Abstract
This study examines the role of social networks in faculty development, arguing that formal initiatives neglect informal peer relationships and social capital, which can both enhance engagement in development activities and teaching practices. Grounded in Social Learning Theory and Social Capital Theory, the study explores how collaborative ties provide access to resources, mentorship, and innovation, while barriers like isolation and workload constraints limit their potential. Employing a mixed-methods design at the American University of Sharjah, UAE data were collected from 41 faculty surveys and 8 in-depth interviews, representing diverse ranks, disciplines, and experiences. Quantitative analysis, including a Social Capital Index, revealed patterns of network influence on engagement, trust and both strength and diversity of network ties. Integrated findings highlight that robust networks align with institutional goals for teaching excellence, but systemic issues like heavy workloads undermine social capital. This study addresses gaps in faculty development research by emphasizing informal networks over top-down approaches, offering implications for policies that promote peer learning and inclusive support.
Presenters
Brad CurabbaSenior Instructor, Department of English, American University of Sharjah, Sharjah, UAE, United Arab Emirates
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Educational Organization and Leadership
KEYWORDS
FACULTY DEVELOPMENT, SOCIAL NETWORKS, SOCIAL CAPITAL. HIGHER EDUCATION
