1. EXPLORING ACADEMICS’LEARNING
SPACES: AN EGO-CENTRIC NETWORK
APPROACH TO LEARNING ABOUT
TEACHING
Nina Pataraia, Dr. Anoush Margaryan, Dr. Isobel
Falconer, Professor Allison Littlejohn,
The Caledonian Academy
GCU, Glasgow, UK

2. Context
• The value of learning with others, from others, through
others, and supporting others in their learning is becoming
widely acknowledged;
• The significance of networks for sustained professional
development and development/transformation of teaching
practice is also emphasised (McCormick et al., 2010;
Patrick, Elliot, Hulme, & McPhee, 2010; Schulz-Zander &
Eickelmann, 2010)
• Limited number of studies have examined academics’
teaching networks, in particular, their personal/informal
networks.

3. An overarching objective of the study
• Examine academics’ authentic learning
spaces, identifying critical sources of novel
ideas, knowledge and support required for effective
teaching in HE;
• Investigate the role of personal networks in supporting
academics’ professional learning and transformation of
teaching practice.

4. Description of the study
• Phase I- preliminary study: 11 academics from two UK-
based universities, representing four disciplinary domains
Engineering-2/11; Life Sciences-4/11; Social Sciences-
2/11; Humanities-3/11;
• Phase II: 53 academics representing three different HE
contexts from the UK, Sweden and the Netherlands and
five disciplines (Business-4/53, Engineering-
19/53, Humanities-5/53, Life Sciences-10/53 and Social
Sciences-13/53).

5. Methodology
• Research model
A combination of social network analysis and qualitative interviews used for examining
academics’ learning and advice-seeking in personal networks
• Phase I: 11 semi-structured interviews
• Phase II: 53 online survey responses for 363 learning relationships and 15 semi-structured
interviews.
Web-based SNA survey based on extant survey (Cross & Parker, 2004): Name generator and
interpreter survey instruments;
Adjacency matrix & sociomatrixes used for collecting supplementary network data;
Descriptive and inferential statistics (Chi-square test for independence) (SPSS);
Measures of ego-centric network analysis:
• Heterogeneity - Agresti's IQV (Agrest and Agrest, 1978);
• Homophily: Krackhardt and Stern's (1988) E-I statistics;
• Structural holes (E-net & NodeXL);
Content analysis (Nvivo 9).

6. Findings from the preliminary study
Teaching-specific conversations are geographically-dispersed, taking place with
local, institutionally-based, as well as cross-country and international, colleagues, friends and
family members.
Content of interactions
Departmental colleagues:
• Student-related issues: induction, progress, changing expectations and disruptive
behaviours (9/11);
• Teaching (methodology, techniques and tools) (6/11);
• Course/programme design/refinement (5/11);
• Assessment (4/11);
• Learning process (content and outcomes) (2/11).
Institutional colleagues:
• New teaching methodologies and assessment tools, largely at university-wide events (9/11)
Elsewhere (Common disciplinary domain or research interest)
• General discussions
Nature of relationships
• The respondents emphasised talking more with those with whom they were on friendly
terms;
• Many conversations with departmental colleagues were ad hoc, took place during lunch
and coffee breaks, and more frequently during the teaching term

7. Findings from the preliminary study 1
Perceived value of networks
• Networks represent the locus for experimentation, equipping
academics with novel teaching ideas, disciplinary
knowledge, resources and learning opportunities;
• Key benefits of networking entail good personal
relationships, availability of professional
advice, prompt/constructive feedback, solidarity and emotional
support;
• Networks are constructive and encouraging. Exposure to
diverse viewpoints and a wide array of expertise enriches the
academics’ knowledge base, but simultaneously challenges
their thinking.

8. Findings-Phase II•
When directing their own professional learning, academics draw upon two types of personal networks:
Interest-driven and task-specific learning networks
An awareness of the expertise and resources embedded within networks. Academics reached out to
specific people with explicit inquiries and expectations
Peer characteristics: Competent/knowledgeable, experienced, innovative/creative, approachable,
supportive, influential, responsive, trustworthy
Networks resources: expertise, information and guidance to carry out work-related duties and to solve
problems associated with teaching and other academic responsibilities.
The composition of academics’ learning networks reveals the overreliance on physically proximate (59%)
and strong-tie connections (241/363-66%).
Institutionally localized connections: Females 63% and Males 54%; Humanities (59%) and Life
Sciences (44%)-the highest percentage of departmental connections
Statistically significant associations:
The respondents’ age group/experience level and the hierarchical status of learning connections;
The respondents’ age group/experience level and the length of time they have known learning connections;
Physical proximity /strength of tie and the frequency of interaction.
Exploration of structural characteristics of interviewees’ learning networks reveals low network density only
for 4/15 respondents, represented by low constraint values and high effective size/efficiency measures;
Closed network structure (the respondents having all or majority of their connections connected), marked by
high network density/constraint value (a large number of connections between members of a network) and
low brokerage opportunity, effective size and efficiency
Time of acquaintanceship: the most heterogeneous dimensions of personal networks

9. Phase II
• Knight’s (1997) three dimensions of learning (the agent for
learning; the learning process and the learning content)
represents a linear model for examining academics’
learning through personal networks;
• Personal networks facilitate the acquisition of ‘know what’
and ‘know how’ knowledge;
• The informal and serendipitous nature of learning and
advice-seeking.

