Happy new year! We hope that you got a bit of a break over the holiday period. Before we outline what’s coming up at CSCCE in 2022, we wanted first to reflect on 2021 and another busy 12 months for the CSCCE team.
While this post summarizes a few of CSCCE’s “greatest hits,” from the year, it has also been an emotionally and logistically challenging year, with many of us operating under conditions of radical uncertainty and yet always trying to show one another care. As we continue to operate in the midst of a global pandemic, we want to acknowledge that while it’s important to celebrate our successes, 2021 has been difficult too.
Before we dig in, a heartfelt thank you to everyone we’ve worked with over the past year; members of our community of practice, learners in our online trainings, and clients and colleagues. We appreciate every joyful opportunity to learn and grow alongside you as we work to professionalize and institutionalize the role of the community manager in STEM.
We’d also like to thank our major funder, the Alfred P. Sloan Foundation, for their continued support, guidance, and commitment to the importance of building communities in STEM.
In social-impact networks community members work together to create change for social good. In this post, CSCCE Director Lou Woodley takes a look at how that works. This post originally appeared on Social in silico.
For regular online communities, such as those hosted by an organisation, we looked at the four stage model of the community lifecycle described in Rich Millington’s “Buzzing Communities”. Last week, we considered a different type of community – a social-impact network where the emphasis is on group members working together for a social good. In “Connecting to Change the World”, the authors discuss three different stages of a social-impact network – and how it’s possible to transition between them. Let’s consider this connect-align-produce model.
This week I’ve been reading “Connecting to change the world” by Peter Plastrik, Madeleine Taylor and John Cleveland. It’s a focused, practical guide to building a very specific type of community – a social-impact network.
Whereas the word communityhas now been adopted for somewhat ambiguous use in a wide variety of scenarios involving groups of people, a social-impact network has a clear definition. It’s a collection of collaborators who are working together in some way to address a complex social issue.
Social-impact networks are self-organising – with decision-making distributed across the networks and with a structure that may change rapidly (such as the formation or closure of working groups).
In this post, CSCCE Director Lou Woodley takes a look at the four-stage lifecycle model as presented in Rich Millington’s book, “Buzzing Communities,” and how it can inform the work of a community engagement manager.
Building online communities can be hard. Maybe you start a discussion and nothing happens – silence. Or maybe last week saw lots of conversation but this week you’re back to worrying that you’re talking to yourself. Combine that with the lack of training and resources for community managers and you can be left confused about what to do to help your community activate and grow.
One of the resources that we’ve used a lot is the four-stage lifecycle model presented in Rich Millington’s book, “Buzzing Communities”. Millington’s model is based on a systematic review by Iriberri and Leroy which synthesized the results of 27 papers about online communities to create a model for how online communities progress. This lifecycle model is key if you’re a community manager because it explains clearly what to expect at each stage – and what you should be doing to move things along to the next.
This post, written by CSCCE Director Lou Woodley, takes a look at the motivations of academics who use social networking tools.
Last week our team took a quick look at a recent paper, which asks “Why do academics use academic social networking sites?” The paper presents the results of a survey of 81 researchers at three Israeli institutes who were asked about their motivations for using ResearchGate and Academia.edu.
The survey draws upon the Uses and Gratifications theory from the field of media studies for its research questions – exploring whether the five broad motivations for media consumers may also apply to academics that use online professional networks. Here we outline that theory and then highlight some of the findings from the paper.
Community managers often face the challenge of communicating their communities’ impact and value back to their organization. As we reported on the blog last year, “defining and measuring shared value” is a top goal for successful communities. Now, a new report from CMX explores the ways in which brand communities are doing just that. In the 2017 Community Value and Metrics Report, CMX shares data from over 500 participants about the ways they measure the impact of the communities they work with.
Posted by Lou Woodley, Trellis’ Community Engagement Director.
It’ll come as no surprise that I spend a lot of my time thinking about community management. But in recent years that’s expanded from focusing on the strategy and mechanics of community-building, to thinking in more detail about the people that actually support group work: the community managers.
The Community Roundtable (TheCR) runs a membership-based network for community managers. For the last seven years they have surveyed their network and beyond to produce an annual report on the state of community management. The report typically looks at the activities and corresponding maturity levels of various corporate-led online communities, as well as giving useful insights into the difference between best in class communities and those that are still learning the ropes.
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