Academic literature on the topic 'Communities of Practice (CoPs)'
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Journal articles on the topic "Communities of Practice (CoPs)"
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Alali, Haitham. "Online Healthcare Communities of Practice." International Journal of Computers in Clinical Practice 1, no. 1 (January 2016): 1–14. http://dx.doi.org/10.4018/ijccp.2016010101.
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Online communities of practice (CoPs) are recognised as a KM initiative, whereby practitioners conduct discussions and share their experiences online. The imperative of the evaluation in measuring the effectiveness of Online CoPs fulfills its role and support for healthcare practitioners knowledge sharing has been recognized by practitioners and researchers in the KM field. Success measures of Online CoPs should support healthcare organizations in different methods; it could suggest ways to improve the design, implementation, usage, and operation of Online CoPs by addressing and understanding the main factors that impact the Online CoPs success and acceptance. Presently, establishing an evaluation framework has become essential for the advancement of research and practice in this area. The author has classified the existing researches, based on the area of evaluation. The study concludes by proposing a conceptual framework to measure the success of online CoPs in health care sector.
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Longo, Maria Cristina, and Alessandro Narduzzo. "Transactive knowledge from communities of practice to firms." European Journal of Innovation Management 20, no. 2 (May 8, 2017): 291–311. http://dx.doi.org/10.1108/ejim-10-2016-0098.
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Purpose The purpose of this paper is to analyze to what extent and under which conditions R&D projects benefit from team members’ participation in spontaneous and work-related communities of practice (CoPs). Design/methodology/approach This is a quantitative empirical study. R&D projects are the unit of analysis. Data are collected through interviews to 121 informants who are members of 60 R&D projects and participants in 195 CoPs. Findings The participation of project team members in work-related CoPs positively affects the R&D project performance. This positive effect applies also to radically innovative projects. The diversity in the institutional affiliation of CoPs members is also highly significant and positively correlated with the project performance. Research limitations/implications The paper considers only work-related CoPs, thus neglecting the knowledge transacted through other types of CoPs. Practical implications Practitioners should support the autonomous participation of project team members to spontaneous and work-related CoPs that cut across the organizational boundaries. Team leaders may enhance team innovative capabilities and performance by ensuring diversity of knowledge and skills from CoPs whose members work for institutions that differ from each other. Originality/value First, this study provides quantitative evidence of the CoPs ability to support innovation. Second, this research is focused on spontaneous and work-related CoPs within business environments. Third, this study does not analyze CoPs performance, but it postulates a connection between innovative organizational units (i.e. R&D projects) and spontaneous CoPs that cut across the firms’ boundaries.
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Bandow, Diane, and Joseph T. Gerweck. "Support your local communities of practice." Development and Learning in Organizations: An International Journal 29, no. 5 (August 3, 2015): 7–9. http://dx.doi.org/10.1108/dlo-11-2014-0083.
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Purpose – This paper provides considerations for organizations interested in supporting knowledge sharing among employees based on experiences and recent research. Experiences emphasize the need to discover and recognize unofficial communities of practice; support distributed leadership; support control of the communities by their members; enable interaction and learning opportunities; consider social media carefully; leaving choices up to the community members; and an approach to calculating the value of communities of practice (CoPs) based on knowledge management. Design/methodology/approach – The approach of this paper focuses on six basic themes from research and experiences in the literature with CoPs. Lessons learned and recommendations are provided. Findings – Lessons from CoPs focus on the need for distributed leadership or all engage, participate and share responsibilities; control of the community belongs to the members, and they decide membership; interaction and learning opportunities are essential to support competitive advantage for the organization and continuous development for the community members. Social media is unproven in the workplace and should be approached carefully, as the CoP must determine benefits and advantages. An approach to calculating value is proposed, based on calculating the value of knowledge management. Practical implications – As CoPs continue to evolve, organizations play a key role in supporting their development which in turn provides competitive advantage for the organization. Continuous learning and development are the key aspects of these communities, including opportunities for leadership, decision-making and professional development. Technology can play an important role in CoPs, but must be supported by the membership. The return on investment (ROI) may be significant and learning opportunities provide the potential for personal development and the enhancement of organizational performance. Originality/value – This review offers insights into experiences and findings from CoPs, supports distributed leadership and control of the community among the members, strongly recommends interaction and learning opportunities and addresses social media as a possibility to support the CoP. The ROI potential supports and encourages organizations to develop employees and enhance overall performance.
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Bicchi, Federica. "Communities of practice and what they can do for International Relations." Review of International Studies 48, no. 1 (October 5, 2021): 24–43. http://dx.doi.org/10.1017/s0260210521000528.
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AbstractThis article argues that communities of practice (CoPs) provide IR with a unique way to understand how a small group of committed people can make a difference to international politics. The point is addressed in three steps. First, the article advances our understanding of how CoPs work. While at its core a CoP is a group of people brought together by a practice they enjoy, a CoP also shares a sense of timing, placing, and humour. These aspects help the group anchor, refine, and innovate their practice in the face of challenges and uncertainty. Second, the article contrasts the analysis of CoPs with other IR approaches, especially institutional analysis, network analysis, and epistemic communities, to show how CoPs supplement them. Third, the article illustrates the argument with the example of the EU foreign policy towards the Israeli-Palestinian conflict. It concludes by suggesting that a CoP's perspective not only helps IR better understand informal politics, but also opens up conversations across disciplines.
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Bicchi, Federica. "Communities of practice and what they can do for International Relations." Review of International Studies 48, no. 1 (October 5, 2021): 24–43. http://dx.doi.org/10.1017/s0260210521000528.
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AbstractThis article argues that communities of practice (CoPs) provide IR with a unique way to understand how a small group of committed people can make a difference to international politics. The point is addressed in three steps. First, the article advances our understanding of how CoPs work. While at its core a CoP is a group of people brought together by a practice they enjoy, a CoP also shares a sense of timing, placing, and humour. These aspects help the group anchor, refine, and innovate their practice in the face of challenges and uncertainty. Second, the article contrasts the analysis of CoPs with other IR approaches, especially institutional analysis, network analysis, and epistemic communities, to show how CoPs supplement them. Third, the article illustrates the argument with the example of the EU foreign policy towards the Israeli-Palestinian conflict. It concludes by suggesting that a CoP's perspective not only helps IR better understand informal politics, but also opens up conversations across disciplines.
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Lee, Suchul, Yong Seog Kim, and Euiho Suh. "Structural health assessment of communities of practice (CoPs)." Journal of Knowledge Management 18, no. 6 (October 7, 2014): 1198–216. http://dx.doi.org/10.1108/jkm-11-2013-0454.
