Organising communities‐of‐practice: facilitating emergence

Abstract

PurposeThe notion of communities of practice (CoP) has received great attention in educational and organisational practice and research. Although the concept originally refers to collaborative practices that emerge naturally, educational and HRD practitioners are increasingly searching for ways to create these practices intentionally in order to stimulate learning and professional development in specific fields. This paper aims to gain insight into ways in which communities of practice can be deliberately organised.Design/methodology/approachThe study concerns a multiple case study of the deliberate initiation of 15 communities of practice of small and medium‐sized companies in the tourist sector, located in seven European countries. The analysis focuses on how meaningful, shared and coordinative activity is organised in each of the 15 cases. A multiple case study allowed for comparison between the various cases in order to target fruitful conditions and actions in organisation processes.FindingsIn the initiation of a CoP it is important that before an outsider starts to organise and coordinate activities questions such as “How are we relevant to one another?” and “Who are we and where are we going?” are answered first, and by the group itself. These questions relate to the development of meaningful activity (domain) and of shared activity (community). Following this, any coordinative system, any practice, should be subordinated to the motives of the group.Originality/valueBesides identifying various actions for human resource developers who aim to apply the concept of CoP in professional work, the study contributes to the scientific formulation of pedagogical notions around communities of practice.

Work engagement in health professions education

“…Besides a common goal, it is necessary that members of such a community share activities to actually feel connected (Wenger 1998;Akkerman et al 2008). Paying specific attention to these concepts in faculty development programs could further enhance social support and the resultant feeling of relatedness and competence.…”

What’s in a name: dimensions of social learning in teacher groups

“…If groups aim at the development of shared goals, it is suggested to ensure group ownership rather than individual ownership of the direction of group activities (Akkerman, Petter, & De Laat, 2008). When no shared agenda is defined, a lack of mutual trust or understanding can arise within the group.…”

“…Such working conditions promote teachers' collective reflection and open dialogue and enhance group learning (Ohlsson, 2013). Participants of a group that already have a shared history (Akkerman et al, 2008) are more likely to recognize a shared vision consisting of joined needs and interests (Garcia-Moralez, Lopez-Martin, & Llamas-Sanchez, 2005).…”

“…and (2) 'Who are we and where we are going?' (Akkerman et al, 2008). When the group facilitator discusses these questions at an earlier stage with group members, a meaningful, shared context within the group develops with the promise of a development towards an active, self-regulating group.…”

SOAP in practice: learning outcomes of a cross‐institutional innovation project conducted by teachers, student teachers, and teacher educators

“…Research on knowledge communities, communities of practice, and communities of learners has focused primarily on formation and sustainability issues (e.g., Akkerman, Petter, & De Laat, 2008;Dooner, Mandzuk, & Clifton, 2008;Erickson, Minnes Brandes, Mitchell, & Mitchell, 2005) or on the roles of these communities in facilitating learning processes (e.g., Boud & Middleton, 2003;Klein, Connell, & Meyer, 2005;Ten Dam & Blom, 2006). Empirical research into individual or organizational learning outcomes of knowledge communities, however, remains scarce (see Mittendorff, Geijsel, Hoeve, De Laat, & Nieuwenhuis, 2006 for an exception).…”