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Tauginienė, Loreta, and Rima Kalinauskaitė. "Participation of doctoral students in online social networks." Studies in Graduate and Postdoctoral Education 9, no. 2 (November 16, 2018): 144–64. http://dx.doi.org/10.1108/sgpe-d-18-00002.
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Purpose This paper aims to examine the use of online social networks by doctoral students. Design/methodology/approach A quantitative online survey was conducted – 448 doctoral students from 15 universities and 11 research institutes in Lithuania were asked about their participation in both academic and non-academic online social networks. Findings The results show that despite efforts to link academics to society, doctoral students are not supported by universities/research institutes nor are doctoral students trained for this purpose, including regarding such threats as offensive posts. Additionally, more comprehensive information is disclosed in academic social networks, but these networks are less common and less frequently used. Research limitations/implications International doctoral students in Lithuania cover about 4.4 per cent of the total population of doctoral students. They were not invited to participate in the survey. Furthermore, doctoral students consider any online social network as their professional (academic) network, as was found from our results. This resulted in the confusion of our definition of academic online social networks. Practical implications Learning about the diverse online roles doctoral students may take could be facilitated were doctoral students to receive clear and consistent awareness-raising and develop self-awareness in the importance of the roles, the most central online social networks and potential threats, and related institutional support to address them. Originality/value This study provides results on how engagement of doctoral students in online social networks might affect their links with society and what academic institutions should promote in doctoral education.
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Boston, Ian. "Racing towards academic social networks." On the Horizon 17, no. 3 (August 14, 2009): 218–25. http://dx.doi.org/10.1108/10748120910993240.
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Cecchini, Mathilde, Maria Lehmann Nielsen, and Ea Høg Utoft. "Gender Dynamics in Academic Networks - a Narrative Review." Kvinder, Køn & Forskning, no. 1-2 (July 30, 2019): 86–98. http://dx.doi.org/10.7146/kkf.v28i1-2.116119.
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Progress towards gender balance among senior faculty in Danish academia remains slow. Although networks are widely recognized as key to career success, studies on the influence of gender on network dynamics and career advancement in academia are scarce. Until now, scholarship has engaged with the topic of gender and networks in organizations through two co-existing, while unrelated, streams of research, namely the social networks literature and the gendering networks literature. In this narrative review, we ask the following question: What characterizes the social networks literature and the gendering networks literature, and how can they inform each other and advance our understanding of gender dynamics in academic networks? We outline the main findings from the two literatures and discuss the potentials of combining different theoretical perspectives for understanding gender and networks in Danish academia. More specifically, we argue that the social networks literature maps the network structures of men and women, while the gendering networks literature takes us on a journey through these structures. This paper constitutes the first step of a research project entitled Gender and Networks in EarlyCareer Academic Advancement.
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Arif, Tasleem. "The Mathematics of Social Network Analysis: Metrics for Academic Social Networks." International Journal of Computer Applications Technology and Research 4, no. 12 (November 26, 2015): 889–93. http://dx.doi.org/10.7753/ijcatr0412.1003.
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Arif, Tasleem. "Mining and Analyzing Academic Social Networks." International Journal of Computer Applications Technology and Research 4, no. 12 (November 22, 2015): 878–83. http://dx.doi.org/10.7753/ijcatr0412.1001.
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Wankhade, Vaishali Yashwant, and Sapna Dattatre Kamble. "Social Networks Impact on Academic Libraries." International Journal of Research in Library Science 7, no. 4 (October 12, 2021): 14. http://dx.doi.org/10.26761/ijrls.7.4.2021.1427.
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Chen, Po-Yen. "Academic social networks and collaboration patterns." Library Hi Tech 38, no. 2 (December 3, 2019): 293–307. http://dx.doi.org/10.1108/lht-01-2019-0026.
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Purpose This study attempts to use a new source of data collection from open government data sets to identify potential academic social networks (ASNs) and defines their collaboration patterns. The purpose of this paper is to propose a direction that may advance our current understanding on how or why ASNs are formed or motivated and influence their research collaboration. Design/methodology/approach This study first reviews the open data sets in Taiwan, which is ranked as the first state in Global Open Data Index published by Open Knowledge Foundation to select the data sets that expose the government’s R&D activities. Then, based on the theory review of research collaboration, potential ASNs in those data sets are identified and are further generalized as various collaboration patterns. A research collaboration framework is used to present these patterns. Findings Project-based social networks, learning-based social networks and institution-based social networks are identified and linked to various collaboration patterns. Their collaboration mechanisms, e.g., team composition, motivation, relationship, measurement, and benefit-cost, are also discussed and compared. Originality/value In traditional, ASNs have usually been known as co-authorship networks or co-inventorship networks due to the limitation of data collection. This study first identifies some ASNs that may be formed before co-authorship networks or co-inventorship networks are formally built-up, and may influence the outcomes of research collaborations. These information allow researchers to deeply dive into the structure of ASNs and resolve collaboration mechanisms.
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Ovadia, Steven. "ResearchGate and Academia.edu: Academic Social Networks." Behavioral & Social Sciences Librarian 33, no. 3 (July 3, 2014): 165–69. http://dx.doi.org/10.1080/01639269.2014.934093.
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Goldstein, Scott. "Academic Social Networking Sites are Smaller, Denser Networks Conducive to Formal Identity Management, Whereas Academic Twitter is Larger, More Diffuse, and Affords More Space for Novel Connections." Evidence Based Library and Information Practice 15, no. 1 (March 13, 2020): 226–28. http://dx.doi.org/10.18438/eblip29687.
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A Review of:
Jordan, K. (2019). Separating and merging professional and personal selves online: The structure and processes that shape academics’ ego-networks on academic social networking sites and Twitter. Journal of the Association for Information Science and Technology, 70(8), 830-842. https://doi.org/10.1002/asi.24170
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Objective – To examine the structure of academics’ online social networks and how academics understand and interpret them.
Design – Mixed methods consisting of network analysis and semi-structured interviews.
Setting – Academics based in the United Kingdom.
Subjects – 55 U.K.-based academics who use an academic social networking site and Twitter, of whom 18 were interviewed.
Methods – For each subject, ego-networks were collected from Twitter and either ResearchGate or Academia.edu. Twitter data were collected primarily via the Twitter API, and the social networking site data were collected either manually or using a commercial web scraping program. Edge tables were created in Microsoft Excel spreadsheets and imported into Gephi for analysis and visualization. A purposive subsample of subjects was interviewed via Skype using a semi-structured format intended to illuminate further the network analysis findings. Transcripts were deductively coded using a grounded theory-based approach.
