The Social Lives of Networked Students

Abstract

translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Student support as social network: exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic

“…We define a social network as a set of relevant actors (persons or groups) connected to each other by one or more relations (Chua & Wellman, 2016;Daly, 2010;Marin & Wellman, 2011;Wellman, 1983Wellman, , 2001. These relationships vary according to the frequency, direction, duration and nature of the exchange, all of which dictate the size of a network, the density of connections and the centrality of actors with certain students more connected to more people than the others (Kanagavel, 2019). While there is very little research on student support as social network, Kanagavel's (2019) monograph "The Social Lives of Networked Students" focuses on international students' experiences of social support through the use of different media and face-to-face contact.…”

“…These relationships vary according to the frequency, direction, duration and nature of the exchange, all of which dictate the size of a network, the density of connections and the centrality of actors with certain students more connected to more people than the others (Kanagavel, 2019). While there is very little research on student support as social network, Kanagavel's (2019) monograph "The Social Lives of Networked Students" focuses on international students' experiences of social support through the use of different media and face-to-face contact. The book argued that a technology-driven landscape has constructed new ways for students to make connections, enabling a flow of various support, e.g.…”

“…The book argued that a technology-driven landscape has constructed new ways for students to make connections, enabling a flow of various support, e.g. study resources, information or acts of kindness (Kanagavel, 2019). Students bring to university a wide range of pre-existing social relations that are external to HE but are part of their social system (Dawson, 2008), highlighting the likely importance of friends and family in student support provision (Jacklin & Le Riche, 2009).…”

“…Students bring to university a wide range of pre-existing social relations that are external to HE but are part of their social system (Dawson, 2008), highlighting the likely importance of friends and family in student support provision (Jacklin & Le Riche, 2009). Approaching student support as a social network places the student at the centre of a set of personal connections (Kanagavel, 2019), drawing attention to their background, interactions and resources. From this perspective, we can then see how different types of networks affect likely support.…”

“…It is evident that by not knowing how to seek help and experiencing university as being "closed", it raises concerns about the university's ability to reach students in need. It also creates a sense of weak ties (Jackson, 2019;Kanagavel, 2019) between students and formal support actors. It is therefore unsurprising that the support network students developed with academics, family members and peers tended to be personalised and built on their prior relations and resources (Dawson, 2008;Jacklin & Le Riche, 2009).…”