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Thinking more deeply about networks in education

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Abstract

In education, initiatives to restructure and reculture schools through their involvement in intra- and inter-institutional networks have grown in number in recent years. Networks of teachers and schools (often linked to institutions outside education) are becoming a key focus of change efforts promoted by professionals and policymakers. However, in current research, writing and policymaking, the use of the network concept has been generally vague, normative and mostly instrumental. This paper develops a discussion of network concepts and proposes more systematic, less normative ways of addressing and researching network issues in education. It outlines a set of key dimensions of intra- and inter-organizational networks and makes a case for more a comprehensive research approach to these phenomena.

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Notes

  1. This list of dimensions is by no means intended to be exhaustive. It simply points to a set of key areas where more research is needed.

  2. The issue of the importance of founding fathers and its consequences for networks was first raised by Lieberman and Grolnick (1996).

  3. For examples of intra-organizational network fragmentation, see Lima (1997, 2007).

  4. Tom Snijders (in Groningen and Oxford) and Matthias Finger (in Berlin), among others, are currently doing cutting-edge work and developing analytical software in this area.

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  1. Department of Education, University of the Azores, R. Mãe de Deus, 9501-801, Ponta Delgada, Portugal

    Jorge Ávila de Lima

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  1. Jorge Ávila de Lima
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Correspondence to Jorge Ávila de Lima.

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de Lima, J.Á. Thinking more deeply about networks in education. J Educ Change 11, 1–21 (2010). https://doi.org/10.1007/s10833-008-9099-1

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  • DOI: https://doi.org/10.1007/s10833-008-9099-1

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