Once the Capacity Development Initiative is Over: Using Communities of Practice Theory to Transform Individual into Social Learning

Bailey, Arwen

doi:10.1080/1389224x.2013.846871

Cited by 9 publications

(4 citation statements)

References 28 publications

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“…To organize such communication and teamwork, there are different concepts connected to different methodologies. Communities of Practice is one such concept, which for example has been applied recently to understand and foster knowledge sharing among farmers (Morgan 2011;Oreszczyn, Lane, and Carr 2010), to facilitate the training of new staff or to produce new knowledge in the organizational context (Giarè 2012), or to transform individual learning in a process of social learning (Bailey 2013). The concept has recently also been used to understand and foster knowledge sharing between the agricultural research system and the advisory system (Klerkx and Proctor 2013).…”

Section: Increasing Knowledge Flows 205mentioning

confidence: 99%

Increasing Knowledge Flows between the Agricultural Research and Advisory System in Italy: Combining Virtual and Non-virtual Interaction in Communities of Practice

Materia

Giarè

Klerkx

2014

The Journal of Agricultural Education and Extension

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Purpose: The aim of the paper is to analyse the use of Communities of Practice and Information and Communication Technology (ICT) to enhance knowledge sharing between researchers and advisors. The associated research question is to what extent ICT supported a virtual Community of Practice and has been effective in counteracting fragmentation between research and advisory systems in terms of knowledge sharing between these two pillars of the Italian Agricultural Knowledge System (AKS). Design/Methodology/approach: The paper uses a mixed methods approach: a questionnaire submitted to the Community of Practice participants on their experiences, observation of interaction between Community of Practice participants and data on the use of the ICT platform. Findings: The ICT supported Community of Practice approach appears to improve knowledge sharing between researchers and advisors, and also draws in other actors of the broader Agricultural Knowledge and Innovation System in which the AKS is embedded. However, ICT based tools alone are not sufficient and need to be complemented with face-to-face (non-virtual) interactions. A clear theoretical implication of this study is that this is an iterative process in which virtual and non-virtual interaction mutually reinforce each other: ICT interaction spurs real life and face-to-face interaction, and ICT supports follow-up on real life face-to-face interaction. Practical Implications: Communities of Practice can be a useful tool for knowledge sharing between research and advisory systems, but should have a degree of flexibility in terms of the topics they address and should accommodate new members when appropriate. ICT is supportive, but should be complemented by real life meetings. Originality/Value: The paper connects recent frameworks of the use of Communities of Practice with literature on ICT in agriculture and adds insights on the contribution of combining virtual and non-virtual interaction in Communities of Practice aimed at knowledge sharing.KEY WORDS: Agricultural knowledge system, Knowledge flows, Communities of Practice, ICT, Virtual and non-virtual interaction, Research and advisory systems.

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Section: Increasing Knowledge Flows 205mentioning

confidence: 99%

Increasing Knowledge Flows between the Agricultural Research and Advisory System in Italy: Combining Virtual and Non-virtual Interaction in Communities of Practice

Materia

Giarè

Klerkx

2014

The Journal of Agricultural Education and Extension

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“…Vibrant communities of supervisors, can for instance, easily build the mentorship capacity of the less educated but experienced workplace staff, which according to the findings are playing an important role. As Bailey (2014) observes CoPs have been identified as "an appropriate type of network for capacity building" (p. 434). They can serve a value-addition role as depositories and triggers of good practices that are responsive to local realities of inadequate human, financial and material resources.…”

Section: Nurturing Communities Of Practice For Supervisorsmentioning

confidence: 99%

Reclaiming the educative power of vocational placements: Experiences from agriculture education practice in Uganda

Jjuuko

Tukundane

Zeelen

2021

Int J Training Development

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“…Koliba & Gajda, 2009) but rarely referred to or applied in the study of tourism collaboration, especially across sectors (Albrecht, 2012;Bertella, 2011;Bertella et al, 2019;Lamers et al, 2017;Phi et al, 2017;Shaw & Williams, 2009;Thomas, 2012). However, the development studies literature has used the CoP concept to investigate capacity building in rural contexts (Bailey, 2014;Morgan, 2011) and in some cases this concept is used together with the Theory of Change (ToC), a project methodology for the promotion of social change (Valters, 2014). This suggests that the adoption of the CoP concept may contribute to deepening our understanding of collaborative tourism efforts, especially when priority is given to local communities.…”

Section: Cops In Tourism and The Challengesmentioning

confidence: 99%

Learning communities and co-creative tourism practices in NGDO projects

Bertella

Rinaldi

2020

Journal of Sustainable Tourism

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In this study, we considered tourism collaboration for sustainable development as a co-creative practice of learning about tourism in order to achieve benefits for local communities. We focused on projects run by non-governmental development organisations (NGDOs) and the challenges relating to their long-term impact. These challenges concern the projects' potential to facilitate the emergence and/or reinforcement of local learning communities. The study was conducted by an academic and a representative of the NGDO that constituted the empirical case. The empirical investigation was based on a variety of data sources and explored both the NGDO's strategic approach to collaboration and the experience gained from two projects. We identified factors that can be crucially important for the promotion of collaboration driven by local actors and extending beyond the limited time horizon of the NGDOs' projects. The paper contributes to the literature by adopting the concepts of co-creative practices and communities of practice (CoPs) to study collaboration, elucidating the evolving linkages connecting CoP constellations in learning communities. The study also presents some reflections on collaborative research with non-academics as a useful way of promoting plurality, depth and reflexivity.

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Once the Capacity Development Initiative is Over: Using Communities of Practice Theory to Transform Individual into Social Learning

Cited by 9 publications

References 28 publications

Increasing Knowledge Flows between the Agricultural Research and Advisory System in Italy: Combining Virtual and Non-virtual Interaction in Communities of Practice

Increasing Knowledge Flows between the Agricultural Research and Advisory System in Italy: Combining Virtual and Non-virtual Interaction in Communities of Practice

Reclaiming the educative power of vocational placements: Experiences from agriculture education practice in Uganda

Learning communities and co-creative tourism practices in NGDO projects

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