Understanding the Impact of a Multi-Institutional STEM Reform Network through Key Boundary-Spanning Individuals

Hill, Lucas B.

doi:10.1080/00221546.2019.1650581

Cited by 15 publications

(20 citation statements)

References 35 publications

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“…Research on STEM networks identifies several types of networks: individual-based, multiinstitutional and multi-stakeholder (Hill, 2019). The first type consists of a network of individuals who join a network informally as community members that share a common purpose for STEM education.…”

Section: Stem Networkmentioning

confidence: 99%

“…The California STEM Learning Network works with regional networks and its partners around the state to advance statewide STEM initiatives that aim to build high-quality STEM teaching and learning. The multi-stakeholder STEM networks demonstrate great potential as these collaborations can take advantage of the multitude of resources present within/between organizations (Hill, 2019).…”

Section: Stem Networkmentioning

confidence: 99%

“…Research in STEM field suggests the potential of "networks" for scaling change (e.g. Gehrke and Kezar, 2017;Hill, 2019;Knaub et al, 2018). For instance, STEM networks allow individuals to build partnership relationships that make it safe to share and learn new ideas as well as provide opportunities to brainstorm and innovate (Gehrke and Kezar, 2019).…”

Section: Network Theory and Systemic Changementioning

confidence: 99%

“…While prior STEM reform efforts focused narrowly on certain parts of a STEM education system (e.g. pedagogies for single subject area, school-wide instructional reform), communities of STEM reform scholars and practitioners currently advocate for a more comprehensive and systems-based approach to STEM reform that requires a greater degree of interconnectivity between and involvement/coordination of multiple stakeholder groups as change levers to bring about systemic reform (Hill, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Although forming networks and promoting interconnectedness among stakeholders for STEM education is becoming more common place, there is scant empirical evidence that exists to document the efforts of STEM networks at scale [1] (Kezar et al, 2019). The limited research that is available examines the mechanisms by which higher education STEM reform network influences local change efforts (Hill, 2019) and on communities of practice among STEM faculty members of higher education institutions Kezar, 2017, 2019;Knaub et al, 2018). Other studies specifically focus on perceptions of STEM awareness from K-12 teachers, higher education faculty and local business communities (Sondergeld et al, 2016), which overlooks the "collective efforts" these groups undertake.…”

Section: Introductionmentioning

confidence: 99%

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Obstacles and opportunities for networked practice: a social network analysis of an inter-organizational STEM ecosystem

Liou

Daly

2020

JEA

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PurposeThis study responds to major administrative and policy priorities to support science, technology, engineering and mathematics (STEM) education by investigating a multi-sector ecosystem of regional organizations that support a STEM pipeline for education and careers.Design/methodology/approachWe use social network analysis to investigate an entire region within a geographic region of California which included 316 organizations that represent different stakeholder groups, including educational institutions (school districts, schools and higher education), government, private companies, museums, libraries and multiple community-based organizations. This STEM ecosystem reflects a systems-level analysis of a region from a unique social network perspective.FindingsResults indicate that organizations have a surface-level access to STEM-related information, but the deeper and more intense relationship which involves strategic collaboration is limited. Further, interactions around information and collaboration between organizations were purportedly in part to be about education, rarely included PK-12 schools and district as central actors in the ecosystem. In addition, while institutions of higher education occupy a central position in connecting and bridging organizations within the ecosystem, higher education's connectivity to the PK-12 education sector is relatively limited in terms of building research and practice partnerships.Originality/valueThis research has implications for how regional-level complex systems are analyzed, led and catalyzed and further reflects the need to intentionally attend to the growth of STEM networks.

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Section: Stem Networkmentioning

confidence: 99%

Section: Stem Networkmentioning

confidence: 99%

Section: Network Theory and Systemic Changementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Obstacles and opportunities for networked practice: a social network analysis of an inter-organizational STEM ecosystem

Liou

Daly

2020

JEA

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The role of brokers in cultivating an inter-institutional community around open educational resources in higher education

et al. 2022

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Brokers are individuals who facilitate transfer of knowledge and resources, and coordinate efforts across boundaries of organizations. They are defined by their role rather than their organizational position. Brokers might be imperative for the formation and maintenance of inter-institutional relationship as they have the responsibility and the necessary structural position to connect otherwise separate groups. In the context of this study, brokers had the role to cultivate an inter-institutional community around open educational resources (OER) by connecting groups of teachers across higher education institutes. OER provide higher education institutes with an aid to face the challenges of improving teaching and learning. Yet most OER users encounter challenges that relate to finding resources that are relevant, up-to-date, and of good quality. Communities could minimize this issue, but many OER initiatives fizzle out as expanding their impact is an arduous task. This qualitative descriptive study draws upon cultural-historical activity theory to understand the complexities associated with the role of brokers in creating sustainable collaboration on OER across 15 higher education institutes in the Netherlands. Data was collected from project documents, process reports, reflections reports, and a retrospective focus group. The findings show that brokers engaged in a wide variety of actions but that a small-scale, personal, and content-oriented approach to encourage teachers to engage with the OER repository and the online community was perceived as the most valuable. Brokers also experienced conflicts due to the demanding context they were operating in, the ambiguity of their role, and the organizational constraints they were confronted with. Practical implications refer to supporting higher education institutes that wish to initiate sustainable collaboration across institutes.

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Advancing SoTL through Boundary-Spanning Leadership: A Study of Four CIRTL Institutions

Hill

2023

Innov High Educ

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Understanding the Impact of a Multi-Institutional STEM Reform Network through Key Boundary-Spanning Individuals

Cited by 15 publications

References 35 publications

Obstacles and opportunities for networked practice: a social network analysis of an inter-organizational STEM ecosystem

Obstacles and opportunities for networked practice: a social network analysis of an inter-organizational STEM ecosystem

The role of brokers in cultivating an inter-institutional community around open educational resources in higher education

Advancing SoTL through Boundary-Spanning Leadership: A Study of Four CIRTL Institutions

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