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Supporting the learning and wellbeing of vulnerable students is an important yet challenging part of school educators’ work. The purpose of this paper is to investigate advice-seeking patterns around the issue of supporting the learning and wellbeing of vulnerable students, among professional staff in six English secondary schools. The paper focuses on investigating variation in advice-seeking patterns among schools, exploring the association between these patterns and staff perceptions of the school climate for collaboration, and examining how these informal advice-seeking patterns relate to formal support arrangements in the schools.

A mixed-methods approach that combined findings from social network analysis with in-depth interviews was used.

It was found that advice-seeking patterns among staff vary substantively, even among similar schools. Furthermore, schools with more cohesive and reciprocal advice networks also showed a stronger climate for collaboration (i.e. mutual respect and distributed leadership). Also, formal organizational structures and informal advice-seeking structures showed coherence in the sample, as formally designated leaders, such as the Headteacher and the Special Educational Needs Coordinators, were generally highly central to their schools’ advice network.

This study advances the field as there is little research that examines the social networks of educators in England, and no previous studies that explore teacher advice-seeking networks in relation to supporting vulnerable students, internationally.

This study investigates the reasons teachers seek instructional assistance from their colleagues. By examining both the reasons why teachers seek assistance and considering which reasons for seeking assistance predict shifts in teaching practice, this analysis provides new insights into how schools can leverage teachers' social networks for organizational change.

Drawing on interview and survey data from a sample of 52 schools across seven districts in the United States, we first qualitatively explore the reasons teachers seek instructional assistance, based on patterns in teachers' self-reported descriptions of their instructional advice-seeking. Then, we apply hierarchical linear models to predict which individual characteristics and organizational features influence the reasons' teachers seek assistance and which reasons for seeking assistance influence their subsequent shifts in teaching practice.

Teachers' positions in their social networks, their experience levels and their organizational contexts predict the reasons for which they seek instructional assistance. In addition, teachers seeking advice based on perceptions of their peers' experience or resource access predicts positive shifts in teaching practice; however, fewer than half of teachers' instructional-advice seeking ties reported in our sample were motivated by either of these two reasons.

The findings highlight the potential for school leaders and policymakers to improve teaching practice by making educators' experience and resources more accessible within schools and creating structures that enable collaboration.

This paper addresses a gap in social network literature by moving beyond a structuralist analysis of teachers' collegial networks to investigate teachers' motivations for pursuing advice-seeking ties.

Little research has been done on how university information sources influence advice-seeking attitude, intention, and behavior between students with high and low susceptibility to online information. Our study addressed this gap by empirically demonstrating the role that students’ susceptibility to online information plays in terms of the effect of attitude, social norm and perceived behavioral control on their advice-seeking intention and behavior using the Theory of Planned Behavior (TPB). The purpose of this study is to examine differences in the susceptibility to online sources on students’ advice-seeking behavior when making an institution choice.

A cross-sectional survey was involved, and this empirical study was performed on the basis of a sample of 621 students from publicly-funded high schools in Hong Kong. Multigroup analysis (MGA) was conducted to (i.e. students with high susceptibility to online sources/ students with low susceptibility to online sources) to examine students’ behavioral intention regarding advice seeking about institution choice. 10;

The results of the study revealed that students with high susceptibility to online information were likely to be influenced by the social norm in applying the TPB model. Conversely, students with low susceptibility to online information had low intention to seek advice from others as they are independent and noninformation seekers. Implications for higher education institutions are discussed.

This study provides a modified version of the TPB model while also demonstrating how students with high/low susceptibility to online sources affect their behavioral intention to seek advice from others about making a university choice. Also, this study provides insights into institutions regarding the promotion of marketing information via online and offline sources.

The purpose of this paper is to investigate the role of generation in teachers’ advice and information-seeking interactions in Flemish secondary school teams, and moreover how the content of advice shapes these interactions. Four content-related advice and information-seeking networks are investigated in this study: subject-matter knowledge, classroom management, innovative teaching methods and ICT.

Data were collected from 660 teachers in ten secondary education schools in Flanders (Belgium) by using an online socio-metric survey. Social network analysis was conducted, more specifically quadratic assignment procedure and multilevel P2 modeling.

The findings underline the importance of investigating content-related advice networks. Generation affects the formation of interactions. First, the results revealed that older teachers are less likely to ask advice on subject-matter knowledge, classroom management and innovative teaching methods. Second, the data showed that older teachers are more likely to be asked for advice on subject-matter knowledge. Third, young teachers are more likely to be asked for advice on innovative teaching methods and ICT. Fourth, homophily effects occurred for the youngest teachers when advice is about subject-matter knowledge, and for the oldest teachers for advice about classroom management.

This study is innovative due to its application of social network analysis to investigate intergenerational knowledge flows, and due to its clear focus on content-related advice-seeking interactions that go beyond the approach of general advice and information-seeking interactions.

