scholarly journals The Cost of Asking: ‘Say that Again?’: A Social Capital Theory View Into How Lecture Recording Supports Widening Participation

2021 ◽  
Vol 6 ◽  
Author(s):  
Jill R. D. MacKay ◽  
Emily Nordmann ◽  
Leigh Murray ◽  
Alison Browitt ◽  
Monika Anderson ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Good Evidence ◽  
Social Capital Theory ◽  
Widening Participation ◽  
Technology Enhanced Learning ◽  
Capital Theory ◽  
The Cost

Lecture recording, as a form of technology enhanced learning, has been purported to support equality in Higher Education. The introduction of lecture recording is often controversial, with some lecturers having concerns as to how recordings may change teaching and learning. A commonly reported motivation for incorporating lecture recordings is supporting the needs of widening participation students, students who are otherwise under-represented in higher education. In this study, we used focus groups to explore the experiences of widening participation students in higher education as they navigated their university programmes. We held four focus groups in three Scottish universities, and discussed and developed findings alongside a stakeholder group. We then applied a social capital lens to the data to explore whether recordings can be used to overcome a lack of social capital in widening participation students. Our participants identified areas where they lacked social ‘credit’, such as a lack of peer parity among colleagues and experiences which could be described as microaggressions. Students discussed reasons why the ‘cost’ of asking questions in class was too high, and how recordings support them by allowing them to save on this perceived cost. However students also recognised the tension of a lack of trust between lecturers and students, which could be exacerbated by recordings. We found good evidence to support a social capital view of ‘trust as credit’ in interactions between students and lecturers, and provide suggestions for how lecture recording can be used to support widening participation students in this area.

scholarly journals The cost of asking ‘say that again?’: a social capital theory view into how lecture recording supports widening participation

2021 ◽  
Author(s):  
Jill R D MacKay ◽  
Emily Nordmann ◽  
Leigh Murray ◽  
Alison Browitt ◽  
Monika Anderson ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Good Evidence ◽  
Social Capital Theory ◽  
Widening Participation ◽  
Technology Enhanced Learning ◽  
Capital Theory ◽  
The Cost

Lecture recording, as a form of technology enhanced learning, has been purported to support equality in Higher Education. While the introduction of lecture recording is often controversial, with some lecturers having concerns as to how recordings may change teaching and learning, a commonly reported motivation for incorporating lecture recordings is supporting the needs of widening participation students. In this study, we used focus groups to explore the experiences of widening participation students in higher education as they navigated their university programmes. We held four focus groups in three Scottish universities, and discussed and developed findings alongside a stakeholder group. We then applied a social capital lens to the data to explore whether recordings can be used to overcome a lack of social capital in widening participation students. Our participants identified areas where they lacked social ‘credit’, such as a lack of peer parity among colleagues and experiences which could be described as microaggressions. Students discussed reasons why the ‘cost’ of asking questions in class was too high, and how recordings support them by allowing them to save on this perceived cost. However students also recognised the tension of a lack of trust between lecturers and students, which could be exacerbated by recordings. We found good evidence to support a social capital view of ‘trust as credit’ in interactions between students and lecturers, and provide suggestions for how lecture recording can be used to support widening participation students in this area.

scholarly journals Sense of belonging as an indicator of social capital

2020 ◽  
Vol 40 (7/8) ◽  
pp. 627-642
Author(s):  
Mi Young Ahn ◽  
Howard H. Davis
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Higher Education Policy ◽  
Sense Of Belonging ◽  
Mixed Methods Research ◽  
Social Research ◽  
Well Being ◽  
Social Capital Theory ◽  
Capital Theory ◽  
Content Type

PurposeThis paper examines the possibility of using sense of belonging as an indicator for social capital. Social capital, from the collective social capital theory perspective, is constructed from three main elements: trust, social network and participation. Social capital is crucial to civil society and well-being, but there is no consensus on how to define and measure it. This paper approaches this problem with the different but related concept of sense of belonging, as belonging overlaps with social capital conceptually, but also is more amenable to measurement.Design/methodology/approachQualitative and quantitative data was collected from approximately 800 university students and used to explore the relationship between belonging and social capital both conceptually and empirically in the higher education context.FindingsThe mixed methods research analysis in this paper provides strong evidence to show how sense of belonging and social capital are theoretically and empirically intertwined, Conceptually they occupy overlapping spheres and their connections can be clearly traced and measured. This is supported by substantial statistical evidence of their relatedness, despite their independent origins in social research. For these reasons, this paper argues that sense of belonging can be used as a simplified alternative way to measure social capital.Originality/valueThis paper explains the advantages of using sense of belonging to understand social capital. It sets out a conceptual framework and provides a statistical demonstration. This paper develops and enriches a current strand of social capital and sense of belonging research in the fields of sociology and higher education policy.

