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The purpose of this paper is to present the concept of communities of practice from a psychoanalytically informed perspective.

The concept of communities of practice is defined, their working described, and negative attributes delineated.

The paper finds that through the exploitation of basic skills, the development and sharing of a shared language, incorporation of previous relevant experience and current information over time, the community of practice becomes more open. The group is better able to combine existing knowledge with emerging understandings.

Psychoanalytically informed theory is applied to provide alternative insight into communities of practice and how they impede organizational progress.

The paper illustrates how human nature influences the workplace in general and contributes to the working of communities of practice in particular.

The concept of community of practice is a common parlance in many organisations, but has yet to be utilised as strategic tool by construction organisations to improve the performance of their operations. The purpose of this paper is to how they can be used to improve the performance of projects made.

This paper uses the normative literature to develop a proposal for using communities of practice in construction projects.

An inter‐organisational form of community of practice, known as “champions of practice,” is propagated for use in the construction industry. The “champions of practice” is independent from the project team and comprised of individuals from a learning alliances that have been established. The “champions of practice” is developed as an active know‐how platform to provide advice pertaining to issues of “best practice” that have been accumulated from projects.

The “champions of practice” provides a continuous source of learning and knowledge for all those organisations that have formed a learning alliance. The creation of such a form of community of practice can provide invaluable insights about best practice, which can be formalised and shared in a meaningful and reflective way. It is through proactively sharing knowledge and learning together that the industry can change and obtain the significant improvements that have been asked for by various governments worldwide.

The purpose of this paper is to provide a theoretical framework that explains the roles and viability of both cooperation and competition as they emerge in communities of practice. Although the usefulness of cooperation in communities of practice is well-understood, few studies have considered the role of internal competition, and those that have generally only explored cases in which antagonistic behavior led to the community’s collapse.

A contingency theory of communities of practice is developed based on the manifestations of members’ participation.

This theory demonstrates the root causes of fracturing and also provides a foundation for studying communities of practice that have previously defied explanation.

This manuscript explains the potential role and limitations of internal competition in communities of practice, as well as the emergence of subgroups based on differing preferences for cooperation and/or competition. Future research should examine the manifestation and ramifications of such individual differences between community members.

Practitioners can use this theoretical framework to assess communities of practice that they oversee, diagnose potential pitfalls and take corrective action to mitigate potentially toxic influences or inject additional motivating forces that would sustain the community.

This theoretical framework diverges from previous assumptions that internal competition is necessarily toxic for communities of practice, showing the value that it may offer in some contexts.

There are many success stories during Covid-19 of academics providing expertly delivered online learning experiences for tertiary students locally and around the world. This paper aims to consider how success was achieved by academics who are not specifically educated with the knowledge and skills to convert a traditional delivery model into an online format and who conventionally spend years working on single projects before they come to fruition.

This study provides, as a possible explanation for success, the willingness of academics to embrace a tertiary sector rather than discipline-specific collaborative learning approach to their own informal education in online learning practices through communities of practice. Using learning theory, both analytical and reflective methodologies are adopted through an examination of an example of a successful academic community of practice.

Engaging with a multidisciplinary community of practice can be highly beneficial for academics not specifically educated with the knowledge and skills to convert a traditional delivery model into an online format. Communities of practice provide more than online educational skills; they foster a sense of togetherness and a safe environment to share concerns and challenges on both a professional and personal level.

The benefits of communities of practice for academics during a period of profound operational disruption have yet to be documented in the literature. Specifically, this study highlights the supportive environment provided by a community of practice by examining the successful large-scale transition from face-to-face learning to an online environment during a pandemic.

