Community of Practice Behaviors and Individual Learning Outcomes

Neufeld, Derrick J.; Fang, Yulin; Wan, Zeying

doi:10.1007/s10726-012-9284-8

Cited by 20 publications

(11 citation statements)

References 41 publications

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“…This literature emphasizes learning through participation in communities of practice, or informal groups of people who have a shared interest and profession (Tähtinen, Ryan, & Holmlund, 2016; Wenger & Snyder, 1999). In doing so, it highlights how learning is facilitated when participants share a common vocabulary, know what is important for others, are engaged in the success of others within the community, and have frequent interactions (Neufeld, Fang, & Wan, 2013). The benefits of situated learning have been documented in many different settings such as public–private partnerships, creation of online communities, collaboration across different departments in big firms, and professionalization of a PhD program (McLoughlin, Patel, O’Callaghan, & Reeves, 2018; Neufeld et al, 2013).…”

Section: Learning In Retail Educationmentioning

confidence: 99%

Bridging Theory and Practice in an Applied Retail Track

Lange

Rosengren

Colliander

et al. 2018

Journal of Marketing Education

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Business schools are under increasing pressure not only to provide students with theoretical insights and frameworks but also to combine academic learning with practical understanding and skills (Cadotte, 2016). For example, at the NRF Big Show in January 2017, several leading retail professionals, including Macy's CEO Terry J. Lundgren, highlighted the need for closer collaboration between academia and practice. This need, Lundgren claimed, has increased due to the fast-paced changes in contemporary retail practice. A vast literature has noted the gap between academic curricula and practical needs of the marketplace (e.g.

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Section: Learning In Retail Educationmentioning

confidence: 99%

Bridging Theory and Practice in an Applied Retail Track

Lange

Rosengren

Colliander

et al. 2018

Journal of Marketing Education

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“…9 Individuals participate in CoPs to learn practical knowledge from one another, and to accomplish shared objectives. 15 Regarding the responsibility of medical universities in the field of education and health, as well as the diversity of educational trends and complexity of the nature of education in the field of medical sciences, having a systematic approach to health-related topics is necessary. Because it is not possible to achieve all these facets through formal education alone, creating and fostering CoPs at medical universities is an effective way to address these complex needs due to the semi-formal nature of these communities.…”

Section: Introductionmentioning

confidence: 99%

Developing Communities of Practice Model to Enhance Knowledge and Improve Learning among Faculty Members (Case Study: Tabriz University of Medical Sciences)

2018

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Background: Due to the importance of the teaching and learning process in medical sciences,it is necessary to provide an appropriate context to facilitate knowledge sharing. Communities of practice (CoPs) is one strategy for sharing explicit knowledge and learning among individuals.This research aimed to develop CoPs model at Tabriz University of Medical Sciences. Methods: This descriptive-survey research was conducted on 245 faculty members selected through a simple random sampling method at Tabriz University of Medical Sciences who had the rank of professor, associate professor and assistant professor in the 2017-2018 academic year. An exploratory factor analysis (EFA) was performed by analyzing main components that were verified by a confirmatory factor analysis (CFA). The reliability of components was calculated using Cronbach’s alpha. Results: The CoPs model consists of six components including participatory leadership, goals/aims, boundary and size, interactions, formal structures, and informal structures. There was a significant relationship observed between all components. The strongest correlations were observed between the boundary-size and interactions (0.85), goals/aims and leadership(0.78), and informal structure and leadership (0.76). In examining the relationships between each component, the strongest correlation was found between CoPs and informal structure(0.88), participatory leadership (0.87), and interactions (0.85) and the weakest relationship was observed between formal structure and CoPs (0.61). Results of determining fit indices indicated validity of the CoPs model (χ2/df =2.69, CFI= 0.92, IFI= 0.92, NFI= 0.88, RMSEA= 0.09). Conclusion: university managers using this model and strengthening the informal aspects of existing communities increase the possibility of faculty members’ interactions from different units and having them participate in decision making related to teaching and learning processes to take effective steps towards academic development of this university.

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“…2 These communities offer a new vision and approach to develop a learning organization 3 and a structural solution to promote knowledge development, learning and performance. 4 CoPs have been identified as an effective method to extract and disseminate tacit knowledge. 5 As a vehicle for learning, a CoP is a place where people generate new knowledge that both increases knowledge and facilitates the flow of knowledge capital in an organization.…”

Section: Introductionmentioning

confidence: 99%