Expanding the landscape: developing knowledgeability through communities of practice

Brown, Melanie; Peck, Catherine

doi:10.1080/1360144x.2018.1473252

Cited by 14 publications

(4 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…E.Wenger introduced the term "Community of Practice" (CoP) in order to denote a group of people in a specific field or those who got into certain crisis circumstances and are involved in joint activities to search for, share, exchange, or construct new knowledge (Wenger, 1998;Wenger & Snyder, 2000). The CoP approach turned out to be quite effective in the context of activity-based learning (Wenger-Trayner et al, 2015;Brown & Peck, 2018;Wenger-Trayner, E. and Wenger-Trayner, B., 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Virtual Community of Practice for Local Development: Diverse Context and Partnership for Elearning in Project Management

Katernyak,

Loboda,

Strotskyy

et al. 2023

SER

View full text Add to dashboard Cite

The purpose of this paper is to generate an in-depth and comprehensive understanding of knowledge management processes in the virtual Community of Practice (vCoP) and to propose a framework for organising an eLearning process in project management for local development. The vCoP was created on the web platform for exchanging best practices and learning within a group of professionals with specific experiences and diverse learning needs. For 10 years, the vCoP annually brought together from 600 to 1,000 participants from different regions and organisations who defined problems, learned from the experience of others, took e-courses, worked in the virtual common space on developing project concepts, and prepared together a wide “repertoire” of new knowledge.The paper presents a study of operational processes of knowledge management in the vCoP and is based on primary datasets obtained within the period of 2018-early 2022 in terms of a joint domain, participatory membership and sense of community, knowledge sharing and learning, action, and construction of new knowledge. We present the findings of a study where the hypothesis was a combination of Community of Practice and eLearning into one system in order to quickly comprehend the problem that corresponds to the crisis, find solutions to the problem, and understand the benefits of their implementation while actively communicating with potential customers, and present project concepts to potential stakeholders, partners, and investors in order to mobilise resources.Given the challenges that Ukraine and partner countries are currently overcoming, in the post-war period, the proposed CoP approach based on a web platform can be used for creating public-private partnerships, for ensuring public participation in governance, in particular, for testing the efficiency of the ideas included in strategies and corresponding portfolios of programmes and projects to ensure resilience, revitalisation and development of territories and communities.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Virtual Community of Practice for Local Development: Diverse Context and Partnership for Elearning in Project Management

Katernyak,

Loboda,

Strotskyy

et al. 2023

SER

View full text Add to dashboard Cite

show abstract

“…Most researchers (Cox and McDonald, 2017; Gallagher et al , 2011; Vangrieken et al , 2017) position academic CoPswithin the broader faculty development literature (Brutkiewicz, 2012 ; Charlier and Lambert, 2020) or articulate the importance of CoP for knowledge sharing and management (Al-Kurdi et al , 2018; Brown and Peck, 2018). Just a few studies treat them as not only a part of faculty development but as a part of the practice or organizational structures (Gehrke and Kezar, 2017; Jakovljevic and Da Veiga, 2020; Ng and Pemberton, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Building research capacity through an academic community of practice: a design case study

Koz

Lokey-Vega

2021

JARHE

View full text Add to dashboard Cite

PurposeThe study's purpose was to examine the faculty-driven organization's design and development that supports faculty research needs, track the emergence of the community of practice (CoP) and provide greater insight into continued organizational design iterations.Design/methodology/approachIn this longitudinal design case study, the authors employed different methods to collect and analyze archival, quantitative and qualitative data to capture the phenomenon's complexity.FindingsThe findings challenge the assumption that only formal organizational structures and top-down management approaches stimulate research and build research capacity in universities and propose a new sustainable and agile informal organizational structure and strategies to respond to faculty members' various research needs.Research limitations/implicationsFuture research is needed to investigate the tension between the individual researchers' and organizational needs, formal and informal organizational structures in universities, and the creation of a culture that would stimulate research.Practical implicationsSome of the recommended strategies and activities already have been implemented by the Research Consortium Committee (RCC), and faculty engagement in the RCC initiatives has increased. The practical implications are not limited to a College of Education (COE) context. The findings and the developed strategies could apply to many universities and colleges that desire to support their researchers. The research development officers, university administration and policymakers can consider the results of the present study to develop a comprehensive framework for research capacity and infrastructure building from not only organizational but individual perspectives.Originality/valueThis study provides one of the rare empirical investigations of the design, development and evolution of researchers' needs-driven informal organization in a higher education (HE) setting.

show abstract

“…The community played important roles in the members' innovative actions. In another CoP study conducted at an Asian Campus of an Australian University that involves 7 business school faculty, the members explored the best curriculum for their course (Brown & Peck, 2018). The CoP allowed faculty members to observe others' practices and learn from each other.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring a Community of Practice to Improve Quality of a Technology Integration Course in a Teacher Education Institution

Sadık

2020

CONTEMP EDUC TECHNOL

View full text Add to dashboard Cite

This research was designed and conducted considering the theoretical and practical suggestions of designbased research (DBR) methodology and aimed to identify and address problems in a one-semester technology integration course at a Midwest university in the US. Community of practice (CoP) was used as the theoretical framework in this research to design and implement interventions, and improve the quality of the course. The researcher observed a community of teacher educators and aimed to make suggestions for building successful strategies for communities of practice in similar contexts. The study results showcased the connection between pedagogy, content and technology as an important theme for preparing future teachers in technology integration courses but also in all the teacher education courses. Furthermore, aligned with the previous literature, pre-service teachers' beliefs and confidence were identified as important conditions for effective technology integration. CoP was found as a challenging but helpful model when all the members share ideas in a supportive and balanced environment. An experienced member of the community acting as a moderator and facilitating the discussions was helpful to address the communication issues in a community of teacher educators.

show abstract

Expanding the landscape: developing knowledgeability through communities of practice

Cited by 14 publications

References 36 publications

Virtual Community of Practice for Local Development: Diverse Context and Partnership for Elearning in Project Management

Virtual Community of Practice for Local Development: Diverse Context and Partnership for Elearning in Project Management

Building research capacity through an academic community of practice: a design case study

Exploring a Community of Practice to Improve Quality of a Technology Integration Course in a Teacher Education Institution

Contact Info

Product

Resources

About