for the purpose of extending knowledgeand, in some cases, with a view to modifying policiesand practices.

An individual or individuals who withhold or reshapeinformation that they control as it flows into theirsystem (Rogers, 1983, p. 354).

Implementation Putting an idea, process or product into use.

innovation (innovator) An idea, practice or object that is perceived as new byan individual or other unit of adoption (the person whointroduces or accepts the idea, practices or object)(Rogers, 1983, p. 11).

institutionalization Continued or routine use of an innovation afteradoption and implementation.

Strategy A systematic plan of action to reach predefined goals.


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