Knowledge Transfer in a Two-Mode Network between Higher Education Teachers and Their Innovative Teaching Projects

Autor/inn/en	Stasewitsch, Elena; Kauffeld, Simone
Titel	Knowledge Transfer in a Two-Mode Network between Higher Education Teachers and Their Innovative Teaching Projects
Quelle	In: Journal of Learning Analytics, 9 (2022) 1, S.93-110 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Stasewitsch, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Higher Education; College Faculty; Educational Innovation; Social Networks; Transfer of Training; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Instructional innovation; Bildungsinnovation; Social network; Soziales Netzwerk; Training; Transfer; Ausbildung; Ausland; Deutschland
Abstract	Knowledge transfer (KT) and innovation diffusion are closely related to each other because it is knowledge regarding an innovation that gets adopted. Little research in learning analytics provides insight into KT processes in two-mode networks, especially in the context of educational innovations. It is unclear how such networks are structured and whether funding can create a network structure efficient for KT. We used a case-study approach to analyze a two-mode network of 208 university members (based on archival data) who worked together on 91 innovative teaching projects. Our results show that the two-mode network displays a decentralized structure and more clustering than can be assumed by chance, promoting KT and learning. To gain a deeper understanding of the kind of knowledge that is transferred in the network, we analyzed the effects of different educational innovation elements (e.g., game-based learning) as attributes of higher education teachers. Overall, our results suggest that funding and the creation of project structures in the context of educational innovation is a sustainable way to create KT, and therefore organizational change. Furthermore, the results imply that university practitioners need to implement networking interventions to create more connections between subgroups in teacher-related networks. (As Provided).
Anmerkungen	Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01