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Influence of knowledge sharing and knowledge brokerage on the sustainability of data use

Berendsen, T. (2018) Influence of knowledge sharing and knowledge brokerage on the sustainability of data use.

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Abstract:Data use plays an increasingly important role in decision making in education and can improve educational results. The data team intervention is a professional development tool that uses an eight-step iterative cycle to train educators in their skills and knowledge to use data in their educational practice. To further improve and promote the data team intervention and data use in education it is important to study what makes data use sustainable in secondary schools. Knowledge sharing and brokerage are identified as key factors in influencing the sustainability of data use. There is however, a lack of in-depth research on how knowledge sharing and brokerage influence sustainability of data use. Therefore, this study attempts to find an answer on how knowledge sharing and brokerage influence the sustainability of data use in secondary schools that participated in the data team intervention. In terms of knowledge sharing, it is hypothesized that schools with sustainable data use perceive more reciprocity, less centralization and effectively and inclusively share knowledge within the data team. Furthermore, it is hypothesized that schools with sustainable data use have more actively or effectively brokered knowledge on the educational problem and the data team intervention. This qualitative study is an instrumental multiple-case study, which compared the perception of knowledge sharing and brokerage behavior between schools that have different degrees of sustained data use. Semi-structured interviews were conducted with thirteen respondents from two schools located in the eastern part of the Netherlands. The respondents were selected out of five levels within the organizational structure of the school. The results present the analysis of the interviews structured per construct and school. It is concluded that a high degree of perceived reciprocity and a low centrality within the data team, accompanied by knowledge sharing on both the data team intervention and the educational problem related to the school with more clearly sustained data use. A higher degree of centralization within the data team related to a lower degree of sustained data. Furthermore, it was concluded more effective knowledge brokerage, mainly on the educational problem, to the involved teacher team and management related to a higher degree of sustainability. The findings will contribute to the sustainability of data use in education and the data team intervention.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/76865
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