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Purpose – This paper aims to provide organizational knowledge management teams with a new metric, the bottleneck impact score (BIS), a valuable tool for evaluating the structural health of communities of practice (CoPs), by detecting the seriousness and pervasiveness of the bottlenecks occurring in knowledge-sharing activities among CoP members. Design/methodology/approach – This paper uses the social network analysis method to analyze the activities of organizational members in CoPs and classify organizational members into four types based on their degree of involvement in knowledge creation and consumption. CoPs are also categorized into four types based on the proportion of member types they contain to identify the characteristics of CoP member types and of CoP types. Findings – Data analysis of the knowledge-sharing activities of 4,414 members from 59 CoPs within one of the largest steel manufacturing companies finds that few CoPs are active in both knowledge creating and consuming and that most CoPs suffer from the insufficient participation of their most experienced employees and experts and hence are vulnerable to master–apprentice and knowledge drain risks. Originality/value – The proposed BIS metric successfully quantifies the seriousness and pervasiveness of such structural risks and thus can help management teams take preventive action to reduce the identified structural risks.
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Nkuna, S., and A. S. A. du Toit. "Knowledge Sharing Through Communities of Practice in a Financial Institution." Journal of Information & Knowledge Management 13, no. 01 (March 2014): 1450008. http://dx.doi.org/10.1142/s0219649214500087.
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This article discusses the effectiveness of knowledge sharing (KS) within communities of practice (CoPs) in a financial institution in South Africa. This was achieved through understanding the current state of KS within the CoPs, identifying critical factors for effectively sharing knowledge and thereafter determining reasons for a CoP not being effective in sharing knowledge. The results showed that there is still a long way to go to ensure the effectiveness of KS through CoPs. The CoPs within this financial institution are informal in nature, and therefore not necessarily given the attention that they deserve. Time used for CoPs is not maximised effectively, which reduces the chances of their effectiveness and improvement of productivity. Lack of effective system infrastructure to support KS is also a massive challenge for the CoPs, as is not having virtual Cops to reduce challenges faced in the use of face-to-face CoPs.
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Holmes, Kate, Anita Greenhill, and Rachel McLean. "Creating communities: the use of technology in craft and DIY communities of practice." Journal of Systems and Information Technology 16, no. 4 (November 4, 2014): 277–95. http://dx.doi.org/10.1108/jsit-05-2013-0018.
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Purpose – The purpose of this study is to gain insight into craft and do-it-yourself (DIY) communities of practice (COPs) and how the use of technology provides ways for participants to connect, share and create. Gaining deeper insights into the practices of these communities may provide new opportunities to utilise within this flourishing domain. Design/methodology/approach – Qualitative methods were adopted to collect data and analysed through an interpretivist lens. Semi-structured interviews were conducted with members of craft and DIY COPs to gain a deep understanding of the broader ethnographic study. Existing theoretical perspectives surrounding COPs have been applied to further current perspectives. Findings – Findings from this study suggest that being part of a COP allows participants to connect to others, build creative enterprise and learn or enhance skills. Insights gained from this study indicate some of the detailed ways in which the application of technology redefines craft and DIY COPs. Research limitations/implications – This study provides a succinct exploration of a vast and fluid domain; if presented with more time and wider resources, the research would include further exploration of virtual COPs. Originality/value – The investigation provides a rich insight into the use of information and communication technologies (ICTs) within craft and DIY COPs. The application of theoretical perspectives from the area of Information Systems (IS) and Technology Management to this domain is regarded as an original research and furthers knowledge in these areas. Originality/value – The investigation provides a rich insight into the use of ICTs within craft and DIY COPs. The application of theoretical perspectives from the area of IS to the domain of craft and DIY culture is original research and extends existing concepts to include skills sharing as a previously unexplored domain.
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Bardon, Thibaut, and Stefano Borzillo. "Communities of practice: control or autonomy?" Journal of Business Strategy 37, no. 1 (January 18, 2016): 11–18. http://dx.doi.org/10.1108/jbs-02-2015-0018.
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Purpose – The purpose of this paper is to address the question of how two seemingly opposite principles – managerial control and autonomy – simultaneously affect, positively and negatively, managers’ motivation to develop together innovative practices in a community of practice (the Custoprog community). Design/methodology/approach – A single-case study was conducted in the Custoprog community, during which 22 semi-directive interviews with Custoprog members were conducted over a period of eight months. Members are all EuroAirport middle managers of EuroAirport (a Western Europe international airport). Findings – The findings highlight how Custoprog members experience the conflicting situation of enjoying some autonomy (granted by top management), while being subjected to some degree of managerial control. Our results focus on how these two opposite principles (control and autonomy) simultaneously (positively as well as negatively) affect the motivation of Custoprog members to develop innovative practices together. Research limitations/implications – The study is limited by the scope of the sample. Further research conducted in multiple communities of practice (CoPs) may therefore be useful for comparability purposes, and to generalize our results. Practical implications – We provide a set of practical recommendations to steer CoPs effectively, by achieving a delicate balance between control and autonomy. Originality/value – Our investigation contributes to understanding the strategic benefits of using CoPs as an informal means of developing and diffusing customer-related innovative practices.
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Akhavan, Peyman, Babaeianpour Marzieh, and Masoumeh Mirjafari. "Identifying the success factors of Communities of Practice (CoPs)." VINE 45, no. 2 (May 11, 2015): 198–213. http://dx.doi.org/10.1108/vine-03-2014-0022.
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Purpose – This paper aims to identify the success factors of communities of practice (CoPs) that will improve knowledge creation (KC) in educational organizations. Today, educational organizations are faced with constant changes in their environment. These changes have forced organizations to view their human capital as knowledge capital to survive and thrive. CoPs can be one of the most important factors to achieve these goals, and it should be considered by educational organizations. Design/methodology/approach – The present paper tries to identify the success factors of CoPs and examine the impact of the success factors of CoPs in KC. The research method is descriptive. The population of the research consists of students of Payame Noor University as a case study. A questionnaire based on experts’ opinion was designed and more than 35 articles were reviewed. Factor analysis was used to categorize and examine the correlation between success factors of CoPs and KC and, finally, the regression equation based on correlation’ result was formed. Findings – The results showed six success factors: “organization”, “optimizing interactions”, “infrastructure”, “supporting tools”, “strategy and goals” and “organizational support”. These factors reflect the effective factors in educational organizations attempting to progress in KC should focus. Among these success factors, “strategy and goals” and “organization” have the highest effect on CoPs in this case. Research limitations/implications – The paper discusses how the success factors of CoPs improve KC in universities as educational organization and how an organization will benefit from these factors. It can help the development of guidelines for educational organizations to increase their community knowledge information. They can also apply the findings of this research to promote the scientific level of their related organizations through reinforcement of CoP practices. In this paper, the authors faced some problems to collect expert’s opinion and also gather the questionnaires. Originality/value – This paper may have great value to researchers, as well as practitioners involved in knowledge-creation programs in organizations about CoPs and the knowledge-creation field. This research can establish guidelines for Payame Noor University Tehran-North as a case study using the right policies and make changes to the traditional structures of the university, improve and develop the knowledge-creation process and the formation of CoPs. This study can guide managers and, especially, the university managers to provide suitable base to shape COPs, help them emerge and enhance them effectively.
