The Global Diffusion of Social Innovations – An Analysis of Twitter Communication Networks Related to Inclusive Education

Abstract

In recent decades, different social innovations-such as lifelong learning, inclusion or Education for Sustainable Development-have had a huge impact on domestic education systems. In an increasingly globalized world, innovations diffuse across national borders. At the same time, diffusion processes seem to be highly influenced by public and private actors, e.g., international organizations (IOs) or non-governmental organizations (NGOs). Both state and non-state actors use social networks and digital communication platforms, such as Twitter, as channels for the diffusion of social innovations and practices. Inclusive education, which has become the main alternative to special schools for the schooling of children with disabilities, is a widely discussed innovation in education and, hence, represents a suitable case for the study of global diffusion processes and the involved actors. Thus, drawing on social network theory (SNT), the aim of this paper is to examine the structure of the Twitter communication network forming around the social innovation of inclusive education. Empirically, we use social network analysis (SNA) to map the communication network; identify central actors; and infer assumptions about the role of different actor groups. Our results show, for instance, that especially NGOs and IOs hold central positions in the network, which enables them to exert influence on the diffusion of innovative ideas. Overall, the findings of our study indicate how the online communication tool Twitter can play a crucial role for actors who seek to influence the global diffusion of social innovations in education and effect education policies, norms and systems at the global, national and regional levels as such.

Framework for using online social networks for sustainability awareness

“…The main conclusions drawn are as follows:Twitter helps teachers in promoting reflective writing in their students (Garcias et al. , 2020) and enables inclusive education (Schuster and Kolleck, 2020). YouTube favors both teachers by promoting a greater commitment to student learning (Trivino-Cabrera et al.…”

“…(1) Twitter helps teachers in promoting reflective writing in their students (Garcias et al, 2020) and enables inclusive education (Schuster and Kolleck, 2020).…”

Taming Global Citizenship Education Within Twitter’s Attention Economy

“…Survey questions probed into the views of each organisation on GCE, including core values and beliefs, along with each organisation's relationships with other key actors and affiliation to regional networks. Through the initial stages of research, Twitter was identified as a frequently used social media platform among the GCE actors, in keeping with recent research on Twitter in relation to the education sector (Kolleck et al, 2017;Sam, 2019;Schuster et al, 2019;Schuster & Kolleck, 2020;Schuster et al, 2021;Shields, 2016). We thus complemented our social network analysis with an investigation into organisations' content on Twitter.…”

Diffusion of Social Innovation: the Innovation Provider’s Perspective

“…Until recently, literature on the diffusion of social innovation (DoSI) is scarce (Hölsgens & Reichow, 2019 ) and focuses more on the DoSI from the adopter’s point of view. Recent literature on the DoSI has focused more on the role of networks and stakeholders (Joseph Yun et al, 2011 ; Kuandykov & Sokolov, 2010 ; Phillips et al, 2019 ; Schuster & Kolleck, 2020 ), and the interactions (Rabadjieva & Butzin, 2020 ), primarily through the online platform or social media (Gaftoneanu, 2015 ; Ma et al, 2014 ; Schuster & Kolleck, 2020 ). Other research gives more attention to leadership opinion (Blythe et al, 2017 ; Ma et al, 2014 ), opportunities and challenges (Ashta & Cheney, 2017 ; van Niekerk et al, 2021 ), social dynamics and intervention (Blythe et al, 2017 ; Cajaiba-Santana, 2014 ; Dearing, 2009 ), and the relation to the policy-making (Johansson & Stefansen, 2020 ).…”

“…Until recently, literature on the diffusion of social innovation (DoSI) is scarce (Hölsgens & Reichow, 2019) and focuses more on the DoSI from the adopter's point of view. Recent literature on the DoSI has focused more on the role of networks and stakeholders (Joseph Yun et al, 2011;Kuandykov & Sokolov, 2010;Phillips et al, 2019;Schuster & Kolleck, 2020), and the interactions (Rabadjieva & & Cançado, 2020). The social purpose is not always the only goal of an organization since it is often misunderstood as the sole purpose of the providers.…”