Social network perspectives reveal strength of academic developers as weak ties

被引：12
|
作者：
Matthews, Kelly E. [1 ]
Crampton, Andrea [2 ]
Hill, Matthew [3 ]
Johnson, Elizabeth D. [4 ]
Sharma, Manjula D. [3 ]
Varsavsky, Cristina [5 ]
机构：
[1] Univ Queensland, Inst Teaching & Learning Innovat, Brisbane, Qld, Australia
[2] Charles Sturt Univ, Sch Biomed Sci, Wagga Wagga, NSW, Australia
[3] Univ Sydney, Sch Phys, Sydney, NSW, Australia
[4] La Trobe Univ, Fac Sci Technol & Engn, Melbourne, Vic, Australia
[5] Monash Univ, Fac Sci, Melbourne, Vic, Australia
来源：
INTERNATIONAL JOURNAL FOR ACADEMIC DEVELOPMENT | 2015年 / 20卷 / 03期
关键词：
social networks; scholarship of teaching and learning; weak ties; university science education; academic development;
D O I：
10.1080/1360144X.2015.1065495
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：238 / 251
页数：14
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