Social Network Analysis And Information Systems In Organisations: Highlighting The Need To Understand Human Information Sharing Behaviour

The purpose of this paper is to draw attention to the lack of importance given to understanding the users’ behaviour and context when it comes to developing IS in organisations. To also point out the value of social network analysis (SNA) in the study of organisations and IS in general and give a critical review on SNA as a method. The significance of SNA was demonstrated with a case study which shows in a little detail how it can help in understanding user behaviour and organisational context. This is a paper that is based mainly on information systems (IS) in organisations, so it does not make any claims outside of this context, and while there are alternatives to SNA in understanding organisations, the paper focuses on SNA because of the insight it gives on the social environment of the organisation. The paper helps provide a general understanding of SNA as a tool in studying user behaviour in organisations with a view to IS development and evaluation, and also makes an effort to link and show the importance of the study of user behaviour to developing IS that is more suited to the user

Fostering independence through care? A study of the preparedness and deployment of Special Needs Assistants when supporting pupils’ behavioural care needs and independence development in mainstream primary schools in Ireland

The educational landscape in Ireland for persons with special educational needs (SEN) has changed significantly over the past two decades. This research project sought to explore the preparedness and deployment of Special Needs Assistants (SNA) in supporting pupils with behavioural care needs in mainstream primary schools in Ireland. In particular, the research aimed to obtain a detailed and integrated account of the preparedness and deployment of SNAs when supporting target pupils’ behavioural care needs and developing target pupils’ independence. This study employed a mixed-methods approach to data collection. The study’s research design was modelled on that employed in Strand 2 Wave 1 of the internationally renowned ‘Deployment and Impact of Support Staff’ project (Blatchford et al., 2008), as conducted in the United Kingdom. This study comprised a large scale SNA survey (n = 814), in addition to systematic classroom observations and case studies conducted across 20 mainstream class contexts. Throughout the study, focus was placed on the preparedness of SNAs to engage in their pupil care role including their training, continuing professional development, knowledge and understanding of pupils’ needs, and school-based planning. The deployment of SNAs to support pupils’ behavioural care needs and independence development was explored through minute-by-minute systematic classroom observations and in-depth case studies, with additional comparative observational data collected on average-attaining comparison pupils. Focus was placed on contextual classroom information, pupil interactions with the class teacher, SNA and peers, level of pupil independence and support patterns employed by SNAs with the target pupils. Data was analysed using a combination of both qualitative and quantitative research methods. Findings highlighted an array of strengths and limitations of the current SNA scheme in Ireland in supporting pupils with behavioural care needs, particularly in terms of SNA training, school-based preparation and use of evidence-based strategies to support pupils’ behavioural care needs and development of pupils’ independence. In addition, findings revealed the disparate classroom experiences of pupils with behavioural care needs in receipt of SNA support when compared with their average-attaining peers. Results are discussed in light of the current status of the SNA scheme in Ireland, with a focus on implications for research, theory, policy and practice. This research serves to extend the limited data-set on SNAs in mainstream schools in Ireland and addresses the dearth of national and international research on the role of paraprofessionals in educational contexts, particularly in relation to positive behaviour support and supporting pupils’ development of independence