Main Results – Network analysis replicated earlier findings in the literature. A large number of academics have relatively few connections to others in the network, while a small number have relatively many connections. In terms of reciprocity (the proportion of mutual ties or pairings out of all possible pairings that could exist in the network), arts and humanities disciplines were significantly more reciprocal. Communities (measured using the modularity algorithm, which looks at the density of links within and between different subnetworks) are more frequently defined by institutions and research interests on academic social networking sites and by research interests and personal interests on Twitter. The overall picture was reinforced by the qualitative analysis. According to interview participants, academic social networking sites reflect pre-existing professional relationships and do not foreground social interaction, serving instead as a kind of virtual CV. By contrast, Twitter is analogized to a conference coffee break, where users can form new connections.
Conclusion – Academic social networking sites exhibit networks that are smaller, denser, more clustered around discrete modularity classes, and more reciprocal. Twitter networks are larger and more diffuse, which is more conducive to fostering novel connections. The author makes suggestions for how academic social networking sites could encourage network building and rethink how academic reputation is measured.
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Grant, Maria J., Robyn R. Lotto, and Ian D. Jones. "What we can learn from elite academic staff publication portfolios: a social network analysis." Aslib Journal of Information Management 72, no. 4 (July 9, 2020): 605–24. http://dx.doi.org/10.1108/ajim-10-2019-0300.
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PurposeThe study aims to construct an understanding of professional academic writing network structures to inform organisational strategic investment in academic staff development.Design/methodology/approachLongitudinal social network analysis is used to examine the personal-networks evident in the publication portfolios of a purposive sample of four international academics across each quartile of the SCOPUS defined area of General Nursing's top 100 authors.FindingsTrends in the publication portfolios of elite academics across gender, sector and geographic location are presented. In the first years of successful writing for publication, authors collaborate within a single highly connected co-author network. This network will typically expand to include new co-authors, before additional separate co-author collaborations emerge (three- to four- years). Authors experience steady growth in co-author numbers four- to seven- years from first co-authored publication. After a period of rapid expansion, these collaborations coalesce into a smaller number of highly connected groups (eight- to ten- years). Most collaborations occur within the higher education sector and across multiple disciplines including medicine, social sciences and psychology. Male co-authors are disproportionately represented in what is a predominantly female profession.Practical implicationsThe development of extended co-author networks, locally, internationally and across the higher education sector, enable authors to attain the marker of achievement required by universities and government funding bodies, namely sustained output of academic publications. Identified trends support the inclusion of investment in academic time and resources in higher education institutions strategic and operational plans to enable academic staff to develop interdisciplinary professional networks. In focussing this investment on gender equality, female academics will experience parity of opportunity in achieving their organisational and personal goals relating to professional academic writing. Medium-term investment may be required before the impact of that investment becomes apparent.Originality/valueThis is the first example of social network analysis used to determine characteristics of professional academic writing portfolios over time. Findings inform the type and range of investment required to facilitate academic staff writing activities, specifically those publishing in the area of General Nursing.
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Fernández-Pérez, Virginia, Patricia Esther Alonso-Galicia, María del Mar Fuentes-Fuentes, and Lazaro Rodriguez-Ariza. "Business social networks and academics' entrepreneurial intentions." Industrial Management & Data Systems 114, no. 2 (March 4, 2014): 292–320. http://dx.doi.org/10.1108/imds-02-2013-0076.
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Purpose – This study analyses the role of social networks and their effects on academics' entrepreneurial intentions (AEI), from an academic cognitive perspective. Specifically, the paper investigates how business (distinguishing between industrial and financial links) and personal social networks, through opportunity-relevant information and support, could influence academics' intentions to start a business venture on the basis of their research knowledge. The paper examines the mediator roles of entrepreneurial attitudes (EA) and self-efficacy on opportunity recognition (SOR) as important psychological variables for academics. In the same context, the paper examines the mediator role of gender. Design/methodology/approach – The hypotheses were tested using structural equation modelling analysis, on a sample population of 500 Spanish academics engaged in commercially oriented fields of research. Findings – The results obtained highlight the positive roles played by business (industrial and financial) networks, both directly in promoting AEI, and indirectly via EA and SOR. The paper finds that male and female academics differ in their perceptions of support from business and financial networks and in their use of these resources in business start-up. Practical implications – An understanding of these issues offers opportunities to shape government interventions to assist academic entrepreneurs embarking on a business venture, or those already active in this respect, increasing their effectiveness in building, utilizing and enhancing the quality of networking activities. Originality/value – The paper explores business networking for academics as a factor promoting entrepreneurship. Furthermore, the paper considers an under-researched area that of female entrepreneurship in what is traditionally considered a male-dominated activity.
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Maydangalieva, Zhumagul Aldiyarovna, Svetlana Ermekbaevna Doszhanova, Nurgul Moldabaevna Abisheva, and G. Nazarova. "SOCIAL NETWORKS AS REFLECTION OF ACADEMIC PERFORMANCE." BULLETIN 6, no. 376 (December 15, 2018): 95–103. http://dx.doi.org/10.32014/2018.2518-1467.32.
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Hoang, Dinh Tuyen, Ngoc Thanh Nguyen, Van Cuong Tran, and Dosam Hwang. "Research collaboration model in academic social networks." Enterprise Information Systems 13, no. 7-8 (December 20, 2018): 1023–45. http://dx.doi.org/10.1080/17517575.2018.1556812.
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Al-Muomen, Nujoud, Abdus Sattar Chaudhry, and Oroba Al-Othinah. "Perceptions regarding academic social networks for scholarly communications." Global Knowledge, Memory and Communication 69, no. 8/9 (June 29, 2020): 597–611. http://dx.doi.org/10.1108/gkmc-01-2020-0007.
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Purpose This study aims to investigate the perceptions of academics regarding the use and usefulness of academic social networks (ASNs) in the scholarly communication practices of faculty members in Kuwaiti Universities. Design/methodology/approach The study was conducted through a survey. In total, 100 faculty members from the disciplines of business administration, humanities and social sciences from three universities in Kuwait filled in an online questionnaire. The statistical feature of the Web-based tool was used for data analysis. Findings The results show that most faculty members are aware of the importance of ASNs. They perceive that these networks are useful, as more publications have become available, it has become easier for scholars to connect with colleagues who share similar research interests. Research limitations/implications The study is descriptive and restricted to a specific country (Kuwait). It also only covered faculty members from three academic disciplines. Furthermore, the use of a questionnaire, while appropriate for descriptive research, restricted us from conducting probing designed to gain deeper insights regarding participants’ motivations and explanations for not realizing the potential of these networks. Practical implications Future research should expand the scope of this study to cover faculty members from other disciplines (e.g. science, engineering and medicine), while also including more universities from other countries in the Arabian Gulf region. Future research should also examine how academics’ information-finding practices are changing as a result of the availability of information sources through ASNs. Originality/value No similar study has been conducted previously in Kuwait. This study provided useful information regarding the use and perceptions of ASNs in the context of faculty members of Kuwaiti universities. This information is of interest to scholars, information providers and those who design such networks.
