The Social Organization of Networked Improvement Communities

• In Event: 51.045 - Social Organization of Networked Improvement Communities: A Conceptual Framework and Empirical Studies of Its Dimensions

Abstract

Objectives & Theoretical Framework
A burgeoning set of education-related organizations join networks each year, reflecting a shared belief that problems in education are too complex for any one educator or organization to solve on their own. This paper describes how networked improvement communities (NICs) create a social structure to catalyze the type of community that can solve complex problems. NICs are one type of designed network that is gaining popularity in education. These networks are focused on accomplishing a clearly defined outcome, by leveraging the collective improvement efforts of educators guided by a shared theory about how to improve the problem. In this paper, we articulate a framework that is intended to be an analytic tool for thinking and reasoning about NIC development.The framework we describe is grounded in research and theory on professional learning communities, scientific communities, and networked organizations and learning.

Methods & Data Sources
The paper makes a literature-based rationale for the specification of domains of effort that we posit are essential for organizing a NIC. We draw on interview, survey, and observation data and insights from the developmental evaluation of two emerging NICs as case examples to illustrate framework components.

Results
We introduce the concept of a scientific professional-learning community (SPLC) to describe NICs. This novel conceptual framing emphasizes how NICs are rooted in the professional learning community concept which emphasizes how professionals can work together to solve pressing problems faced in their work practice and in so doing build a technical knowledge base (Stoll & Louis, 2007; Hiebert, Gallimore & Sigler, 2002). Additionally, the SPLC concept emphasizes that NICs are also scientific communities, because of their disciplined, collaborative approach to knowledge production, consolidation, and dissemination (Fecher & Friesike, 2013; Nielsen, 2012). Then the paper introduces essential social and cultural components of networks that are posited to catalyze an SPLC. The social organization of a NIC involves the specification of roles and relationships among network members. This includes network membership, participation and engagement, social connections, and relational trust. Critical cultural components involve the specification of norms and identities consistent with the SPLC. This includes the development of an evidence-based culture, shared narrative, and collective identity.

Scholarly Significance
Understanding how networks can be structured and organized to accelerate learning and improvement has important implications for the field. We extend the NIC concept by describing these networks as a form of scientific-professional learning community, illustrating how they are grounded by shared goals, norms, and theories, facilitating learn through disciplined inquiry, which is coordinated and accelerated through strategic knowledge management. By specifying concrete dimensions of the social organization and critical norms and identities for network members, we posit a theory of how networks develop to realize this vision. This framework can be a guide for the strategic action of network leaders and for researchers tracking network development. Finally, through two concrete cases of emerging NICs we put a descriptive face on what these elements of the NIC concept look like in practice.

Authors

• Jennifer Lin Russell, University of Pittsburgh

• Anthony S. Bryk, The Carnegie Foundation for the Advancement of Teaching

• Edit Khachatryan

• Paul LeMahieu, The Carnegie Foundation for the Advancement of Teaching

• Donald J. Peurach, University of Michigan

• Jennifer Zoltners Sherer, University of Pittsburgh

• Maggie Hannan