ABSTRACT
Historically, many change initiatives designed to improve undergraduate education focused on individual instructors; telling these instructors about new instructional strategies and encouraging them to use these strategies. However, many now consider the academic department to be the core unit for creating change and there have been calls to use social networks in the planning and study of institutional change in postsecondary education. In this book we show how the tools and theories of SNA can be productively used in tandem with theories of learning and change to determine the current state of academic departments, uncover hidden social structures, target participants for involvement in change initiatives, and inform postsecondary education reform efforts to support quality teaching.
