Uncovering Influence through Social Network Analysis: The Role of Schools in Education for Sustainable Development

Autor/in	Kolleck, Nina
Titel	Uncovering Influence through Social Network Analysis: The Role of Schools in Education for Sustainable Development
Quelle	In: Journal of Education Policy, 31 (2016) 3, S.308-329 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2015.1119315
Schlagwörter	Foreign Countries; Influences; Social Networks; Network Analysis; School Role; Sustainable Development; Program Implementation; Educational Policy; Educational Innovation; Interviews; Questionnaires; Nongovernmental Organizations; Government Role; Data Analysis; Data Collection; Hypothesis Testing; Municipalities; Germany + Suchen Sie Ihr Suchwort? Ausland; Influence; Einfluss; Einflussfaktor; Social network; Soziales Netzwerk; Netzplantechnik; Nachhaltige Entwicklung; Politics of education; Bildungspolitik; Instructional innovation; Bildungsinnovation; Interviewing; Interviewtechnik; Fragebogen; Auswertung; Data capture; Datensammlung; Hypothesenprüfung; Hypothesentest; Magistrat; Deutschland
Abstract	This paper examines the implementation of Education for Sustainable Development (ESD) in Germany and explores the possibilities of Social Network Analysis (SNA) for uncovering influential actors in educational policy innovation processes. From the theoretical perspective, an actor's influence is inferred from its relative position within issue-specific information flows and the trust placed in its capacities and expertise, instead of relying on an actor's openly expressed role and policy preferences. Drawing on techniques from quantitative SNA enables to analyse the social interactions as well as the frequency and type of information exchange amongst actors in a particular issue area. Empirically, I focus my attention on the educational innovation of ESD, which has been initiated at the global level, but is mainly put into practice at the national or regional level. Data for the study come from mixed mode interviews with a standardised questionnaire. The interviews were conducted and analysed using egocentric and complete SNA. I find, amongst others results, that NGOs and governmental actors occupy significantly more central, prestigious and influential network positions than schools in the course of implementing ESD in Germany. Furthermore, school representatives exhibit few and weak relations, and mostly share links with other formal education actors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01