Evaluating the Imperative of Intraorganizational Collaboration

Gajda, Rebecca; Koliba, Christopher

doi:10.1177/1098214006296198

Cited by 61 publications

(49 citation statements)

References 19 publications

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“…Network maps can also be used by participants to stimulate conversation about how well the network is functioning. Other useful assessment tools for evaluating network performance are provided by Nunez and Wilson-Grau (2003) and Gajda and Koliba (2007). Gadja and Koliba have developed a framework for assessing the quality of dialogue, decision-making, action, and evaluation by communities of practice that is equally applicable to leadership networks, especially those that are goal-oriented.…”

Section: Overall Network Healthmentioning

confidence: 99%

Social network analysis and the evaluation of leadership networks

Hoppe¹,

Reinelt

2010

The Leadership Quarterly

272

196

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Section: Overall Network Healthmentioning

confidence: 99%

Social network analysis and the evaluation of leadership networks

Hoppe¹,

Reinelt

2010

The Leadership Quarterly

272

196

View full text Add to dashboard Cite

“…In addition, in order to evaluate collaboration, it is not sufficient to display the existence of collaboration; performance criterion to evaluate collaboration need to be created ( [31], [44], [88]). Since displaying the levels of inter-organizations collaboration brings a classification with it in terms of the union of organization during the process of collaboration, it can be used as a reference point in the evaluation of the collaboration that has been carried out [33,34].…”

Section: Levels Of Inter-organizations Collaborationmentioning

confidence: 99%

The Effect of the Position of Educational Organizations within the Social Network on Their Collaboration Levels

Uğurlu¹

2016

ujer

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In this research, it has been aimed to determine the opinions of administrators serving in the public education organizations at the central districts of Sinop on inter-organizations collaboration (collaboration levels). The study, in the descriptive survey model, has been carried out by a mixed research approach where qualitative, quantitative and social network analyses have been used collectively. At the qualitative phase of the research, 36 school administrators have been interviewed, and then the interview inventory has been subjected to content analysis. In the social network analysis phase of the research, the Collaboration Levels Scale developed by the researcher has been applied to 36 school administrators. The obtained data have been analyzed in the UCINET 6.0 software. The density, structural holes, centrality degrees of the responses of the administrators to the items included in the scale have been calculated and network maps have been generated. In the quantitative phase of the research, whether the positional characteristics of the administrators within the organization and network demonstrated variations depending on variables or not has been analyzed with the Mann-Whitney U and Kruskall Wallis Test, since the distribution was not normal. According to the conclusions reached in the study, 36 education institutions have established a collaboration network of 68 actors, including themselves. From these organizations, 39 are education organizations, while 29 are public, private sector and non-governmental organizations. All education organizations at the provincial center have established a collaboration network. There are no isolated organizations. According to the density analysis, 57% of the maximum relations that the organizations could achieve among themselves, has been established. Accordingly, the education organizations have both close and distant connections within the collaboration network. According to the research findings, the education organizations at the provincial center display a structure that is very close within themselves -but closed to the outside. While the areas where the collaboration potential could be used the most in proportion are data sharing, financial resources sharing and administrator opinion exchange, the lowest levels have materialized in working on a common project, institutional health and safety. Among the collaboration levels, from the five levels that are networking, cooperation, coordination, coalition and collaboration, the highest achieved collaboration is the collaboration level. In conclusion, meaningful differentiations have been determined between collaboration subjects and levels, depending on the positions of the organizations within the network (central actor, effectiveness level and betweenness condition). Positions within the network have an impact on the collaboration levels of organizations.

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“…However, scholars have begun to define features of successful collaborative structures. Features that Gajda and Koliba (2007) propose for effective intra-agency collaboration for school reform, including a shared purpose and cycles of inquiry, decision-making, dialogue, and evaluation, also apply in inter-agency collaborations. Similarly, the Illinois Board of Higher Education (2007) describes the key role of boundary spanners who communicate across institutions.…”

Section: The Current Studymentioning

confidence: 99%

Developing Effective P-20 Partnerships to Benefit Chicano/Latino Students and Families

Moran

Cooper

López

et al. 2009

Journal of Hispanic Higher Education

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To consider how interdisciplinary P-20 partnerships increase college-going rates among Chicano/ Latino youth, the authors highlight evidence from the Educational Partnership Center (EPC) at the University of California, Santa Cruz, a P-20 partnership that builds academic achievement and college and career pathways. Three elements advance EPC effectiveness: collaborative governance structures sustaining shared vision, mission, and goals; innovating with data-driven decision-making; and complementary theories aligning goals from childhood through college to careers. Three studies, guided by these theories, illuminate such effectiveness. KeywordsP-20; K-16; Latino students; college access; data-driven reform; university partnerships Like other states across the nation, California shows great disparities in student achievement and college-going rates between its general population and Latino students. On the California Standards Test, 2007, 62% of White students compared to 29% of Hispanic/Latino students tested at the "proficient" level (the goal for all students) in language arts, and 53% of White students compared to 30% of Hispanic/Latino students tested as proficient in mathematics (O'Connell, 2007). This statewide achievement gap is mirrored among the largely student Latino population of California's central coast. This paper considers how the Educational Partnership Center at the University of California, Santa Cruz, a P-20 collaboration that brings together universities, community colleges, and schools with youth and families to improve alignment to increase college-going rates, has made progress increasing achievement and college-going rates among Latino students. For example, in one district in which EPC has collaborated over the past 5 years, Latino students increased 20% compared with a 6% increase for White students on state Academic Performance Indicator scores (O'Connell, 2007). Emerging Research, Policy and Practice on P-20 PartnershipsNationally, 38 states have P-16 state councils that focus on student achievement through a range of activities that include early learning programs, alignment of standards, P-20 data systems, dual high school and college enrollment, building academic rigor and teacher quality, college placement, and workforce development (Cech, 2008). The growing research literature on school-university P-20 partnerships includes states such as California Gomez, Bissell, Danziger, & Casselman, 1990) and Texas (Navarro & Natalicio, 1999;Oliva & Nora, 2004), as well as nationwide analyses (Conley, 2006;Stonecipher, 2001). Thus states look to P-20 partnerships to connect their goals of closing the achievement gap in P-12 with access to higher education, often by linking systemic and whole-school reform (Navarro & Natalicio, 1999) with student-centered programs (Weiss, 2001 . Due to the size and complexity of California's P-20 educational systems, which includes three systems of public higher education--the University of California, California State University, and California Comm...

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Evaluating the Imperative of Intraorganizational Collaboration

Cited by 61 publications

References 19 publications

Social network analysis and the evaluation of leadership networks

Social network analysis and the evaluation of leadership networks

The Effect of the Position of Educational Organizations within the Social Network on Their Collaboration Levels

Developing Effective P-20 Partnerships to Benefit Chicano/Latino Students and Families

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