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ERIC Number: EJ905784
Record Type: Journal
Publication Date: 2009
Reference Count: 5
Application of Social Network Theory: Doctoral Students' Experiences in Conferences
Ghosh, Rajashi; Githens, Rod P.
New Horizons in Adult Education & Human Resource Development, v23 n1 p25-28 Win 2009
As regular attendees at the Academy of Human Resource Development (AHRD) Conference, the authors enjoyed interacting with the highly relevant study by Diane Chapman and her colleagues (Chapman, Wiessner, Morton, Fire, Jones, & Majekodunmi, 2009). In the study, they use several theoretical tools to understand the learning experiences of doctoral students at a professional conference. In the authors' view, the concept of the "learning organization" serves as a foundation for the creation of new knowledge at conferences. "Communities of practice" and the idea of "legitimate peripheral participation" represent the process that occurs at conferences. "Knowledge creation" is the outcome of these events. The authors concluded that an additional tool, social network analysis, could help to expand these ideas further. In this reaction article, the authors explain how the tools of social network analysis might be used to enhance their understanding of doctoral student participation in scholarly conferences. As formation of developmental relationships is central to the purpose of scholarly conferences such as AHRD, the authors argue that it is worth exploring the ties that doctoral students might develop in these conferences through the lens of Social Network Theory.
Descriptors: Network Analysis, Student Participation, Social Networks, Doctoral Programs, Graduate Students, Learning Experience, Student Experience, Communities of Practice, Conferences (Gatherings), Attendance
Florida International University College of Education. 11200 SW 8th Street, ZEB 361A, Miami, FL 33199. Tel: 305-348-6151; Fax: 305-348-1515; e-mail: email@example.com; Web site: http://education.fiu.edu/newhorizons
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Authoring Institution: N/A