The roles and competencies of community network practitioners /
This descriptive research relied on a two round survey administered via the internet to experts in community networking who had close ties with a major university and practical experience in the startup and maintenance of community networks to answer the following questions: 1. What types of orga...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
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2000.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=731930311&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This descriptive research relied on a two round survey administered via the internet to experts in community networking who had close ties with a major university and practical experience in the startup and maintenance of community networks to answer the following questions: 1. What types of organizations will most likely initiate the startup of community networks? 2. What are the key roles that community network practitioners will assume in the startup of community networks? 3. What are the critical competencies that practitioners will need to perform these roles? The results were framed within the seven practices of community networking as defined by the Midwest Research Institute: Assembling the Players and Getting Started; Establishing a Direction: Vision, Mission, and Principles; Developing an Organizational Structure; Financial Planning; Developing Guidelines and Policies; Developing the Community Information Store; and Providing Support Services Education and Training. The respondents of this study, who were associated with community networking efforts in Missouri, indicate a heavy reliance on traditional community development roles and competencies. The four most important roles in overall rank order-volunteer coordinator, community organizer, facilitator, and group facilitator-pertain to traditional community development practice. Although some roles were repeated across practices, the identified competencies were all unique as per their associated roles within each practice. The organizations, which were more likely to initiate the development of a community network, include voluntary associations, community colleges and universities, local government, community-oriented non-profits, and public schools. In light of the results regarding the roles, competencies, and the types of organizations described, this research recommends additional research that emphasizes greater attention to practice based on the local initiative of these communities. |
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| Item Description: | Vita. "Major Subject: Educational Human Resource Development". |
| Physical Description: | ix, 92 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 58-63). |