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Social Network Analysis Methods in Educational Policy Research

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Complementary Research Methods for Educational Leadership and Policy Studies

Abstract

This chapter describes the theories and analytic methods associated with Social Network Analysis (SNA), and considers the application of SNA in educational policy research. SNA is based upon an understanding that individuals in a social system are interdependent and that these underlying relationships shape opportunities and outcomes in ways that require distinct analytic techniques. In education, SNA remains an extremely powerful yet underutilized methodological approach. The chapter begins by providing detailed information regarding collecting and analyzing social network data. The chapter next discusses common theoretical lenses used in SNA studies; highlights SNA research in education and in education policy, especially around policy advocacy and policy implementation; and provides guidance to educational policy scholars as they consider ways to use SNA in their future work.

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Notes

  1. 1.

    Note: Social network analysis studies may examine underlying connections through social media, but these are not synonymous.

  2. 2.

    Though not the focus here, qualitative methods can be used for SNA and often supplement quantitative SNA methods. Qualitative analysis of intergroup relations can explain the social interpretation of one’s position within a network and the meaning that emerges from the social construction of the network (Hollstein 2014). For example, see Cross, Dickmann, Newman-Gonchar, and Fagan’s (2009) study of interagency collaboration that involved recorded discussions, reflections, and semi-structured interviews about intergroup relationships or Coburn and Russell’s (2008) examination of district math reform policies that used observations and interviews to investigate the qualities of teachers’ networks. Qualitative data can also provide information as to the organizational culture and climate that facilitate or hinder underlying relations (see Finnigan et al. 2013and Finnigan and Daly 2012 for examples).

  3. 3.

    For more details of SNA in education, see Carolan (2014) and Daly (2010).

  4. 4.

    For more results from this longitudinal study, see (Daly and Finnigan 2011, 2012; Finnigan and Daly 2014).

  5. 5.

    Additional relevant examples outside of education that might be useful include Yu, Hao, Dong, and Khalifa (2013) which investigated knowledge sharing behaviors of individuals and within teams using a multi-level nested model.

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Authors and Affiliations

  1. Warner School of Education and Human Development, University of Rochester, Rochester, NY, USA

    Kara S. Finnigan, Daniela E. Luengo-Aravena & Kim M. Garrison

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  1. Kara S. Finnigan
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  2. Daniela E. Luengo-Aravena
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  3. Kim M. Garrison
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Correspondence to Kara S. Finnigan .

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  1. School of Education, Indiana University, Bloomington, IN, USA

    Chad R. Lochmiller

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Finnigan, K.S., Luengo-Aravena, D.E., Garrison, K.M. (2018). Social Network Analysis Methods in Educational Policy Research. In: Lochmiller, C. (eds) Complementary Research Methods for Educational Leadership and Policy Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-93539-3_12

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  • DOI: https://doi.org/10.1007/978-3-319-93539-3_12

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