Dissertations / Theses on the topic "Communities of Practice (CoPs)"
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Al, Azali Ralla. "Communities of practice, knowledge creation, and corporate sustainability : a study of Bahrain service industry." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/237.
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The Kingdom of Bahrain is a service-based economy in which the service industry is a highly competitive market environment. Therefore, organisations require employing strategies to compete and sustain their competitive advantage in order to survive. The knowledge-based view of the firm argues that knowledge is a critical source for sustainable competitive advantage. Communities of Practice (CoPs) provide a suitable environment for knowledge exchange and creation. This study defined CoPs as emergent informal networks of people who are located inside and outside the organisation, through which members of these communities share or are interested in the same practice and knowledge. It is noticed from the literature that there is no empirical study investigating the impact of knowledge created in CoPs on corporate sustainability. Moreover, the influence of social capital on quantity and type of knowledge received from different CoPs members is scarce. This research attempts to address this research gap.The study combined qualitative and quantitative approaches. The information obtained from the literature was used to develop the initial research model. In the first phase, a qualitative field study is carried out to develop a comprehensive research model. A number of hypotheses were then developed. The second phase of the study pilot tested the developed questionnaire. Minor changes were made based on the pilot study participants’ comments and feedback.The third phase of the study is the main quantitative survey. The questionnaire for survey was distributed among senior managers in Bahrain top 100 service organisations both in the public and private sectors. 333 completed questionnaires were returned to the researcher with the response rate of 54%. Partial Least Squares (PLS) was employed to analyse the data collected in the main survey.The findings of the study did not support all the hypotheses developed in this study. It was found that communities of practise exist in Bahrain service industry, where two types of CoPs are noticed: intra (co-located employees and non co-located employees) and inter CoPs (customers, suppliers, and business partners). It was also found that co-located employees’ and customers’ CoPs have the major effect on organisation performance as the knowledge received from them is employed in the knowledge creation process to generate new knowledge in order to improve organisation performance.An interesting finding is the positive effect of CoP characteristics on the knowledge received. Therefore, CoP characteristics do not only identify this type of network but also influence the amount of knowledge received from community members. On the other hand, the knowledge received from CoPs affect the knowledge creation process in its four steps (interaction and communication, develop pool of knowledge, alternative experimentations, and solution to problem). Furthermore, the study empirically tested that knowledge creation process is carried out in four sequential steps. It was also found that the last step of the knowledge creation process "find solution to problem" has the greatest influence on the generation of new knowledge. It was also found that new knowledge positively affects organisational social, environmental, economic, and non economic performances (i.e. corporate sustainability). The study results did not support the hypothesis that social capital aspects (trust, norms, and identification) moderate the amount of knowledge received from CoPs.From the literature review and the study findings, it is recommended that organisations within Bahrain service industry should develop a knowledge management strategy and implement CoPs to sustain their position in the market. Moreover, the strategy should contain appropriate measures of sustainability objectives.Despite the fact that the study was conducted in Bahrain service organisations, it is suggested that it can be applied to different organisations in various countries across the globe because of its generic approach. However, it needs to be customised for local application.
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Bishop, James. "Managing technical knowledge to enhance organisational best practice." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/4657.
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In recent years the construction industry has become increasingly aware of the potential of the technical knowledge held by construction professionals and the need to manage it effectively. However, organisations have experienced numerous problems in implementing and sustaining Knowledge Management (KM) initiatives. A key reason for this, which has been cited both within industry and academia, is a lack of understanding of the best-suited KM approaches available and how to adopt them. In particular, the importance of people-orientated KM practices, specifically in the case of construction firms who have a high level of dependence on the tacit knowledge of their employees, has been well documented with many KM authors calling for further research in this area. The research undertaken for this study was initiated in response to the need for further research and an improved understanding of KM (people-orientated KM in particular) best practice. The research was also focussed on establishing an effective KM initiative within Ramboll Whitbybird; the sponsoring organisation. The central aim of the research was therefore to “deliver a framework that facilitates the retention and reuse of knowledge, which will increase Ramboll Whitbybird's potential to drive engineering best practice and respond appropriately to conventional and emerging business opportunities.” To achieve this an action research approach was adopted, facilitated through the use of literature reviews, interviews, focus groups, and other data collection methods, to enable the findings to be implemented within an industrial setting. Through extensive industry involvement the research highlighted the core components necessary for a successful KM initiative, and the actions necessary from those involved in implementing, managing and sustaining KM activities within construction firms. The findings demonstrated that an organisation wishing to realise effective KM needs to establish a clear definition and understanding of KM across the business, which can be achieved through the compilation of a KM strategy (statement) and action plan. It also needs to acknowledge the importance of addressing the critical factors that will determine the success of its KM initiative such as the need for KM champions and a supporting team, a fit with the way people work and an alignment with business objectives. The research also highlighted the importance of people-orientated KM practices, and that construction organisations in particular should identify and prioritise KM activities such as Communities of Practice (CoPs), due to their reliance on tacit knowledge transfer. However, in order to maximise the benefits to individuals and the business, the organisation will need to take a ‘light touch' approach to the management of CoPs. Supporting people-based KM activities with the right technology is an important factor, particularly as organisations expand and become more geographically dispersed. To ensure that this technology is an effective supporter of KM it needs to be tailored to fit with the KM needs of the business, and will need to become de-centralised in its operation. Finally, the research outlined the importance for the organisation to consider the integration of KM within the daily operation of the business by incorporating KM effectively into communication and reporting structures, while also ensuring that it becomes a core aspect of its Quality Assurance (QA) procedures.
