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All Journal JURNAL PARADIGMA: Journal of Sociology Research and Education Abdurrauf Science and Society
Karamoy, Claudya
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Agriculture, Biological Sciences & Forestry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Social Sciences

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Knowledge Exchange and Power Dynamics in Academic Communities: A Sociological Examination of Collaborative Research Networks Tuerah, Paulus Robert; Karamoy, Claudya; Ante, Lady D; Samahati, Susan Stefania; Silow, Susanti; Sumual, Tinneke Evie Meggy
JURNAL PARADIGMA : Journal of Sociology Research and Education Vol. 4 No. 2 (2023): (DESEMBER 2023) JURNAL PARADIGMA: Journal of Sociology Research and Education
Publisher : Labor Program Studi Pendidikan Sosiologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jpjsre.v4i2.10658

Abstract

This study aims to analyze knowledge-sharing patterns within collaborative research networks in higher education institutions, focusing on sociological aspects. The research employs a qualitative methodology through a systematic literature review, examining scientific articles published between 2019-2024. The analysis reveals three key findings: First, there is a significant transformation in communication patterns towards a more horizontal model, facilitated by digital platforms and changing academic hierarchies. Second, social capital plays a crucial role in knowledge-sharing effectiveness, with strong networks and trust relationships contributing to enhanced research collaboration. Third, institutional factors significantly influence collaboration dynamics, including organizational policies, digital infrastructure, and resource allocation. The results demonstrate that while digital transformation has democratized research collaboration, social and institutional factors continue to shape knowledge-sharing practices. The study identifies gaps in existing collaborative frameworks and recommends developing an integrated approach that addresses technological, social, and institutional dimensions. This framework aims to foster more inclusive and productive research networks in higher education. The findings contribute to understanding the complex interplay between digital transformation, social dynamics, and institutional structures in academic collaboration. The study suggests practical implications for higher education institutions seeking to enhance their collaborative research capabilities and provides directions for future research in this evolving field.
Knowledge Exchange and Power Dynamics in Academic Communities: A Sociological Examination of Collaborative Research Networks Tuerah, Paulus Robert; Karamoy, Claudya; Ante, Lady D; Samahati, Susan Stefania; Silow, Susanti; Sumual, Tinneke Evie Meggy
JURNAL PARADIGMA : Journal of Sociology Research and Education Vol. 4 No. 2 (2023): (DESEMBER 2023) JURNAL PARADIGMA: Journal of Sociology Research and Education
Publisher : Labor Program Studi Pendidikan Sosiologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jpjsre.v4i2.10658

Abstract

This study aims to analyze knowledge-sharing patterns within collaborative research networks in higher education institutions, focusing on sociological aspects. The research employs a qualitative methodology through a systematic literature review, examining scientific articles published between 2019-2024. The analysis reveals three key findings: First, there is a significant transformation in communication patterns towards a more horizontal model, facilitated by digital platforms and changing academic hierarchies. Second, social capital plays a crucial role in knowledge-sharing effectiveness, with strong networks and trust relationships contributing to enhanced research collaboration. Third, institutional factors significantly influence collaboration dynamics, including organizational policies, digital infrastructure, and resource allocation. The results demonstrate that while digital transformation has democratized research collaboration, social and institutional factors continue to shape knowledge-sharing practices. The study identifies gaps in existing collaborative frameworks and recommends developing an integrated approach that addresses technological, social, and institutional dimensions. This framework aims to foster more inclusive and productive research networks in higher education. The findings contribute to understanding the complex interplay between digital transformation, social dynamics, and institutional structures in academic collaboration. The study suggests practical implications for higher education institutions seeking to enhance their collaborative research capabilities and provides directions for future research in this evolving field.
Implementation of Academic Supervision in Elementary School Karamoy, Claudya; Lumapow, Harol R.; Pangkey, Richard D. H.
Abdurrauf Science and Society Vol. 1 No. 4 (2025): Abdurrauf Science and Society
Publisher : Yayasan Abdurrauf Cendekia Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70742/asoc.v1i4.352

Abstract

The purpose of this study was to obtain descriptive and analytical results regarding academic supervision planning by the principal of Citra Kasih Elementary School Manado, the implementation of academic supervision in the process at Citra Kasih Elementary School Manado, the follow-up of academic supervision results at Citra Kasih Elementary School Manado, and the obstacles to academic supervision at Citra Kasih Elementary School Manado. The method used in this study was naturalistic inquiry research, meaning it was carried out in natural conditions. This study resulted in the supervision planning being adjusted to the central/foundation curriculum, as was the format used. Supervision was carried out by directly visiting the class while the teachers were teaching. Through supervision, the principal and his team could observe the direct performance of the teachers concerned. The results of the evaluation form were not only archived by the supervision team, but also given to the teachers to be used as input for improvements in the learning process.
Co-Authors Ante, Lady D Lihart Lumapow Paulus Robert Tuerah Richard Daniel Herdy Pangkey Samahati, Susan Stefania Silow, Susanti Tinneke Evie Meggy Sumual