Relationships Among Social Networks, Social Capital, and Research Use in State Education Agencies

• In Event: Roundtable Session 90
  In Roundtable Session: Social Networks and the Use of Research by Schools, Districts, and State Education Agencies

Abstract

Since the end of the 19th century, sociologists have studied “social networks” to understand the spread of innovation and knowledge. More recently, both social network and social capital perspectives argue that individuals are embedded in relational systems that can shape norms, promote the exchange and use of resources or knowledge, and maximize productivity. While these perspectives have been used to examine organizations such as schools and districts, they have not been applied to state education agencies (SEAs). But SEAs are expected by a variety of policies to use research and evidence to ground their school improvement efforts. As SEAs are pushed to take on an increasing burden for improving low-achieving schools and districts, this paper seeks to answer the question: How do the structure, strength, and quality of SEA relationships impact the organizations’ use of research and evidence?
Using a conceptual framework based on knowledge utilization studies, social capital and organization literature, policy evaluations, and school improvement research, we hypothesize that the use of research and evidence will be stronger if SEAs: a) use horizontal organizational structures more likely to yield communities of practice (COP); b) have strong, high-quality professional connections in these communities (e.g. frequent interaction, mutual trust, collective motivation and varied expertise) for exchanging knowledge across SEA divisions, and with external intermediaries; and c) use the high-quality COPs to make research more “usable,” by integrating other evidence and practitioner-based knowledge into research findings.
Data for this paper were collected in three states in 2010 and 2011 using surveys and interviews for a broad and in-depth view of the topics described above. The mixed methods analyses draw from 300 social network surveys conducted with representatives from all SEA offices, and all individuals involved in school improvement. They also draw from 49 interviews focused on the strength and quality of SEA networks, and how the evidence was used in state school improvement strategies. Analysis was also done of research use in official documents describing states’ school improvement policies.
While much of the literature about SEAs describes a highly segmented or “siloed” organization, we found that SEA relationships span internal units and involve external organizations. Evidence from this study shows regular communication across programmatic areas and with external intermediaries, suggesting an open exchange of information. The network qualities vary, with communication about daily work being quite robust, while communication about research or evidence is less common and includes a limited number of internal or external partners. Still, key SEA members seek out and use multiple kinds of knowledge (practitioner feedback, research knowledge, and other evidence), from multiple sources in their policy development processes. In SEAs where relationships were characterized by high levels of trust among members, we found evidence of stronger research/evidence use. As hypothesized, informal, personal networks play an essential role in influencing the searches for research/evidence in SEAs, regardless of formal organizational structures. Findings suggest that while research remains a limited topic of conversation, SEAs are sites of more rich and varied communication than previously described.

Authors

• Carol A. Barnes, University of Michigan

• Elliot H. Weinbaum, U.S. Department of Education