Partnerships for Learning and Belonging in Tertiary Education: A Social Capital Analysis

Abstract

Social capital refers to the benefits that accrue from social connections and networks. Most frequently linked with the work of Bourdieu and Putnam, the concept has found expression in the disciplines of sociology, political science and economics. In this chapter we explore the application of social capital to tertiary education practices. Specifically we examine the ways in which bonding, bridging and linking social capital can be applied to the common academic practices of student peer mentoring and staff peer observation of teaching. Findings from a range of studies show that the explicit development of trust, reciprocity, information sharing and cooperation in student and staff networks can improve learning experiences and enhance belonging. A social capital analysis of these partnerships suggests that investing in these types of partnerships amongst students and staff offers scalable, sustainable and costeffective opportunities to strengthen tertiary education.

The development of university teachers’ collaboration networks during a departmental professional development project

“…The results of the MR-QAP show that the choice of a peer to observe was related to an existing collaboration relationship at the beginning of the academic year. Chester et al (2019) suggested that peer observations of teaching can support social capital development amongst teachers in higher education. However, our results indicate that teachers observed colleagues with who they already collaborated regarding teaching.…”

“…Each language group was further represented by a language coordinator in a core project group (Kossinets & Watts, 2006;Rienties & Kinchin, 2014). Fourth, participants were asked to engage in formative peer observations of at least three colleagues throughout the project (Benbow & Lee, 2019;Chester et al, 2019). During the conference in November an observation training was held in which attention was paid to the observation instrument, the formative goal of the observations, and how to provide feedback.…”

Mismatch between student and university expectations of academic achievement

“…We suggest that it is the self-efficacy survey as an artefact that is important for our students, not the growth of improved self-efficacy per se. The fact that students have declared a change in self-efficacy could be a signifier of an expanded engagement with their role as 'student' and growing sense of belonging in higher education (MacFarlane, 2018;Chester, Johnston and Clarke, 2019). This expansion will improve daily engagement with studies, and may result in improved grades.…”

Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education – International Perspectives.

“…Professional learning communities (PLCs) (Hargreaves, 2019;Watson, 2014) and peer review and support of teaching practices (PRT) (Johnston et al, 2020) have often been touted as opportunities for educators to collaborate within a safe and supportive environment that promotes improved program and student outcomes. Nonetheless, evidence suggests that a top-down approach to PLCs or PRT can fail in transforming teaching and learning as opposed to an approach where educators are empowered to be part of the culture change (Chester et al, 2019;Hargreaves, 2019). Social capital evidently has the most strength in transforming teaching and learning where educators can inspire and motivate each other to improve (Chester et al, 2019;Hargreaves & Fullan, 2012).…”

“…Nonetheless, evidence suggests that a top-down approach to PLCs or PRT can fail in transforming teaching and learning as opposed to an approach where educators are empowered to be part of the culture change (Chester et al, 2019;Hargreaves, 2019). Social capital evidently has the most strength in transforming teaching and learning where educators can inspire and motivate each other to improve (Chester et al, 2019;Hargreaves & Fullan, 2012). For this to be successful, it is essential that networks should be promoted in ways that build trust between the educators.…”