Communities of practice in construction case study organisations: questions and insights

Purpose – At the heart of knowledge management (KM) are the people – an organisation's important knowledge asset. Although this is widely acknowledged, businesses seldom understand this axiom in terms of the communities through which individuals develop and share the capacity to create and use knowledge. It is the collective learning that takes place within the social systems, i.e. communities of practice (CoP) that are of particular significance to an organisation from a KM perspective. This paper aims to review, critique, and raise some pertinent questions on the role of CoPs; and with the help of case studies shed light on the “goings-on” in construction practices. Design/methodology/approach – After critically reviewing the literature on CoPs and querying some underlying assertions, this research investigates how these issues are addressed in practice. A case study approach is adopted. Three organisations operating in the construction sector are interviewed for the purpose of this paper. Findings – Case study findings highlight the potential challenges and benefits of CoPs to a construction organisation, the role they play in generating and delivering value to the organisation and their contribution towards the collective organisational intelligence. From the findings, it is clear that the question is not whether communities exist within organisations, but how they deliver value to the organisation. From an organisational perspective, the key challenge is to provide an environment that is conducive to developing and nurturing such communities as opposed to merely creating them. Practical implications – Challenges and benefits demonstrated through the case studies should be taken in context. The findings are not intended to be prescriptive in nature, but are intentionally descriptive to provide contextual data that allow readers to draw their own inferences in the context of their organisations. They should be applied taking into account an organisation's unique characteristics and differentiators, the dynamics of the environment in which it operates and the culture it harbours within. Originality/value – Investigating the role of CoPs in the context of case study construction organisations forms the prime focus of this paper.

Establishing a sexual identity: case studies of learners with autism and learning difficulties

The physical and emotional changes that occur in adolescence are part of the process of sexual maturity. These changes occur irrespective of ability and are often aligned with psychological and social factors. When the nature of a disability has an inherent limitation in social awareness, as is the case for individuals with autism, the achievement of personal sexual identity can become much more complex. Challenges in supporting individuals in this respect can be caused by the sensitive aspects of inappropriate behaviour, the abstract nature of teaching the topic, and the general reluctance on the part of parents and staff to discuss sexuality in individuals with disabilities. This article explores how a residential school addressed this gap. It provides details of how this need was met for seven students and the process undertaken to involve staff, parents and other stakeholders to establish ongoing support.

L2 performance and context of language learning: a comparative study of learners in Tehran and London

The importance of learning context has stirred debates in the field of second language acquisition over the past two decades since studying a second language (L2) abroad is believed to provide authentic opportunities that facilitate L2 acquisition and development. The present paper examines whether language performance of learners studying English in a formal language classroom context at home (AH) is different from performance of learners who study English abroad (SA) where they would have to use English for a range of communicative purposes. The data for this comparative study is part of a larger corpus of L2 performance of 100 learners of English, 60 in Tehran and 40 in London, on four oral narrative tasks. The two groups’ performances are compared on a range of different measures of fluency, accuracy, syntactic complexity and lexical diversity. The results of the analyses indicate that learners in the two contexts are very similar with respect to the grammatical accuracy and aspects of the oral fluency of their performance. However, the SA group appears to have benefited from living and studying abroad in producing language of higher syntactic complexity and lexical diversity. These results have significant implications for language teaching in AH contexts.

Using developmental evaluation methods with communities of practice

Purpose This research explored the use of developmental evaluation methods with community of practice programmes experiencing change or transition to better understand how to target support resources. Design / methodology / approach The practical use of a number of developmental evaluation methods was explored in three organisations over a nine month period using an action research design. The research was a collaborative process involving all the company participants and the academic (the author) with the intention of developing the practices of the participants as well as contributing to scholarship. Findings The developmental evaluation activities achieved the objectives of the knowledge managers concerned: they developed a better understanding of the contribution and performance of their communities of practice, allowing support resources to be better targeted. Three methods (fundamental evaluative thinking, actual-ideal comparative method and focus on strengths and assets) were found to be useful. Cross-case analysis led to the proposition that developmental evaluation methods act as a structural mechanism that develops the discourse of the organisation in ways that enhance the climate for learning, potentially helping develop a learning organization. Practical implications Developmental evaluation methods add to the options available to evaluate community of practice programmes. These supplement the commonly used activity indicators and impact story methods. 2 Originality / value Developmental evaluation methods are often used in social change initiatives, informing public policy and funding decisions. The contribution here is to extend their use to organisational community of practice programmes.

