Communities of Practice in Community-University Engagement: Supporting Co-productive Resilience Research and Practice

Davies, Ceri; Hart, Angie; Eryigit-Madzwamuse, Suna; Stubbs, Claire; Aumann, Kim; Aranda, Kay; Heaver, Becky

doi:10.1007/978-981-10-2879-3_8

Cited by 6 publications

(5 citation statements)

References 21 publications

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“…The stories, when cross-referenced with key effect data, also illustrated how that learning in the space might be represented and realised elsewhere in daily practices (Davis et al, 2017).…”

Section: Discussionmentioning

confidence: 94%

“…In the value creation framework, this takes the form of value creation stories. Value creation stories are a relatively new area of conceptual and empirical development (Wenger-Trayner et al, 2017;Davis et al, 2017) that represent a unique genre that gives a structured approach to storytelling, and a disciplined way of collecting data about outcomes from actions (Booth and Kellogg, 2015). This approach is grounded in theories of situated learning.…”

Section: <Insert Figure One About Here>mentioning

confidence: 99%

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Using the value creation framework to capture knowledge co-creation and pathways to impact in a transnational community of practice in autism education

Guldberg

Achtypi²,

D’Alonzo

et al. 2019

International Journal of Research & Method in Education

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Although theories around Communities of Practice (CoP) have gained significant ground in recent years and have become an important focus for organisational development, there is a gap in studies that investigate what members gain from participation in these communities. This paper explains how the value creation framework was implemented in a transnational research and development project in autism education by examining cycles of value creation and drawing on two types of data identified by Wenger, Trayner and de Laat (2011). The value creation framework is a theoretically driven framework to assess social learning in communities.Participants involved in the learning space were co-researchers engaged in a process of investigating, sharing and reflecting on their practice. The paper discusses the methodological challenges and strengths of using the value creation framework, with a particular focus on how insights and interactions led to subsequent changes in the practice of the participants. This work has the potential to make an important contribution to methods and analysis in assessing social learning and pathways to impact in participatory research and development projects more broadly.

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Section: Discussionmentioning

confidence: 94%

Section: <Insert Figure One About Here>mentioning

confidence: 99%

Using the value creation framework to capture knowledge co-creation and pathways to impact in a transnational community of practice in autism education

Guldberg

Achtypi²,

D’Alonzo

et al. 2019

International Journal of Research & Method in Education

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“…As noted in the previous section and other research, the value of CoPs is welldocumented in times of 'business as usual' [21]. However, there is a growing consensus that CoPs can be effective structures for developing resilience in practitioners in a number of fields, including medicine [22,23], disaster management [24,25], and particularly amongst educators [26]. Most universities abruptly transitioned to online learning in the spring of 2020 as a result of the COVID-19 pandemic and CoPs have been highlighted as an effective strategy to support faculty amidst COVID-19-related disruptions [27][28][29][30][31].…”

Section: Communities Of Practice In a Higher Education Contextmentioning

confidence: 89%

Leveraging a Community of Practice to Build Faculty Resilience and Support Innovations in Teaching during a Time of Crisis

et al. 2021

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Amidst the COVID-19 upheaval to higher education, a grantor-led community of practice (CoP) supported faculty members to deliver an innovative, sustainability-oriented entrepreneurship curriculum and maintain resiliency as teaching professionals. This paper discusses how through engagement in the CoP, this group of faculty from across engineering, material science, business, and geosciences demonstrated resilience, adaptability, and pivoted to create curriculum for students in real time, as the events of the COVID-19 pandemic unfolded throughout 2020 and impacted face-to-face learning. The role the community of practice played in sustaining and supporting the faculty will be discussed. Case studies from faculty members will demonstrate how sustainable design and social responsibility can be integrated into entrepreneurially focused classes and student experiences across disciplines. The primary contribution of this research is the important role that an emergent learning framework can play in informing how best to optimize the CoP format and approach in a way that leverages and addresses individual member strengths, challenges, and experiences, and supports the needs of CoP members during a time of significant change and crisis.

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“…It sits within the wider movement of knowledge democracy that values different types of knowledge (Hall and Tandon, 2017). It also links into theories of practice and social learning, such as the community of practice concept, which has been applied to community-university engagement (Davies et al, 2017;Lave and Wenger, 1991;Wenger and Wenger-Trayner, 2020). Although practice-based theories vary, they commonly pay close attention to 'what we do', the everyday and our daily routines, and how these are resourced and the infrastructures that shape them (Adams et al, 2017: 23).…”

Section: Defining In the Doingmentioning

confidence: 99%

Defining in the doing: listening and reflecting in a community–university collaboration

Prosser,

Emerson,

Gill

2023

Research for All

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Defining in the doing is an approach developed by the Community University Partnership Programme (CUPP) at the University of Brighton, UK. It prioritises action and recognises the importance of practice in developing partnerships, drawing from both academic and practitioner principles in community development, community-based research and theories of social learning. This article will draw on this approach to reflect on a community–university collaboration, sustained during the Covid-19 global pandemic, between a community music organisation, a sound archive project and a doctoral researcher. Between 2019 and 2022, these practitioners brought together their expertise in sound heritage, music making, listening and sound methods, and community engagement to deliver three interlinked projects: Sounds to Keep, Sound Mosaics and Remix the Archive (RiTA). This partnership created mutual benefits by bringing together practitioner and academic knowledge and experiences. Through shared reflections, we draw out in this article the ways that the pandemic generated difficult working conditions, while also opening up space for creativity, flexibility and curiosity. But we also highlight how a defining in the doing approach is not commonly supported by the funding and administrative conditions within which we work.

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Communities of Practice in Community-University Engagement: Supporting Co-productive Resilience Research and Practice

Cited by 6 publications

References 21 publications

Using the value creation framework to capture knowledge co-creation and pathways to impact in a transnational community of practice in autism education

Using the value creation framework to capture knowledge co-creation and pathways to impact in a transnational community of practice in autism education

Leveraging a Community of Practice to Build Faculty Resilience and Support Innovations in Teaching during a Time of Crisis

Defining in the doing: listening and reflecting in a community–university collaboration

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