Social capital and faculty development in higher education

Curabba, Brad Joseph

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

Description

Title

Social capital and faculty development in higher education

Author(s)

Curabba, Brad Joseph

Issue Date

2025-11-18

Director of Research (if dissertation) or Advisor (if thesis)

Cope, William

Doctoral Committee Chair(s)

Cope, William

Committee Member(s)

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

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

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

Abstract

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.

Graduation Semester

2025-12

Type of Resource

Thesis

Handle URL

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

Copyright and License Information

Copyright 2025 Brad Curabba

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