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Mason, Cecily Jane, and cecilym@deakin edu au. "Virtual Communities of Enterprise Value Creation Potential for Regional Clusters." Deakin University. Management and Marketing, 2008. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20090129.152913.
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Governments around the world have pursued ICT based initiatives including the provision of infrastructure to assist regional areas to develop economically (Beckinsale et al. 2006). There has been considerable interest in exploiting ICT to develop high technology clusters and support innovative networks (Lawson & Lorenz 1999). However, these initiatives have met with mixed success. It is clear that such development depends on more than providing appropriate technology Attention to social and organisational factors is crucial if regional areas are to realise the potential of ICT as a tool for regional development (Gengatharen & Standing 2005). It is important to understand the nature of business networking as well as the perspective of those participating in such networks if successful initiatives are to be established. The aim of this research is to identify how ICT can be used for knowledge sharing among businesses in regional areas and how the online networks through which knowledge is shared can contribute to the development of the region.
This research investigates the question of what value small businesses in those regions derive from knowledge sharing networks using ICT. It also seeks to identify the value creation potential of those networks for their region. Previous research has shown that large organisations have achieved significant value from virtual communities of practice (VCoPs) as a structure for sharing knowledge and supporting innovation (Wenger 2004). The concept of Communities of Practice and Virtual Communities of Practice provided a useful point of departure for this research.
The investigation comprised interpretive case studies of two Australian regional areas and their local business networks which incorporated SMEs in a variety of industries. Each case study was conducted in three stages. First, semi-structured interviews were conducted with regional economic development leaders. Second, 192 small and medium business owners were surveyed about their business activities and their participation in local business networks. Third, in-depth interviews were conducted with 23 small business owners to gain a richer understanding of their participation in knowledge-sharing networks and the value they realised or anticipated from various knowledge-sharing activities. A combined analysis of the two cases was conducted as well as the individual analyses. The research adopted a modified Structured Case method (Carroll & Swatman 2000).
The analysis of the two case studies revealed:
a.) There was a significant difference between the majority of SMEs who traded within the region and those trading largely beyond the region. The latters more proactive online sharing knowledge and seeking of business opportunities would enable them to access most value from VCoEs.
b.) The participating SMEs operated in a number of industries and what they had in common was an interest in improving their enterprises. Consequently they used their regional networks which were not aligned to any one industry to make connections and share knowledge. They did not necessarily seek to access specific information.
c.) A necessary prerequisite of VCoEs is having vibrant CoEs where face-to-face interaction enhances the development of trust and social capital. This appeared as an important factor facilitating the move to incorporate online knowledge sharing.
d.) Younger businesses appeared to gain the most value from knowledge sharing in CoEs as they were using their networks to determine how to grow their firm.
e.) The value of VCoEs to the SME participants is primarily in their general connection to other businesses in the region. Since the participants operate in a number of industries, what they have in common is an interest in their enterprises. The main value appears to come from the potential of the VCoEs to add to this connection and to social capital.
This study found that successful management of VCoEs must:
i) Ensure the network website is actively used by members before attempting to incorporate online knowledge sharing.
ii) Monitor and stimulate online forum interaction rather than rely on interaction to occur naturally.
iii) Not rely on email as a mechanism for stimulating knowledge sharing. Email is seen as more appropriate for formal documentation than for candid exchange of views.
The concept of virtual communities of practice was found to be somewhat inappropriate for the diverse SMEs in the regional networks. Because of their diversity, they do not necessarily see value in sharing knowledge about practice but they do see value in sharing more general information and in providing support, connection and ideas that facilitate the strategic direction of their business. To address this issue, the concept of virtual communities of enterprise (VCoEs) is proposed as recognition of what the participating SMEs had in common: an interest in their individual businesses as part of the region.
The original contribution of this research consists of its identification of the issues in linking SMEs across industries. It provides new insights on the business practices of regional SMEs and developed the concepts of Community of Enterprise (CoE) and Virtual Community of Enterprise (VCoE) to capture the special nature of knowledge sharing in regional multi-industry business networks. New perspectives are revealed on the ways that value could be derived from knowledge sharing by these regionally networked SMEs, as such it adds to the body of knowledge in an area where there has been little systematic investigation. This research reinforces the importance of social capital as an essential pre-requisite for accessing the value of intellectual capital in regions. Social capital emerges as vital when establishing and maintaining face-to-face knowledge sharing in regional networks and a necessary pre-condition for successfully establishing online knowledge sharing. Trust is a key factor and this research extends understanding of the role of social capital and the importance of trust in regional networks and online interaction. Its findings have significant implications for the development and management of CoEs and VCoEs as it outlines the key elements that need to be addressed when establishing and maintaining them, the appropriate applications for this context and the issues involved in management of the networking and online contexts. These findings not only increase our understanding of the management dynamics of online networks, they can also provide guidance to those seeking to establish successful VCoEs.
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Blom, Johanna Petronella. "The ideal of an integrated national qualifications framework." Thesis, University of Pretoria, 2007. http://hdl.handle.net/2263/25652.
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This study deals with the extent to which the South African education and training system reflects in principle, perception and practice, the ideal of an integrated national qualifications framework. It examines the uses and meaning of ‘integration’ through a number of lenses. These lenses include policy symbolism and a guiding philosophy for the emerging system; pragmatic and technical considerations; communities of practice; the complementarity of education and training; and curricular integration. In relation to the first two lenses, it is evident that an integrated framework is a powerful symbol of the break from a past system characterised by inequality, unfairness and deliberate mediocrity, to the extent that ‘integration’ has become the underpinning guiding philosophy for a new education and training system. However, such socio-political aspirations tend to place unreasonable demands on the system. The second set of lenses indicate that the ‘comprehensiveness’ of the system could work against the notion of integration, and in South Africa, has led to acute paralysis of the system. The strongest evidence of integration emerges from the last set of lenses namely, the grounded, meaningful practice through principled partnerships, as reflected in the development of sub-frameworks and communities of practice and the necessary collaboration needed for curricular integration and education and training delivery. Thus, it seems, to make integration meaningful, the persuasive logic of innovative, grounded practice, could be enabled and facilitated by less, not more, regulation and could be enhanced by structures that reflect the grounded practice. Copyright 2006, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Blom, JP 2006, The ideal of an integrated national qualifications framework, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-06192007-123414 / >Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2007.
Education Management and Policy Studies
unrestricted
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Fourie, Carina M. "Sensemaking in communities of practice." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1913.