10. Learning focus: Teaching-specific knowledge domains
Knowledge
acquisition
through
personal
networks
Assessment 8 Pedagogical knowledge
Kreber and Canton, 2000Learning methods 5
Learning content 3
Instructional materials/ resources 7 Instructional knowledge
Kreber and Canton, 2000
Teaching methods 4
Course design 3
Rationale of teaching practice and
course objectives
5 Curricular knowledge
Kreber and Canton, 2000
University regulations and politics 4 Institutional structure/
Culture
Carlgen, 1999
Classroom issues 4 Classroom management and
organisation
Shulman and Shulman, 2004

11. Learning focus:Acquisition and development of skills
Skills
development
through
personal
networks
Integrating new
technologies into
teaching and learning
7 Technology/
computer skills
Mishra and Koehler, 2006
Curriculum planning 5 Curriculum planning skill
Martin and Double, 2006
Research methods 3 Research skills
Self-reflection 2 Personal skills of evaluation and
self-appraisal
Martin and Double, 2006
Managing relationships
with colleagues
1 Interpersonal skills
Martin and Double, 2006

12. Learning process: key activities undertaken for learning
Learning processes Total number
of participants
Quotes from interviews
Making inquiries 15 ‘Asking how to design a new learning intervention?’ PH2-R8
Discussing
15
‘Sit down with people and have a discussion, just an informal discussion which
some people will call reflection and answers come to you that you never thought
about’ PH2-R19
Sharing
experiences/
resources
15 ‘We share information which then leads us, sometimes they share links, then I
might read whatever links they’ve gave me or they may share papers, so then I
read the papers, then the papers might lead me to another paper or the paper
leads me to another contact’ PH2-R5
Observing
7
‘I’ve actually learnt quite a lot about how she and her colleagues teach on that
programme and the content that they teach their students on that programme’
PH2-R18
Reading
literature/postings
in social media
7
‘Reading others materials have a direct impact on my knowledge, giving me ideas
on how I might enrich, update, make current and reorganise the syllabus on these
modules’ PH2-R29
‘Learning from stuff that she’s posted to her blog’ PH2-R20
Collaborating 6 ‘Through writing together, through teaching together. So I’ve learned an awful lot
from all of this’ PH2-R9
Attending
workshops/
conferences
6
‘I attended some of his workshops and during his workshops I learned quite a lot
from seeing some of the material he has and also taking part in some of the
discussion’ PH2-R29
Comparing 1 ‘I compare how I set my learning scenario up and see if there is anything I can
learn from her’ PH2-R5

13. Networks supporting change in teaching
Changes were largely incremental rather than transformational in nature
Barriers to change
• Time constraints
• Non-supportive organisational culture
• Low recognition of teaching
Factors stimulating change
• Informal dialogues with peers (7/15 respondents)
• Discovery of an interesting piece of information through reading published research (5/15 respondents)
and attending conference presentations (2/15 participants)
• Difficulties encountered during teaching (4/15 respondents)
• Critical feedback from students (4/15 respondents)
Role of advice-seeking networks:
• Ideas and information related to teaching were obtained occasionally rather than frequently
• Feedback and support associated with change was acquired sporadically rather than frequently
• Seventy per cent of the respondents classified support provided as ‘very useful’
• The majority of the respondents discussed concerns about change with their connections (75%).

14. Changes applied to teaching
Examples of change
applied to teaching
Total number of
participants who
discussed similar
instances of
change
Quotes from interviews
Application of new
learning
technologies for
teaching
4 ‘Using blogs and wikis for teaching in a scholarly way, in a
collaborative way, and having students interact and take a
bit of ownership and create their own resources’ PH2-R18
Implementation of
new learning
theories and
methods
5 ‘One of the biggest changes I’ve started the last 6-12
months is to look at how game theory can be introduced
into my teaching’ PH2-R5
‘I’ve been making a lot of different changes to how I
approach the students and what I need back from the
students and how we can work together to enhance their
learning and enable me to be a better teacher’ PH2-R35
Adoption of new
assessment
methods
3 ‘I had developed a new peer review system’ PH2-R8
Teaching online
modules
2 ‘This represents my change of job and the biggest impact
that is particularly how do you teach online for the two
courses that I was teaching last semester’ PH2-R9

