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Journal articles on the topic 'Communities of practice'

To see the other types of publications on this topic, follow the link: Communities of practice.

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Pyrko, Igor, Viktor Dörfler, and Colin Eden. "Communities of practice in landscapes of practice." Management Learning 50, no. 4 (July 15, 2019): 482–99. http://dx.doi.org/10.1177/1350507619860854.

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The original formulation of communities of practice primarily focused on describing how learning, meaning, and identity within a community can translate into a sustained practice. Wenger-Trayner et al. elaborated the concept of landscapes of practice to describe how different communities of practice may interact, and belong to broader landscapes of practice, rather than rely exclusively on their own local situated practices. In this conceptual article, we apply the perspective of landscapes of practice to organizations. The first part of our argument is descriptive, and is aimed at developing a model of landscapes of practice in organizations. With regard to this model, we propose that practices can be seen as multilevel, including local situated practices, generic practices, and cultural fields. This, in turn, helps to clarify and organize a number of central concepts within the practice literature. The second part of our argument is prescriptive, as we suggest that landscapes of practice call for triple-legitimization of situated learning, meaning that legitimization is not only needed at the level of community and organization, but also by attending to the dynamically changing epistemic texture of the landscapes.

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2

Gammelgaard, Jens, and Thomas Ritter. "Virtual Communities Practice." International Journal of Knowledge Management 4, no. 2 (April 2008): 46–61. http://dx.doi.org/10.4018/jkm.2008040104.

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Sauve, Eric. "Communities of practice." eLearn 2007, no. 4 (April 1, 2007): 2. http://dx.doi.org/10.1145/1266879.1266883.

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4

Greenhalgh, T. "Communities of practice." BMJ 343, no. 23 2 (November 23, 2011): d7609. http://dx.doi.org/10.1136/bmj.d7609.

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Au, Kathryn H. "Communities of Practice." Journal of Teacher Education 53, no. 3 (May 2002): 222–27. http://dx.doi.org/10.1177/0022487102053003005.

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Wesley, Patricia W., and Virginia Buysse. "Communities of Practice." Topics in Early Childhood Special Education 21, no. 2 (April 2001): 114–23. http://dx.doi.org/10.1177/027112140102100205.

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7

MARASCO, CORINNE. "COMMUNITIES OF PRACTICE." Chemical & Engineering News 86, no. 36 (September 8, 2008): 63–76. http://dx.doi.org/10.1021/cen-v086n036.p063.

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Denscombe, Martyn. "Communities of Practice." Journal of Mixed Methods Research 2, no. 3 (July 2008): 270–83. http://dx.doi.org/10.1177/1558689808316807.

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Jenkins, Karen. "Communities of practice." Journal of Kidney Care 8, no. 6 (November 2, 2023): 296–98. http://dx.doi.org/10.12968/jokc.2023.8.6.296.

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10

Ishiyama, Nobutaka. "How can brokers in external communities of practice introduce external practices into internal communities of practice?" Japanese Journal of Administrative Science 26, no. 2 (2013): 115–32. http://dx.doi.org/10.5651/jaas.26.115.

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Bruns, Hille C. "Practice Change in Communities of Practice." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 18108. http://dx.doi.org/10.5465/ambpp.2019.18108abstract.

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12

MATHER, LYNN. "Communities of scholars and communities of practice." Journal of Law and Society 48, no. 1 (February 10, 2021): 25–39. http://dx.doi.org/10.1111/jols.12276.

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Raz, Aviad E. "Communities of practice or communities of coping?" Learning Organization 14, no. 4 (June 5, 2007): 375–87. http://dx.doi.org/10.1108/09696470710749281.

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Hefetz, Guy, and Dani Ben-Zvi. "How do communities of practice transform their practices?" Learning, Culture and Social Interaction 26 (September 2020): 100410. http://dx.doi.org/10.1016/j.lcsi.2020.100410.