Behavioral suites mediate group-level foraging dynamics in communities of tropical stingless bees

Competition for floral resources is a key force shaping pollinator communities, particularly among social bees. The ability of social bees to recruit nestmates for group foraging is hypothesized to be a major factor in their ability to dominate rich resources such as mass-flowering trees. We tested the role of group foraging in attaining dominance by stingless bees, eusocial tropical pollinators that exhibit high diversity in foraging strategies. We provide the first experimental evidence that meliponine group foraging strategies, large colony sizes and aggressive behavior form a suite of traits that enable colonies to improve dominance of rich resources. Using a diverse assemblage of Brazilian stingless bee species and an array of artificial ""flowers"" that provided a sucrose reward, we compared species` dominance and visitation under unrestricted foraging conditions and with experimental removal of group-foraging species. Dominance does not vary with individual body size, but rather with foraging group size. Species that recruit larger numbers of nestmates (Scaptotrigona aff. depilis, Trigona hyalinata, Trigona spinipes) dominated both numerically (high local abundance) and behaviorally (controlling feeders). Removal of group-foraging species increased feeding opportunities for solitary foragers (Frieseomelitta varia, Melipona quadrifasciata and Nannotrigona testaceicornis). Trigona hyalinata always dominated under unrestricted conditions. When this species was removed, T. spinipes or S. aff. depilis controlled feeders and limited visitation by solitary-foraging species. Because bee foraging patterns determine plant pollination success, understanding the forces that shape these patterns is crucial to ensuring pollination of both crops and natural areas in the face of current pollinator declines.

Phytophthora cinnamomi in native vegetation communities of southern Victoia - morphological variation and paragyny among isolates

Morphology has often been used as an indicator of variability within species. The present study investigated morphological and physiological characteristics of isolates of Phytophthora cinnamomi collected from diseased vegetation communities at Anglesea, Victoria, and isolates collected from other regions in the State. Characteristics studied included growth rate on potato-dextrose agar (PDA), corn-meal agar and V8-juice agar at 24°C, growth rate on V8 agar at 15°C, colony morphology on PDA, sporangial and gametangial morphology, sporangial production and mating type. Phenotypic variation was demonstrated in radial growth rate, colony morphology and sporangial dimensions. Sporangial and oogonial dimensions and sporangial production were not significantly different between isolates from different geographical regions. All isolates were found to be of the A2 mating type suggesting variation was derived asexually. Paragynal associations, in an organism characteristically defined as amphigynal, were observed following crossing with A1 isolates. This is the first such study undertaken in southern Victoria. The findings highlight the importance of appropriate management of an area of such high conservation value as the Anglesea Heath to contain the current infection and to prevent introduction of new isolates into the area.

Communication dynamics : discussion boards, weblogs and the development of communities of inquiry in online learning environments

Online learning environments (OLEs) are now critical to teaching and learning across Australian higher education. Their influence impacts on the availability of content, the design of courses and, perhaps most pedagogically significantly, the nature of communication. The discussion board is the ubiquitous communication tool within these OLEs and hence significantly shapes the kind of communication that takes place. In light of this, the degree to which a successful community of inquiry can be facilitated through the use of discussion boards is examined and compared to the possibilities afforded by weblogs in the same role. Weblogs, it is argued, offer new opportunities in the development of social, cognitive and teacher presence online and should be considered in the development of or alongside established OLEs.

Designing for online communities of learning

This paper will explore the development of online learning communities among postgraduate students at Deakin University who were studying while working. The main objective of the research project being discussed here was to identify impediments to the development of online communities of learning and to suggest how these may be overcome so that students could benefit from the enhancements that online learning communities bring to communities of practice in students' workplaces. While communities of practice develop quite naturally among people working in the same physical space, as people learn from each other as they carry out their tasks at work, they are more difficult to establish in an online setting. Interviews were carried out with students and teachers and the data collected are described. Differing designs of courses, particularly the role of the teacher and the size of the classes, are considered and learning community development in both blended and distance learning environments are discussed.