How do law school students differentiate friends from study partners from among their classmates? We compare the formation of two overlapping social networks occurring in educational spaces: friendship networks and academic learning networks. Drawing on the theory of social capital, each network is formed with particular relational expectations and purposes in mind: learning ties being centered around academic and information-sharing purposes, and friendship ties having primarily social and emotional purposes. Using data collected as part of the Student Experience in Law School Study (SELSS), a novel study of three cohorts of American law school students and their networked connections, we use ERGMs to analyze the network structure of both types of ties. We find that friendship and learning ties have distinct network patterns, supporting the contention that the structure of learning networks are more consistent with information transfer and bridging social capital across relatively weaker ties. While both friendship and learning ties are shaped by homophily, this tendency is stronger among friendship ties, with learning ties in contrast being shaped more by organizational forces like sharing class sections. Further, we found considerable evidence of an increased tendency of categorical closure among actors with shared attributes, particularly among friendship networks. This study contributes to higher education literature by examining student network homophily in the context of a range of factors, including gender, academic performance, and nationality as well as endogenous network measures such as reciprocity and transitivity.

This study investigates the evolution of cultured meat technology, an emerging technology with the potential to address the global food crisis and mitigate environmental issues posed by traditional agriculture. Specifically, this study explores the dynamic consequences of homophily in knowledge networks over time, as well as the specific roles of key technologies in this process. Using U.S. patent data from 1997 to 2022, the findings indicate that most knowledge flows occur within the same technology field over all observation periods, although technology convergence happened in each period. And convergence across different technologies is facilitated by biotechnology, which serves as a technological brokerage. Furthermore, the dominant design of cultured meat technology has emerged within biotechnology. This study employs a perspective of network homophily to the dynamic process analysis of technology evolution. It combines social network analysis and patent co-classification analysis to fill the gap in the development process of cultured meat technology.

Through channels like green technology transfer, provinces can share their technological innovation resources and thus enhance their green innovation capabilities. By using China's inter-provincial green technology transfer data, we construct China's inter-provincial green technology transfer network. The results indicate that green technology transfer has taken place in most provinces. Over time, network edges, density, and cluster coefficient have shown an increasing trend, indicating green technology transfer is on the rise. It is evident that there are significant asymmetry and biases in the spatial distribution of the degree of inter-provincial green technology transfer networks. The network is structured as a core-edge structure, and provinces play a heterogeneous role in green technology transfer. There are close technological ties between core provinces, while many provinces play a marginal role. Different types of environmental regulation have heterogeneous effects on network formation and persistence, as shown by the separable temporal exponential random graph model regression results. If market-based environmental regulation interacts with command-and-control environmental regulation, network evolution is positively affected.

Ce projet de thèse a pour objet principal est d’étudier le dynamisme et les interactions en réseau des acteurs de l’éducation inclusive dans les territoires d’étude du PIA 3 100% IDT ; des territoires académiques à des territoires apprenants. Il participe des travaux des observatoires des territoires inclusifs de l’action 1 du PIA 3 100% IDT, dont l’objectif est de décrire et suivre de manière longitudinale notamment les dispositifs structurels et/ou organisationnels pour une inclusion pour tous dans les différents territoires (ville, REP+, péri urbain, rural en ce qui concerne plus particulièrement cette approche).

Cet article cherche plus précisément à identifier et à cartographier les différents réseaux d’acteurs des territoires apprenants depuis les établissements éducatifs (collèges, IME etc.) pour comprendre et analyser leurs relations structurelles. Une analyse préalable de l’interaction des structures institutionnelles (Education Nationale, médico-social et éducation populaire) est engagée dans la mesure où le fonctionnement de chaque organisation est lié au fonctionnement des autres ; d’où une approche qui s’appuie sur l’interactionnisme structural. Cette thèse a aussi pour objectif d’inscrire les relations entre acteurs dans des dynamiques territoriales pour envisager comment les territoires les affectent mais aussi comment elles font territoire voire territoire-apprenant. Les questionnements sur les stratégies territoriales et la fragmentation des territoires apprenants sont au cœur du questionnement.

Cet article recherche ainsi une analyse critique des organisations structurelles des acteurs de l'inclusion au prisme de leurs pratiques effectives et territorialisées. Elle vise à mettre au jour les dynamiques territoriales spécifiques des différents acteurs et institutions dans la poursuite d'une structuration et du renforcement de l'éducation inclusive des enfants en âge de scolarisation au collège. Il convient pour cela de décrire les dynamismes des réseaux d’acteurs inscrits dans les territoires d’étude depuis les établissements scolaires de référence, lieu où se retrouvent tous les enfants de cette classe d'âge.

This presentation explores a bolstered role for tertiary pedagogy in the accrual of students’ social capital (SC) in today’s digital world. This talk underscores the importance of a fresh pedagogical lens to support the development of valuable SC accrual for the next generation of leaders. Based on Lin’s Network Theory of Social Capital, the roles of bridging and bonding ties are reassessed for students’ needs, as well as the many alternatives available to teachers, ensuring pedagogy that supports both the academic and future societal needs of students. With SC considered to be the resources and benefits available to the ego, students need to be primed in terms of recognising potential resources and exhibiting the necessary agency to acquire them. This emphasises the crucial role that SC plays in providing access to resources and opportunities, as well as building the required resilience and collaborative traits required. Not all student needs are alike - for those students who intend to ‘strike out on their own', the entrepreneurial orientation construct is important, encompassing the three traits of: an appetite for risk, innovation, and proactivity. These are also all tied to SC.

The outcome of this talk is to provide a framework for tertiary educators to adapt and explore alternative teaching methods, including virtual mentorship, flipped classrooms, reflective journals, as well as guided and forced engagement. In addition to these documented and published methods, the speaker will share emerging methods that have emanated from Africa’s highest ranked creative business school, where he is tenured.

Attendees will gain a fresh nuanced understanding of the interconnectivity of education, technology, and SC, leaving them with implementable methodologies for better student futures.

Topic: An exploratory review of how tertiary pedagogy can be adapted to enable students to build meaningful social capital for their present and future needs.

I would like my presentation to be included in the Social Capital themed session chaired by Heather McGregor of the International Social Capital Association.