This study stresses the importance of considering a “joint” governance of interfirm relations as an alternative to external governance (by the State) and self-governance (by the business community) of these relations. We argue that a broadly-conceived structural and organizational approach to economic institutions provides insights into this joint governance because it shows how such a system spreads the costs of control among several kinds of stakeholders. We look at how transactions between any two firms are regulated through jurisdiction by “consular” judges (i.e. judges elected through the local Chamber of Commerce) who indirectly represent other firms and industries in that market, and are therefore considered to be at the same time third parties and potential levers of influence acting on behalf of corporate interests. We study an empirical case of such joint governance: The Tribunal of Commerce of Paris (TCP). Following previous work on lateral control and leverage, we hypothesize that industries and/or companies that have a strong stake in the conflict resolution process will be more represented among the judges of this court than other industries and/or companies, and that judges who are socially active in the court that enforces this joint governance will be sought out for advice more than other judges, and thus gain influence on their peers by suggesting specific outcomes. The analyses of the composition of the bench and of the advice network data collected in this court display an influence structure that confirms these hypotheses and that is likely to affect conflict resolution between businesses. It thus characterizes joint governance of markets as a complex set of social processes worthy of economic sociologists’ attention.

This paper provides an analytical theory of appropriateness judgments that introduces structural dimensions in the study of social rationality of organization members. This approach helps explore the coevolution of members’ relative position in structure and normative choices in their organization. Illustration of this approach is based on the study of controversial judicial decisions and dynamics of advice networks in a courthouse where lay judges have to choose between punitive and nonpunitive awards in cases of unfair competition in business. In this case, coevolution is facilitated by an endogenous process of centralization–decentralization–recentralization of advice networks over time, and by use of a procedural “weak legal culture” that helps align and homogenize conflicting normative choices among organization members. It is suggested that this approach to social rationality helps revisit our understanding of social processes, in this case collective learning and secondary socialization in organizations and flexible labor markets.

What is the nature of reference work in the digital library? What is the role of the reference librarian where many users serve themselves by means of BIDS and other free‐at‐point‐of‐use services which emulate the Bath original (e.g. MIDAS in Manchester and EDINA in Edinburgh)? How is the concept of the ‘reference desk’ to be defined where points of presence for both users and librarians are distributed? Can assumptions based on specialist roles and fixed locations migrate to the world of virtual reference work? An Edinburgh‐based research project is exploring these issues in the context of the enhanced regional communications now available through EaStMAN (Edinburgh and Stirling Metropolitan Area Network). A major goal is for local HE institutions to explore the possibilities afforded for collaborative reference work. The project team have completed preliminary work with the BIOSIS Abstracts service hosted by the EDINA consortium. In this paper, we present the results of an investigation of the experiences of users and the work patterns of librarians and relate these to the design rationale of a prototype Web‐based network reference consultation support system. Our focus here is on typologies of user problems and expert response across various media and genres of interaction. A pilot service is scheduled to start in the autumn of 1997 and we plan to report on its use at a later date.

Status constitutes a core research concept across the social sciences. However, its definition is still contested, and questions persist about its consequences. We begin with a flexible, provisional definition: status is a relational asset possessed by social actors insofar as they are highly regarded by highly regarded others. Using this definition as a backdrop, we develop a fourfold typology based on how status is used as an asset and from where it is derived. The typology allows us to explore the implications of considering status as either a quality signal or a good and of viewing status-conferring ties as either deference-based or dominance-based. We then consider the implications of our framework for the generation of novelty. Although status has been connected to many social and economic outcomes, because of competing predictions in the literature – the generation of novelty has been linked to all regions of the status distribution – we sketch intuitions for future research on the status–novelty linkage. We also work toward greater conceptual clarity by comparing and contrasting status with selected related concepts: quality, reputation, and legitimacy. We conclude with considerations for future research, including cautionary remarks regarding network-analytic measurement in light of the definition we propose.

The purpose of this paper is to explore the differences in KiwiSaver portfolio composition between investors who receive financial advice and those who do not.

Using proprietary data which contain information of 405,107 individual KiwiSaver accounts, this paper examines who receives advice, compares the asset allocations of advised accounts with non-advised accounts, explores the relation of asset allocation with demographic characteristics and compares differences in returns between advised and non-advised investors.

Three key findings are presented in this paper. First, female investors, relatively older investors and investors with higher levels of funds under management (invested wealth) are more likely to receive financial advice. Second, advised investors hold more equity assets. Third, differences in performance between advised and non-advised accounts are marginal.

Panel data are not used, which prohibit investigating asset allocation choices overtime. The time series for returns is short, as KiwiSaver has only been operating since 2007. The total portfolio that people own is not known; thus, the values on investment fund information do not represent the total wealth of each person, as other accounts elsewhere may exist.

There are broad implications for the New Zealand capital market, retirement policy, financial advice industry and development of financial literacy programmes.

The paper examines individual investor behaviour on a nationwide sample and explores how receiving financial advice relates to asset allocation.