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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, vol. 20, no. 3, pp. 238-251, doi: 10.1080/1360144X.2015.1065495.

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Title Social network perspectives reveal strength of academic developers as weak ties
Author(s) Matthews, Kelly E
Crampton, Andrea
Hill, Matthew
Johnson, Elizabeth, DORCID iD for Johnson, Elizabeth, D orcid.org/0000-0002-7929-5272
Sharma, Manjula, D
Varsavsky, Cristina
Journal name International journal for academic development
Volume number 20
Issue number 3
Start page 238
End page 251
Total pages 14
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2015
ISSN 1360-144X
1470-1324
Keyword(s) social networks
scholarship of teaching and learning
weak ties
unviersity science education
academic development
Summary 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.
Language eng
DOI 10.1080/1360144X.2015.1065495
Field of Research 1303 Specialist Studies In Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30078774

Document type: Journal Article
Collection: School of Education
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