WINTER 2012 - National Association of Schools of Public Affairs and ...

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Bin Chen, Feng Wang and Jianmin Song Figure 4. Socio-emotional Support Network In looking at these figures, we immediately saw the difference across the four networks. Among them, the academic and friendship networks are the most connected and followed by the career advice network, while the socio-emotional support network is the least connected. In the academic network, there is only one node that is completely disconnected from other nodes, and we call it isolate. Even that isolated node is connected in the friendship network. The nodes with a lot of connections are situated in the middle of the graph. A few nodes are connected to the network by a single tie, and they are called pendants. These pendants are located in the periphery of the diagram. In contrast, there are many isolates and pendants in the career advice network and even more in the socioemotional support network. Descriptive statistics in Table 1 confirmed visual inspections. The academic network has the largest number of ties (591). On average, each node has 9.4 ties with a maximum of 23 and a minimum of 0. Although with a mean number of ties of 7.5, all the nodes in the friendship network are connected since the minimum number of tie is 1. The total numbers of ties in the career advice and socio-emotional support networks are 252 and 100 respectively. Comparing to the academic and friendship networks, their average numbers of ties per node are down to 3 and 2. 146 Journal of Public Affairs Education
Table 1. Descriptive Statistics of Chinese MPA Academic and Social Networks Total # of Tie Maximum # of Ties Minimum # of Ties Mean # of Ties Standard Deviation Academic Network 591 23 0 9.4 5.0 Career Advice Network 252 15 0 4.3 3.0 Friendship Network 482 27 1 7.5 4.9 Socio-emotional Support Network 100 14 0 1.8 2.0 Individual Positions within the Network We chose a set of network measures to analyze and compare the four networks. We obtained different network measures at the individual and group levels as well as across the networks. At the individual level, we focused on individual centrality, the extent to which a given individual is connected to others in a network. The construct of centrality is further broken down into out-degree centrality, in-degree centrality, betweenness centrality, and closeness centrality (Hanneman & Riddle, 2005). Table 2 presents average individual centrality scores for each of the four networks. Table 2. Mean Individual Centrality Out-degree Centrality In-degree Centrality Closeness Centrality Betweenness Centrality Academic Network 5.9 5.9 6.2 1.8 Career Advice Network 2.5 2.5 1.8 1.5 Friendship Network 4.8 4.8 3.9 1.9 Socio-emotional Support Network Exploring Academic and Social Networks 1 1 1.0 0.02 In-degree centrality counts the number of ties a person received and is an indicator of individual prominence or prestige. Out-degree centrality calculates the number of ties a person sent out and measures how influential a person is in a network. The results in Table 2 showed that the average individual out-degree and in-degree centrality scores within each of the four networks were the same. For example, in the career advice network, on average an MPA student reached out Journal of Public Affairs Education 147
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JPAE VOLUME 18 NUMBER 1 JOURNAL OF
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Journal of Public Affairs Education
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FROM THE EDITOR In the symposium in
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NASPAA Presidential Address Annual
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Leading by Example: Modeling Global
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FROM THE GUEST EDITOR FROM THE GUES
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FROM THE GUEST EDITOR A SYMPOSIUM I
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on other fronts, certainly it can h
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Picasso, P. (1937). Guernica. Pictu
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A View from the 50th Street Gate on
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Reflections of a Working-Class Acad
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Reflections of a Working Class Acad
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Reflections of a Working Class Acad
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Class Rooms Kenneth Oldfield Univer
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Class Rooms although I did, but not
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Class Rooms GRADUATE SCHOOL I was u
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Class Rooms the odds this appointee
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Class Rooms The Great Leveler, too
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Class Rooms of higher learning and
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ook (Oldfield & Johnson, 2009). The
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Didactic Changes Class Rooms Pedago
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Admittedly, it will be difficult to
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hooks, b. (2000). Where we stand: C
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Shaw, G. B. (1928). The intelligent
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What’s a Girl Like You Doing in a
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What’s a Girl Like You For exampl
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What’s a Girl Like You and operat
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What’s a Girl Like You captured t
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What’s a Girl Like You full-blown
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What’s a Girl Like You inside). I
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What’s a Girl Like You and collea
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What’s a Girl Like You toward ser
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Blue-Collar Teaching in a White-Col
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Blue-Collar Teaching Half of my fam
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Blue-Collar Teaching from physics.
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Blue-Collar Teaching lifelong dream
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Blue-Collar Teaching Before him, in
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Blue-Collar Teaching One may argue
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Blue-Collar Teaching graduation in
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Blue-Collar Teaching advantages oth
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Carrizales, T. (2010). Exploring cu
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Oldfield, K. (2010). Socioeconomic
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Moving Forward by Looking Back Gary
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Moving Forward My father married my
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Moving Forward became apparent that
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Moving Forward to Duane, because he
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Page 111 and 112: REFERENCES Ashwander v. Tennessee V
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Stories from Local Public Managers
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Creating Quality Online Course Desi
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it was achieved. The assessment of
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Fulbright Program for Foreign Stude
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Review of Moral Controversies in Am
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application of those foundations to
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Journal of Public Affairs Education
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Information for Contributors The Jo
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