15. Types of advice acquired through networks
Types of advice Total number of
participants who
mentioned this
type of advice
Quotes from interviews
Instruction-
related
5 ‘Specific advice about putting together my course
descriptions’ PH2-R20
‘Guidance in regards to formatting of lectures’ PH2-R35
‘The use of learning technologies’ PH2-R37
Pedagogy-
related
5 ‘It’s more to do with methods of learning and teaching
strategies and assessment strategies’ PH2-R1
‘The issue of participation and getting students engaged and
involved actually cuts across all these area’ PH2-R29
Curriculum-
related
4 ‘Do you think that timetable fits with the descriptor and the
learning outcomes?’ PH2-R5
‘More about process things ‘Is this ok?’ ‘Does this fit in with
the programme?’ ‘Am I allowed to do this?’ PH2-R17
Institutional
regulations
4 ‘How to get through formal university procedures, what I can
and can’t do?’ PH2-R19
Student issues 2 ‘Issues with students’ PH2-R 8/ PH2-R37

16. Perceived value of networks
Value/Benefits Total number of
participants
Quotes from interviews
Affective aspect
of relationship
9 ‘There tends to be a kind of friendship element to the ones who are also most
useful to learn stuff from, even if it’s not sort of close friends particularly, but that
sense of trust or of knowing a bit more about someone just helps make things work
better’ PH2-R20
Reciprocity 9 ‘We collaborated on lots of things and so it was mutual and I think in all these
cases it’s been mutual, we’ve learned from each other’ PH2-R9
Sharing
experience/
Resources
7 ‘You tell him your ideas and he will tell you his ideas and you can develop your
ideas through conversation’ PH2-R1
‘There is a whole ambience of picking up things from each other, showing and
telling and have you seen this?’ PH2-R9
Support/
encouragement
7 ‘The fact that I was encouraged to do it at all gave me enough confidence’ PH2-R1
‘The value of it is knowing that I have support mechanisms’ PH2-R19
‘At the times when they’re in that network they’re always going to be sort of useful
people to be in touch with and supportive people to be in touch’ PH2-R20
Access to new
connections
4 ‘Each of those people connect me to a network that is all over the place
geographically and actually all over the place discipline wise’ PH2-R20
Sparks for
creativity/
serendipitous
learning
4 ‘Networks lead me to loads of new and interesting areas that I might not have
found myself’PH2-R5
‘There is a sense of creativity and it comes out in different ways with different
people’ PH2-R9
Self-reflection 3 ‘It helps in terms of reflection and considering what I do it, and why I do it and how
I do it and what I can do to improve it’ PH2-R29
Training/coaching 1 ‘You need people to train you informally if you want to do a good job’ PH2-R37

17. Framework for learning through personal networks
1st dimension
Agent for
learning
An individual
academic
2nd dimension
Learning processes
How learning occurs
within networks
Learning
activities
Inquiry
Dialogue
Sharing
Observing
Reading
Collaborating
Attending
conferences
Comparing
3rd dimension
Learning focus
What is learnt within
networks
Types of knowledge
Assessment
Learning methods and styles
Content
Instructional materials and
teaching resources
Teaching methods
Course design
Rationale of teaching practice
and course objectives
University regulations and
politics
Classroom issues
Skills
Teaching skills
Integrating new
technologies into
teaching and
learning
Curriculum
planning
Research
Self-reflection
Interpersonal
skills
Learning
connections
Who supports
academics’ learning
about teaching?
Contact Types
Departmental
colleagues
Institutional
colleagues
Colleagues in
other
organisations
Family
members
Friends
Students
Characteristics
of learning
connections
Competent
Knowledgeable
Experienced
Innovative
Creative
Approachable
Supportive
Influential
Responsive
Trustworthy

18. Network limitations
• Academics personal networks have hallmarks of homophily,
physical proximity and density, marked by closely-knit learning
and support relationships. Even if such network structure
promotes trust and common values, it inhibits flow of novel
ideas and exposure to new trajectories and external expertise
thus limiting opportunities for learning, change and innovation.
• Strong ties provide socio-emotional support and opportunities
for sharing in-depth expertise and context-bound knowledge,
yet cause biases to internal, inertial practices and beliefs. Such
ties restrain opportunities for updating an individual’s
knowledge base or ensuring an awareness of change in the
wider professional community (McCormick et al., 2010).

19. Contribution
• By adopting a Social Network Analysis Approach, this study captures
a detailed view academics’ learning and advice-seeking that other
diagnostic tools cannot provide, which is further informed by in-
depth, qualitative interviews;
• Extends understating of learning through networks from a social
network perspective;
• Addresses a methodological gap in the literature (Filliettaz, 2011; Van
der Rijt et al., 2012) by contributing a much needed qualitative
approach to complement the prevalent quantitative research in this
area;
• Recognizes the value of personal networks for academics’
professional learning and support, yet points to limitations of network
composition for innovations;
• This mix of countries and contexts allowed us to examine the
implications of networks for academics’ learning and support across
diverse academic cultures.

20. Further information
• Email: NPATAR10@gcu.ac.uk
• Webpage:
http://www.gcu.ac.uk/academy/academicnetworkingpracti
ces/