Communities of Practice in Higher Education

The Wabash Center journal on teaching, 2020

International Journal of Advanced Research

Clarifying one"s own development as a teacher within educational institutions can be a complicated journey of self-discovery, but the good news is that this does not need to be a solitary pursuit. Within higher educational institutions, communities of practice have consistently formed to allow for the transition of novice instructors toward more enlightened ones. How this process occurs, how it is defined, and the implications of such practice are the focus of this paper. By examining these aspects, one can perhaps find a more solid footing upon which to continue upon the path of professional development within such institutions. The author will show his own journey of discovery via early graduate school events, culminating in a pathway toward yearly academic publishing requirements. The author ends with some helpful suggestions for improving one"s development in this area.

British Journal of Educational Technology, 2008

Higher education institutions (HEIs) are largely built on the assumption that learning is an individual process best encouraged by explicit teaching that is, on the whole, separated from social engagement with those outside the university community. This perspective has been theoretically challenged by those who argue for a social constructivist learning theory and a more collaborative approach to learning. Information and communication technologies (ICTs) afford lecturers and students an opportunity for extending the boundaries of a learning experience, not merely beyond the lone individual, but beyond the limits of discipline boundaries within a specific university community and beyond the institution into the local community. This paper illustrates how a collaborative effort between lecturers and students from the Computer Science and Education Departments at Rhodes University, teachers from the local community, the provincial Department of Education and a non-governmental organisation developed into an unfolding virtual and physical community of practice which enabled ICT take-up in a number of schools in the Grahamstown District, South Africa. This discussion of what has become known as the e-Yethu project provides an example of how ICTs, underpinned by the insights of social constructivism, the notion of ‘community of practice’ and in particular Hoadley and Kilner's C4P Framework for Communities of Practice, can serve to help HEIs understand ways in which ICTs can provide opportunities for developing collaborative learning within HEIs, and between the HEI and the local community.

2021

Communities of Practice (CoPs) are naturally forming groups of individuals who come together through a shared passion or goal and learn collectively by reciprocating knowledge and experiences (Lave & Wenger, 1991). With competing demands of faculty, universities are increasingly challenged to provide professional development opportunities that actively encourage innovative pedagogical practices to enhance student success and quality of the learner experience. We report on four embryonic CoPs, based on collaborative processes, supporting institutional transformation and the formation of a new education model at Ireland's first Technological University (TU). Juxtaposing a series of planned learning innovations with spontaneous interactions and actions of CoP members, we draw out common themes with respect to how these members developed as professional educators, how they accelerated the adoption of new innovations and their perceived factors for CoP success. Findings from this funded initiative are first reported as separate case-studies each covering a six-month period. The CoP model is then evaluated as a professional development strategy to initiate and sustain practice-based change. Finally, a thematic analysis of our shared perceptions across the four CoPs is undertaken. Whilst selection bias is inherent in these perceptions, we nevertheless conclude from our shared experiences that CoPs are particularly attuned to rapid and extensive adoption of teaching and learning practice innovations and organisational transformation in Higher Education (HE). Consequently, CoPs can serve as vehicles for sustainable professional development in teaching and learning practice. Based on our findings, we offer recommendations for fostering CoPs in supporting strategy-as-practice in the technological university sector.

This paper details the current state of play of an institutional learning and teaching community of practice initiative at Flinders University. The majority of Flinders University CoPs are cross-institutional and focussed on key learning and teaching challenges. Flinders University CoPs are voluntarily facilitated by staff and each CoP's knowledge creation and outcomes are driven by members, with the University providing a framework and support for their activities without institutional expectations. In this paper, through four firsthand case studies, the authors reflect on the CoPs that they facilitate and consider how the CoPs are progressing by exploring lessons learnt, success factors and potential for future success. The paper commences with a brief review of relevant literature. Four case studies are then introduced and explored. The paper argues that considerable social learning and collective identity formation has been achieved, but that obstacles remain to future success.

Education + Training, 2012

Purpose-The purpose of this paper is to discuss the value of social learning from group work that emulates a professional community of practice. Design/methodology/approach-A thought piece that first, examines the role of group-work projects as part of social learning, then outlines key arguments for social learning based upon applying a "communities of practice" approach and finally, discusses the experience of a leading UK university in light of Hoadley and Kilner's "C4P" communities of practice framework. Some reflections are offered to help practitioners and academics who wish to adopt a similar approach. Findings-Developing a communities of practice approach using group work can promote social learning and workplace transferrable skills. The authors discussed five main elements of the C4P communities of practice framework in light of a group project at a leading UK university: "purpose"to emulate an IT consultancy environment and create energy and results as part of the final year group-work project; "conversation and connections"-to promote information exchange between group members through meetings, e-mail, or wikis; "content and context"-drawing upon organisational knowledge and directing groups to improve the quality of project deliverables. Some key reflections include: emulating real world practice helps develop transferrable skills; building membership of a community through simulated teamwork roles encourages motivation; and group leadership helps achieve common purpose. Originality/value-The paper offers a unique insight and applies a communities of practice framework for analysing and developing group work as part of social learning.

Proceedings of the …, 2008

Forming communities of practice is an important approach for knowledge sharing and well-designed communities of practice may provide mechanisms for innovation in Open, Distance and eLearning environments. However, the specific guidance to establish communities of practice in higher educational institutions does not always exist. The question further remains how willing are the students to share knowledge within communities of practice at institutions of higher education in order to empower learning and knowledge sharing within those institutions. The aim of this article is to explore the attitudes of 502 students at an open distance e-learning higher education institution or university towards communities of practice. The study applied a quantitative approach using a questionnaire and descriptive and inferential statistics to analyse the responses. The students were invited to engage in learning activities within communities of practice. They were free to decline to participate in this research study, and could withdraw their participation from the study at any time. Returning the completed questionnaire to the researchers indicated their willingness to participate. They preferred online forms of communications. The findings can be used to analyse relationships among communities of practice knowledge-sharing enablers and students' willingness to engage in communities of practice processes. This study described several implications essential to successful learning and knowledge sharing through communities of practice. 1 Increasing numbers of ill-prepared students with inadequate study skills are entering open and distance e-learning (ODeL) environments and performing their study tasks in socially isolated contexts. ODeL in general involves the use of online tools and infrastructure that are currently not well-designed to satisfy the needs of students with varying learning skills and experiences (

Proceedings of the HERDSA 2008 …, 2008

2010

Institutions of higher education (HE), public and private, are moving through a crisis period of tapped‐out states, funding cuts, tuition increases and layoffs. It makes good sense to rise to meet these new realities with new ways of doing things, and the places that succeed will be the ones that do. A holistic approach is necessary whereby excellence in teaching and learning as well as research should be the ultimate aim. Among the various ways to achieve this, is the promotion of communities of practices (CoPs) among the academics.