Social Capital and Faculty Development in Higher Education

Abstract This study examines the role of social networks in faculty development. Grounded in Social Learning Theory and Social Capital Theory, the study explores how collaborative ties provide access to resources, mentorship, and innovation, while barriers like isolation and workload constraints limit their potential. Employing a mixed-methods design at the American University of Sharjah, UAE data were collected from 41 faculty surveys and 8 in-depth interviews, representing diverse ranks, disciplines, and experiences. Quantitative analysis, including a Social Capital Index, revealed patterns of network influence on engagement, while qualitative themes illuminated mentorship's role in fostering student-centered teaching. Integrated findings highlight that robust networks align with institutional goals for teaching excellence, but systemic issues like heavy workloads undermine social capital.