Communities of practice in Academe (CoP-iA) : understanding academic work practices to enable knowledge building capacities in corporate universities

A form of voluntary workplace engagement, communities of practice are characterised in literature as providing entities with the potential to harness the multiplier effects of collaborative processes by building on informal networks within entities. As knowledge building and sharing institutions it would be reasonable to presume that communities of practice activities have been embraced to facilitate a level of connectedness and engagement in a university context. However, evidence from the Australian higher education environment suggests that the enlistment of communities of practice processes by universities faces a number of challenges that are peculiar to academe. We suggest that academic knowledge work practices are significantly different from the business/industry related applications of communities of practice and that an understanding of the unique aspects of such practices, together with the impediments posed by a 'corporate university' model, require acknowledgment before the knowledge building and sharing aspects of communities of practice activities in academia can emerge.

Sustainability in online communities of practice : the case study of a group of Secondary School Educators in Victoria

This paper reports on Information Technology (IT) secondary school educators in Victoria and their involvement in an online community of practice. It examined the social effects of the online mailing list technology on their participation and factors that influenced their collaboration with other colleagues. In mapping these elements, the motivations of educators and the effects on online communities of practice can be distilled and then used to build and sustain other architectures of participation. It was found that mailing list subscribers seem to trade a currency of support, thoughts, ideas and answers, which helped them in their day-to-day teaching. Online communities of practice provide a convenient way to keep up professional networks while continuing to stay abreast with subject specific knowledge and skills. The findings of this case study may be generalised to other educational mailing lists to guide designers and managers and inspire educators to join and ultimately benefit from these text based online environments.

Exploring online communities of practice for biology teachers in Botswana

This study, which sought to determine the potential of an online community of practice among biology teachers in Botswana, has identified teacher level, school level and systemic influences as shaping the process and outcome of an online intervention into a teacher professional development programme run by the University of Botswana.

The suburbanisation of the coastal communities of Sorrento and Queenscliff : measuring the effects of overdevelopment.

Architecture is often read as a marker of change. The Victorian towns of Sorrento and Queenscliff are undergoing immense change as a result of rapid modernisation and building due to the ‘sea-change’ phenomenon. It has been argued that this is adversely affecting place, diminishing ‘sense of place’, destroying neighbourhood character and leading to unsustainable development. Planning strategies such as Melbourne 2030 have exacerbated this trend by advocating increasing population densities without regard to specific local environmental or historical conditions. Richard Neville comments generally that ‘Architecture is a lightning rod for passions about community, development, taste and lifestyle. Few issues engage and enrage people more than development – whether a prominent public site … or a more local issue such as housing design or density.’ Anecdotally the increase in building footprint is one measure of cultural lifestyle change that has occurred in the last half century in the coastal areas of the Mornington and Bellarine Peninsulas. While the change from the 1950s ‘fibro shack’ to the 2000s supersize ‘McMansion’ in Sorrento and Queenscliff demonstrates increasing prosperity and sophistication, these developments show little awareness of the local coastal landscape or place identity. If the impacts of this ‘sea change’ phenomenon on place are to be considered as more than anecdotal, ways of evaluating these impacts are required. Monitoring and documenting the impact of changes to place will enable the researchers to quantify overdevelopment as site specific and recommend that modern planning schemes need to value and address place differently.

IT support for communities of practice in organizational settings

Communities of Practice (CoPs) are increasingly being seen as innovative and creative value adding entities in organisations. Their contributions in the sharing of perspectives and context, support of learning processes and creating a social and communal identity, yield invaluable knowledge exchanges. With the advent of internetworking, the boundaries of organisational settings are broadened. This is particularly significant to CoPs as they can continue their ways of working, work practices, social engagement and connectivity in these settings, harnessing Information Technology (IT). This paper reports on early findings from an ongoing investigation into ways in which IT can support practices and knowledge exchange processes of CoPs in organisational settings.

Japanese lesson study : teacher professional development through communities of inquiry

Japanese Lesson Study has come under increasing attention from educators in the West and throughout South-East Asia since it was revealed outside Japan through the release of the TIMSS Video Study. In this paper we argue that Japanese Lesson Study provides a model for large scale, sustainable professional development. In particular, we draw on our own experience of Japanese Lesson Study and the research literature to describe its characteristic features and examine some of the cultural assumptions that underpin its implementation.

