Faculty and Administrator Attitudes Toward Internet-Based Technologies and Virtual Networking Leading to the Development and Support of Social Capital

Social capital (or the ways in which people in an organization collaborate and to a greater extent the quality of professional community in that context) has a variety of implications for organizations, specifically schools. This study examined the relationship between attitudes of administrators and faculty at the secondary level toward Internet-based technology and virtual networking and the development and support of social capital within schools' organizational contexts that can lead to school improvement as demonstrated by student outcomes (e.g. achievement and a sense of community welfare or connectedness). A mixed method approach was utilized that consisted of a questionnaire, focus group discussion, and site observation conducted in six selected secondary schools in Pennsylvania. The findings of this study demonstrate a high positive significance between (teacher and administrative) perceptions of Internet-based technology and virtual networking and the development of social capital within these schools. A policy development strategy along with specific practices that enhance those perceptions are outlined Given the proliferation of technology within school settings, this study will provide policymakers and educational leaders, concerned about 21st Century learning priorities, with knowledge that will inform their decision-making regarding the perceptions and attitudes toward Internet-based technology and virtual networking and its relationship to social capital within the secondary school context. Keywords: Technology, Social Capital, Secondary School Culture

Purpose. The aim of the article is research of the peculiarities of the development of resistant social capital of the State Customs Service and development of proposals for the development of a model of its development. Methodology of research. The following methods are used to achieve this goal: induction and deduction, theoretical generalization, abstraction, dialectical cognition – in the study of scientific sources and research of theoretical aspects of the development of resistant social capital, the definition of the categorical apparatus of the research; abstract and logical – to generalize theoretical positions, to form conclusions and proposals on the research topic. Findings. The essence and features of the development of resistant social capital are determined. The expediency of developing a model of development of resistant social capital of the State Customs Service, which is based on the principles of attributiveness and synergy, is substantiated. It allows to take into account the influence of environmental factors of the department and time variables on the development of social capital. The structural content of the development model is given, which includes: attributes of the object of development, attributes of the internal and external environment. The object, goals, functions and principles of building a model of development of resistant social capital of the State Customs Service are determined. A detailed description of each stage of application of the model of development of resistant social capital of the State Customs Service is given, which includes: monitoring, design, planning, implementation and control. The advantages of practical implementation of the proposed model are outlined. Originality. The study of theoretical aspects of the development of resistant social capital of the State Customs Service has been further developed. For the first time, proposals for the formation of a model for the development of resistant social capital at the sectoral level have been developed, its structure, features of practical implementation and advantages of application have been determined. Practical value. The main provisions of this study can be used in the process of developing proposals for the development of conceptual areas of development of resistant social capital in the State Customs Service. Key words: development, attributiveness, attributive model of development, development of resistant social capital of the State Customs Service, model of development of resistant social capital of the State Customs Service.

Community conflict resolution: the development of social capital within an interactional field

Mobile phones have been identified as possible tools to aid in refugee integration into new countries. Using a social capital theoretical lens, the role of mobile phones in the development of social capital among refugees in South Africa is explored. Semi‐structured interviews were conducted with 29 refugees in South Africa. Findings indicate that mobile phones can play an important role in the development of bridging social capital thereby aiding in the social and economic integration of refugees into the community. Mobile phones also play an important role in developing bonding and maintained social capital but these tend to be with their homeland nationals rather than the local community. Reasons for the development of the negative social capital are explored, whether they are attributable to the authorities or to the refugees themselves. Insights are provided into how mobile phones can be used to enhance the development of social capital among refugees.

This study examined the development of individual social capital in a distributed learning community. Feld's theory of focused choice predicts that the formation of network ties is constrained by contextual factors that function as foci of activities. In our research, we examined how group assignment and location could function as such foci to influence the development of individual social capital in a distributed learning community. Given that networks with different content flows may possess different properties, we examined two different types of networks—task-related instrumental networks and non-task-related expressive networks. A longitudinal research design was used to evaluate the evolution of networks over time. Hypotheses were tested using a sample of 32 students enrolled in a distributed learning class. The results show strong support for Feld's theory. While serving as foci of activities to organize social interactions, both group assignment and geographic separation can also function to fragment a learning community.