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Stadtfeld, Christoph, András Vörös, Timon Elmer, Zsófia Boda, and Isabel J. Raabe. "Integration in emerging social networks explains academic failure and success." Proceedings of the National Academy of Sciences 116, no. 3 (December 24, 2018): 792–97. http://dx.doi.org/10.1073/pnas.1811388115.
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Academic success of students has been explained with a variety of individual and socioeconomic factors. Social networks that informally emerge within student communities can have an additional effect on their achievement. However, this effect of social ties is difficult to measure and quantify, because social networks are multidimensional and dynamically evolving within the educational context. We repeatedly surveyed a cohort of 226 engineering undergraduates between their first day at university and a crucial examination at the end of the academic year. We investigate how social networks emerge between previously unacquainted students and how integration in these networks explains academic success. Our study measures multiple important dimensions of social ties between students: their positive interactions, friendships, and studying relations. By using statistical models for dynamic network data, we are able to investigate the processes of social network formation in the cohort. We find that friendship ties informally evolve into studying relationships over the academic year. This process is crucial, as studying together with others, in turn, has a strong impact on students’ success at the examination. The results are robust to individual differences in socioeconomic background factors and to various indirect measures of cognitive abilities, such as prior academic achievement and being perceived as smart by other students. The findings underline the importance of understanding social network dynamics in educational settings. They call for the creation of university environments promoting the development of positive relationships in pursuit of academic success.
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Bibi, Fizza, Hikmat Khan, Tassawar Iqbal, Muhammad Farooq, Irfan Mehmood, and Yunyoung Nam. "Ranking Authors in an Academic Network Using Social Network Measures." Applied Sciences 8, no. 10 (October 4, 2018): 1824. http://dx.doi.org/10.3390/app8101824.
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Online social networks are widely used platforms that enable people to connect with each other. These social media channels provide an active communication platform for people, and they have opened new venues of research for the academic world and business. One of these research areas is measuring the influential users in online social networks; and the same is true for academic networks where finding influential authors is an area of interest. In an academic network, citation count, h-index and their variations are used to find top authors. In this article, we propose the adoption of established social network measures, including centrality and prestige, in an academic network to compute the rank of authors. For the empirical analysis, the widely-used dataset of the Digital Bibliography and Library Project (DBLP) is exploited in this research, and the micro-level properties of the network formed in the DBLP co-authorship network are studied. Afterwards, the results are computed using social network measures and evaluated using the standard ranking performance evaluation measures, including Kendall correlation, Overlapping Similarlity (OSim) and Spearman rank-order correlation. The results reveal that the centrality measures are significantly correlated with the citation count and h-index. Consequently, social network measures have potential to be used in an academic network to rank the authors.
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Sánchez-Teba, Eva M., Mercedes Rodríguez-Fernández, and Ana I. Gaspar-González. "Social Networks and Open Innovation: Business Academic Productivity." Journal of Open Innovation: Technology, Market, and Complexity 7, no. 2 (June 15, 2021): 158. http://dx.doi.org/10.3390/joitmc7020158.
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Is there any type of relationship between the academic productivity of business researchers and their social networking activity? What does this mean in terms of open innovation? With these objectives, in this paper we have focused on the Technology Acceptance Model and the concept of performativity, filling the gap that exists in the current scientific literature. At the empirical level, we carried out a review of 211 articles from the Web of Science (SSCI), obtaining a total set of 12,939 data points. Our statistical model has showed a clear symbiotic relationship between productivity in Google Scholar and presence in ResearchGate. Furthermore, researchers with a greater presence on LinkedIn or Twitter have low Google Scholar or Web of Science h-indices. We concluded that there is currently a dissociation between academic and professional online networks, something that does not help the applicability of research in business and society, the enduring aim of any search for knowledge. Information Science can play an important role in helping to bridge the gap between academia and the real world. Furthermore, in order to contribute to enhancing the role of universities in open innovation practices, it is essential to design and implement new tools such as online communities that stimulate interaction and facilitate network effects.
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Fuentes Cancell, Dieter Reynaldo, Odiel Estrada Molina, and Nilda Delgado Yanes. "Las redes sociales digitales: una valoración socioeducativa. Revisión sistemática." Revista Fuentes 1, no. 23 (2021): 41–52. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.11947.
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The future and already current industrial revolution 4.0 demand the introduction of a digital transformation in the higher education contributing to the formation of competent professionals, for which, they are evidenced in the pedagogies and emergent technologies, an increase of didactic experiences in the use of the digital social networks. In this research a systematic review to identify current trends in the use of online social networks for educational purposes are performed. PRISMA protocol was used and analyzed 79 studies present in the database Scopus. In the systematic review, the following questions are answered: What types of designs predominate in the scientific literature? What is the dependentindependent pairs of variables? And What are the current trends in the use of digital social networks for educational purposes? As a result of this research, Facebook is reaffirmed as the social network most used by educators and the need for the integrated and varied use of these networks. It concludes with the defense of the following trends: university institutional communication policies from the curricular levels; the development of creativity, cultural convergence and media diversification; educational innovation; media culture and academic digital identity
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Gaughan, Monica, Julia Melkers, and Eric Welch. "Differential Social Network Effects on Scholarly Productivity." Science, Technology, & Human Values 43, no. 3 (November 5, 2017): 570–99. http://dx.doi.org/10.1177/0162243917735900.
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Academic productivity is realized through resources obtained from professional networks in which scientists are embedded. Using a national survey of academic faculty in Science, Technology, Engineering, and Mathematics (STEM) fields across multiple institution types, we examine how the structure of professional networks affects scholarly productivity and how those effects may differ by race, ethnicity, and gender. We find that network size masks important differences in composition. Using negative binomial regression, we find that both the size and composition of professional networks affect scientific productivity, but bigger is not always better. We find that instrumental networks increase scholarly productivity, while advice networks reduce it. There are important interactive effects that are masked by modeling only direct effects. We find that white men are especially advantaged by instrumental networks, and women are especially advantaged by advice networks.
