Unpacking (In)formal Learning in an Academic Development Programme: A Mixed-Method Social Network Perspective

Autor/inn/en	Rienties, Bart; Hosein, Anesa
Titel	Unpacking (In)formal Learning in an Academic Development Programme: A Mixed-Method Social Network Perspective
Quelle	In: International Journal for Academic Development, 20 (2015) 2, S.163-177 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2015.1029928
Schlagwörter	Mixed Methods Research; Social Networks; Network Analysis; Learning Processes; Teaching Methods; Informal Education; College Faculty; Teacher Attitudes; Trust (Psychology); Interpersonal Relationship; Social Capital; Higher Education; Foreign Countries; Program Descriptions; Faculty Development; United Kingdom + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Netzplantechnik; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Informelle Bildung; Nichtformale Bildung; Fakultät; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sozialkapital; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Großbritannien
Abstract	How and with whom academics develop and maintain formal and informal networks for reflecting on their teaching practice has received limited attention even though academic development (AD) programmes have become an almost ubiquitous feature of higher education. The primary goal of this mixed-method study is to unpack how 114 academics in an AD programme developed internal (within their programme) and external (outside their programme) learning and teaching relations. A secondary goal is to highlight the affordances of social network analysis (SNA) methods in conjunction with qualitative approaches for academic developers to understand the (in)formal learning processes in their AD programme. The quantitative results indicate that participants maintained 4.84 relations within their AD programme and 3.17 external ties. The qualitative results indicate that most academics developed a range of emotional, academic, and professional support links, which were mostly outside the AD context. Participants needed an outlet to share their feelings, challenges, and frustrations about their teaching and their experiences on the AD programme. These feelings were shared with people they trusted, primarily close friends and colleagues. This study provides a social perspective on the formal and informal relations of AD, and argues that SNA techniques can help academic developers to make these relationships visible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01