Volunteering in community sport organizations: Implications for social capital

The Dualistic Model of Passion (obsessive and harmonious passion) can explain motivations for videogame play along with associated outcomes, such as the development of social capital; however, existing research exploring passion and social capital in videogaming has been cross-sectional. In the current study we surveyed players of DotA 2 at three time points, over six months (T1 n=462, T2 n=182, T3 n=115), to explore the stability of passion for DotA 2 over time and how such passion may lead to the development or erosion of social capital. Our key findings include that passion for playing DotA 2 is relatively stable over time and that harmonious passion predicts future bridging social capital, while obsessive passion predicts future bonding social capital. Importantly, our findings suggest the absence of a "slippery slope" scenario in which players who have a healthy pattern of engagement development obsessive passion or problematic play. Equally, however, our findings also suggest that those who are obsessive are unlikely to naturally trend towards a more harmonious style of engagement over time. We consider the implications of our findings for health practitioners, players and videogame developers and identify the differences between our longitudinal findings and the existing cross-sectional research.

The tourism development process does not only focus on the development of tourism facilities and infrastructure, but can be done through government institutional development, community capacity building and community social capital. The purpose of this research is to explain the role of social capital in tourism development as social science literature. This research uses descriptive qualitative. Data sources were obtained through data collection techniques from observation, documentation and interviews. Data validity test is done by triangulation of data sources. Data analysis with data presentation and conclusion. The results showed that unproductive former sand mining land has been developed for fish farming and developed for fishing tourism. people who come are charged an entrance fee and are free to fish. The management of this fishing tour is carried out by the local community with structured management. On a regular basis, management is also carried out joint reporting to all group members and the community. Management members and the community work together to manage and plan tourism development programmes. Some aspects of social capital in the management of this tour, among others: the existence of trust between communities, joint rules that have been agreed upon, community participation, solidarity between members of the community group, and community cooperation that is always improved. Direction for management, that cooperation should not only be carried out by managers or between communities, but carried out with stakeholders, the local government. This goal is done so that in the planning of tourism development is not in conflict with the rules of the local government. Tourism management by emphasising social capital provides a positive social impact and supports sustainable tourism. Furthermore, the government can also support the development of this tour through various programmes such as funding assistance, tourism education to the manager and the community and the management community in formulating programme planning better involve elements of the Government, in order to achieve the goals of the programme to advance the tour. The concept of learning directly about the social capital of the community in the development of this tour can be as one of the social science literature.

The objective of this chapter is to examine the role of social capital in regional, rural development in the South of Europe through the EU-funded LEADER programme. LEADER’s aim is to provide rural communities with a method to tackle problems of local development by building new forms of partnerships and linking activities across various economic sectors, social groups and levels of governance. In this regard LEADER is inextricably connected to the neo-endogenous approach and relies heavily on local social capital. It has considerable appeal in rural areas of southern Europe, which have been hit hard by the crisis and are characterized by specific cultural and historical conditions and chronic structural problems. Yet we observe that funding and decision-making bodies at all levels have not explicitly and formally addressed and assessed the role of social dynamics and specifically of social capital in promoting rural development by exploiting LEADER funds. We argue that this must be remedied if we wish to enhance the effectiveness of these projects. The chapter begins with an overview of policy reports and case studies to examine the role of social capital in rural development and LEADER, particularly in areas of innovation, governance and marginalized groups. Then we use the lessons learnt from case studies in Greek and Italian rural areas in southern Europe to discuss alternative definitions and measures of social capital that take into account: economic and non-economic dimensions of local development; process-oriented evaluation methods; and context-specific characteristics of regions. Finally, we suggest ways to re-contextualize social capital in development programmes to improve their design, implementation and evaluation.

ABSTRACTThis paper studies the correlation between users’ psychological traits and their social network sites (SNS) usage patterns, and the correlation between SNS usage patterns and the development of social capital as it relates to Facebook. Individual personality traits, including user innovativeness and public individuation, are proposed to be positively correlated with SNS usage patterns such as usage rate and diversification of use. This study specifically classifies social capital into two types—bridging vs. bonding—based on Social Capital Theory, and examines the correlation between SNS usage patterns and social capital development. To investigate the proposed hypotheses of this study, SNS users in Korea were surveyed and a structural equation model was used to analyze and verify the hypotheses. The results showed that users exhibiting both a high degree of innovativeness and public individuation use SNS more frequently and in more diverse ways than users who exhibited lower degrees of innovativeness and public individuation. It was also found that SNS usage patterns are correlated with social capital. The results of this study contribute to SNS-related research work as this study focuses on the development of social capital—a key concept behind the creation and use of SNS—and allows for a deeper understanding of how the psychological traits of individual users affect SNS usage patterns and the development of social capital. This study also offers insights to the corporate sector by providing practical guidelines on how to utilize SNS more effectively.