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Thesis (MPhil (Information Science))--University of Stellenbosch, 2009.This thesis explores the notion of communities of practice, and in particular how they make sense of their environment in order to create knowledge and enable learning. Traditionally communities of practice are viewed as stewards of expert knowledge, but this thesis argues that they are better understood as sensemaking phenomena. Chapter one introduces the theory of sensemaking as developed by Karl Weick. This chapter introduces the seven properties of sensemaking. It also explores organisational sensemaking by taking the intersubjective and generic subjective levels of sensemaking into account. Chapter two focuses on the literature on communities of practice as self-organising knowledge structures. Three structural aspects of communities of this kind are introduced, namely domain, community and practice. Following Etienne Wenger two additional aspects of communities of practice—namely meaning and identity—are analyzed as these provide the basis for a link to sensemaking theory. In the final part of this chapter the downside of communities of practice is reviewed as they do not only present opportunities but also unique challenges for organisations. Chapter three combines the conclusions from the previous two chapters by interpreting communities of practice from a sensemaking perspective. The seven properties of sensemaking are applied to communities of practice and the role of meaning in communities of practice is viewed through the lens of sensemaking. Furthermore the role communities of practice might play in enhancing the phases of organisational sensemaking is indicated. Chapter four concludes that communities of practice indeed function as sensemaking phenomena in their environments. It is argued that nurturing communities of practice as centres of sensemaking could be advantageous to organisations and recommendations are made on how to best achieve this.
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Branch, Judy. "Cultivating Extension Communities of Practice." ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/28.
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This study empirically describes and analyzes the characteristics and functionality of the ―Communities of Practice (CoPs)‖ used within eXtension, a new initiative of the Cooperative Extension (CE) system. It also endeavors to lay the foundation for empirical analysis of CoP processes, which to date have been explained almost exclusively using qualitative case study methods. Land-grant universities were founded on the ideals that higher education should be accessible to all, that the university should teach liberal and practical subjects and should share the college's knowledge with people throughout their states. eXtension is an educational partnership of more than 70 land-grant universities. Its reported purpose is to help Americans improve their lives with access to timely, objective, research-based information and educational opportunities accessed through http://www.extension.org . This Web resource is customized with links to state land-grant university CE Web sites. This mixed-method, action research project applied to the virtual environment describes the extent to which people who became part of an eXtension Communities of Practice (XCoPs) reported that they engaged in purposeful cycles of continuous inquiry in dialog, decision, action, and evaluation (DDAE) and the attainment of eXtension‘s goals. An Internet survey obtained descriptive data of members‘ participation within the eight pioneer XCoPs to assess the extent to which each XCoP engaged in the DDAE cycles of inquiry. Analysis of the survey data resulted in the categorization of low-, medium-, and high-level functioning XCoPs. Members of three pioneer XCoPs representing each category (low, medium, high collaboration) participated in online interviews that revealed how CE‘s reward structure, XCoP membership composition, and leader/member skill sets impact XCoP performance in meeting eXtension goals. Two sets of ―best practices‖ for eXtension initiative staff and XCoPs emerge from the discussion of triangulated data.
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Grützner, Ines, Patrick Waterson, Carsten Vollmers, Sonja Trapp, and Thomas Olsson. "Requirements Engineering für Communities of Practice." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-155494.
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Eine der Herausforderungen des Requirements Engineering (RE) ist, dass bei der Entwicklung eines Software-Systems sowohl die technischen Einzelheiten als auch der Kontext des Einsatzes berücksichtigt werden müssen. Wie schon andere Autoren bemerkt haben, ist RE ein sozio-technisches Unterfangen. Bei der Entwicklung von Desktop-Software zum Beispiel ist zu berücksichtigen, wie der einzelne Benutzer die Anwendung einsetzen wird. Im Bereich Computer Supported Cooperative Work (CSCW) ist der Einsatzkontext komplizierter, da Kommunikation und Interaktion zwischen Benutzern ebenfalls berücksichtigt werden müssen. Bei der Entwicklung einer Community of Practice (CoP) muss der Kontext noch weiter ausgedehnt werden, da Dinge wie Kooperation, Gruppenbildung bzw. Bildung von Netzwerken, Lernen etc. auch in die Anforderungen einfließen.
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Ashton, Stephen D. "From Teams to Communities of Practice." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3807.
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This dissertation documents the qualitative study that was conducted with the Ambassador Pilot Program team at Thanksgiving Point Institute; a non-profit farm, gardens, and museum complex and informal learning institution; from the summer of 2011 to the fall of 2012. The Ambassador team was tasked to develop an employee training program. Over time the team members were given more freedom to direct their own course and set their own objectives. To the co-directors of the program it seemed the Ambassadors began to embrace some characteristics common to a community of practice (CoP); however, it remained to be seen how the Ambassadors viewed themselves. Therefore, this research study seeks to answer the following research questions: Did this Ambassador team transform into a CoP or at least the beginnings of a CoP? If so, what contributed to this transformation? And if not, what discouraged this transformation from occurring? To what extent did the Ambassadors become a CoP or not? This dissertation is comprised of two articles. The first article is a literature review of applicable CoP and team literatures that investigate the theoretical underpinnings of the question, "Can a team become a CoP?" Thus far, no documented cases have been found in the literature of teams transforming into CoPs. The second article documents the study that was conducted at Thanksgiving Point with the Ambassador team during the Ambassador Pilot Program. Using qualitative methods including interviews, observations, and document analysis, it was observed that the Ambassador team took on many characteristics of a CoP, including becoming a community of learners, sharing a domain of interest, engaging in a common practice, and evolving organically as directed by the Ambassadors and not the senior management at Thanksgiving Point. Appendices of this dissertation include the following: (a) a literature review similar to the first article but with more content; (b) a detailed methodology plan that outlines the qualitative methods, techniques, and standards that were followed to conduct this study; and (c) the interview protocol used during the study.
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Burkitt, Ian, Charles H. Husband, Jennifer Mackenzie, and Alison Torn. "Nurse Education and Communities of Practice." English National Board for Nursing, Midwifery and Health Visiting, 2001. http://hdl.handle.net/10454/3758.
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NoThe processes whereby nurses develop the skills and knowledge required to deliver individualized and holistic care were examined in a 2-year study of nurses in a range of clinical settings and a university department of nursing in England. Members of two research teams of qualified nurses joined various communities of nursing practice as participating members and simultaneously "shadowed" designated nurses. At day's end, shadowers and shadowees reviewed the day's practice in critical incident interviews. The powerful processes of nurse socialization that create a strong core identity of the "good nurse" proved central to understanding the acquisition, use, and protection of nursing skills. Learning to become a nurse was always situated within particular communities of practice. Learning in such contexts, both in clinical and educational settings, entailed not just mastering a range of intellectual concepts but also learning through embodied performances involving engagement and interaction with the community of practice. The following were among the study recommendations: (1) link educational and clinical settings by helping clinical staff understand their collective role in the educational experience; (2) enhance the mentor and assessor functions; and (3) enable, support, and resource time in education for clinicians and time in practice for educators.
