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Journal articles on the topic 'Communities of practice'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Pyrko, Igor, Viktor Dörfler, and Colin Eden. "Communities of practice in landscapes of practice." Management Learning 50, no. 4 (2019): 482–99. http://dx.doi.org/10.1177/1350507619860854.

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The original formulation of communities of practice primarily focused on describing how learning, meaning, and identity within a community can translate into a sustained practice. Wenger-Trayner et al. elaborated the concept of landscapes of practice to describe how different communities of practice may interact, and belong to broader landscapes of practice, rather than rely exclusively on their own local situated practices. In this conceptual article, we apply the perspective of landscapes of practice to organizations. The first part of our argument is descriptive, and is aimed at developing

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2

Gammelgaard, Jens, and Thomas Ritter. "Virtual Communities Practice." International Journal of Knowledge Management 4, no. 2 (2008): 46–61. http://dx.doi.org/10.4018/jkm.2008040104.

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3

Sauve, Eric. "Communities of practice." eLearn 2007, no. 4 (2007): 2. http://dx.doi.org/10.1145/1266879.1266883.

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4

Greenhalgh, T. "Communities of practice." BMJ 343, no. 23 2 (2011): d7609. http://dx.doi.org/10.1136/bmj.d7609.

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Tremblay, Diane-Gabrielle. "Communities of Practice." Proceedings of the International Conference on Networked Learning 11 (May 14, 2018): 279–87. http://dx.doi.org/10.54337/nlc.v11.8767.

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Over the last decades, there has been more and more interest in various modes of networked learning, knowledge creation, communities or practice (CoPs) but there is not yet a clear identification of the conditions to succeed in such initiatives. This interest for CoPs stems from the fact that organizations expect substantial gains from knowledge development and networked learning. Communities of practice are seen in many organizations as a source of networked learning, and ultimately of competitiveness and innovation. The interest for communities of practice arises from this objective of learn

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6

Au, Kathryn H. "Communities of Practice." Journal of Teacher Education 53, no. 3 (2002): 222–27. http://dx.doi.org/10.1177/0022487102053003005.

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7

Wesley, Patricia W., and Virginia Buysse. "Communities of Practice." Topics in Early Childhood Special Education 21, no. 2 (2001): 114–23. http://dx.doi.org/10.1177/027112140102100205.

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8

MARASCO, CORINNE. "COMMUNITIES OF PRACTICE." Chemical & Engineering News 86, no. 36 (2008): 63–76. http://dx.doi.org/10.1021/cen-v086n036.p063.

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9

Denscombe, Martyn. "Communities of Practice." Journal of Mixed Methods Research 2, no. 3 (2008): 270–83. http://dx.doi.org/10.1177/1558689808316807.

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10

Jenkins, Karen. "Communities of practice." Journal of Kidney Care 8, no. 6 (2023): 296–98. http://dx.doi.org/10.12968/jokc.2023.8.6.296.

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11

Ishiyama, Nobutaka. "How can brokers in external communities of practice introduce external practices into internal communities of practice?" Japanese Journal of Administrative Science 26, no. 2 (2013): 115–32. http://dx.doi.org/10.5651/jaas.26.115.

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12

Chaudhry, Saima. "BEST PRACTICE FOR GLOBAL IMPACT; FOSTERING COMMUNITIES OF PRACTICE THROUGH MEANINGFUL NETWORKING." Journal of Akhtar Saeed Medical & Dental College 05, no. 04 (2023): 196–97. https://doi.org/10.51127/jamdc5i4editorial.

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13

Bruns, Hille C. "Practice Change in Communities of Practice." Academy of Management Proceedings 2019, no. 1 (2019): 18108. http://dx.doi.org/10.5465/ambpp.2019.18108abstract.

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14

Hefetz, Guy, and Dani Ben-Zvi. "How do communities of practice transform their practices?" Learning, Culture and Social Interaction 26 (September 2020): 100410. http://dx.doi.org/10.1016/j.lcsi.2020.100410.

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15

MATHER, LYNN. "Communities of scholars and communities of practice." Journal of Law and Society 48, no. 1 (2021): 25–39. http://dx.doi.org/10.1111/jols.12276.