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15

Marshall, Stefanie LuVenia, and Muhammad A. Khalifa. "Humanizing school communities." Journal of Educational Administration 56, no. 5 (August 6, 2018): 533–45. http://dx.doi.org/10.1108/jea-01-2018-0018.

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Purpose The purpose of this paper is to examine the role of instructional leaders in promoting culturally responsive practice in ways that make schooling more inclusive and humanizing for minoritized students and communities. Design/methodology/approach The data pull from a six-month long case study of a mid-sized, Midwestern school district that was attempting to implement culturally responsive leadership practices. After axial coding, findings emerged from interview data and field notes. Findings Instructional leaders can play significant and useful roles in promoting culturally responsive teaching and pedagogy in schools. Districts can establish positions in which instructional leaders can work to strengthen the culturally responsive pedagogy of every teacher in a district. Research limitations/implications This study has implications for both research and practice. Culturally responsive school leadership (CRSL) exists in multiple spaces and at various levels in a district. CRSL is not only a school-level function, but it can also be a district-level practice. Culturally responsive instructional leaders (in this case, not principals, but coaches) can have significant impact in promoting culturally relevant pedagogy. Originality/value This contribution moves beyond school leadership and examines how district leadership practices and decisions foster culturally relevant practices and the challenges in employing this equity work.

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Gray, Ivan, Jonathan Parker, Lynne Rutter, and Sarah Williams. "Developing communities of practice." Social Work and Social Sciences Review 14, no. 2 (January 1, 2010): 20–36. http://dx.doi.org/10.1921/174661010x537199.

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McAlister, Martha. "Emerging Communities of Practice." Collected Essays on Learning and Teaching 9 (June 20, 2016): 125. http://dx.doi.org/10.22329/celt.v9i0.4425.

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Communities of practice are emerging as an innovative approach to faculty development. While collaborative learning is becoming popular in the classroom, autonomy and individualism continue to dominate the culture of higher education for faculty. However, as we begin to recognize that old solutions to new problems are no longer effective, there is a growing desire for innovative engagement requiring the embrace of multiple perspectives. This takes the development of new habits of mind and discourse. For my dissertation, I engaged in a qualitative study with my colleagues where we experimented with generative approaches to dialogue in a community of practice. It became apparent that creating supportive, collegial spaces where we can explore beyond the edge of what we currently know can help us bridge across differences, harness the potential within diversity, and step into the emerging future. However, it also became apparent that this quality of dialogue is not easy.

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18

Küpers, Wendelin. ""Communities-of-Practice" (Praxisgemeinschaften)." WiSt - Wirtschaftswissenschaftliches Studium 32, no. 10 (2003): 610–12. http://dx.doi.org/10.15358/0340-1650-2003-10-610.

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19

Walker, Kate E. "Communities of musical practice." Ethnomusicology Forum 26, no. 2 (May 4, 2017): 281–83. http://dx.doi.org/10.1080/17411912.2017.1329022.

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20

Turner, Simon. "Recalling communities of practice." Journal of Health Services Research & Policy 22, no. 1 (June 23, 2016): 65–67. http://dx.doi.org/10.1177/1355819616649212.

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Frehywot, Seble, Fitzhugh Mullan, Yianna Vovides, Kristine Korhumel, Selamawit Bedada Chale, Alexandra Infanzon, Elsie Kiguli-Malwadde, and Francis Omaswa. "Building Communities of Practice." Academic Medicine 89, Supplement (August 2014): S45—S49. http://dx.doi.org/10.1097/acm.0000000000000349.

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Kranendonk, Remco P., and Paul H. Kersten. "Midlife Communities of Practice." American Behavioral Scientist 50, no. 7 (March 2007): 946–57. http://dx.doi.org/10.1177/0002764206298320.

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23

van Rensburg, Wilhelm. "Assessing communities of practice." Education as Change 9, no. 1 (July 2005): 1–2. http://dx.doi.org/10.1080/16823200509487099.

