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

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Bin Chen, Feng Wang and Jianmin Song (21.1%), academic network (10.2%), and socio-emotional network (0.31%). The results demonstrate that a few key actors are able to bridge the relationships among different subgroups in the career advice and friendship networks due to their central positions in the network. Reciprocity measures the extent to which network relationships are mutually directed. For example, if both A and B consider each other as friend, their friendship is reciprocal. When exchanges are reciprocated, network ties are more reliable and stable. Among the four networks, the friendship network tops the other three networks: 44% of friendship ties are reciprocal. The academic network descends to the second place (41.6%), career advice network ranks third (29.4%), and socio-emotional support network is last (20%). This finding suggests that the academic and friendship networks are more mutually beneficial than the career advice and socio-emotional support networks. It can be attributed to the fact that seeking career advice and information, and socioemotional support, by their nature, are usually unidirectional behaviors. Multiple Network Relationships It is possible for actors in social networks to have engaged in multiple types of relationships. For instance, after studying together for some time, two MPA students began to share job-related information and then became friends. From time to time, friends are often turned to for emotional help or social companionship. The presence of multiple exchange relationships is termed as multiplexity, referring to a structural property of a dyadic relationship that occurs when the two parties are involved in more than one relationship with each other (Wasserman & Faust, 1994; Boorman & White, 1976). Multiplex relationships are signs of strong relations and are associated with high trust and reliability since both parties have the opportunity to interact and get to know each other in a variety of contexts (Ibarra, 1995). We explored the extent to which the pattern of interactions for one network aligns with that of interactions for another network among Chinese MPA students’ academic and social networks. In Figure 5, we graphically showed the multiplexity by combining the four networks into one diagram. Yet the complexity of the diagram makes it difficult to see the patterns of multiple exchange relationships. To further examine the extent to which multiplexity was present among the same cohort of MPA students, we applied quadratic assignment procedures (QAP) in UCINET to produce Pearson correlation coefficients. QAP also developed standard errors to test for the significance of association. Table 4 reports the result of our statistical analysis. 150 Journal of Public Affairs Education
Figure 5. Academic, Career Advice, Friendship, and Socio-emotional Support Networks Table 4. Correlation Coefficients across Academic and Social Networks Academic Network Academic Network 1 Career Advice Network Career Advice Network 0.48* 1 *p < 0.01. Friendship Network Friendship Network 0.60* 0.41* 1 Socio-emotional Support Network Exploring Academic and Social Networks Socioemotional Support Network 0.34* 0.44* 0.37* 1 We did find an overlapping of multiple relationships across the four networks since all the correlation coefficients were statistically significant (p < 0.01). However, the magnitudes of correlations vary. The friendship network is highly correlated with the academic network (0.60). In other Journal of Public Affairs Education 151
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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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Moving Forward by this contaminant.
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Moving Forward quite by chance to b
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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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