Since 2003, the phenomenon of ‘coloured revolutions’ has caused significant changes in post-soviet spaces, but a similar strategy – challenging an existing regime through mass protests – pursued in different countries has led to both successful and unsuccessful results. The success of the Orange revolution in Ukraine suggests that the outcome of a coloured revolution is directly correlated with the development of a country's social capital, whether formal or informal. The case of the civic campaign ‘PORA’ and its genesis and deployment indicates that the development of social capital before the events, although largely unnoticed and only informally organized, was decisive to the outcome of the events of November 2004. In turn, the Orange revolution has transformed the country, prompting a conversion of informal into formal social capital that is now active at the social and political levels.

In the last half century former international adversaries have become cooperators through networking and knowledge sharing for decision making aimed at improving quality of life and sustainability; nowhere has this been more striking then at the urban level where such activity is seen as a key component in building “learning cities” through the development of social capital. Although mega-cities have been leaders in such efforts, mid-sized cities with lesser resource endowments have striven to follow by focusing on more frugal sister city type exchanges. The underlying thesis of our research is that great value can be derived from city-to-city exchanges through social capital development. However, such a study must differentiate between necessary and sufficient conditions. Past studies assumed necessary conditions were met and immediately jumped to demonstrating the existence of structural relationships by measuring networking while further assuming that the existence of such demonstrated a parallel development of cognitive social capital. Our research addresses this lacuna by stepping back and critically examining these assumptions. To accomplish this goal we use a Proportional Odds Modeling with a Cumulative Logit Link approach to demonstrate the existence of a common latent structure, hence asserting that necessary conditions are met.

PurposeThe purpose of this study is to explore the relationship between total quality leadership, social capital development and organizational innovativeness in the school environment. While there are research studies focused on the impact of leadership on implementing quality management practices, innovation and organizational performance, the mediating effect of social capital development has not been explored on the influence of the school leaders.Design/methodology/approachTo achieve the purpose of this study, data collected from 158 principals, who participated in the Teaching and Learning International Survey 2018, were analyzed using structural equation modeling.FindingsThis study found that total quality learning-oriented school leaders are supportive of developing social capital in their schools, and such social capital development is very useful to improve organizational innovativeness. Interestingly, social capital development has been found to mediate the relationship between total quality learning-oriented school leadership and organizational innovativeness.Practical implicationsThis study submits evidence for two major activities that school leaders perform: learning- and control-oriented activities, both being important for improving and measuring quality in the educational sector. This study clearly shows that control-oriented activities lean toward negatively on social capital while learning-oriented activities strongly and positively influence social capital development. From this study, practitioners can be aware and consciously promote social capital development in schools and that social capital development mediates the influence of total quality leadership and innovation in schools.Originality/valueSchools can be visualized as guarded communities for creating a secure environment for students in support of learning. This research study shows that the combined cognitive capital, structural capital and relational capital mediate the impacts of total quality leadership on innovativeness in schools. Thus, school leaders should first establish a mechanism to develop social capital among their employees to bring up innovative initiatives.

ABSTRACTBuilding upon social capital theory, we identify different attributes of frontline employee (FLE) social capital and outline how the use of online social networks (OSNs) can enable social capital development and social capital maintenance. We examine key boundary conditions of time management skills, perceived innovation climate, and customer perceived FLE responsiveness. Use of multi‐informant data from FLEs working in B2B sales/service roles, their customers, and managers enabled a comprehensive analysis that accounts for the endogenous nature of the predictor variables. We find the use of OSNs relates to social capital development and maintenance. Time management skills strengthen links between OSNs and both forms of social capital. However, perceived innovation climate plays a moderating role only in the social capital development process. Unique pathways connecting social capital development to customer loyalty with the firm and social capital maintenance to FLE sales performance were noted.

Collaboration has become an important way for organizations to leverage human resources to create shared organizational goals. Schools, as organizations, thrive on positive collegial partnerships among educators, with effective educator collaborations linked to improved school effectiveness and student outcomes. However, not all collaborations are successful. The current study draws heavily from Coleman’s (1988) social capital framework to understand with whom educators choose to interact and how patterns of interaction facilitate educators’ social capital development. Using an equal status, sequential mixed methods design, K–12 educators’ interview and survey data were iteratively analyzed to explore how educators describe their school-based collaborations, how collaborations reveal distinct social network structures, and how school-based collaborations and network structures lead to educators’ social capital. Findings illuminated four distinct profiles of collaboration that emerged as educators described their school-based collaboration, which were linked to different social network structures and qualities of social capital. These results can be used to inform professional development practices for school administrators and human resources teams through consideration of profiles that may inform responsive school-based collaborations. We discuss additional implications for educator hiring and retention as well as policy around PK–12 teacher standards.