Using social network analysis to develop relational expertise for an instructional change initiative

Abstract

Background: Change leaders (faculty, administrators, and/or external stakeholders) need to develop relational expertise, recognizing the perspectives of others, to enable emergent, systemic change. We describe how change leaders of a grant-funded instructional change initiative developed relational expertise by analyzing faculty relationships and social subgroups to identify who was involved in discussions about teaching and learning and what specific topics were discussed. Results: Faculty discussions focused on daily classroom needs. Faculty who were in different departments or schools were mostly disconnected from each other, and faculty within these units often had subdivisions among them. Conclusions: Faculty lacked opportunities to discuss education, specifically, systems-level perspectives. The change leaders created organizational structures to catalyze communities, including an action research fellowship program, to support faculty in education discussions.

Uso de redes sociales por los centros de Educación Secundaria

“…(2) contribuye a la promoción y comunicación de las actividades a realizar; e (3) permite la interacción con la comunidad educativa (Durán & Fernández, 2012;Forkosh-Baruch &Herskovitz, 2012;Guzmán, Moral y González, 2012;Osborn & LoFrisco, 2012;Quardokus, Sitomer, Bouwma-Gearhart & Koretsky, 2019). Estos resultados podrían ser comunes a cualquier tipo de centro educativo que las use corporativamente, ya que vienen dados por la propia naturaleza de las redes sociales.…”

Inclusively Recognizing Faculty Innovation and Entrepreneurship Impact within Promotion and Tenure Considerations

“…Any changes to P&T structures and processes will require fairly robust lifts to change the intersection of multiple phenomena within and between academic organizations [16]. These phenomena include cultural norms and how they influence, and are influenced by, organizational structures and processes.…”

Social networks at Spanish High Schools

“…The analyzed research on the use of social networks is focused on Higher Education and shows three results: (1) it provides information about the center; (2) it contributes to the promotion and communication of the activities to be carried out; and (3) it allows interaction with the educational community (Durán and Fernández, 2012;Forkosh-Baruch and Herskovitz, 2012;Guzmán, Moral and González, 2012;Osborn and LoFrisco, 2012;Quardokus, Sitomer, Bouwma-Gearhart and Koretsky, 2019). These results could be common to any type of educational center that uses them institutionaly, since they are given by the very nature of social networks.…”