A social network analysis of interschool collaboration: staff relationships in a shared education partnership

Drawing upon social network theory, it is argued that in order to further the model of Shared Education the corresponding research and academic enterprise must move beyond the analogous use of the term ‘network’ and consider the concept in a more analytical manner.

In this sequential mixed methods case study, an exploratory network analysis of the staff members (n=97) from five collaborating primary schools in a Shared Education partnership was performed using a socio-metric instrument to examine four collaborative interactions—exchanging resources, seeking professional knowledge, discussing personal matters, and meeting socially. This was then followed by semi-structured interviews with the staff members (n=16) observed as most central within the partnership's network.