Constructive and negative aspects of social capital in work-related learning networks

Abstract

Purpose

The purpose of this paper is to discuss empirical findings from a study that investigated the work practices within an education network, with the aim of understanding the processes of knowledge development and learning process.

Design/methodology/approach

The research is interpretatively positioned through a qualitative case study methodology. This enabled a holistic portrait of the network activity using three different methods of data collection. These were a preliminary focus group, followed by documentary analysis of a significant number of artefacts/documents produced by the network which were triangulated with data from interviews using a cross-case analytical framework.

Findings

Empirical insights are provided into the practice of the network through a lens of social capital. It suggests that having a strong bonding social capital is an informal learning factor which develops the individual participants “skills and knowledge” within the framework of Boyers scholarly practice. The findings also indicate a “dark side” to this informal learning factor which impeded collective learning through exclusivity and a maintenance of the status quo within the network.

Research limitations/implications

Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further.

Practical implications

The paper considers social capital within a network and the implication that this has on learning and development.

Originality/value

This paper provides insight into informal learning factors employed within work-related learning and the duality of social capital. It also offers a novel approach in understanding how nurse academics frame work-related learning through scholarly practice.

Citation

Muir, N. and Byrne, J. (2020), "Constructive and negative aspects of social capital in work-related learning networks", Higher Education, Skills and Work-Based Learning, Vol. 10 No. 2, pp. 420-433. https://doi.org/10.1108/HESWBL-08-2019-0104