Julie M. Hite

Evolutionary Processes and Paths of Relationally Embedded Network Ties in Emerging Entrepreneurial Firms

Relationally embedded network ties influence the economic decisions of emerging firms and evolve over time. Evolutionary processes and paths of these ties are examined based on two research questions: How do components of social relationships facilitate the evolution of relational embeddedness? What are the different paths to relational embeddedness? Findings from qualitative case study methods suggest three evolutionary processes (network entry, social component leverage and trust facilitation), four evolutionary paths, and the conclusion that ties entering the network through personal relationship may evolve more quickly toward full embeddedness. Strategic implications for emerging firms are suggested regarding entrepreneurial opportunity recognition, resource acquisition and effective governance of relationally embedded ties.

Multiple networks of public school administrators: An analysis of network content and structure

This study examines a public school administrator network from a qualitative paradigm using network theory and methods. Findings identify and describe four distinct networks emerging from administrators’ relationships: the innovation network, the resource network, the social/emotional support network, and the university–school partnership network. Findings suggest that educational leaders do not have just one network, but rather use multiple networks to achieve their organizational objectives. Strategic implications of the structure of these networks and an educational leader’s position within these networks are discussed.

Examining the relationship of co-authorship network centrality and gender on academic research performance: the case of chemistry researchers in Pakistan

This research examines the association of co-authorship network centrality (degree, closeness and betweeness) and the academic research performance of chemistry researchers in Pakistan. Higher centrality in the co-authorship network is hypothesized to be positively related to performance, in terms of academic publication, with gender having a positive moderating effect for female researchers. Using social network analysis, this study examines the bibliometric data (2002–2009) from ISI Web of Science for the co-authorship network of 2,027 Pakistani authors publishing in the field of Chemistry. A non-temporal analysis using node-level regression reports positive impact of degree and closeness and negative impact of betweeness centrality on research performance. Temporal analysis using node-level regression (time 1: 2002–2005; time 2: 2006–2009) confirms the direction of causality and demonstrates the positive association of degree and closeness centrality on research performance. Findings indicate a moderating role of gender on the relationship of both degree and closeness centrality with research performance for Pakistani female authors.

Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers

Research indicates that mentoring programs help increase the retention of beginning teachers. School administrators may be presented with competing mentoring models, with various sources and types of support, aimed at improving beginning teacher retention. This study collected both qualitative and quantitative data under the rubric of a comparative case study method to investigate mentoring models in the Asher and Dane School Districts (pseudonyms). Using this approach, the authors explored the two distinct models related to beginning teacher retention. Although both districts used collaborative teams, in-school mentors, and principals within the context of professional learning communities to participate in the mentoring of beginning teachers, only the Dane School District employed district “coaches.” Findings from this research suggest that these “coaches” were not as effective as in-school mentors or collaborative teams in increasing retention, possibly because of lack of proximity and personal relationship. Additional findings describe and explain mentoring characteristics and different sources of support that benefited the mentoring experience and subsequent retention of beginning teachers.

The Role of Administrator Characteristics on Perceptions of Innovativeness among Public School Administrators

Pressures for reform require greater innovativeness among public school administrators than in the past. Perceptions of innovativeness, which function as administrators’ reality and influence participation in innovation, are reflected in their informal network relationships. Using network methods and descriptive statistics, this article explores a public school administrator network, highlighting the relationship of administrator characteristics (personal demographics, position, experience) on three different types of perceptions of innovativeness: (a) being perceived by others as innovative, (b) perceiving others as innovative, and (c) mutually perceiving each other as innovative. Findings indicate demographics of age and experience were related to administrators being perceived as innovative, suggesting the value of increased visibility and administrative stability. No association was found between administrator characteristics and either perceiving others or having mutual perceptions of innovation suggesting a potential lack of bias in who perceives others as innovative or in establishing mutual perceptions of innovation.

The Role of Dyadic Multi-Dimensionality in the Evolution of Strategic Network Ties

Dyadic multi-dimensionality informs the variation that exists within and between network ties and suggests that ties are not all the same and not all equally strategic. This chapter presents a model of dyadic evolution grounded in dyadic multi-dimensionality and framed within actor-level, dyadic-level, endogenous, and exogenous contexts. These contexts generate both strategic catalysts that motivate network action and bounded agency that may constrain such network action. Assuming the need to navigate within bounded agency, the model highlights three strategic processes that demonstrate how dyadic multi-dimensionality underlies the evolution of strategic network ties.

Knowledge network centrality, formal rank and research performance: evidence for curvilinear and interaction effects

This study explores the curvilinear (inverted U-shaped) association of three classical dimension of co-authorship network centrality, degree, closeness and betweenness and the research performance in terms of g-index, of authors embedded in a co-authorship network, considering formal rank of the authors as a moderator between network centrality and research performance. We use publication data from ISI Web of Science (from years 2002–2009), citation data using Publish or Perish software for years 2010–2013 and CV’s of faculty members. Using social network analysis techniques and Poisson regression, we explore our research questions in a domestic co-authorship network of 203 faculty members publishing in Chemistry and it’s sub-fields within a developing country, Pakistan. Our results reveal the curvilinear (inverted U-shaped) association of direct and distant co-authorship ties (degree centrality) with research performance with formal rank having a positive moderating role for lower ranked faculty.

The moderating roles of academic age and institutional sector on the relationship between co-authorship network centrality and academic research performance

Purpose – The purpose of this paper is to investigate whether potentially disadvantaged groups of researchers derive more research performance benefits from co-authorship network centrality (degree, closeness and betweenness). Design/methodology/approach – The paper builds on Badar et al. (2013), which found positive associations of network centrality on research performance with a moderating relationship of gender for female authors. Using data from ISI Web of Science (SCI), the authors study the same domestic co-authorship network of Chemistry researcher in Pakistan publishing from years 2002-2009 and investigate the moderating role of academic age and institutional sector on the relationship between co-authorship network centrality (degree, closeness, and betweenness) and the academic research performance (aggregate impact factor) of chemistry university/institute faculty members in Pakistan. Findings – Ordinary least squares (OLS)-regression findings indicated a positive relationship between degree ce...

Trust and Collaboration in PLC Teams: Teacher Relationships, Principal Support, and Collaborative Benefits.

Professional learning communities (PLCs) are being recognized as effective in improving teacher collaboration and student achievement. Trust is critical in effectively implementing the PLC model, and the school principal is best positioned to influence school trust levels. Using five facets of trust, this research sought to clarify the impact of trust among PLC teachers on their team’s collaborative practices. Findings suggested ways that members of successful PLCs built trust. Findings also suggested ways that principals influenced team members’ trust. Successful and unsuccessful PLCs emphasized different facets in describing development of trust, the principal’s role in building trust, and the role of trust in collaboration.

Latino Educators of Tomorrow Culture-Specific Mentoring for the College Transition

This qualitative study examines the perspectives of high school– and college-age students who participated in an educational program designed to increase the number of Latino students entering teaching as a profession: Latino Educators of Tomorrow. Using open-ended surveys and semistructured interviews, this study identified themes regarding the program and its instructors, including their influence on the participants’ plans to continue in higher education toward education-related careers. Findings point to the importance of the mentoring framework of Crisp and Cruz as well as cultural responsiveness in mentoring relationships for Latino students in the transition from high school to college.