SOCIAL CAPITAL THEORY: ACADEMIC SOCIAL NETWORKING SITES

2020 ◽  
Vol 2020 ◽  
pp. 1169-1180
Author(s):  
Jelena Filipovic ◽  
◽  
Maja Arslanagic Kalajdzic
Keyword(s):  
Social Capital ◽  
Social Networking ◽  
Social Networking Sites ◽  
Social Capital Theory ◽  
Capital Theory

scholarly journals Perspectives of organizational identity in a health higher education institution: a mixed-method analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ubirajara José Picanço de Miranda Junior ◽  
Maria Rita Carvalho Garbi Novaes ◽  
Henrique Batista Araújo Santos ◽  
João Fellipe Santos Tatsch ◽  
Rafael Sanches Ferreira ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Organizational Identity ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Education Institution ◽  
Early Years ◽  
Common Interest ◽  
Public Higher Education ◽  
Higher Education Institution

Abstract Background Among the processes to be experienced by any organization during its establishment is the formation of an organizational identity. This process can be understood as the activity and event through which an organization becomes unique in the mind of its members. An organizational identity leads to an identification and both are directly associated with the success of an institution. This study is about a public higher education institution in health in its early years, with distinctive characteristics in the country where it is situated. In spite of having been successful in the graduation of its students it has fragile institutional bases, lack of autonomy and internal problems common to other institutions of this type. Thus, this study was conducted to understand how this institution defined itself among its own members, the elements of its identity and what justified its relative success despite its weaknesses. Methods A mixed-method approach was used to evaluate how a representative portion of this organization identifies with it. For the qualitative study two focus groups were conducted with transcripts submitted to content analysis proposed by Bardin, culminating in results from which a Likert scale-based questionnaire was elaborated and applied to 297 subjects. Results There were six central elements of the organizational identity made evident by the focus groups: political / ideological conflict; active teaching and learning methodologies; location / separation of campuses; time of existence; teaching career; political-administrative transformations. The quantitative analysis revealed in more detail the general impressions raised in the focus groups. Most results were able to demonstrate distinct identifications of the same identity with its exposed weaknesses. Conclusions Lack of autonomy, administrative and structural shortcomings and ideological or political conflicts presented themselves as problems capable of destabilizing the identity of a public higher education institution. On the other hand, one way to combat such problems is through the development of the institution itself, particularly by becoming more active and useful to the community and seeking in a common interest to the higher administration agencies.

Transforming Academic Library Services for At-risk Students in the Fourth Industrial Revolution: A Literature Review

Mousaion ◽  
2021 ◽  
Vol 39 (2) ◽  
Author(s):  
Vicki Lawal
Keyword(s):  
At Risk ◽  
Social Capital ◽  
Literature Review ◽  
Industrial Revolution ◽  
Academic Library ◽  
At Risk Students ◽  
Social Capital Theory ◽  
Library Services ◽  
Capital Theory ◽  
Fourth Industrial Revolution

This paper examines academic library services to at-risk students in the Fourth Industrial Revolution (4IR). It aims to explore theoretical approaches that can direct more targeted support and service models as an intervention for students who are at risk of failure. The paper specifically analyses Nan Lin’s concept of social capital theory with its particular emphasis on social network analysis. The study which directed this paper, employed a conceptual analysis as a methodology by which the literature review was used as a basis for analysing the research questions of the paper. Outcomes from the analysis indicate that Lin’s concept of social capital theory has the potential to provide a method for measuring social capital that can be assessed against information seeking outcomes. Recommendations suggest the importance of the theory as a methodological tool for investigating relationships between individuals and their social contexts, which could also be adopted by academic libraries in higher education to enhance students’ learning outcomes and educational experience in the 4IR.

scholarly journals Getting a Child through Secondary School and to College in India

2017 ◽  
Vol 3 (1) ◽  
pp. 24-46 ◽  
Author(s):  
Tyler W. Myroniuk ◽  
Reeve Vanneman ◽  
Sonalde Desai
Keyword(s):  
Social Capital ◽  
Secondary School ◽  
Social Capital Theory ◽  
High Status ◽  
Capital Investments ◽  
Formal Sector ◽  
Capital Theory ◽  
Parental Experience ◽  
Educational Demand ◽  
Nationally Representative

In the classic formulations of social capital theory, families employ their social capital resources to enhance other capitals, in particular their human capital investments. Social capital would seem to be especially important in the case of India, where, in recent years, higher education has been under considerable stress with rising educational demand, inadequate supply, and little parental experience to guide children's transition through the education system. We use the 2005 and 2012 waves of the nationally representative India Human Development Survey (IHDS) to show how relatively high-status connections advantage some families' chances of their children reaching educational milestones such as secondary school completion and college entry. The 2005 IHDS survey measure of a household's formal sector contacts in education, government, and health predicts their children's educational achievements by the second wave, seven years later, controlling for households' and children's initial backgrounds.

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