Reference : Higher Education Organizations as Strategic Actors in Networks: Institutional and Rel...
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/46213
Higher Education Organizations as Strategic Actors in Networks: Institutional and Relational Perspectives Meet Social Network Analysis
English
Dusdal, Jennifer mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Zapp, Mike mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
Marques, Marcelo [Hertie School of Governance Berlin]
Powell, Justin J W mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
In press
Theory and Method in Higher Education Research
Emerald
7
Yes
International
2056-3752
Bingley
[en] higher education ; university ; organizations ; networks ; neo-institutional sociology ; relational sociology ; Social Network Analysis
[en] Informed by multiple disciplines, theories, and methods, higher education scholars have developed a robust and diverse literature in many countries. Yet, some important (organizational) sociological perspectives, both more established and more recent, are insufficiently linked. In particular, we identify two theoretical strands—institutional and relational—that, when joined, help to explain contemporary developments in global higher education and yield new organizational insights. We review relevant literature from each perspective, both in their general formulations and with specific reference to contemporary higher education research. Within the broad institutional strand, we highlight Strategic Action Fields, organizational actorhood, and associational memberships. Within the relational strand, we focus on ties and relationships that are especially crucial as science has entered an age of (inter)national research collaboration. Across these theories, we discuss linkages between concepts, objects, and levels of analysis. We explore the methodological approach of social network analysis as it offers great potential to connect these strands and thus to advance contemporary higher education research in a collaborative era.
Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES)
Researchers ; Professionals ; Students ; General public
http://hdl.handle.net/10993/46213

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