ABSTRACT

This research investigated social interactions within small significant networks across a range of higher education settings to determine their role in supporting improvements to assessment. Thirty-four academic staff from three higher education settings (Australia, Canada and Sweden) provided assessment change examples and drew network diagrams to explain their interactions. Significant social interactions were defined as engaged exchanges between people who trust and respect each other, around topics that hold common value. They led to an emotional response, promoted reflection and resulted in action and/or a shift in thinking. Significant social interactions were demonstrated to be effective in supporting changes in assessment practices. The qualitative findings were supplemented with quantitative investigation of the relational ties within the networks. The most significant relational ties related to changes in the assessment were the value of the interactions (d = .64) and the similarity between individuals (d = .50). Authors recommend that leaders in higher education heed lessons learned about how value was generated within networks and utilized for improvement activities. It is suggested that the following positive change-oriented behaviours be developed and actively encouraged: Building of diverse networks; appreciating reciprocity; forging trust; creation of time and space for significant social interactions; and external recognition of the shift toward quality assessment practices. This study builds on existing literature for improving teaching and assessment in higher education, and particularly highlights the benefits of informal academic networks and the potential for significant interactions as a mechanism for change toward a quality agenda.

摘要

这项研究调查了一系列高等教育环境中小型重要网络内的社会互动，以确定它们在支持改进评估方面的作用。来自三个高等教育机构（澳大利亚、加拿大和瑞典）的 34 名学术人员提供了评估变化示例，并绘制了网络图来解释他们的互动。重要的社会互动被定义为相互信任和尊重的人之间围绕具有共同价值的话题进行的互动交流。它们导致情绪反应，促进反思并导致行动和/或思维转变。显着的社会互动被证明在支持评估实践的变化方面是有效的。对网络内关系联系的定量调查补充了定性研究结果。与评估变化相关的最重要的关系是相互作用的价值（d  = .64）和个体之间的相似性（d  = .50）。作者建议高等教育领域的领导者要吸取教训，了解如何在网络中产生价值并将其用于改进活动。建议发展并积极鼓励以下积极的变革导向行为： 建立多样化的网络；欣赏互惠；建立信任；为重要的社交互动创造时间和空间；以及对质量评估实践转变的外部认可。本研究以现有文献为基础，以改善高等教育的教学和评估，并特别强调了非正式学术网络的好处以及作为向质量议程转变的机制的重要互动的潜力。