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Hadgu, Asmelash Teka, and Jayanth Kumar Reddy Gundam. "Learn2Link: Linking the Social and Academic Profiles of Researchers." Proceedings of the International AAAI Conference on Web and Social Media 14 (May 26, 2020): 240–49. http://dx.doi.org/10.1609/icwsm.v14i1.7295.
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People have presence across different information networks on the social web. The problem of user identity linking, is the task of establishing a connection between accounts of the same user across different networks. Solving this problem is useful for: personalized recommendations, cross platform data enrichment and verifying online information among others. In this paper, we propose a deep learning based approach that jointly models heterogeneous data: text content, network structure as well as profile names and images, in order to solve the user identity linking problem. We perform experiments on a real world problem of connecting the social profile (Twitter) and academic profile (DBLP) of researchers. Experimental results show that our joint model achieves a 97% F1 score outperforming state-of-the-art results that consider profile, content or network features only.
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Nurcahyo, Bagus. "IS THERE ANY IMPACT OF SOCIAL MEDIA ON ACADEMIC PERFORMANCE? (An Empirical Study From College Student In Jakarta)." JURNAL NUSANTARA APLIKASI MANAJEMEN BISNIS 2, no. 2 (November 1, 2017): 101. http://dx.doi.org/10.29407/nusamba.v2i2.849.
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This study aimed to examine empirically the social network activities that affect academic performance. Obtain sample data using questionnaires and obtain data from top 10 universities in Webometrics and total 75 respondents. This study examined the utilization period of social networks, social network usage motivation, academic data and activities respondents perceived influence on academic performance. Using multiple regression techniques, the study found that social network activity does not negatively impact on academic performance.
Keywords: social network, Facebook, Twitter, Academic Performance, GPA
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Shin, Huiyoung. "Social contagion of academic behavior: Comparing social networks of close friends and admired peers." PLOS ONE 17, no. 3 (March 24, 2022): e0265385. http://dx.doi.org/10.1371/journal.pone.0265385.
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Peer relations become significant socializing agents for diverse behaviors during adolescence. This study investigated relationship selection and social influence of early adolescents’ close friends and admired peers with regard to academic behavioral engagement. A stochastic actor-based model of social network analysis was used to examine classroom social networks across 2 waves (Mage = 11.46; N = 542) based on peer nominations. Adolescents were asked to nominate their “close friends they hang around with and talk to the most” and peers that they “admire, respect, and want to be like” Results indicated that adolescents who were similar in academic engagement more often became friends. Also, close friends’ and admired peers’ academic engagement contributed to adolescents’ own academic engagement over time. The results suggest that both close friends and admired peers are important channels for social contagion of academic behavior and that examining social relations beyond friends are important for advancing our understanding of peer social influence during adolescence.
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Cenková, Renáta, and William Steingartner. "Use of Internet Social Networks in Academic Environment." Journal of information and organizational sciences 44, no. 2 (December 9, 2020): 275–95. http://dx.doi.org/10.31341/jios.44.2.5.
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Numerous national and private Slovak universities and colleges are currently confronted with a state, where the offer of study programmes exceeds its demand - students’ interests. This paper describes reasons for this situation but mainly it points out the fact that the advent of information and communication technologies significantly intervened in different areas of life and all types of communication. The implementation of some tools of internet social networks in the academic environment is, therefore, essential. In addition to the theoretical background, the paper also includes case study related to the creation of a new Facebook profile #MaŠtu, setting up specific online marketing key performance indicators (KPI) and monitoring them using both Facebook analytics metrics and the social networking tool for administration, ZoomSphere.
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K, Sobha Rani, Raju KVSVN, and V. Valli Kumari. "Application of Clustering to Analyze Academic Social Networks." International journal of Web & Semantic Technology 4, no. 2 (April 30, 2013): 9–20. http://dx.doi.org/10.5121/ijwest.2013.4202.
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Amjad, Tehmina, Ali Daud, and Naif Radi Aljohani. "Ranking authors in academic social networks: a survey." Library Hi Tech 36, no. 1 (March 19, 2018): 97–128. http://dx.doi.org/10.1108/lht-05-2017-0090.
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Purpose This study reviews the methods found in the literature for the ranking of authors, identifies the pros and cons of these methods, discusses and compares these methods. The purpose of this paper is to study is to find the challenges and future directions of ranking of academic objects, especially authors, for future researchers. Design/methodology/approach This study reviews the methods found in the literature for the ranking of authors, classifies them into subcategories by studying and analyzing their way of achieving the objectives, discusses and compares them. The data sets used in the literature and the evaluation measures applicable in the domain are also presented. Findings The survey identifies the challenges involved in the field of ranking of authors and future directions. Originality/value To the best of the knowledge, this is the first survey that studies the author ranking problem in detail and classifies them according to their key functionalities, features and way of achieving the objective according to the requirement of the problem.
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Wan, Huaiyu, Yutao Zhang, Jing Zhang, and Jie Tang. "AMiner: Search and Mining of Academic Social Networks." Data Intelligence 1, no. 1 (March 2019): 58–76. http://dx.doi.org/10.1162/dint_a_00006.
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AMiner is a novel online academic search and mining system, and it aims to provide a systematic modeling approach to help researchers and scientists gain a deeper understanding of the large and heterogeneous networks formed by authors, papers, conferences, journals and organizations. The system is subsequently able to extract researchers’ profiles automatically from the Web and integrates them with published papers by a way of a process that first performs name disambiguation. Then a generative probabilistic model is devised to simultaneously model the different entities while providing a topic-level expertise search. In addition, AMiner offers a set of researcher-centered functions, including social influence analysis, relationship mining, collaboration recommendation, similarity analysis, and community evolution. The system has been in operation since 2006 and has been accessed from more than 8 million independent IP addresses residing in more than 200 countries and regions.
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Kong, Xiangjie, Yajie Shi, Shuo Yu, Jiaying Liu, and Feng Xia. "Academic social networks: Modeling, analysis, mining and applications." Journal of Network and Computer Applications 132 (April 2019): 86–103. http://dx.doi.org/10.1016/j.jnca.2019.01.029.
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Weintraub, Arlene. "Social networks attempt to spark academic–industry collaborations." Nature Biotechnology 30, no. 10 (October 2012): 901–2. http://dx.doi.org/10.1038/nbt1012-901.
