International collaborative writing groups as communities of practice

Matthews, Kelly, Marquis, Beth and Healey, Mick (2017). International collaborative writing groups as communities of practice. In Jacquie McDonald and Aileen Cater-Steel (Ed.), Implementing Communities of Practice in Higher Education (pp. 597-617) Singapore: Springer. doi:10.1007/978-981-10-2866-3_26


Author Matthews, Kelly
Marquis, Beth
Healey, Mick
Title of chapter International collaborative writing groups as communities of practice
Title of book Implementing Communities of Practice in Higher Education
Place of Publication Singapore
Publisher Springer
Publication Year 2017
Sub-type Research book chapter (original research)
DOI 10.1007/978-981-10-2866-3_26
Open Access Status Not yet assessed
Year available 2016
ISBN 9789811028656
9789811028663
Editor Jacquie McDonald
Aileen Cater-Steel
Chapter number 26
Start page 597
End page 617
Total pages 21
Total chapters 27
Collection year 2017
Language eng
Formatted Abstract/Summary
Shared learning is central to communities of practice (CoP) which engender a process for social learning. CoP increasingly are being adopted in higher education as a professional development strategy to engage academics (‘faculty’ in North America) in capacity building activities. An International Collaborative Writing Group (ICWG) initiative was implemented in 2012, in association with the International Society for the Scholarship of Teaching and Learning, to build participants’ writing capacity and contribute new insight into scholarly teaching. Although not framed a priori as CoP, research from participants suggested that a sense of community, shared learning, and group leadership were central to the perceived success of, or disappointment with, the ICWG initiative. CoP emerged as a theoretical lens to illuminate how the practices of the 2012 ICWG initiative fostered participants’ sense of community. We draw on the three interrelated aspects of CoP: the domain-practice-community framework; the nurtured higher education CoP stages of development model; and the notion of digital habitats. The application of CoP theory to the ICWG practice proved fruitful by revealing strategies to enhance the ICWG model and contributing insights to CoP theories in higher education contexts.
Q-Index Code B1
Q-Index Status Provisional Code
Institutional Status UQ

 
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Created: Mon, 05 Dec 2016, 07:55:55 EST by Kelly Matthews on behalf of Institute for Teaching and Learning Innovation