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24

Macgregor, S. Kim, and Cynthia B. Vavasseur. "Online Communities of Practice." Journal of School Leadership 25, no. 4 (July 2015): 758–89. http://dx.doi.org/10.1177/105268461502500407.

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25

Wagner, Ina. "Connecting communities of practice." Women's Studies International Forum 17, no. 2-3 (March 1994): 257–65. http://dx.doi.org/10.1016/0277-5395(94)90032-9.

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26

Kerno, Jr., Steven J. "Tapping Communities of Practice." Mechanical Engineering 130, no. 10 (October 1, 2008): 22–27. http://dx.doi.org/10.1115/1.2008-oct-1.

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This article discusses about engineers who by nature have an insatiable need to learn. Regardless of specialty, engineers are often most comfortable in an environment that includes like-minded individuals who are not afraid to push the limits to achieve something new or original. Whether they are designing the architecture for the next generation of computer chips, evaluating the barriers that must be overcome to allow human travel to Mars, or reducing the costs of staple items to raise the standard of living in an emerging nation, engineers are constantly learning, with society reaping the rewards of their efforts. Communities of practice have potential benefits for everyone involved practitioners, the organizations they work for, and the engineering profession as a whole. Communities of practice exist in nearly every organization, whether or not they are formally recognized. Companies and their management must not expect a community of practice to be the magic solution to a business problem. Inappropriate application and cooptation of communities of practice by managers can be especially damaging.

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27

Chambers, E., J. Parker, and M. Gregory. "Editorial: Communities of Practice." Arts and Humanities in Higher Education 1, no. 2 (October 1, 2002): 123–24. http://dx.doi.org/10.1177/1474022202001002001.

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28

Orders, Amy. "Cultivating communities of practice." Journal of Chemical Health and Safety 20, no. 3 (May 2013): 44–45. http://dx.doi.org/10.1016/j.jchas.2013.03.426.

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29

Lambrev, Veselina S. "Consultancy Communities of Practice." Impacting Education: Journal on Transforming Professional Practice 8, no. 4 (September 5, 2023): 11–19. http://dx.doi.org/10.5195/ie.2023.331.

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The last two decades have witnessed an ongoing effort to re-design the education doctorate to prepare practitioners to conduct research as a key aspect of their practice. As part of the reform, Carnegie Project on the Education Doctorate (CPED) members have tried to ensure the delivery of a relevant practice-based curriculum that prepares practitioners to respond to local needs. This article examines how one U.S. EdD program uses a practice-based pedagogy, called the Group Consultancy Project, to develop students as scholarly practitioners, that is, educational leaders who conduct research to enact positive societal changes. The analysis draws from final consultancy reports and from the responses of 11 students in three consultancy projects. By examining how students learned within the projects, the study reveals that the consultancy model cultivated communities of practice that moved students from a practice community toward a community of scholars and researchers.

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Gray, Ivan, Jonathan Parker, Lynne Rutter, and Sarah Williams. "Developing communities of practice." Social Work and Social Sciences Review 14, no. 2 (December 20, 2012): 20–36. http://dx.doi.org/10.1921/swssr.v14i2.491.

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Social work in the UK has undergone a period of momentous change in the last decade with the introduction of a ‘modernising agenda’ that has increased managerial approaches to the organisation, development and delivery of services. These approaches are embedded and social workers and social work managers must find ways of working within them to synthesise appropriate responses that promote the values and cultural heritage of social work within the new context. This paper considers the possibilities offered by communities of practice to develop learning organisations in which a managed and participatory approach to social work and social care can be generated. A super-ordinate model of contending learning cultures is developed and used to create a blue print for practice that draws on a range of management and professional theories and perspectives.Successful involvement of people who use services is identified as a key feature of a more advanced approach to leading a community of practice and the effectiveness of supervision is seen as dependent on the development of a community. The approach offers a strategy for first line and middle managers to develop team effectiveness and improve services that is robust and not dependent on organisational initiatives and cultures.

