On Network Theory

Borgatti, Stephen P.; Halgin, Daniel S.

doi:10.1287/orsc.1100.0641

Cited by 1,197 publications

(750 citation statements)

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“…Recent research in evolutionary economic geography has underscored the association between geographical proximity and tie formation in networks by empirically controlling for other forms of proximity (Balland, 2012). These and other accounts of geographical constraints of network formation and evolution form part of what Borgatti and Halgin (2011) would classify as geographical theories of networks. Consequently, networks are located in space, and the creation of new linkages seems to be somewhat affected by this geography.…”

Section: Space As a Condition For Network Formationmentioning

confidence: 99%

Exploring the Interaction of Space and Networks in the Creation of Knowledge: An Introduction

Glückler

Lazega

Hammer

2017

Knowledge and Space

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The book series on Knowledge and Space explores the nature of human knowledge from a geographical perspective. How to create, share, and adopt new knowledge is a core question in the social sciences. Processes of learning and knowledge creation are the result of social practice and always take place in space and in specific geographical contexts. The eleventh volume is the outcome of the symposium entitled "Topographies and Topologies of Knowledge" in the series of Klaus Tschira Symposia on Knowledge and Space held at the Villa Bosch Studio in Heidelberg. This book focuses on the conceptual and empirical intersections of the geographical and network dimensions of social practice in accounting for the creation and reproduction of knowledge. By taking up this dialogue between the fields of geography and social network studies, the book is conceived to bridge a research gap between two analytic perspectives that until recently have developed more in parallel to each other than in mutual exchange between scholars. The intention of its chapters is to broaden and deepen understanding of the specific characteristics not only of space and connectivity but also of their mutual and interactive effect on knowledge creation.

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Section: Space As a Condition For Network Formationmentioning

confidence: 99%

Exploring the Interaction of Space and Networks in the Creation of Knowledge: An Introduction

Glückler

Lazega

Hammer

2017

Knowledge and Space

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“…From the active subject of cognition, the learner can become an object of influence. //dx.doi.org/10.15405/epsbs.2017.12.36 Corresponding Author: Nina L. Sungurova Selection and peer-review under manifested, but also the activity of the subject of communication (Borgatti & Halgin, 2011).…”

Section: Problem Statementmentioning

confidence: 99%

Self-Organization Of Activities Of Students In The Situation Of Network Educational Communication

Sungurova¹

2017

The European Proceedings of Social and Behavioural Sciences

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The psychological aspects of the network educational activity of students are considered in the article, the ambivalent character of the psychological consequences of information interaction is noted. For example, the Internet provides students with large scale and opportunities for information interaction, it allows you to quickly receive up-to-date information. On the other hand, network resources create mediated communication between people, in which products of information exchange become knowledge without active interaction of participants in this process. Students involved in network communication become "consumers" of the content of various information resources. This situation may threaten the security of the individual. The problem of self-organization is relevant in the process of personal and professional self-realization, and in the effective allocation of a temporary resource. Planning the use of your life time is an important component of modern life and indicators of their personal effectiveness. Personal propensity for self-organization is considered an important component of personal potential, which allows it to resist undesirable changes in the surrounding world. The authors conducted an empirical study of the self-organization of activities of students in the context of networked educational activity. Students who prefer active educational communication, daily plan their activities on the assimilated principles. They fix the pre-planned structure of the organization of events in time, are tied to a clear timetable, use external means of organizing activities. The inadequate development of students' ability to concentrate on the goal and streamline the activity make them more prone to dependence on the Internet.

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“…Inter-organizational network studies have expanded rapidly since 2000 (Borgatti & Halgin, 2011). The development shows a shift from individualistic and atomistic views of organizing towards a more relational, contextual, and systemic approach (Borgatti & Foster, 2003;…”

Section: Literature Reviewmentioning

confidence: 99%