Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709811
Title: A social network analysis of interschool collaboration : staff relationships in a shared education partnership
Author: Robinson, Gareth
ISNI:       0000 0004 6060 0307
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2016
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
Abstract:
This thesis reports on the social structures underpinning interschool collaboration in the context of Shared Education and the networks of staff relations that have been developed for the purpose of overcoming systemic separation. Drawing upon social network theory, it is argued that in order to further the model of Shared Education the corresponding research and academic enterprise must move beyond the analogous use of the term ‘network’ and consider the concept in a more analytical manner. In this sequential mixed methods case study, an exploratory network analysis of the staff members (n=97) from five collaborating primary schools in a Shared Education partnership was performed using a socio-metric instrument to examine four collaborative interactions—exchanging resources, seeking professional knowledge, discussing personal matters, and meeting socially. This was then followed by semi-structured interviews with the staff members (n=16) observed as most central within the partnership's network. The findings of this study suggest that Shared Education can facilitate network structures that overcome systemic separation; that partner preference is based upon desirable structural characteristics; that partnership sustainability may be an extension of social network adaptability; that Shared Education offered an alternative model for collegial engagement; that the model can facilitate learning relationships and knowledge creation; and that relational embeddedness is also observed to be a critical aspect of the partnership's leadership. Therefore, it is advocated that those researching Shared Education must develop a more nuanced approach to thinking about the structure of partnerships and the relationships that constitute them.
Supervisor: Gallagher, Anthony ; McAneney, Helen Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.709811  DOI: Not available
Keywords: Shared Education ; Social Network Analysis ; School Collaboration ; Mixed Method ; School Networks ; Divided Societies ; Teacher Relationships
Share: