Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion

A Comparative Institutional Analysis of Learning Communities for Postgraduate Students: Region-Wide And Intra-University Group Comparisons

“…As lc s have become more commonplace, a trend has emerged where postgraduate students, particularly ds s, spontaneously form learning communities (lc) to support each other. As such, collaboration is an essential element in a successful lc, along with other key ingredients such as both knowledge transfer (kt) and knowledge building, which in a lc context involves creating knowledge as a social product (Kwok, 2009;Jiang et al, 2022;Nonaka & Toyama, 2003) or conceptual artefact (Saito, 2022;Bereiter, 2002). Graduate student lc s have also been found to involve: professional knowledge sharing (Baanqud et al, 2020;Drane et al, 2019;Stanca et al, 2021); joint writing groups (Cahusac de Caux et al, 2017;Lam et al, 2018); research skill development (Guerin et al, 2019;Lock et al, 2021;Yu et al, 2018); faculty saito et al Beijing International Review of Education 5 (2023) 199-216 201 member led groups that facilitate student learning in particular units (Fan et al, 2020); and, organisational cultural change groups (Deng et al, 2021;Drane et al, 2019).…”