The aim of this exploratory study is to investigate the role of personal networks in supporting academics' professional learning about teaching. As part of a wider project, the paper focuses on the composition of academics' networks and possible implications of network tendencies for academics' learning about teaching. The study adopts a mixed-method approach. Firstly, the composition of academics' networks is examined using Social Network Analysis. Secondly, the role of these networks in academics' learning about teaching is analysed through semi-structured interviews. Findings reveal the prevalence of localised and strong-tie connections, which could inhibit opportunities for effective learning and spread of innovations in teaching. The study highlights the need to promote connectivity within and across institutions, creating favourable conditions for effective professional development.
PurposeThis empirical study examined citizens' expectations and perceptions in regards to service quality in three major Georgian public institutions.
Design/methodology/approachThe given research adopted a mixed method approach. The perspectives of public entities' representatives in relation to service quality management were investigated through in-depth interviews, whereas expectations and perceptions in regards to services to be offered or acquired in the context of public institutions were studied through a printed questionnaire utilizing a hybrid model of SERVQUAL integrating private and public service quality dimensions. This paper presents results of a quantitative study conducted on a sample of 310 citizens, equally distributed across public sector institutions, illustrating factor analysis of survey data. For factor extraction, rotation and interpretation, Oblimin rotation technique was used, determining inter-correlation among the service factors.
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