The Development of a Doctoral Program CoP and Its Members

Abstract

The purpose of this research study was to explore how a multigenerational community of practice (CoP) at a public urban university may provide doctoral students the space and the support needed to explore and develop their professional identities and find their scholarly voices. The second aim of this study was to examine how the entity of the CoP itself evolved over time. Social learning theory and generational theory provided the framework to interpret the data. Through analysis of collective autoethnographic journals, three primary themes emerged:1) psychological safety and trust; 2) diverse expectations became shared interests; and 3) the unique and shared experiences of the CoP members.

Mentor Concepts to Further Leadership Development in Adult Education Contexts

“…CoPs are made of up of persons with mutual interests and/or goals who learn together from and with each other, "formed by people who engage in a process of collective learning in a shared domain of human endeavor…[and they] share a concern or a passion for something they do and learn how to do it better as they interact regularly" (Wenger-Trayner & Wenger-Trayner, 2015, p. 1). Members within CoPs provide peer mentoring by allowing the space and time for reflection and exploration of mutual areas of interest (Olszewski, et al, 2020). Knowledge is developed and shared through interactions among members.…”

“…Cherrstrom et al.’s (2018) research showed that the peer mentoring group they studied built a community of practice (CoP) (Wenger, 1999), and Oszewski et al. (2020) also discussed the peer mentoring experienced within their doctoral educational journeys. CoPs are made of up of persons with mutual interests and/or goals who learn together from and with each other, “formed by people who engage in a process of collective learning in a shared domain of human endeavor…[and they] share a concern or a passion for something they do and learn how to do it better as they interact regularly” (Wenger‐Trayner & Wenger‐Trayner, 2015, p.…”

“…1). Members within CoPs provide peer mentoring by allowing the space and time for reflection and exploration of mutual areas of interest (Olszewski, et al., 2020). Knowledge is developed and shared through interactions among members.…”

Peer Mentoring and Communities of Practice: Reflections From Newly Minted PhDs

“…Communities of practice (CoPs) are socially constructed learning spaces where interactive relationships enable members to learn from and with each other (Olszewski et al., 2020). CoPs allows members the space and time to participate in social learning and develop supportive relationships, grow knowledge, and share ways of understanding the world.…”

“…CoPs may be particularly valuable in higher education contexts, especially to assist students as they transition from their coursework and university lives into the workforce (Cherrstrom et al., 2018; Olszewski et al., 2020). They may also provide opportunities for members to learn valuable leadership skills within their CoPs that they may transfer and use in their future academic or professional careers.…”