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Vermond, Debbie, Esther de Groot, Valerie A. Sills, Georgios Lyratzopoulos, Fiona M. Walter, Niek J. de Wit, and Greg Rubin. "The evolution and co-evolution of a primary care cancer research network: From academic social connection to research collaboration." PLOS ONE 17, no. 7 (July 29, 2022): e0272255. http://dx.doi.org/10.1371/journal.pone.0272255.
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Academic networks are expected to enhance scientific collaboration and thereby increase research outputs. However, little is known about whether and how the initial steps of getting to know other researchers translates into effective collaborations. In this paper, we investigate the evolution and co-evolution of an academic social network and a collaborative research network (using co-authorship as a proxy measure of the latter), and simultaneously examine the effect of individual researcher characteristics (e.g. gender, seniority or workplace) on their evolving relationships. We used longitudinal data from an international network in primary care cancer research: the CanTest Collaborative (CanTest). Surveys were distributed amongst CanTest researchers to map who knows who (the ‘academic social network’). Co-authorship relations were derived from Scopus (the ‘collaborative network’). Stochastic actor-oriented models were employed to investigate the evolution and co-evolution of both networks. Visualizing the development of the CanTest network revealed that researchers within CanTest get to know each other quickly and also start collaborating over time (evolution of the academic social network and collaborative network respectively). Results point to a stable and solid academic social network that is particularly encouraging towards more junior researchers; yet differing for male and female researchers (the effect of individual researcher characteristics). Moreover, although the academic social network and the research collaborations do not grow at the same pace, the benefit of creating academic social relationships to stimulate effective research collaboration is clearly demonstrated (co-evolution of both networks).
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Gómez-Aguilar, Marisol, Sergio Roses-Campos, and Pedro Farias-Batlle. "The Academic Use of Social Networks among University Students." Comunicar 19, no. 38 (March 1, 2012): 131–38. http://dx.doi.org/10.3916/c38-2012-03-04.
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This paper examines the academic use made of the social networks by university students through a survey conducted among a representative sample of students at Universidad de Málaga (Spain) (n=938) and two discussion groups. Given that network consumption has profoundly penetrated the daily routines of the students, the vast communication possibilities of these channels could be considered for educational use in the future despite a predominance of entertainment-related use. We discuss the most suitable networks for academic use, which type of activities may be most widely accepted among the students and which social networking tools could be most useful for academic purposes. The results indicate that consumption of social networks in the student population surveyed is very high. In addition, the students show a favourable attitude to lecturers using social networks as an academic resource. However, the frequency of use of such networks for academic activities was rather low and, on average, the most frequently used academic activities are those initiated by the students themselves, such as answering queries among peers or doing coursework. The perceived low academic support on social networks may mean that lecturers take only limited advantage of their potential. El uso académico que hacen los universitarios de las redes sociales es el estudio que se presenta a partir de una encuesta administrada a una muestra representativa de estudiantes de la Universidad de Málaga (n=938) y dos grupos de discusión. Dado que el consumo de redes se ha implantado profundamente en las rutinas diarias de los estudiantes, las vastas posibilidades comunicativas de estos canales podrían considerarse para sacar provecho educativo en el futuro, a pesar del predominio del uso dirigido al entretenimiento. Se discuten cuáles son las redes más adecuadas para su uso académico, qué tipo de actividades pueden tener mejor acogida entre los estudiantes y qué herramientas de las redes sociales podrían ser más útiles para propósitos académicos. Los resultados indican que el consumo de redes sociales de la población estudiada es muy alto. Así mismo, los estudiantes presentan una actitud favorable a que los docentes utilicen las redes como recurso educativo. Sin embargo, la frecuencia con la que los estudiantes dan un uso académico a las redes es más bien escasa y, en promedio, las actividades académicas con frecuencia de uso más elevada son aquellas que parten de la iniciativa de los propios estudiantes, como la solución de dudas inter pares o la realización de trabajos de clase. Del escaso apoyo académico percibido en las redes por los estudiantes, se deduce un limitado aprovechamiento por parte de los docentes.
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Moglen, Daniel. "International Graduate Students: Social Networks and Language Use." Journal of International Students 7, no. 1 (January 1, 2017): 22–37. http://dx.doi.org/10.32674/jis.v7i1.243.
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The campus climate for international graduate students (IGSs) has been gaining attention in recent years as the number of IGSs in the United States continues to rise. IGSs bring diversity to the campus community and enrich the academic community, but also come to the table with distinct needs, concerns, and experiences. The current study is primarily concerned with how early social and academic experiences affect English learning and academic success. Social networks outside of the student’s cultural background may be difficult to develop, and, therefore, it is not uncommon to see students gravitate towards others who share their cultural and language background.
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Rimpelä, Arja, Jaana M. Kinnunen, Pirjo Lindfors, Victoria Eugenia Soto, Katariina Salmela-Aro, Julian Perelman, Bruno Federico, and Vincent Lorant. "Academic Well-Being and Structural Characteristics of Peer Networks in School." International Journal of Environmental Research and Public Health 17, no. 8 (April 21, 2020): 2848. http://dx.doi.org/10.3390/ijerph17082848.
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Peer networks at school and students’ position in these networks can influence their academic well-being. We study here individual students’ network position (isolation, popularity, social activity) and peer network structures at the school level (centralization, density, clustering, school connectedness) and their relations to students’ academic well-being (school burnout, SB; schoolwork engagement, SE). Classroom surveys for 14–16-year-olds (N = 11,015) were conducted in six European cities (SILNE survey). Students were asked to nominate up to five schoolmates with whom they preferred to do schoolwork. SB and SE correlated negatively (−0.32; p < 0.0001). Students had on average 3.4 incoming (popularity; range 0–5) and 3.4 outgoing (social activity; 0–5) social ties. Percentage of isolated students was 1.4. Students’ network position was associated weakly with academic well-being—popular students had less SB and higher SE, and socially active students had higher SE. School-level peer networks showed high clustering and school connectedness, but low density and low centralization. Clustering was associated with higher SB. Low centralization and high school connectedness protected from SB. Dense networks supported SE as did high average school connectedness. Correlations between these network indicators and academic well-being were, however, low. Our study showed that both students’ network position and network characteristics at the school level can influence adolescents’ academic well-being.
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Wilson, Sue, and Jennifer Cutri. "Novice Academic Roles: The Value of Collegiate, Attendee-Driven Writing Networks." International Journal of Doctoral Studies 16 (2021): 149–70. http://dx.doi.org/10.28945/4700.
