Social capital and faculty development in higher education

This dissertation examines the role of social networks in faculty development, arguing that formal initiatives neglect informal peer relationships and social capital, which can both enhance engagement in development activities and teaching practices. Grounded in Social Learning Theory and Social Capital Theory, the study explores how collaborative ties provide access to resources, mentorship, and innovation, while barriers like isolation and workload constraints limit their potential. Employing a mixed-methods design at the American University of Sharjah, UAE data were collected from 41 faculty surveys and 8 in-depth interviews, representing diverse ranks, disciplines, and experiences. Quantitative analysis, including a Social Capital Index, revealed patterns of network influence on engagement, while qualitative themes illuminated mentorship's role in fostering student-centered teaching and adjunct isolation's hindrance to collaboration. Integrated findings highlight that robust networks align with institutional goals for teaching excellence, but systemic issues like heavy workloads undermine social capital. This study addresses gaps in faculty development research by emphasizing informal networks over top-down approaches, offering implications for policies that promote peer learning and inclusive support.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Curabba, Brad Joseph

Contributors dc:contributor

• Cope, William
• Kalantzis, Mary
• Magee, Liam
• Bruno, Paul

• Faculty development, social networks, social capital, teaching practices, higher education

Statement dc:rights

• Copyright 2025 Brad Curabba

Language dc:language

en

Handle dc:identifier

https://hdl.handle.net/2142/132489

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/132489