Creating communities that lead to retention : the social worlds and communities of umpires

Umpires (referees) are essential for sport competition, yet many sports report difficulty in recruiting and retaining umpires. Therefore, this research sought to better understand what experiences will ensure continued participation in umpiring. Previous literature suggests that the communities created are vital to umpire retention. Thus, the aim of this research was to identify the factors that lead to, or detract from sense of community for umpires. Twenty-two Australian Rules football umpires were interviewed using a semi-structured approach. This study revealed that Lack of Administration Consideration, Inequity (specifically related to remuneration and resources), Competition, Common Interest (specifically in the sport, interactions within football community, and/or within social spaces) impacted the development of sense of community for umpires. This study demonstrates that as umpires move through their careers, the outcome of the noted factors to enhance or detract from sense of community change. Implications for umpire education, accreditation, and management aimed at retaining umpires are discussed.

Communities of memory? The Jewish holocaust museum and research centre, Melbourne

The Jewish Holocaust Museum and Research Centre (JHC), Melbourne, opened in 1984. Through the support of large numbers of Jewish people, it has become an impmiant part of their lives as they age, a place of solace and memorialisation. It is a second home for some, providing networking support within and between the different Jewish ethnic communities. This paper will draw on the JHC's ever growing videotestimony collection as well as oral interviews on the roles played by Melbourne survivor volunteers and others in developing the Centre. The survivors have experienced many different aspects of the Holocaust, have come from all over Europe and elsewhere, and 1 are sometimes culturally very different. It will discuss the role played by the various social and cultural communities in creating and responding to the JHC and the success they have had in establishing 'communities of memory' or, alternatively, representing and 1 contextualising the various social and cultural communities.

Communities of inquiry: developing digital literacies in teachers and students

Teachers’ and students’ classroom work is increasingly described as knowledge work conducted in a in a rapidly changing globalised, digital world. To enable teachers to effectively support students in the shifting contexts created by constantly emerging new technologies, teacher professional learning has gained prominence as a priority area in education (Yates, 2007). This paper reports on research into teacher and student learning of digital literacies within the context of a project undertaken by a university and an educational authority. The professional learning project was designed to enable practising teachers to engage their students with digital literacies.The project seeks to offer innovative, differentiated professional learning by combining the concept of a collaborative learning community with structures of distributed leadership and processes of inquiry learning. The mixed methods research explored teacher and student learning through online surveys and case studies. Initial findings indicate that teacher agency, knowledge creation and commitment to sustained pedagogical change were fostered through inter- and intra-school communities of inquiry. Purposeful development of digital tools, within the context of teacher inquiry, collaboration and distributed leadership, led to increased and discerning use of these tools by teachers. As a result students had greater school-based access to digital tools and teachers and students worked collaboratively to develop their digital literacies.

Creating communities of practice : scoping purposeful design

Purpose – This paper seeks to scope the nature and form of practices, understandings and institutional arrangements that might contribute to the successful “design” and continuity of Communities of Practice (CoP) in a state government department in Australia. The study aims to provide research evidence to support the design and establishment of a CoP based on systems thinking within this department. Design/methodology/approach – A total of 13 semi-structured interviews were undertaken involving 14 informants. The interviewer also attended one CoP meeting. An emergent approach to research design was adopted with data analysis guided by previous studies on CoPs. Findings – The research revealed the existence of six CoPs that were purposefully created internally by the department. Six “design” and practice considerations were suggested for practitioners aiming to create and sustain successful CoPs. Research limitations/implications – Interview material was the only source of primary data and it was gathered from one organisation only – a state government department in Australia. Findings indicate that the role of the CoP coordinator is still not fully understood. Practical implications – The results from this study can be used in re-designing a systems thinking CoP to support systems thinking within the department. The study also revealed that purposefully designing CoPs is possible and useful for practitioners aiming to collaborate and share expertise across disciplinary and divisional boundaries. Originality/value – This study provides some guidance for the purposeful design of CoPs, which has been under-examined in the literature.