Feeling on the periphery? The challenge of supporting academic development and identity through communities of practice

James, Nalita; Lokhtina, Irina

doi:10.1080/02660830.2018.1520561

Cited by 11 publications

(8 citation statements)

References 53 publications

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“…They did not mention the needs as a shared element. To complement the CoP framework, the authors scrutinized the literature on the researcher's identity (Castelló et al , 2021; James and Lokhtina, 2018; Jawitz, 2009); researchers' motivation (Hardré et al , 2011; Trujillo, 2007) and professional development needs (Behar-Horenstein et al , 2014). The community psychologists' works were especially detrimental in operationalizing researchers' psychological and social needs and behaviors: a sense of community (SoC), belonging, connectedness, collegiality, altruism and psychological needs fulfillment.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Koz

Lokey-Vega

2021

JARHE

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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.

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Section: Literature Reviewmentioning

confidence: 99%

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

Koz

Lokey-Vega

2021

JARHE

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“…These retain partial ownership over their writing strategy. This highlights how authorship and writing practices can be complex and present challenges for doctoral students in determining how they see themselves and are perceived by others within their disciplinary communities (James & Lokhtina, 2018).…”

Section: Supporting Authorial Voicementioning

confidence: 99%

“…The synthesis is based on literature reviews and results presented in our research on writing, authorial voice (Castelló & Donahue, 2012;Castelló et al, 2013;Nelson & Castelló, 2011;James & Lokhtina, 2018) and integrity (Löfström & Pyhältö, 2012;Löfström et al, 2017). The article does not present a literature review per se, but the reader is referred to the above-mentioned studies.…”

Section: Introductionmentioning

confidence: 99%

“…3) authorial voice (Nelson & Castelló, 2011;McAlpine & Amundsen, 2009;James & Lokhtina, 2018); and 4) integrity and (the risk of) plagiarism (Löfström & Pyhältö, 2012Löfström, et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…to inJames & Lokhtina, 2018) for our prior research. Here we bring together what we have identified, based on the studies listed above, to be relevant dimensions of co-authorship in the context of supervision…”

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confidence: 99%

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In pursuit of sustainable co-authorship practices in doctoral supervision: Addressing the challenges of writing, authorial identity and integrity

Lokhtina

Löfström

Cornér

et al. 2020

Innovations in Education and Teaching International

Self Cite

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Developing an authorial voice along with co-authorship practices can be an important pathway towards building one's professional identity and career. However, challenges may arise when contributors have different expectations about co-authorship conventions and are accountable to different stakeholders. This article aims to explore co-authorship practices between doctoral students and supervisors by drawing on four dimensions that highlight professional challenges across disciplinary and national contexts: 1) supervisors' writing and co-authorship, 2) strategies and activities to support writing, 3) authorial voice, and 4) integrity and (the risk of) plagiarism. The article summarises practices and suggestions for academics and policymakers on how to create and promote an ethical and sustainable approach to co-authorship in supervisory context.

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Becoming a university educator in Canada: Learning experiences of two tenure-track women faculty members

Caron

2023

Studies in the Education of Adults

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Feeling on the periphery? The challenge of supporting academic development and identity through communities of practice

Cited by 11 publications

References 53 publications

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

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

In pursuit of sustainable co-authorship practices in doctoral supervision: Addressing the challenges of writing, authorial identity and integrity

Becoming a university educator in Canada: Learning experiences of two tenure-track women faculty members

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