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Cox, Graham. "Communities of practice : learning in progressive ensembles." Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/4711/.
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This study examines the learning of ensemble skills by young musicians in progressive ensembles. Data collection took place in three music centres which form part of an LEA music service's ensemble provision. This study uniquely approaches ensembles as'socio-musical' phenomena. It finds description and explanation in the constantly changing and developing socio-musical interactions that form ensembles. Using an ethnographic approach it examines the practice of ensembles that are part of musical learning pyramids, through the eyes and actions of the ensemble members. There is an examination of ensemble membership and the social structures and interactions that form ensembles. This study explores, and for the first time identifies, a set of ensemble specific skills. These are the skills that a musician uses to negotiate, integrate and cooperate with other participants in the production of ensemble performance. It goes on to examine how ensemble specific skills are acquired and suggests that the learning process is one of serial performative responsibility transfer created within stratified centripetal progression. New, or novice, members of an ensemble start by participating at a peripheral level leaving it to others to take performative responsibility for the production of a negotiated collaborative realization of the musical intentions of the composer. This study has been influenced by the work of Lave and Wenger and social theories of learning. However, it departs from these theories by suggesting that the learning process within an ensemble is responsibility led and stratified.
Books on the topic "Communities of Practice (CoPs)"
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Meeting, OneWorld South Asia (Organization) Regional. Building communities of practice (CoPs) for achieving millennium development goals. New Delhi: OneWorld South Asia, 2005.
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National Institute of Justice (U.S.), LINC (Organization), and Carnegie Corporation of New York., eds. Kids, COPS, and communities. Washington, DC: U.S. Dept. of Justice, Office of Justice Programs, National Institute of Justice, 1998.
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Imel, Susan. Learning communities/communities of practice. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2001.
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Henschel, Alexander. Communities of Practice. Wiesbaden: Deutscher Universitätsverlag, 2001. http://dx.doi.org/10.1007/978-3-663-19810-9.
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McDonald, Jacquie, and Aileen Cater-Steel, eds. Communities of Practice. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2879-3.
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Schaefer, Kerrie. Communities, Performance and Practice. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95757-5.
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Samaras, Anastasia P., Anne R. Freese, Clare Kosnik, and Clive Beck, eds. Learning Communities In Practice. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8788-2.
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Jones, Oswald, PingPing Meckel, and David Taylor. Creating Communities of Practice. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62962-5.
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Ilie, Cornelia, and Giuliana Garzone, eds. Argumentation across Communities of Practice. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/aic.10.
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H, Hull Grafton, ed. Generalist practice with organizations & communities. 4th ed. Belmont, CA: Brooks/Cole Cengage Learning, 2009.
Find full textBook chapters on the topic "Communities of Practice (CoPs)"
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Harvey, Marina, and Vanessa Fredericks. "CoPs: Enhancing Quality Learning and Teaching with Sessional Staff." In Communities of Practice, 505–23. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2879-3_24.
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Schulte, Benjamin. "Grounded Model of CoPs’ Embeddedness." In The Organizational Embeddedness of Communities of Practice, 201–15. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-31954-0_6.
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Smith, Sue, and Laurie Smith. "The Role of Higher Education in Regional Economic Development Through Small Business CoPs." In Communities of Practice, 381–402. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2879-3_18.
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deChambeau, Aimée. "The Practice of Being a Student: CoPs and Graduate Student Success." In Implementing Communities of Practice in Higher Education, 395–422. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2866-3_18.
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Wenger, Etienne. "Conceptual Tools for CoPs as Social Learning Systems: Boundaries, Identity, Trajectories and Participation." In Social Learning Systems and Communities of Practice, 125–43. London: Springer London, 2010. http://dx.doi.org/10.1007/978-1-84996-133-2_8.
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Cochrane, Thomas, and Vickel Narayan. "Principles of Modeling CoPs for Pedagogical Change: Lessons Learnt from Practice 2006 to 2014." In Implementing Communities of Practice in Higher Education, 619–43. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2866-3_27.
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Kreutzmann, André. "CoPs as Enabler of Organizational Knowledge Creation." In Communities of Practice as Vibrant Sources of Knowledge and Innovation within a Rigid Public Hierarchy, 55–72. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-36535-6_5.
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Kreutzmann, André. "CoPs as Loci of Collective Lead Userness." In Communities of Practice as Vibrant Sources of Knowledge and Innovation within a Rigid Public Hierarchy, 73–91. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-36535-6_6.
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Watland, Kathleen Hanold. "Cops for Cops: An Innovative Use of Communities of Practice in an MBA Program Offered for Police Officers." In Real Learning Opportunities at Business School and Beyond, 5–16. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2973-7_1.
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Kreutzmann, André. "CoPs as an Enhancement of Organizations’ Innovative Capability." In Communities of Practice as Vibrant Sources of Knowledge and Innovation within a Rigid Public Hierarchy, 93–109. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-36535-6_7.
Full textConference papers on the topic "Communities of Practice (CoPs)"
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Cartelli, Antonio. "Socio-Technical Theory and Knowledge Construction: Towards New Pedagogical Paradigms?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3051.
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After a short introduction on socio-technical theory, the experiences the author made in the planning and carrying out of web sites and information systems for research and teaching are reported. The results from those experiences are analyzed with a special attention to knowledge development at three different levels: individuals, communities, and organizations (society), and the author’s hypotheses for the explanation of the observed phenomena are discussed. The most relevant results on the effects of ICT on knowledge can be summarized as follows: a) they can improve knowledge construction and induce meaningful learning in students, while contributing in building communities of learners (CoLs) and communities of practice (CoPs), b) they can induce new models for knowledge construction and evolution in special communities and learning organizations, and c) they can contribute in hypothesizing new teaching paradigms (or new pedagogical paradigms more generally). At last a revision of the well known scheme synthesizing the socio-technical approach to organization description (as regards knowledge construction and evolution) is reported and it is applied to the special case of a master course for teachers. The explanation of the effects that the new scheme has on the hypothesized three levels and on the structure of MIS (Management Information System) follows.
