Accelerating Knowledge Communities: Learning and Evaluation Dynamics within a National Research Network

Autor/in	Wihbey, John P.
Titel	Accelerating Knowledge Communities: Learning and Evaluation Dynamics within a National Research Network
Quelle	(2023), (157 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-3852-0
Schlagwörter	Hochschulschrift; Dissertation; Networks; Research; Program Evaluation; Leadership; Information Management; Universities; Educational Policy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Forschung; Programme evaluation; Programmevaluation; Führung; Führungsposition; Procurement of information; Informationsbeschaffung; University; Universität; Politics of education; Bildungspolitik
Abstract	Effectively building, coordinating, and enhancing large, decentralized networks of professionals remains a vexing challenge, despite the rise of digital tools and social media platforms. This study examines the evolution of a nascent research- and policy-focused network, spanning more than 60 university groups and policy institutes in the United States, and investigates mechanisms for increasing collective learning and connectivity. Action Research (AR) methods were incorporated into the annual program assessment and evaluation process in order to examine how learning goals might be better achieved. Stakeholders interviewed in Cycle 1 were a wide range of network members in leadership roles and external stakeholders in areas such as government, philanthropy, and technology firms. Based on findings from this initial phase of research, the study implemented a Cycle 2 action step within the program evaluation that focused on co-designing systematic network information gathering; the collection and sharing of data with stakeholders; and further strategy workshops and planning. The purpose was to create a "double loop" of learning within the annual assessment, and to merge utilization-focused, developmental evaluation approaches with AR. The study assesses the outcomes of the action step by leveraging both a post-intervention survey and qualitative interviews. Findings suggest that the new approach to program evaluation has strong potential, and it may have unlocked new collaborations and stimulated important new thinking that will bear fruit downstream from the intervention. Still, careful thinking will need to go into refinement of this hybrid utilization-focused, developmental approach in the network's future evaluation and learning cycles. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01