Value creation and identity in cross-organizational communities of practice: A learner's perspective

Mavri, Aekaterini; Ioannou, Andri; Loizides, Fernando

doi:10.1016/j.iheduc.2021.100822

Cited by 10 publications

(6 citation statements)

References 44 publications

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“…These findings are also consistent with previous research conducted in higher education, which also employed the value creation framework with differences in research methods [ 50 , 51 ].…”

Section: Discussionsupporting

confidence: 91%

Exploring value creation in a virtual community of practice: a framework analysis for knowledge and skills development among primary care professionals

Koatz,

Torres-Castaño,

Salrach-Arnau

et al. 2024

BMC Med Educ

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Background Healthcare professionals traditional education reflects constraints to face the complex needs of people with chronic diseases in primary care settings. Since more innovative and practical solutions are required, Virtual Community of Practices (vCoP) seem to better respond to learning updates, improving professional and organizational knowledge. However, little is known about the value created in vCoPs as social learning environments. The objective of this project was to explore the value creation process of a gamified vCoP (“e-mpodera vCoP”) aimed at improving the knowledge and attitudes of primary healthcare professionals (PCPs) (nurses and general practitioners) to the empowerment of people with chronic conditions. Methods A framework analysis assessed the value creation process using a mixed methods approach. The framework provided awareness about knowledge and usefulness in a learning community through five cycles: (1) immediate value, (2) potential value, (3) applied value, (4) realized value, and (5) reframing value. Quantitative data included vCoP analytics such as logins, contributions, points, badges, and performance metrics. Qualitative data consisted of PCPs’ forum contributions from Madrid, Catalonia, and Canary Islands over 14 months. Results A total of 185 PCPs had access to the e-mpodera vCoPs. The vCoP showed the dynamic participation of 146 PCPs, along 63 content activities posted, including a total of 3,571 contributions (including text, images, links to webpages, and other files). Regarding the value creation process, the e-mpodera vCoP seems to encompass a broad spectrum of value cycles, with indicators mostly related to cycle 1 (immediate value – activities and interactions) and cycle 2 (potential value – knowledge capital); and to a lesser extent for cycle 3 (applied value – changes in practice) and for cycle 4 (realized value – performance improvement). The presence of indicators related to cycle 5 (reframing value), was minimal, due to few individual redefinitions of success. Conclusion To reach a wider range of value possibilities, a combination of learning objectives, competence framework, challenged-based gamified platform, and pathway model of skill development seems crucial. However, additional research is required to gain clearer insights into organizational values, professionals’ lifelong educational needs in healthcare, and the long-term sustainability of performance improvement. Trial registration ClinicalTrials.gov, NCT02757781. Registered on 02/05/2016.

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“…These findings are also consistent with previous research conducted in higher education, which also employed the value creation framework with differences in research methods [ 50 , 51 ].…”

Section: Discussionsupporting

confidence: 91%

Exploring value creation in a virtual community of practice: a framework analysis for knowledge and skills development among primary care professionals

Koatz,

Torres-Castaño,

Salrach-Arnau

et al. 2024

BMC Med Educ

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“…Some fragments received simultaneous coding in which multiple codes were assigned to parts of the transcribed text due to an overlap of multiple value cycles. This is in accordance with previous studies in which segments of narratives were not always exclusive for one value creation cycle (Booth & Kellogg, 2015;Mavri et al, 2021). This led to descriptions of the value creation within the five value cycles.…”

Section: Data-analysissupporting

confidence: 92%

“…These cycles of value creation have been explored in various studies on networks and communities and from several perspectives. Previous studies have, for example, examined value creation from the perspective of teachers (Booth & Kellogg, 2015;Van Waes et al, 2016;Zaalouk et al, 2021), students (Dingyloudi et al, 2019;Forbes, 2020;Mavri et al, 2021), volunteers (Hanley et al, 2018), and participants in a cross-border learning network (Clarke et al, 2021). However, within the domain of OER, insights into value creation within communities are scarce.…”

Section: Value Creation In Communitiesmentioning

confidence: 99%

“…We underline the necessity of collaboration-supporting technology because it transcends space and time to connect institutes across their physical borders, but it also enables institutes to include elements of work practices (e.g. standards, cultures) into school practices (Mavri et al, 2021). The latter is especially relevant for some programmes of higher education institutes because more emphasis is placed upon creating authentic learning environments at the school-work boundary to better prepare students for occupational practice (Bos, 2022;Bouw et al, 2021).…”

Section: Teachers' Perceived Value: What's In It For Mementioning

confidence: 99%

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What’s in it for me? A mixed-methods study on teachers’ value creation in an inter-institutional community on open educational resources in higher education

et al. 2022

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The affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might be a means to create sustainable practices, yet, such communities can only function if their members perceive these communities as valuable. We applied the value creation framework of Wenger, Trayner, and De Laat to examine the value teachers ascribe to their engagement with an inter-institutional community on OER. In this community, 15 universities of applied sciences collaborated on sharing knowledge and resources across their institutional barriers. We collected data through user statistics, an online questionnaire, and semi-structured interviews. Major value creation occurred from teachers’ personal needs, with dominant immediate and potential values. Findings on applied and realized values denote that it became easier for teachers to connect with peers, and to initiate collaboration projects across institutes. The framework we used is helpful to inform actions to further promote value creation in communities on OER. Recommendations relating to communities’ aspirations, its relations with the wider organization, and adoption of OER are formulated to inform sustainable practices of inter-institutional communities.

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“…En este sentido y con otros resultados, explica Mavri et al, (2021), la identidad en una CoP es constantemente reconfigurada a través de las experiencias negociadas en la intersección de las dimensiones local (interna) y global (externa) de la práctica. La dimensión global es inevitable, ya que las personas participan en varias comunidades (total o periféricamente) que tienen fronteras, pero que no están ni mucho menos aisladas unas de otras.…”

Section: Resultsunclassified

Gestión del conocimiento en el programa de reconstrucción del tejido social en zonas de posconflicto en Colombia (Chocó, Sucre y Caldas). Parte 2: estrategia y comunidades de práctica

2022

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Este estudio revela los resultados y la relación entre las estrategias y las comunidades de práctica que soportan la gestión del conocimiento en el desarrollo del programa de investigación de reconstrucción del tejido social en zonas de posconflicto en Colombia en las regiones de Chocó, Sucre y Caldas. Para el efecto, desde una investigación de corte cualitativo, con un estudio descriptivo, explicativo y correlacional, se aplica un modelo de evaluación de gestión del conocimiento a 74 docentes investigadores del programa. Los resultados muestran que las estrategias se correlacionan de forma positiva y significativa con las comunidades de práctica. También se destaca que se está avanzando de manera importante en el trabajo en equipo, el consenso y la participación. Se concluye que los resultados presentados pueden servir de retroalimentación para el desarrollo del programa en otras regiones de Colombia.

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Value creation and identity in cross-organizational communities of practice: A learner's perspective

Cited by 10 publications

References 44 publications

Exploring value creation in a virtual community of practice: a framework analysis for knowledge and skills development among primary care professionals

Exploring value creation in a virtual community of practice: a framework analysis for knowledge and skills development among primary care professionals

What’s in it for me? A mixed-methods study on teachers’ value creation in an inter-institutional community on open educational resources in higher education

Gestión del conocimiento en el programa de reconstrucción del tejido social en zonas de posconflicto en Colombia (Chocó, Sucre y Caldas). Parte 2: estrategia y comunidades de práctica

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