Knowledge networks, secondary schools and social capital

Abstract

This study investigates the links between secondary schools and organizations in one urban region of New South Wales. The questions that were addressed are as follows. What are the patterns of relationships by which secondary schools in a given local government area, gain access to knowledge? Which relationships do, or may, bring benefits to schools? What are the contingency factors associated with developing relationships to maximise access to knowledge? Knowledge exchange and acquisition by organizations are enhanced by structural, cognitive and relational forms of social capital. The study examines structural and relational aspects of social capital that enhance intellectual capital gain for secondary schools. The purpose of the study is to inform school personnel and policy makers about ways to enhance their knowledge networks and improve knowledge flows. Application of a network analysis approach to school-organizational connections brings a new perspective to this field of education research. The study makes an original contribution to educational theory in applying a systematic social capital based approach to an education context. Novel adaptations of existing organizational theory for educational settings are presented. Network analysis was situated within a relativist paradigm. Interviews, document collection and observation of events related to collaborative activities were used to gather information about aims, benefits and factors that enhance network formation. Data were analysed for betweenness, centrality and structural holes. Theories of inter-organizational interaction were applied, within a reflexive and iterative framework of analysis. Policy texts relating to network formation and maintenance were analysed and policy contribution to structural and cognitive (shared language and goals) aspects of social capital is elaborated. Secondary school egonets consisted of multiple links in diverse knowledge areas. Links were more likely to be located within the region and patterns were not related to homophily. A key finding is that time is a scarce resource in secondary schools in VLGA. The consequence of a lack of time is a resistance to more links. Three networks, in the knowledge areas of EfS, VET and welfare were located in the region. Policy discourses were found to shape the nature of links. Brokerage of two types was identified. One acted through creating new links for schools, and the other acted by rearranging knowledge into a form that is transferable. Both forms of brokerage were found to bring benefits to schools. Intellectual capital gain depended on contingent factors such as the purpose of the network, the type of knowledge exchanged, trust, perceived needs of the school and curriculum impacts on access to links. Network analysis is established as a productive way to investigate the totality of interactions involving schools. The construct of trust may offer a way to elucidate further the ways in which gains to intellectual capital are related to the complex interrelationships among schools, brokers and networks. The study recommends greater collaboration among schools, policy makers and external providers, both within the three areas of VET, EfS and welfare, and across these areas.

Date of Award	2009
Original language	English