My Research
Innovation is an organic process that an internal member of the school organization initiates. My research does not develop or advocate for specific types of innovation. Deciding what practices and policies a school should pursue is the responsibility of professional educators working with students, families and other stakeholders in their own communities. My research instead explores the organizational structures that cause variation in the success of innovation.
Innovation is defined by the twin-processes of discovery and adoption. Discovery is accomplished when members of an organization identify potential for improvement and attempt to learn something new to realize that potential. Adoption is recognized by a change in beliefs and/or behavior by actors in the organization after new ideas or resources are introduced. Therefore, the expression of an innovation can vary across an organization as actors struggle with the adoption of a discovery. |
My research first maps the professional relationships between members of a school staff. Professional relationships exist between colleagues that tend to collaborate when completing typical teaching tasks. These network diagrams can take on many different shapes based on contextual factors. For example, a school network might cluster by department. This could be due to close collaboration between members of a particular department. Or it might be explained by the physical layout of a school building. Context matters.
I then identify Relevant Actors within the school organization. Relevant Actors demonstrate skills and knowledge pertinent to an ongoing innovation. I also identify Influencers. Influencers are actors that occupy central positions in the Professional Network. Centrality is determined by the number of relationships an actors has with their colleagues.
Finally, SNA is used to monitor the changing network structures as the school innovates. It is theorized that innovation expression will be greater if Relevant Actors move to occupy more central position within the school network.
I then identify Relevant Actors within the school organization. Relevant Actors demonstrate skills and knowledge pertinent to an ongoing innovation. I also identify Influencers. Influencers are actors that occupy central positions in the Professional Network. Centrality is determined by the number of relationships an actors has with their colleagues.
Finally, SNA is used to monitor the changing network structures as the school innovates. It is theorized that innovation expression will be greater if Relevant Actors move to occupy more central position within the school network.
My research is based on the following assumptions:
#1 Continuous ChangeConstant reflection by education professionals supports an internal environment where schools are continuously attempting to improve teaching and learning practices. The demands on classroom teachers also continues to grow. This often motivates innovation as teachers struggle to meet ever-increasing demands of the job.
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#2 Innovation Expression VariesInnovation is often conceptualized as a process that fails or succeeds. However, success can vary widely as any new idea develops and spreads in an organization. Innovation should be evaluated using a spectrum that can account for varied levels of success.
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#3 Relationships Matter For innovation to spread, people must learn how to do something differently. Because significant learning requires significant relationships, real change in schools requires strong professional networks among staff. Therefore, if a school researcher wants to understand innovation, they must focus on relationships.
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Construct a Network DiagramMy first task is to survey the professional staff in order to collect individual attribute and social network data. Professional staff will be asked to provide generic profile information such as years of experience and their comfort level with tasks that relate to an ongoing innovation. Participants will also be asked to reflect on whom they regularly work with to complete typical teaching tasks.
Using data from this 8-question survey, I can construct many different network diagrams. The networks are then validated using a 15-minute interview protocol. I complete pre-scheduled interviews with staff members during a 3-4 day school visit. |