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31

Mallo, Daniel, Armelle Tardiveau, and Rorie Parsons. "Design activism: catalysing communities of practice." Architectural Research Quarterly 24, no. 2 (June 2020): 100–116. http://dx.doi.org/10.1017/s1359135520000184.

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Over the last decade, we have witnessed renewed interest in design as a socially engaged practice. Much of the debates around ‘social design’ point towards myriad approaches and disciplinary fields interwoven with grass-roots initiatives and social movements. Among these, design activism has gained traction as critical spatial practice that operates on the fringes of commercial and institutional spheres.The temporal, spatial and experimental nature of design activism is well delineated in scholarship but its long-term effect on everyday urban environments remains elusive. Moreover, the influence of design activism on socio-spatial dynamics is indeed largely under researched. By mobilising social practice theory, this paper proposes a novel theorisation of design activism that sheds light on the social formations and collective practices catalysed through the activist impulse. This ontological shift embraces an understanding of the socio-material world through practice. Such characterisation of design activism underscores collective moments of integration of the constitutive elements of practice, encapsulated by Shove, Pantzar and Watson as ‘material, competence and meaning’.The authors' own empirical research, funded by the Economic and Social Research Council (ESRC) in the UK, reveals design activism as necessarily intertwined with other everyday practices – gardening, celebrating, playing – that coalesce around a shared sense of citizenship. It also advances the role of design activism in forging communities of practice: mutually supportive and self-sustaining groups emerging out of the personal relations sustained and organised around a practice of place making.

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32

Strobel, Johannes. "Communities of reflection-practice and clash of communities." ACM SIGGROUP Bulletin 24, no. 3 (December 2003): 50–54. http://dx.doi.org/10.1145/1052829.1052841.

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33

Sims, Julian M. "Communities of practice: Telemedicine and online medical communities." Technological Forecasting and Social Change 126 (January 2018): 53–63. http://dx.doi.org/10.1016/j.techfore.2016.08.030.

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34

Jarke, Juliane. "Community-based evaluation in online communities." Information Technology & People 30, no. 2 (June 5, 2017): 371–95. http://dx.doi.org/10.1108/itp-03-2015-0046.

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Purpose The idea of “best practice” is very much built into information systems and the ways in which they organise and structure work. The purpose of this paper is to examine how “best practice” may be identified (produced) through a community-based evaluation process as opposed to traditional expert-based evaluation frameworks. The paper poses the following research questions: how does “best practice” (e)valuation in online communities differ depending on whether they are produced by community members or experts? And what role play these two practices of valuation for online community performance? Design/methodology/approach The paper is based on a three-year ethnographic study of a large-scale online community initiative run by the European Commission. Participant observation of online and offline activities (23 events) was complemented with 73 semi-structured interviews with 58 interviewees. The paper draws on Science and Technology Studies, and in particular actor-network theory. Findings Promoting the idea of “best practice” is not just an exercise about determining what “best” is but rather supposes that best is something that can travel across sites and be replicated. The paper argues that it is crucial to understand the work performed to coordinate multiple practices of producing “best practice” as apparatuses of valuation. Hence if practices are shared or circulate within an online community, this is possible because of material-discursive practices of dissociation and association, through agential cuts. These cuts demarcate what is important – and foregrounded – and what is backgrounded. In so doing new “practice objects” are produced. Research limitations/implications The research was conducted in the European public sector where participants are not associated through shared organisational membership (e.g. as employees of the same organisation). An environment for determining “best practice” that is limited to an organisation’s employees and more homogeneous may reveal further dynamics for “best practice” production. Practical implications This paper sheds light on why it is so difficult to reach commensuration in crowd-sourced environments. Originality/value The paper provides an analysis of how online community members collaborate in order to identify relevant and meaningful user-generated content. It argues that “best practice” is produced through a process of commensuration.

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35

Akoumianakis, Demosthenes. "Practice‐oriented toolkits for virtual communities of practice." Journal of Enterprise Information Management 22, no. 3 (April 17, 2009): 317–45. http://dx.doi.org/10.1108/17410390910949742.

