Complex Transitions of Early Career Academics (ECA): A Mixed Method Study of With Whom ECA Develop and Maintain New Networks
The purpose of this article is to explore how Early Career Academics (ECAs) cope with their complex and multiple transitions when starting their new role. By focussing on the participants’ lived experiences in a professional development (PD) training program to discuss and share practice, we explore...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2020-07-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/feduc.2020.00137/full |
| _version_ | 1818293536089440256 |
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| author | Bart Rienties Anesa Hosein |
| author_facet | Bart Rienties Anesa Hosein |
| author_sort | Bart Rienties |
| collection | DOAJ |
| description | The purpose of this article is to explore how Early Career Academics (ECAs) cope with their complex and multiple transitions when starting their new role. By focussing on the participants’ lived experiences in a professional development (PD) training program to discuss and share practice, we explored how ECAs developed and maintained social network relations. Using social network analysis (SNA) with web crawling of public websites, data was analyzed for 114 participants to determine with whom they shared practice outside PD (i.e., external connectors), the seniority of these connectors, and similarity to their job area. The results highlight that ECA networks were hierarchically flat, whereby their sharing practice network of 238 external connectors composed of their (spousal) partner and (male) colleagues at the same hierarchical level. The persons whom ECAs were least likely to discuss their practice with were people in senior management roles. The results of this study highlight that the creation of a community of practice for discussing and sharing of practice from PD programs appear to be insular. Activities within the organization and the formation of learning communities from PD may become lost as most of the sharing of practice/support comes from participants’ partners. Organizations may have to create spaces for sharing practice beyond the PD classroom to further organizational learning. |
| first_indexed | 2024-12-13T03:17:25Z |
| format | Article |
| id | doaj.art-b162d249c322484ea8db004cd2ac3574 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-12-13T03:17:25Z |
| publishDate | 2020-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-b162d249c322484ea8db004cd2ac35742022-12-22T00:01:26ZengFrontiers Media S.A.Frontiers in Education2504-284X2020-07-01510.3389/feduc.2020.00137539865Complex Transitions of Early Career Academics (ECA): A Mixed Method Study of With Whom ECA Develop and Maintain New NetworksBart Rienties0Anesa Hosein1The Open University, Institute of Educational Technology, Milton Keynes, United KingdomDepartment of Higher Education, University of Surrey, Guildford, United KingdomThe purpose of this article is to explore how Early Career Academics (ECAs) cope with their complex and multiple transitions when starting their new role. By focussing on the participants’ lived experiences in a professional development (PD) training program to discuss and share practice, we explored how ECAs developed and maintained social network relations. Using social network analysis (SNA) with web crawling of public websites, data was analyzed for 114 participants to determine with whom they shared practice outside PD (i.e., external connectors), the seniority of these connectors, and similarity to their job area. The results highlight that ECA networks were hierarchically flat, whereby their sharing practice network of 238 external connectors composed of their (spousal) partner and (male) colleagues at the same hierarchical level. The persons whom ECAs were least likely to discuss their practice with were people in senior management roles. The results of this study highlight that the creation of a community of practice for discussing and sharing of practice from PD programs appear to be insular. Activities within the organization and the formation of learning communities from PD may become lost as most of the sharing of practice/support comes from participants’ partners. Organizations may have to create spaces for sharing practice beyond the PD classroom to further organizational learning.https://www.frontiersin.org/article/10.3389/feduc.2020.00137/fullprofessional developmentearly-careertransitionsocial network analysisweb crawling |
| spellingShingle | Bart Rienties Anesa Hosein Complex Transitions of Early Career Academics (ECA): A Mixed Method Study of With Whom ECA Develop and Maintain New Networks Frontiers in Education professional development early-career transition social network analysis web crawling |
| title | Complex Transitions of Early Career Academics (ECA): A Mixed Method Study of With Whom ECA Develop and Maintain New Networks |
| title_full | Complex Transitions of Early Career Academics (ECA): A Mixed Method Study of With Whom ECA Develop and Maintain New Networks |
| title_fullStr | Complex Transitions of Early Career Academics (ECA): A Mixed Method Study of With Whom ECA Develop and Maintain New Networks |
| title_full_unstemmed | Complex Transitions of Early Career Academics (ECA): A Mixed Method Study of With Whom ECA Develop and Maintain New Networks |
| title_short | Complex Transitions of Early Career Academics (ECA): A Mixed Method Study of With Whom ECA Develop and Maintain New Networks |
| title_sort | complex transitions of early career academics eca a mixed method study of with whom eca develop and maintain new networks |
| topic | professional development early-career transition social network analysis web crawling |
| url | https://www.frontiersin.org/article/10.3389/feduc.2020.00137/full |
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