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Aim/Purpose: This particular study aims to contribute to the recent scholarly inquiry of doctoral student identity work within collegiate, attendee-driven writing networks. The study closely explores the implementation and impact of supportive measures in academia for novice researchers in the form of writing events. This paper draws on two case studies of doctoral students reflecting on the impact of their participation in social, academic literacy networks. The project also explores how these individuals were able to think about and mediate their own identities as they developed their reputations as experts in their field. Background: Completing a doctoral degree is a rich, rewarding endeavour; however, it is also a challenging process. Novice academics are vulnerable to psychosocial and emotional stresses associated with being an academic within the highly competitive environment, such as isolation and burnout. More recently, scholarly interest has emerged regarding the academy’s pressures upon novice researchers, such as those entering full-time academic roles after completing their doctoral studies. Methodology: A qualitative research design was implemented where data collection for this project involved in-depth semi-structured interviewing. The nature of the semi-structured interviews enabled professional dialogue with each participant. The semi-structured nature of the interviews enabled flexibility where follow-up questions and probes allowed for richer data gathering. Data analysis occurred within a sociocultural framework. Contribution: Explicitly focusing on doctoral students, we build upon existing knowledge and understanding of how novice academic writers negotiate, interpret, and understand the impact of their research dissemination and roles. While exploring how these individuals think about and mediate their identities during the initial period of asserting their reputations as experts in the field, this study looks at how collegiate, attendee-driven writing networks can support novice academics to meet the demands for quality research dissemination and strive to meet the metrics expected of them. Findings: This research has found that novice researchers who thrive on social interaction may often find collegiality lacking in their professional lives. Furthermore, those who can find a support network that fosters positive self-belief and provides a means for sharing successes benefit from countless opportunities for empowerment as novice researchers work through their doctorates. Recommendations for Practitioners: This research confirms and provides details around how a collegiate atmosphere for novice academics helps mitigate feelings of isolation, vulnerability, and a lack of self-confidence in their scholastic ability. Overcoming such feelings occurs through learning from peers, overcoming isolation and learning self-managing techniques. Therefore, establishing spaces for collegiate, attendee-driven writing events within doctoral settings is encouraged. Recommendation for Researchers: Further research into the benefits of collegiate, attendee-driven writing events and supporting the process of academic writing and dissemination can focus on transdisciplinary writing groups, as this particular study was centred within a specific faculty. Impact on Society: Within the neoliberal context of higher education, novice academics can benefit from attendee-driven writing events intended to empower them and provide growth opportunities. Through participation in collegiate, attendee driven writing networks, which are social and peer-based, we show that novice academics can learn how to combat unsettling feelings of perfectionism, isolation, fear of inadequacy, and failure. The social element is central to understanding how writers can increase their productivity and dissemination by writing alongside peers. Future Research: Novice researchers also represent early career researchers; thus, exploring collegiate, attendee-driven writing events for practicing academics is also encouraged. As noted above, exploring the potential of transdisciplinary writing networks would also be of value.
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Elsayed, Amany M. "The Use of Academic Social Networks Among Arab Researchers." Social Science Computer Review 34, no. 3 (June 16, 2015): 378–91. http://dx.doi.org/10.1177/0894439315589146.
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Fisher, Kim W., and Karrie A. Shogren. "The Influence of Academic Tracking on Adolescent Social Networks." Remedial and Special Education 37, no. 2 (December 4, 2015): 89–100. http://dx.doi.org/10.1177/0741932515616758.
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Olvera-Lobo, María-Dolores, and Juncal Gutiérrez-Artacho. "Academic use of custom social networks in translation training." Perspectives 22, no. 2 (July 30, 2012): 282–89. http://dx.doi.org/10.1080/0907676x.2012.706310.
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Laakso, Mikael, Juho Lindman, Cenyu Shen, Linus Nyman, and Bo-Christer Björk. "Research output availability on academic social networks: implications for stakeholders in academic publishing." Electronic Markets 27, no. 2 (January 10, 2017): 125–33. http://dx.doi.org/10.1007/s12525-016-0242-1.
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Dexter, Darian. "Improve Social and Academic Innovation Through Governance Reform." International Journal of Science and Society 4, no. 3 (August 15, 2022): 33–40. http://dx.doi.org/10.54783/ijsoc.v4i3.496.
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Governance Reform for Economic and Social Progress. Recent years have seen an increase in the number of research concentrating on interactive forms of governance, perhaps as a response to the growth of governance networks across all levels and policy domains. This study is an effort to further the field of governance studies by investigating the potential of governance networks to promote social and pedagogical advancements through collaboration. The study begins by outlining what governance networks are and then moves on to systematically reviewing the various ideas that attempt to account for their recent proliferation. Next, it offers a working definition of innovation and explores the ways in which networked cooperation fosters creative output. Finally, it explains how novel approaches to leadership and management can spark, foster, and catalyze collaborative innovation. Reform in the Classroom.
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Smith, Rachel A., Michael G. Brown, Kevin A. Grady, Stephanie Sowl, and Jessica M. Schulz. "Patterns of Undergraduate Student Interpersonal Interaction Network Change During the COVID-19 Pandemic." AERA Open 8 (January 2022): 233285842110731. http://dx.doi.org/10.1177/23328584211073160.
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In spring 2020, many U.S. colleges and universities rapidly shifted to online instruction and implemented social distancing policies to respond to the COVID-19 pandemic. Students experienced unprecedented disruption of their interpersonal academic and social networks due to the loss of physical proximity. We used egocentric network analysis and latent profile analysis with survey data from April 2020 and conducted follow-up interviews in September 2020 to examine some of the pandemic’s immediate effects on student interpersonal network change. We found the disappearance of interpersonal network patterns featuring coworkers and academic ties, as well as reductions in students’ overall number of connections and the role diversity of their networks. Results suggest potential ongoing reduction of peer academic relationships, implying that institutional personnel may need to pay particular attention to academic connections in online spaces and to regenerating students’ academic networks when on-campus physical spaces may again be used to support learning.
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GÜRLER, Deniz. "Examining social media and academic social network use, and trends in physician-patient communication via social media: a national study." Journal of Health Sciences and Medicine 5, no. 5 (September 25, 2022): 1259–66. http://dx.doi.org/10.32322/jhsm.1117561.
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Introduction: In the history of the internet, social media occupy an exceptional place because they bring about sociological changes and cause things that will influence the course of history. It has become inevitable to conduct a study that examines the changes in the relationship between academic social networks and online patient-physician relationships, which have become widespread in recent years, especially among physicians. This study attempted to address this deficiency.