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George, H. "An Inspection Of Atmospheric Conditions Transition Mitigation Measures From Major Cities Of United Kingdom And China." In MODERN ISSUES OF SCIENCE AND PRACTICE. INTERNATIONAL SCIENTIFIC AND CURRENT RESEARCH CONFERENCES, 2021. http://dx.doi.org/10.37547/iscrc-intconf12-01.
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The examination investigated new techniques and innovations being utilized by urban communities around United Kingdom and China to relieve environmental change. To empower different urban communities on the planet to copy comparative methodologies. Subsequently, the examination inspected the variation methodologies of five urban communities. One of such procedures is the "maintainable Glasgow project" pointed toward diminishing Glasgow's fossil fuel byproducts through improved energy the executives and the advancement of new incorporated low carbon energy frameworks for the city. Also numerous associations in Dundee set up a "carbon decrease targets". The Lewisham Council set up an efficient way to deal with energy checking, in light of electronic information recovery frameworks. China albeit a non-Annexe1 country, likewise facilitated the biggest number of Clean Development Mechanism CDM projects and furthermore produced the biggest number of ensured emanation decrease EED on the planet
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Hutt, Jane A. "Does Online Social Networking Automatically Lead to 21st Century Communities of Practice?" In ASME 2014 Power Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/power2014-32273.
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Online social networking communities can help strengthen professional ties among members of almost any profession. How useful they are to the engineering professions in contributing to the process of intergenerational knowledge transfer depends on the site. Prior to the popularity of online communications and networking tools such as Facebook, Twitter and Linked In, Power Industry engineers have utilized with varying success a number of knowledge transfer facilitation tools, both within their companies and outside them. This paper will discuss the pros and cons of both traditional and emerging methods and present specific examples that address technical issues, learning styles, differences in generational approaches to learning and communication. Issues relating to global needs in the engineering profession, organizational flexibility, the ability of people and organizations to adapt and change, and educational and workforce challenges will also be discussed. Short case studies illustrating various solutions for addressing some of these issues, including development of useful technical content and formation of communities of practice, will also be provided.
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Chikh, Azeddine, Lamia Berkani, and Akila Sarirete. "Communities of Practice of E-learning “CoPE” – Definition and Concepts." In 2008 International Workshop on Advanced Information Systems for Enterprises IWAISE '08. IEEE, 2008. http://dx.doi.org/10.1109/iwaise.2008.13.
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de Munnik, Marloes, and Osama Al-Mahdi. "DIGITALLY CHANGING TEACHING PRACTICE ENVIRONMENTS: AN EXPLORATION OF CONCEPTS AND IMPLICATIONS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end050.
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This paper proposes using different concepts for guiding institutional practices in times of digitally changing professional teaching work environments. This paper draws upon our previous research and offers a first step of a framework, to understand and explore the new digital changes for professional teaching and learning practice, while engaging in online and virtual work and learning environments. Thereby focusing on the notion of a professional and the social implications of digital work technologies that are used for teaching and learning. The theoretical paper is structured around concepts we identified in our previous work and its potential of adopting them in the context of digital communities of professional practices. Addressing these objectives can hopefully help us to understand, what the effects of digital professional teaching work environments on teaching practice and for teacher’s professional responsibility are, their social effects in everyday teacher work and their practice related knowledge? What capabilities, features or skills are enabling teachers to do so and what guidelines can help them to cope with the current changes? And ultimately, how workplaces, schools and universities can benefit from these ideas? We focus on both human social factors and digital material factors as being inherent to professional teaching and learning practice. We hereby build upon concepts derived from socio-cultural and socio-material theories which are currently not commonly used in the same context, such as: communities of practice which is popular in socio-cultural learning theories whereby the understanding of human development relies on the social world; and extending the community of practice with materiality whereby human development also involves the material world. We contribute with this paper by suggesting that our framework, drawing on concepts of two different but related learning theories is useful for further research, such as on the institutional and individual response to digital change in teaching and learning practice. We believe that our theoretical informed conceptual approach enables to inform an increased professionality of teaching professionals in times of digital work change, activates thinking about different concepts, a change of mindset or at least provide the guidelines for an improved understanding among those involved in teaching practice.
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Mukhalalati, Banan. "Analyzing the PharmD Programme at Qatar University (QU) Using the Theoretically Driven Communities of Practice Feamework (CoPF)." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2016. http://dx.doi.org/10.5339/qfarc.2016.hbpp2115.
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Mojta, Debbie. "Communities of practice." In the 32nd annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1027802.1027811.
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Feldman, J., D. Lee, and D. Thaw. "Communities of practice environment." In INTERNET SOCIETY 2006. Southampton, UK: WIT Press, 2006. http://dx.doi.org/10.2495/is060221.
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Drouin, Steven. "Micro-Communities of Practice." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570715.
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Van Goch, Merel M., Christel Lutz, and Livia M. Untaru. "Developing a shared syllabus template as a living document of inclusive practices in a teaching and learning community." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12967.
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Inclusive teaching and learning is central to our educational mission. In this project, we used a whole-institution approach to make our institution’s inclusive objectives concrete and specific. We aimed to develop ways to capture our own community’s goals and objectives in a ‘living document’, a syllabus template in which insights from educational literature on diversity and inclusion are presented alongside the voices and practices of members of our own community of practice (CoP). We created the syllabus template by using the literature to list elements of inclusive design, inclusive delivery, inclusive assessment, and learning-focused syllabi, then identifying examples of those elements in syllabi of local experienced practitioners, and deepening the good practices in interviews with the experienced practitioners. The final syllabus template presents authentic practices from local syllabi, with explanations of the relevance of those examples and reference to educational literature, links to teaching tools, and contact-information for individual colleagues. The shared syllabus template deliberately situates academic development within the practice of the local CoP. We found that even the most experienced practitioners find it challenging to work on inclusive practices, which is all the more reason to stimulate a collaborative approach.
Reports on the topic "Communities of Practice (CoPs)"
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Sible, Jill, Erica Echols, Kasey Richardson, and Hao Wang. Using Data to Fuel Inclusive Excellence at Virginia Tech. Ithaka S+R, May 2021. http://dx.doi.org/10.18665/sr.315527.
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In Fall 2020, the American Talent Initiative (ATI), an alliance of high-graduation-rate colleges and universities committed to expanding access and opportunity for low- and middle-income students, established its newest community of practice (CoP) focused on academic equity. Together, the 37 CoP members explore topics related to creating equitable academic communities. One such area of focus is how institutions can more effectively utilize data to enhance equity-related projects. In January 2021, members participated in a webinar discussion on this topic, during which CoP representatives presented on how they have leveraged data in their academic equity work. This case study builds on a presentation given by Dr. Jill Sible, Associate Vice Provost for Undergraduate Education and Professor of Biological Sciences at Virginia Tech, titled, “Using data to fuel inclusive excellence at Virginia Tech.”
