Structure of trophic and mutualistic networks across broad environmental gradients

Citation: Welti, E. A. R., & Joern, A. (2015). Structure of trophic and mutualistic networks across broad environmental gradients. Ecology and Evolution, 5(2), 326-334. doi:10.1002/ece3.1371This study aims to understand how inherent ecological network structures of nestedness and modularity vary over large geographic scales with implications for community stability. Bipartite networks from previous research from 68 locations globally were analyzed. Using a meta-analysis approach, we examine relationships between the structure of 22 trophic and 46 mutualistic bipartite networks in response to extensive gradients of temperature and precipitation. Network structures varied significantly across temperature gradients. Trophic networks showed decreasing modularity with increasing variation in temperature within years. Nestedness of mutualistic networks decreased with increasing temperature variability between years. Mean annual precipitation and variability of precipitation were not found to have significant influence on the structure of either trophic or mutualistic networks. By examining changes in ecological networks across large-scale abiotic gradients, this study identifies temperature variability as a potential environmental mediator of community stability. Understanding these relationships contributes to our ability to predict responses of biodiversity to climate change at the community level

Nuancing Interdisciplinarity: Between and Beyond Liberal Arts and Professional Education

In an environment of ever-increasing cost of higher education and a precarious economic market, students and families labor over the right “major.” Although many opt for technical and professional training, not a few still advocate for a liberal arts education. In this essay, I argue that interdisciplinarity—or the integration of two or more disciplines—can be present in both liberal arts and professional education although they have differing aims, bases, and means, depending on the general field. Interdisciplinarity in the liberal arts highlights humanistic questions, broad thinking, and understanding the whole. In technical professional education, it emphasizes practical problems, deep thinking, and understanding complexities. Highlighting these differences, however, is done not to separate them but to bridge them and lead to greater appreciation of the unique contribution of an interdisciplinary perspective on both fields of learning. Examples from a Philippine university are used to ground these ideas of distinguishing and connecting interdisciplinarity in liberal arts and professional education

From Accountability to Algorithms: Interorganizational Learning and the Transformation of Quantification in Education

Abstract: While studies often explore the intended and unintended consequences of technologies, few have theorized how and why they change. One crucial transformation in quantitative technologies is the shift from evaluative accountability to predictive algorithms, such as in schools that use dropout prediction systems. Using the case of ninth-grade early warning indicators, I argue that the transformation of quantification resulted from interorganizational learning, or the acquisition of new knowledge through the interaction of different organizations. In particular, I show how technology changes gradually from organization-level evaluation to individual-based prediction to systems-focused improvement. Pivotal to such changes were new forms of knowledge that emerged (1) as “instructing” organizations directed changes and “receiving” organizations resisted them; (2) as organizations in various fields reciprocally collaborated; and (3) as similar organizations practiced networked learning. Although studies have traditionally highlighted the “discipline” of technologies, I illustrate the power of organizational agents to resist, adapt, and change them—with implications for the study of quantification, work, institutional change, and education

Interviewing K-12 Education Experts and Elites

Understanding education experts and elites is crucial in the context of their larger influence on education and the public’s greater skepticism and criticism of their work. This paper distinguishes between traditional and expert/elite interviews (EEIs), and highlights strategies for conducting them. Experts and elites have relatively broader influence, more synthesized but less situated knowledge, more embedded professional networks, and less anonymity than the lay public—and interviews need to adjust to these differences. To do so, researchers should consider strategies for (1) access, (2) trust, (3) preparation for interviews, and (4) asking sensitive and awkward questions in contexts of significant power disparities. The article ends with caveats and novel possibilities with using EEIs with traditional interviews, quantitative methods, and network data

Mapping Organizational Theory With SCRIPTS

Organizational theory has developed in numerous directions that have been difficult to integrate. This review synthesizes them into seven perspectives, with theories focused within and beyond the organization (i.e., intra- and extra-organizational dynamics). It proposes the acronym SCRIPTS: structure, culture, relations, institutions, professions, transformation, and social conflict. Within organizations, structure focuses on theories of bureaucracy, management, routines, and decision-making while culture focuses on shared values, identity, climate, and sensemaking. Relations involve studies of interpersonal and interorganizational networks. Institutions focus on the macro-dynamics of fields and isomorphism, and micro-dynamics of entrepreneurship and inhabited institutions. Professions refer to psychological factors shaping individual performance and sociological factors shaping work and occupations. Transformation involves episodic and gradual changes within organizations and across society. Social conflict involves power and competition, with key theories focused on gendered, racialized, and global inequalities. This paper introduces theories and concepts in the study of organizations by grouping similar perspectives, highlighting their domains within or beyond the organization, and underscoring their utility for researchers and leaders

Educational Change through Bureaucratic Effectiveness: The Role of Mid-level Networks

Studies of networks for educational change often focus on webs of teachers, school leaders, policymakers, and philanthropists, with little attention to staff at the middle level, who arguably have immense potential to effect change. This article explores an initiative for educational change through mid-level staff using the case of a nonprofit that places its members in large, public education bureaucracies in a developing country. I explore a mechanism for how the strategic patchwork of staff can support change through improved bureaucracy. First, staff are intentionally placed, reputationally distinct, and purposely connected. Second, these individuals influence bureaucratic effectiveness through coordinated policies, reduced organizational friction, and informal information sharing. Third, the improved coordination supports policy creation, program implementation, and candid evaluation of processes on the ground. Integrating studies of education, state bureaucracy, and civil society, I show the utility in investigating novel forms of educational change that engage rather than circumvent traditional education bureaucracies

Meaning-Making, Negotiation, and Change in School Accountability, Or What Sociology Can Offer Policy Studies

In school systems around the world, countless reform strategies have focused on school and teacher accountability—the process of evaluating schools’ performance on the basis of student measures. Policy and education research has been dominated by debates on its effectiveness, where advocates highlight the positive effects on achievement while critics emphasize the negative consequences on pressure, morale, and autonomy. Yet the question is not so much whether to have accountability, but what form it should take. To answer this, sociologists contribute through their study of accountability’s organizational and ecological dynamics—key facets that are sidelined when researchers only focus on quantitative program evaluation. An organizational perspective highlights the meaning-making school actors and the general public have of the policy, viewing it through technical-rationalist and institutional-performative lenses. An ecological perspective highlights how the form of accountability is a negotiated outcome of larger macrosocial forces, and how accountability is itself contributive to larger social changes. This review suggests a broader conceptualization of accountability regimes, and the unique contribution of critical, organizational, and sociological perspectives to the study of public policies

Mapping Organizational Theory With SCRIPTS

Organizational theory has developed in numerous directions that have been difficult to integrate. This review synthesizes them into seven perspectives, with theories focused within and beyond the organization (i.e., intra- and extra-organizational dynamics). It proposes the acronym SCRIPTS: structure, culture, relations, institutions, professions, transformation, and social conflict. Within organizations, structure focuses on theories of bureaucracy, management, routines, and decision-making while culture focuses on shared values, identity, climate, and sensemaking. Relations involve studies of interpersonal and interorganizational networks. Institutions focus on the macro-dynamics of fields and isomorphism, and micro-dynamics of entrepreneurship and inhabited institutions. Professions refer to psychological factors shaping individual performance and sociological factors shaping work and occupations. Transformation involves episodic and gradual changes within organizations and across society. Social conflict involves power and competition, with key theories focused on gendered, racialized, and global inequalities. This paper introduces theories and concepts in the study of organizations by grouping similar perspectives, highlighting their domains within or beyond the organization, and underscoring their utility for researchers and leaders