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16

Raz, Aviad E. "Communities of practice or communities of coping?" Learning Organization 14, no. 4 (2007): 375–87. http://dx.doi.org/10.1108/09696470710749281.

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17

Marshall, Stefanie LuVenia, and Muhammad A. Khalifa. "Humanizing school communities." Journal of Educational Administration 56, no. 5 (2018): 533–45. http://dx.doi.org/10.1108/jea-01-2018-0018.

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Purpose The purpose of this paper is to examine the role of instructional leaders in promoting culturally responsive practice in ways that make schooling more inclusive and humanizing for minoritized students and communities. Design/methodology/approach The data pull from a six-month long case study of a mid-sized, Midwestern school district that was attempting to implement culturally responsive leadership practices. After axial coding, findings emerged from interview data and field notes. Findings Instructional leaders can play significant and useful roles in promoting culturally responsive t

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18

Gray, Ivan, Jonathan Parker, Lynne Rutter, and Sarah Williams. "Developing communities of practice." Social Work and Social Sciences Review 14, no. 2 (2010): 20–36. http://dx.doi.org/10.1921/174661010x537199.

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19

McAlister, Martha. "Emerging Communities of Practice." Collected Essays on Learning and Teaching 9 (June 20, 2016): 125. http://dx.doi.org/10.22329/celt.v9i0.4425.

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Communities of practice are emerging as an innovative approach to faculty development. While collaborative learning is becoming popular in the classroom, autonomy and individualism continue to dominate the culture of higher education for faculty. However, as we begin to recognize that old solutions to new problems are no longer effective, there is a growing desire for innovative engagement requiring the embrace of multiple perspectives. This takes the development of new habits of mind and discourse. For my dissertation, I engaged in a qualitative study with my colleagues where we experimented

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20

Küpers, Wendelin. ""Communities-of-Practice" (Praxisgemeinschaften)." WiSt - Wirtschaftswissenschaftliches Studium 32, no. 10 (2003): 610–12. http://dx.doi.org/10.15358/0340-1650-2003-10-610.

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21

Walker, Kate E. "Communities of musical practice." Ethnomusicology Forum 26, no. 2 (2017): 281–83. http://dx.doi.org/10.1080/17411912.2017.1329022.

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22

Turner, Simon. "Recalling communities of practice." Journal of Health Services Research & Policy 22, no. 1 (2016): 65–67. http://dx.doi.org/10.1177/1355819616649212.

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23

Frehywot, Seble, Fitzhugh Mullan, Yianna Vovides, et al. "Building Communities of Practice." Academic Medicine 89, Supplement (2014): S45—S49. http://dx.doi.org/10.1097/acm.0000000000000349.

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24

Kranendonk, Remco P., and Paul H. Kersten. "Midlife Communities of Practice." American Behavioral Scientist 50, no. 7 (2007): 946–57. http://dx.doi.org/10.1177/0002764206298320.

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25

van Rensburg, Wilhelm. "Assessing communities of practice." Education as Change 9, no. 1 (2005): 1–2. http://dx.doi.org/10.1080/16823200509487099.

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26

Macgregor, S. Kim, and Cynthia B. Vavasseur. "Online Communities of Practice." Journal of School Leadership 25, no. 4 (2015): 758–89. http://dx.doi.org/10.1177/105268461502500407.

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27

Wagner, Ina. "Connecting communities of practice." Women's Studies International Forum 17, no. 2-3 (1994): 257–65. http://dx.doi.org/10.1016/0277-5395(94)90032-9.

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28

Kerno, Jr., Steven J. "Tapping Communities of Practice." Mechanical Engineering 130, no. 10 (2008): 22–27. http://dx.doi.org/10.1115/1.2008-oct-1.

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This article discusses about engineers who by nature have an insatiable need to learn. Regardless of specialty, engineers are often most comfortable in an environment that includes like-minded individuals who are not afraid to push the limits to achieve something new or original. Whether they are designing the architecture for the next generation of computer chips, evaluating the barriers that must be overcome to allow human travel to Mars, or reducing the costs of staple items to raise the standard of living in an emerging nation, engineers are constantly learning, with society reaping the re

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29

Chambers, E., J. Parker, and M. Gregory. "Editorial: Communities of Practice." Arts and Humanities in Higher Education 1, no. 2 (2002): 123–24. http://dx.doi.org/10.1177/1474022202001002001.