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36

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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37

Grout, Gwyn. "What are communities of practice?" Nursing Older People 34, no. 2 (April 5, 2022): 15. http://dx.doi.org/10.7748/nop.34.2.15.s6.

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38

Supovitz, Jonathan A. "Developing Communities of Instructional Practice." Teachers College Record: The Voice of Scholarship in Education 104, no. 8 (December 2002): 1591–626. http://dx.doi.org/10.1177/016146810210400805.

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Many reforms today—including the small schools movement, efforts to build small learning communities, and teacher teaming structures—are based on the theory that organizing schools into smaller educational environments will help to build more collaborative and collegial communities of teachers, providing them with the autonomy and motivation to make better curricular and pedagogical decisions in the interests of their students and therefore improving student learning. Using multiple sources of data from a 4-year evaluation of a team-based schooling initiative in a medium-sized urban district, this study tests many of the assumptions underlying this theory. The results suggest that although these types of organizational reforms may succeed in improving the culture within which teachers teach, they alone are unlikely to improve instruction and student learning. The communities that develop are often not communities engaged in instructional improvement. For teacher communities to focus on instructional improvement, the author argues that communities need organizational structures, cultures of instructional exploration, and ongoing professional learning opportunities to support sustained inquiries into improving teaching and learning.

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39

Billings, Diane M. "Online Communities of Professional Practice." Journal of Nursing Education 42, no. 8 (August 2003): 335–36. http://dx.doi.org/10.3928/0148-4834-20030801-03.

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40

Sultana, Carl-Mario. "Educating through Communities of Practice." Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II 6, no. 2 (December 1, 2016): 5. http://dx.doi.org/10.15633/pch.1866.

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Sterrett, Susan E., Susan R. Hawkins, Mark L. Hertweck, and Jodi Schreiber. "Developing Communities of Interprofessional Practice." Nurse Educator 40, no. 1 (2015): E1—E4. http://dx.doi.org/10.1097/nne.0000000000000109.

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42

Plumb, Donovan. "Communities of practice: critical perspectives." Studies in Continuing Education 31, no. 2 (July 2009): 199–202. http://dx.doi.org/10.1080/01580370902927360.

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Kerno, Steven J., and Stephanie L. Mace. "Communities of Practice: Beyond Teams." Advances in Developing Human Resources 12, no. 1 (February 2010): 78–92. http://dx.doi.org/10.1177/1523422310365341.

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Kerno, Steven J. "Limitations of Communities of Practice." Journal of Leadership & Organizational Studies 15, no. 1 (August 2008): 69–78. http://dx.doi.org/10.1177/1548051808317998.

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Bogatić, Katarina, and Verity Campbell-Barr. "Communities of practice supporting professionals." Early Years Educator 19, no. 7 (November 2, 2017): 14–16. http://dx.doi.org/10.12968/eyed.2017.19.7.14.

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Byron Anderson, E. "Communities of Musical Practice: Introduction." Liturgy 33, no. 4 (October 2, 2018): 1–4. http://dx.doi.org/10.1080/0458063x.2018.1478574.

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Fox, Lee. "Communities and Home Care Practice." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 15, no. 8 (August 1997): 567–70. http://dx.doi.org/10.1097/00004045-199708000-00014.

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Hara, Noriko, and Thomas M. Schwen. "Communities of Practice in Workplaces." Performance Improvement Quarterly 19, no. 2 (October 22, 2008): 93–114. http://dx.doi.org/10.1111/j.1937-8327.2006.tb00367.x.

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Roberts, Joanne. "Limits to Communities of Practice." Journal of Management Studies 43, no. 3 (May 2006): 623–39. http://dx.doi.org/10.1111/j.1467-6486.2006.00618.x.

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McArthur, Sally L. "Journals as communities of practice." Biointerphases 15, no. 3 (May 2020): 030201. http://dx.doi.org/10.1116/6.0000348.

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