Material and Method: An online survey was created on Google Forms that included questions about physicians' use of social and academic media networks and their communication habits with online patients. Age, gender, medical specialty and workplace, social media use, academic social networks usage, and relationships with patients via social media were analyzed.
Results: Daily social media usage was significantly associated with age and medical specialty. Participants aged 40-50 and Basic Medic Science Consultants were least likely to use social media. The use of Facebook was the lowest among those under 30 (12.2%). Among those under 30, the use of LinkedIn was deficient (2.0%). Google Scholar was the most frequently used academic social network (38.5%). Surgical specialists were more likely to share medical content. Under 30 and over 50 were more likely to share their medical titles on social media than other groups. The percentage of those who reported having also physically examined the patient during online communication was 64.5%. This high rate is by no means negligible. Patients' most frequent responses to online communication requests were via WhatsApp (80.3%). The under-30 age group was found to have less contact with patients on social media.
Conclusion: According to the results of the study, the use of the academic social network is lower than expected, even among academically active participants. The fact that Facebook usage is significantly lower among those under 30 suggests that Facebook is outdated as a social medium for young physicians. Participants in university hospitals, private clinics, and those under 40 use social media differently than other groups. More online patient communication is an important advance. It is also significant that the number of studies has increased after online communication. If investments are made in this topic, it can be expected that a substantial part of patient-doctor relationships will be handled online soon. However, social media studies wear out quickly, so they should be repeated frequently.
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Kava, Luana, and Rodrigo Eduardo Botelho-Francisco. "Innovation and Digital Social Networks." Brazilian Journal of Information Science 14, no. 4 (November 25, 2020): e020013. http://dx.doi.org/10.36311/1940-1640.2020.v14n4.10294.
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The present study aims to verify and analyze the leading academic publications related to innovation topics and digital social networks. The research methodology is the co-citation analysis followed by the development of a co-citation map that includes approaches, types of networks and levels of aggregation by these themes. Therefore, this study can promote a better understanding of how the authors studying innovation and digital social networks relate. As a result, 866 articles were identified between 2014 and 2018. Of these, 26,392 were references cited by the analyzed papers in the total of 480 journals. Three main clusters were identified with the references of the articles analyzed.
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Ran, Yijun, Si-Yuan Liu, Xiaoyao Yu, Ke-Ke Shang, and Tao Jia. "Predicting future links with new nodes in temporal academic networks." Journal of Physics: Complexity 3, no. 1 (January 31, 2022): 015006. http://dx.doi.org/10.1088/2632-072x/ac4bee.
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Abstract Most real-world systems evolve over time in which entities and the interactions between entities are added and removed—new entities or relationships appear and old entities or relationships vanish. While most network evolutionary models can provide an iterative process for constructing global properties, they cannot capture the evolutionary mechanisms of real systems. Link prediction is hence proposed to predict future links which also can help us understand the evolution law of real systems. The aim of link prediction is to uncover missing links from known parts of the network or quantify the likelihood of the emergence of future links from current structures of the network. However, almost all existing studies ignored that old nodes tend to disappear and new nodes appear over time in real networks, especially in social networks. It is more challenging for link prediction since the new nodes do not have pre-existing structure information. To solve the temporal link prediction problems with new nodes, here we take into account nodal attribute similarity and the shortest path length, namely, ASSPL, to predict future links with new nodes. The results tested on scholar social network and academic funding networks show that it is highly effective and applicable for ASSPL in funding networks with time-evolving. Meanwhile, we make full use of an efficient parameter to exploit how network structure or nodal attribute has an impact on the performance of temporal link prediction. Finally, we find that nodal attributes and network structure complement each other well for predicting future links with new nodes in funding networks.
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Eze, Monica Eberechukwu, Clement Chukwuma Okeji, and Gabriel Ejiobi Bosah. "Self-archiving options on social networks: a review of options." Library Hi Tech News 36, no. 1 (March 4, 2019): 9–12. http://dx.doi.org/10.1108/lhtn-12-2017-0091.
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Purpose The purpose of the study is to investigate the extent to which academic librarians in Nigerian universities utilize self-archiving options to make their research papers visible globally. Design/methodology/approach An online survey was designed using SurveyMonkey software to collect data from 394 academic librarians in Nigerian universities. Findings The study revealed that the academic librarians in Nigerian universities know and actually use self-archiving options such as ResearchGate, institutional repository and academia.edu to self-archive their publications. While, self-archiving platforms like Kudos, Mendeley.com and personal websites/servers are not popularly used by the academic librarians. Factors such as increased exposure to previously published work broadens the dissemination of academic research generally, which increases institutions’ visibility, were among the options the academic librarians indicated as very important factors that motivate them to contribute their scholarly output to self-archiving options. Practical implications The study called for academic librarians in developing countries to voluntarily sign-up to register with self-archiving options such as ResearchGate, Kudos, Mendeley.com, Academia.edu and others to enable them to self-archive their published papers for access globally by students, researchers. Originality/value Self-archiving of papers by authors will lead to an increased visibility of the author and possible citation of the work and chances of collaboration with international colleagues for research projects.
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Shanafelt, D. W., K. R. Salau, and J. A. Baggio. "Do-it-yourself networks: a novel method of generating weighted networks." Royal Society Open Science 4, no. 11 (November 2017): 171227. http://dx.doi.org/10.1098/rsos.171227.
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Network theory is finding applications in the life and social sciences for ecology, epidemiology, finance and social–ecological systems. While there are methods to generate specific types of networks, the broad literature is focused on generating unweighted networks. In this paper, we present a framework for generating weighted networks that satisfy user-defined criteria. Each criterion hierarchically defines a feature of the network and, in doing so, complements existing algorithms in the literature. We use a general example of ecological species dispersal to illustrate the method and provide open-source code for academic purposes.
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Barthauer, Luisa, Daniel Spurk, and Simone Kauffeld. "Women’s Social Capital in Academia: A Personal Network Analysis." International Review of Social Research 6, no. 4 (October 1, 2016): 195–205. http://dx.doi.org/10.1515/irsr-2016-0022.
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AbstractDevelopmental networks are ego-centered networks, and were found to be beneficial for career success and advancement. Especially in academia, the benefits of developmental networks are critical due to limitations in career stability, and its up-or-out character. Overall, they facilitate career success and advancement by providing access to social capital, which is more or less attainable depending on certain structural network characteristics. Diverging access to social capital for women and men is well known, however, little is known about developmental networks of female and male academic staff. Therefore, this study investigated cohesion and brokerage as indicators for access to social capital to explore gender differences. The sample consisted of n = 594 ego-networks of PhDs and postdocs, working at German universities and research institutes. Cohesion was measured by density and degree; brokerage by effectiveness and constraint. Results revealed that based on Coleman’s cohesion theory (1988, 1990), female researchers showed less access to social capital through less dense networks, but bigger ones implying more social capital. Moreover, based on Burt’s brokerage theory (1992, 2005), female researchers showed, against our assumptions, more brokerage social capital by showing greater effectiveness, and less constraint. Results provide insight into men’s and women’s access to social capital.