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30

Orders, Amy. "Cultivating communities of practice." Journal of Chemical Health and Safety 20, no. 3 (2013): 44–45. http://dx.doi.org/10.1016/j.jchas.2013.03.426.

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31

Lambrev, Veselina S. "Consultancy Communities of Practice." Impacting Education: Journal on Transforming Professional Practice 8, no. 4 (2023): 11–19. http://dx.doi.org/10.5195/ie.2023.331.

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The last two decades have witnessed an ongoing effort to re-design the education doctorate to prepare practitioners to conduct research as a key aspect of their practice. As part of the reform, Carnegie Project on the Education Doctorate (CPED) members have tried to ensure the delivery of a relevant practice-based curriculum that prepares practitioners to respond to local needs. This article examines how one U.S. EdD program uses a practice-based pedagogy, called the Group Consultancy Project, to develop students as scholarly practitioners, that is, educational leaders who conduct research to

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32

Gray, Ivan, Jonathan Parker, Lynne Rutter, and Sarah Williams. "Developing communities of practice." Social Work and Social Sciences Review 14, no. 2 (2012): 20–36. http://dx.doi.org/10.1921/swssr.v14i2.491.

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Social work in the UK has undergone a period of momentous change in the last decade with the introduction of a ‘modernising agenda’ that has increased managerial approaches to the organisation, development and delivery of services. These approaches are embedded and social workers and social work managers must find ways of working within them to synthesise appropriate responses that promote the values and cultural heritage of social work within the new context. This paper considers the possibilities offered by communities of practice to develop learning organisations in which a managed and part

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33

Mallo, Daniel, Armelle Tardiveau, and Rorie Parsons. "Design activism: catalysing communities of practice." Architectural Research Quarterly 24, no. 2 (2020): 100–116. http://dx.doi.org/10.1017/s1359135520000184.

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Over the last decade, we have witnessed renewed interest in design as a socially engaged practice. Much of the debates around ‘social design’ point towards myriad approaches and disciplinary fields interwoven with grass-roots initiatives and social movements. Among these, design activism has gained traction as critical spatial practice that operates on the fringes of commercial and institutional spheres.The temporal, spatial and experimental nature of design activism is well delineated in scholarship but its long-term effect on everyday urban environments remains elusive. Moreover, the influen

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34

Strobel, Johannes. "Communities of reflection-practice and clash of communities." ACM SIGGROUP Bulletin 24, no. 3 (2003): 50–54. http://dx.doi.org/10.1145/1052829.1052841.

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35

Sims, Julian M. "Communities of practice: Telemedicine and online medical communities." Technological Forecasting and Social Change 126 (January 2018): 53–63. http://dx.doi.org/10.1016/j.techfore.2016.08.030.

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36

Jarke, Juliane. "Community-based evaluation in online communities." Information Technology & People 30, no. 2 (2017): 371–95. http://dx.doi.org/10.1108/itp-03-2015-0046.

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Purpose The idea of “best practice” is very much built into information systems and the ways in which they organise and structure work. The purpose of this paper is to examine how “best practice” may be identified (produced) through a community-based evaluation process as opposed to traditional expert-based evaluation frameworks. The paper poses the following research questions: how does “best practice” (e)valuation in online communities differ depending on whether they are produced by community members or experts? And what role play these two practices of valuation for online community perfor

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37

Tran, Van Ngan, and Ngoc Thach Phan. "<span style="text-align:justify;"><strong>EFL teachers’ perceptions and practices of communities of practice for continuing professional development: A narrative overview</strong></span>." Dong Thap University Journal of Science 14, no. 3 (2025): 36–46. https://doi.org/10.52714/dthu.14.3.2025.1508.

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This study examined EFL teachers’ perceptions and practices regarding communities of practice for their continuing professional development. The narrative overview approach was employed to delve into related studies on the concerned topic within the fields of education and English language teaching. The results suggested teachers positively perceived communities of practice as a means to foster collaboration, knowledge sharing, and reflective practice among members. Furthermore, the results highlighted the alignment between the teachers’ practices of their communities of practice and Wenger’s

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38

Akoumianakis, Demosthenes. "Practice‐oriented toolkits for virtual communities of practice." Journal of Enterprise Information Management 22, no. 3 (2009): 317–45. http://dx.doi.org/10.1108/17410390910949742.