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Schmidt-Sane, Megan, Tabitha Hrynick, and Eva Niederberger. Community Resilience: Key Concepts and their Applications to Epidemic Shocks. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/sshap.2021.003.
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The COVID-19 pandemic has exposed long-standing social inequalities and vulnerabilities, with the most disadvantaged and marginalised groups bearing the greatest health, social, and economic burdens. Beyond documenting these vulnerabilities, there is a need to mitigate them and support the resilience of marginalised communities. ‘Community resilience’ can bolster community capacity to cope with the pressures of various shocks; this brief explores how its concepts can be applied to epidemics. It reviews the grey and academic literature on different approaches to community resilience. It covers 1) terminology, 2) lessons from practice, 3) the context of community resilience, 4) a systems approach, and 5) key human and social capacities. Social justice, inequality, equity, and fairness are highlighted as themes in need of further development for resilience as it relates to epidemic preparedness and response. This brief was developed for SSHAP by IDS (led by Megan Schmidt-Sane with Tabitha Hrynick) with Anthrologica (Eva Niederberger).
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Schmidt-Sane, Megan, Tabitha Hrynick, and Eva Niederberger. Community Resilience: Key Concepts and their Applications to Epidemic Shocks. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/sshap.2021.027.
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The COVID-19 pandemic has exposed long-standing social inequalities and vulnerabilities, with the most disadvantaged and marginalised groups bearing the greatest health, social, and economic burdens. Beyond documenting these vulnerabilities, there is a need to mitigate them and support the resilience of marginalised communities. ‘Community resilience’ can bolster community capacity to cope with the pressures of various shocks; this brief explores how its concepts can be applied to epidemics. It reviews the grey and academic literature on different approaches to community resilience. It covers 1) terminology, 2) lessons from practice, 3) the context of community resilience, 4) a systems approach, and 5) key human and social capacities. Social justice, inequality, equity, and fairness are highlighted as themes in need of further development for resilience as it relates to epidemic preparedness and response. This brief was developed for SSHAP by IDS (led by Megan Schmidt-Sane with Tabitha Hrynick) with Anthrologica (Eva Niederberger).
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Schmidt-Sane, Megan, Tabitha Hrynick, and Eva Niederberger. Community Resilience: Key Concepts and their Applications to Epidemic Shocks. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/sshap.2021.026.
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The COVID-19 pandemic has exposed long-standing social inequalities and vulnerabilities, with the most disadvantaged and marginalised groups bearing the greatest health, social, and economic burdens. Beyond documenting these vulnerabilities, there is a need to mitigate them and support the resilience of marginalised communities. ‘Community resilience’ can bolster community capacity to cope with the pressures of various shocks; this brief explores how its concepts can be applied to epidemics. It reviews the grey and academic literature on different approaches to community resilience. It covers 1) terminology, 2) lessons from practice, 3) the context of community resilience, 4) a systems approach, and 5) key human and social capacities. Social justice, inequality, equity, and fairness are highlighted as themes in need of further development for resilience as it relates to epidemic preparedness and response. This brief was developed for SSHAP by IDS (led by Megan Schmidt-Sane with Tabitha Hrynick) with Anthrologica (Eva Niederberger).
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Tofaris, Elizabeth, ed. ESRC-FCDO Research for Policy and Practice: Education Accountability Relationships Between Schools, Communities, and Government in India. REAL Centre, University of Cambridge and The Impact Initiative, September 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii353.
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Chaudhary, R. P., S. H. Bhattarai, G. Basnet, K. P. Bhatta, Y. Uprety, L. D. Bhatta, R. Kotru, B. N. Oli, S. Khanal, and U. R. Sharma. Traditional Practice and Knowledge of Indigenous and Local Communities in Kailash Sacred Landscape, Nepal; ICIMOD Working Paper 2017/1. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.700.
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Chaudhary, R. P., S. H. Bhattarai, G. Basnet, K. P. Bhatta, Y. Uprety, L. D. Bhatta, R. Kotru, B. N. Oli, S. Khanal, and U. R. Sharma. Traditional Practice and Knowledge of Indigenous and Local Communities in Kailash Sacred Landscape, Nepal; ICIMOD Working Paper 2017/1. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.700.
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Walsh, Alex, and Ben Hassine. Mediation and Peacebuilding in Tunisia: Actors and Practice. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/k4d.2021.061.
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This Helpdesk Report is part mapping of the mediation and peacebuilding actors in Tunisia and part review of the available literature. There are a host of governmental and non-governmental organisations (NGOs) that are involved in the mediation of conflicts and peacebuilding, both in formal and informal ways. There is overlap in the principles and goals of peacebuilding and mediation; many organisations conduct both practices, intermingling them. Local, regional, national and international actors have applied mediation and peacebuilding to many different types of conflict in the past decade in Tunisia, involving varied parties. The case studies included in this rapid review cover conflicts relating to labour and the economy, the environment, basic services, constitutional/political disputes, and women’s rights. They involve local communities, the unemployed national and regional trade unions, civil society organisations (CSOs), national utility and mineral companies, and political parties.
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Sri, B. Translating medical evidence into practice: Working with communities and providers to promote active management of the third stage of labour. Population Council, 2009. http://dx.doi.org/10.31899/rh5.1020.
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Gorman- Murray, Andrew, Jason Prior, Evelyne de Leeuw, and Jacqueline Jones. Queering Cities in Australia - Making public spaces more inclusive through urban policy and practice. SPHERE HUE Collaboratory, November 2022. http://dx.doi.org/10.52708/qps-agm.
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Building on the success of a UK-based project, Queering Public Space (Catterall & Azzouz 2021), this report refocuses the lens on Australian cities. This is necessary because the histories, legacies and contemporary forms of cities differ across the world, requiring nuanced local insight to ‘usualise’ queerness in public spaces. The report comprises the results of a desk-top research project. First, a thematic literature review (Braun & Clarke 2021) on the experiences of LGBTIQ+ individuals, families and communities in Australian cities was conducted, identifying best practices in inclusive local area policy and design globally. Building upon the findings of the literature review, a set of assessment criteria was developed: – Stakeholder engagement; – Formation of a LGBTIQ+ advisory committee; – Affirming and usualising LGBTIQ+ communities; – Staff training and awareness; and – Inclusive public space design guidelines