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Chamorro-Atalaya, Omar, Carlos Gamarra-Bustillos, Rufino Alejos-Ipanaque, Giorgio Aquije-Cardenas, Yurfa Medina-Bedón, Verónica More-Sánchez, José Farfán-Aguilar, and Erika Zevallos-Vera. "Social Networks and Their Contribution in the University Educational Field: Systematic Review." International Journal of Information and Education Technology 13, no. 2 (2023): 399–408. http://dx.doi.org/10.18178/ijiet.2023.13.2.1819.
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With the massification of social networks and the incursion of data science in the university environment, it requires us to investigate and reflect on whether these tools are contributing to the improvement of the teaching-learning process, academic research, administrative services and social welfare. This paper has formulated three questions, with the purpose of conducting and achieving the goals of literature review, RQ1: What social networks are applied in the university educational field? RQ2: In what areas of the university educational system are they applied social networks? and RQ3: How do social networks contribute in their application to the university educational environment? The authors have carried out a systematic review based on the PRISMA statement (Preferred Reporting of Items for Systematic Reviews and Meta-Analysis), on findings published in Spanish and English, in Scopus, Eric and Google Scholar databases, within the period between 2010 and 2022. The descriptors used as part of the search strategy were “Social network”, “Twitter”, “Instagram”, “WhatsApp”, “University service”, “academic services”, “administrative services” and “Social welfare services”. The results focused on the review of 17 articles, finding that the most used social network in the university environment is Twitter, focusing its application on academic services such as the teaching learning and research process. However, it is evident in the state of the art that there is a lack of institutional policies that formalise the use of social networks as well as norms that establish their good practices of use.
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Castellano, Sylvaine, Insaf Khelladi, Amélie Chipaux, and Célia Kupferminc. "The Influence of Social Networks on E-Reputation." International Journal of Technology and Human Interaction 10, no. 4 (October 2014): 65–79. http://dx.doi.org/10.4018/ijthi.2014100105.
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With the increased importance of the Internet and the use of social media, new opportunities and challenges emerge to manage the relationship with audiences and online communities. While the professional world already acknowledged such dynamics, further analysis is needed in the academic scene. A survey conducted in the sports setting shows that the perception of social networks influences athletes' e-reputation. However, the motives for following athletes online have no influence on their e-reputation. Finally, the results highlight that e-reputation is not affected by negative content on the internet. This research has both academic and managerial contributions regarding online reputation and social media.
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Arias-Chávez, Dennis, Roger Wilfredo Asencios Espejo, Richard Cervantes Juro, Jessica Camayo Tovar, and José Elias Plasencia Latour. "Scientific Production on Social Networks during the COVID 19 Pandemic." Webology 19, no. 1 (January 20, 2022): 2138–51. http://dx.doi.org/10.14704/web/v19i1/web19144.
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This research seeks to characterize the global scientific production on social networks during the Covid-19 pandemic between the months of January 2020 to September 2021. A bibliometric study was carried out in five databases (Scopus, Web of Science, Google Academic, Microsoft Academic and Crossref). Bibliometric indicators were analyzed in a universe of 7889 articles obtained through Publish or Perish v. 7.19 and the same analytical software of the chosen databases. The results indicate that the article with the most citations is “Students under lockdown: Comparisons of students' social networks and mental health before and during the COVID-19 crisis in Switzerland”. The author with the most scientific production on the subject of social networks is J. Wu. Regarding the journal with the largest number of articles on the subject, IEE Access stands out, a peer-reviewed open access scientific journal published by the Institute of Electrical and Electronic Engineers. While the United States stands as the country with the highest production of articles on social networks. It is concluded that scientific production was mainly directed to the study of the behavior of social networks during the pandemic. This increase generates an attractive phenomenon for researchers, who wish to evaluate and document totally new events for society. Stands as the country with the highest production of articles on social networks. It is concluded that scientific production was mainly directed to the study of the behavior of social networks during the pandemic. This increase generates an attractive phenomenon for researchers, who wish to evaluate and document totally new events for society. Stands as the country with the highest production of articles on social networks. It is concluded that scientific production was mainly directed to the study of the behavior of social networks during the pandemic. This increase generates an attractive phenomenon for researchers, who wish to evaluate and document totally new events for society.
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Vătămănescu, Elena-Mădălina, Andreia Gabriela Andrei, Diana-Luiza Dumitriu, and Cristina Leovaridis. "Harnessing network-based intellectual capital in online academic networks. From the organizational policies and practices towards competitiveness." Journal of Knowledge Management 20, no. 3 (May 9, 2016): 594–619. http://dx.doi.org/10.1108/jkm-05-2015-0208.
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Purpose The paper aims to investigate the standpoints and practices of university members from European developing countries regarding the harnessing of the intellectual capital (IC) within online academic social networks. Design/methodology/approach A questionnaire-based survey with 210 university members was conducted, with the indicators adopting prior measurement scales which were further adapted to a network framework. Findings The organizational policies and practices relate positively and highly significantly with the valuation of the network-based IC components. Moreover, 63 per cent of the professional and organizational competitiveness of higher education institutions is determined by the exploitation of the IC embedded in online academic networks. Research limitations/implications All survey respondents were from the European developing countries, which may limit the general applicability of the findings. Also, the emphasis is laid solely on online academic networks. Practical implications This paper brings to the fore both the potential and the state-of-the-art in leveraging the IC of online specialized networks which are indicative of the academic field. When acknowledged as such, the network-based IC is liable to generate substantial competitive advantages at the professional and organizational levels at the same time. Originality/value This research adds to the extant literature in two main ways. First, it advances a new construct – network-based IC – in the context of the online academic social networks. Second, it proposes a research model for addressing the network-based IC from a competitive advantage perspective.
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Dokuka, Sofia, Diliara Valeeva, and Maria Yudkevich. "How academic achievement spreads: The role of distinct social networks in academic performance diffusion." PLOS ONE 15, no. 7 (July 27, 2020): e0236737. http://dx.doi.org/10.1371/journal.pone.0236737.
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