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39

Bardon, Thibaut, and Stefano Borzillo. "Communities of practice: control or autonomy?" Journal of Business Strategy 37, no. 1 (2016): 11–18. http://dx.doi.org/10.1108/jbs-02-2015-0018.

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Purpose – The purpose of this paper is to address the question of how two seemingly opposite principles – managerial control and autonomy – simultaneously affect, positively and negatively, managers’ motivation to develop together innovative practices in a community of practice (the Custoprog community). Design/methodology/approach – A single-case study was conducted in the Custoprog community, during which 22 semi-directive interviews with Custoprog members were conducted over a period of eight months. Members are all EuroAirport middle managers of EuroAirport (a Western Europe international

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40

Lastrucci, Emilio, and Angela Pascale. "Cooperative Learning through Communities of Practice." International Journal of Digital Literacy and Digital Competence 1, no. 2 (2010): 11–21. http://dx.doi.org/10.4018/jdldc.2010040102.

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A community made up of a group of individuals becomes a “community of practice” when a mutual engagement is established between its members. The mutual engagement unites the participants in the carrying out of a common task (Wenger, 1998). The main aim of a community of practice is to find the solution to a problem by sharing experiences (Midoro, 2002). This paper examines the definition, characteristics, management and effectiveness of communities of practice. They are understood as being communities of self-managed learning where professional development is not based on a pre-set training co

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Grout, Gwyn. "What are communities of practice?" Nursing Older People 34, no. 2 (2022): 15. http://dx.doi.org/10.7748/nop.34.2.15.s6.

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42

Supovitz, Jonathan A. "Developing Communities of Instructional Practice." Teachers College Record: The Voice of Scholarship in Education 104, no. 8 (2002): 1591–626. http://dx.doi.org/10.1177/016146810210400805.

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Many reforms today—including the small schools movement, efforts to build small learning communities, and teacher teaming structures—are based on the theory that organizing schools into smaller educational environments will help to build more collaborative and collegial communities of teachers, providing them with the autonomy and motivation to make better curricular and pedagogical decisions in the interests of their students and therefore improving student learning. Using multiple sources of data from a 4-year evaluation of a team-based schooling initiative in a medium-sized urban district,

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43

Billings, Diane M. "Online Communities of Professional Practice." Journal of Nursing Education 42, no. 8 (2003): 335–36. http://dx.doi.org/10.3928/0148-4834-20030801-03.

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44

Sultana, Carl-Mario. "Educating through Communities of Practice." Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II 6, no. 2 (2016): 5. http://dx.doi.org/10.15633/pch.1866.

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45

Sterrett, Susan E., Susan R. Hawkins, Mark L. Hertweck, and Jodi Schreiber. "Developing Communities of Interprofessional Practice." Nurse Educator 40, no. 1 (2015): E1—E4. http://dx.doi.org/10.1097/nne.0000000000000109.

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46

Plumb, Donovan. "Communities of practice: critical perspectives." Studies in Continuing Education 31, no. 2 (2009): 199–202. http://dx.doi.org/10.1080/01580370902927360.

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47

Kerno, Steven J., and Stephanie L. Mace. "Communities of Practice: Beyond Teams." Advances in Developing Human Resources 12, no. 1 (2010): 78–92. http://dx.doi.org/10.1177/1523422310365341.

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48

Kerno, Steven J. "Limitations of Communities of Practice." Journal of Leadership & Organizational Studies 15, no. 1 (2008): 69–78. http://dx.doi.org/10.1177/1548051808317998.

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49

Bogatić, Katarina, and Verity Campbell-Barr. "Communities of practice supporting professionals." Early Years Educator 19, no. 7 (2017): 14–16. http://dx.doi.org/10.12968/eyed.2017.19.7.14.

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50

Byron Anderson, E. "Communities of Musical Practice: Introduction." Liturgy 33, no. 4 (2018): 1–4. http://dx.doi.org/10.1080/0458063x.2018.1478574.

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