Supporting Communities of Practice in Public Administrations

Blunk, Oliver; Prilla, Michael

doi:10.1145/3083671.3083699

Cited by 4 publications

(5 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the other hand, learners who value privacy in personal reflections or those who lack communication competencies may have difficulties with the face-to-face mode. Blunk and Prilla (2017) pointed out how learners nowadays ‘have no practice in systematically reflecting together’ (p. 367). In current literature, face-to-face conversation tends to be treated as a part of collaborative reflection, which includes different types of collaboration between learners (Epler et al, 2013; McKenna et al, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development

Chan

Wong

2021

Active Learning in Higher Education

View full text Add to dashboard Cite

Reflection has been increasingly used to enhance student development in higher education, in both undergraduate and postgraduate studies. Learner autonomy is essential on reflection, particularly on how learners interpret their learning experiences. The learner has to take initiatives in making meaning of their learning by examining their experiences, and purposefully exploring their learning. Reflection is a key component in active learning as students actively engage in the process of thinking about what they have learnt or experienced. Mezirow highlighted how reflection can mean many things, including awareness of a perception, thought, feeling, intention and action, taking something into consideration or simply imagining alternatives. And there are also multiple approaches to embracing reflection today, such as reflective essays, videos and online blogs, where reflective processes and approaches may differ particularly in relation to technological adoption. In a learning environment, reflective approaches are adopted with the aim for learners to transfer knowledge and experiences to practice. However, there is scarce literature on student perception of the different reflective approaches. The present paper therefore examines student perspectives on four different reflective approaches and how these different approaches are applied within the context of higher education. The four approaches chosen are written, audio, video and face-to-face based on current literature on how reflection is documented or presented in education) and the integration of the concept of multimodality.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development

Chan

Wong

2021

Active Learning in Higher Education

View full text Add to dashboard Cite

show abstract

“…sharing experiences, developing shared practices and integrating new employees). However, empirical investigation of the impact of intentionally developed CoPs in the public sector is still limited compared to the private sector (Iaquinto et al, 2011;Pee and Kankanhalli, 2016;Blunk and Prilla, 2017).…”

Section: Impact Of Communities Of Practice On Public Sector Organisationsmentioning

confidence: 99%

“…Moreover, there is evidence that what is already known about CoPs in the private sector cannot simply be replicated for CoPs in the public sector (Bolisani et al, 2016; Improving public sector knowledge sharing Blunk and Prilla, 2017). In particular, several challenges distinguish the public and private sectors.…”

Section: Impact Of Communities Of Practice On Public Sector Organisationsmentioning

confidence: 99%

“…While CoPs were initially regarded as a self-organising emergent phenomenon (Lave and Wenger, 1991;Li et al, 2009), there is mounting evidence that they can be intentionally developed (Chu, 2016;Iaquinto et al, 2011;Ng and Ang, 2007;Jassbi et al, 2015) to support knowledge sharing both in a business (Aljuwaiber, 2016) and public (Amayah, 2013) context. However, empirical evidence about the impact of intentional CoP development in PSOs remains insufficient, especially when compared with the private sector (Sallán et al, 2012;Blunk and Prilla, 2017;Pee and Kankanhalli, 2016;Akhavan et al, 2015). Also, there is little evidence about how PSOs' contextual factors (i.e.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Improving public sector knowledge sharing through communities of practice

Jørgensen

Edwards

Scarso

et al. 2020

VJIKMS

View full text Add to dashboard Cite

Purpose This paper aims to study the impact of intentionally developed communities of practice (CoPs) on knowledge sharing and practice improvement in an administrative public sector organisation (PSO). Design/methodology/approach A case study approach was used to analyse the impact of the CoPs intentionally developed by four different teams at a Danish PSO. The study applied a CoP development framework suggested by the literature to develop the CoPs. Findings Three out of the four CoPs were successfully developed, and they positively affected knowledge sharing and practice improvement. CoP participants engaged in conversations to explore individual ways of working, share knowledge and ultimately improve practice. Standardisation and boundary spanning were identified as contextual factors influencing the CoP activities. Research limitations/implications The findings verify the framework and contribute to a better understanding of the factors affecting the development of CoPs that positively impact knowledge sharing and practice improvements in a PSO context. Practical implications The study provides operations managers in PSOs with a framework for developing CoPs to improve work performance through better knowledge sharing among employees. Originality/value The paper provides case study evidence for the relevance of CoPs in PSO settings and highlights the necessity of investing resources in employee knowledge-sharing interactions.

show abstract

“…[ 6 7 ] For this purpose, we can refer to examples of knowledge networks and CoPs that are managed by governmental organizations in various sectors of education, public services, and healthcare. [ 8 9 ] However, most of the studies conducted in this field mainly refer to theoretical issues, and few studies have addressed the factors influencing the formation of knowledge networks and CoPs and how to exchange knowledge among researchers and professionals. [ 10 ] On the other hand, it can be said that knowledge networks have become an effective tool to facilitate knowledge sharing in a wide range of organizational knowledge management.…”

Section: Introductionmentioning

confidence: 99%

Factors influencing knowledge sharing between scientific specialists in knowledge networks and communities of practice: A systematic literature review

Mahami-Oskouei,

Nemati-Anaraki,

Panahi

et al. 2024

Journal of Education and Health Promotion

View full text Add to dashboard Cite

Knowledge sharing is a competitive advantage and necessity for the success of any organization. Meanwhile, knowledge networks have been introduced as a way to enhance knowledge sharing between individuals and as an effective tool to facilitate knowledge exchange in clinical, educational, and commercial fields. The purpose of this paper is to identify the factors that can affect the level of knowledge sharing and exchange between academic and scientific specialists in knowledge networks and Communities of Practice (COP). A systematic literature review was conducted using the PRISMA guidelines. Four databases were searched, including Scopus, Web of Science, PubMed, and ProQuest. Google Scholar search was conducted to complete the search and ensure the tracking of the gray literature. Also, relevant sources, references, and reference lists of the related articles were reviewed. The studies were searched from April until August 2022 and finally the content analysis of the findings was done. Two reviewers independently assessed the quality of included studies. Data were extracted using the Joanna Briggs Institute (JBI) checklist tool. Of the 1439 records, 13 studies met the inclusion criteria. This study identified three main categories of factors affecting knowledge sharing in knowledge networks and COPs as individual factors, organizational, and structural. The results showed that knowledge networks provide opportunities to overcome professional barriers and complex systemic challenges and lead to knowledge sharing and exchange among scientific specialists. This article has important implications for managers, health policymakers, and academics who wish to expand knowledge sharing of scientific specialists through knowledge networks and CoPs in knowledge-based organizations.

show abstract

Supporting Communities of Practice in Public Administrations

Cited by 4 publications

References 41 publications

Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development

Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development

Improving public sector knowledge sharing through communities of practice

Factors influencing knowledge sharing between scientific specialists in knowledge networks and communities of practice: A systematic literature review

Contact Info

Product

Resources

About