Social network perspectives reveal strength of academic developers as weak ties

Matthews, Kelly E., Crampton, Andrea, Hill, Matthew, Johnson, Elizabeth D., Sharma, Manjula D. and Varsavsky, Cristina (2015) Social network perspectives reveal strength of academic developers as weak ties. International Journal for Academic Development, 20 3: 238-251. doi:10.1080/1360144X.2015.1065495


Author Matthews, Kelly E.
Crampton, Andrea
Hill, Matthew
Johnson, Elizabeth D.
Sharma, Manjula D.
Varsavsky, Cristina
Title Social network perspectives reveal strength of academic developers as weak ties
Journal name International Journal for Academic Development   Check publisher's open access policy
ISSN 1360-144X
1470-1324
Publication date 2015-01-01
Year available 2015
Sub-type Article (original research)
DOI 10.1080/1360144X.2015.1065495
Volume 20
Issue 3
Start page 238
End page 251
Total pages 14
Place of publication Routledge
Publisher Oxon United Kingdom
Collection year 2016
Language eng
Formatted abstract
Social network perspectives acknowledge the influence of disciplinary cultures on academics’ teaching beliefs and practices with implications for academic developers. The contribution of academic developers in 18 scholarship of teaching and learning (SoTL) projects situated in the sciences are explored by drawing on data from a two-year national project in Australia within a case study research design. The application of a social network lens illuminated the contribution of eight academic developers as weak ties who infused SoTL knowledge within teams. Two heuristic cases of academic developers who also linked across networks are presented. Implications of social network perspective are discussed.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
Institute for Teaching and Learning Innovation Publications
 
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Created: Sun, 26 Jul 2015, 05:11:15 EST by Kelly Matthews on behalf of Institute for Teaching and Learning Innovation