After an overview of the literature on challenges facing library instructors and their coordinators, the chapter describes how the communities of practice model relates to professional development in librarianship, specifically in the area of instructional development. A case study of a community of practice fostered by an instruction coordinator at an academic library is detailed. Academic librarians may encounter several challenges when entering the classroom as library instructors, and instruction coordinators seek to address these and other challenges as they build library instruction programs. By developing a community of practice, instruction coordinators can enable library instructors to learn together. The case study describes how the Instruction Coordinator cultivates library instructor development for members of the Teaching and Learning Team at Loyola University New Orleans’ Monroe Library through a community of practice model. The practical implications for this chapter are that instruction coordinators can establish instructional development opportunities that allow library instructors to enhance their teaching abilities and ultimately further library instruction programs. Communities of practice are well known in several fields and have been discussed in the library literature. This chapter provides additional value to researchers and practitioners through the discussion and application of the concept in the context of library instruction at academic institutions. The case study provides specific examples of how instruction coordinators at other academic libraries can apply the community of practice model and instructional development opportunities to a library instruction program in order to build and sustain a learning culture that supports library instructor development.

This paper seeks to understand how new practices that challenge established norms and values become institutionalized by studying the development of corporate philanthropy in France over three decades (1979–2011). Our inductive qualitative study uncovers the processes that enable actors at both field- and organizational-levels to enhance a new practice’s internal and external legitimacy, ultimately leading to its institutionalization. In particular, we identify the central role of a community of practice as a bridge between the field-level, purposive interventions (theorizing, influencing policy) of an institutional entrepreneur and the organizational-level, emergent interventions (mobilizing, embedding) of frontline practitioners experimenting with the new divergent practice, thereby enabling its legitimation and, ultimately, its institutionalization. As such, our findings contribute to refining our understanding of institutionalization processes as inherently distributed and to uncovering communities of practice as the missing link between “heroic” entrepreneurs’ interventions and the hidden work of frontline practitioners implementing the new practice.

This chapter examines the use of virtual communities of practice to group coach and mentor educators and facilitate engaging critical consciousness. A Group Coaching and Mentoring framework became the platform in which the core elements of coaching, mentoring, metacognition, and self-regulated learning strategies were employed. These core elements were applied within virtual communities of practice to manifest self-awareness, reflective thinking, planning for action, and accountability, each of which is vital to the development of critical consciousness. Research shows that fostering critical consciousness creates spaces to address learning equity and gaps in educational achievement. Therefore, this chapter serves as a guide for educational leaders to effectively administer group coaching to raise an educator’s higher-order thinking, plan, problem solve, and co-create. The implementation of this design resulted in increased motivation and willingness among educators to apply new skills and foster new teaching experiences that shaped learning outcomes for their students.

This paper aims to examine the role of information and communication technology (ICT) in the knowledge creation practices adopted by a health care organization. The organization is delivering care to patients of a genetic disorder, called the sickle cell, in tribal communities. The paper identifies how ICT intermediates knowledge creation practices across the organizational boundaries wherein tribal patients, front-line counselors and expert physicians interact, which then produces context-specific, evidence-based medicine (EBM).

The knowledge-in-practice approach is adopted to conduct an ethnographic study of sickle cell care practices in a non-profit health care organization in Western India. The analysis focuses on ICT-mediated interactional practices among the physicians, front-line counselors, tribal patients and their families, for more than a year-long observation. These are supplemented with informal and formal interviews, archival records and vignettes based on several episodes to explicate the key knowledge creation practices.

Technology-mediated informative interactions at organizational boundaries can bridge socio-linguistic and interpretive barriers between actors, while also providing a generative structure that leads to the creation of longitudinal clinical evidence about a rare genetic disorder. Three specific ICT-entwined knowledge creation practices emerge, namely, knowing the community, increasing interactional engagement and constructing gradients of socio-clinical history. These practices generate organization-wide knowledge about the social and clinical dimensions of the genetic disorder. The findings are presented through vignettes and a novel conceptual framework.

This study identifies various useful knowledge creation practices in health care delivery for resource-constrained emerging economy contexts. Further, the study suggests that the involvement of local front-line actors and ICT can become important resources in the delivery of health care in these settings.

A novel framework is developed which demonstrates knowledge creation at organizational boundaries wherein the actors use ICT-based practices for effective delivery of health care. The proposed framework may be used by health care organizations in similar contexts providing care to marginalized communities.

The importance of collaboration had been widely recognized but its nature has remained obscure. This chapter suggests that an appropriate level of analysis for collaboration research would be social interaction and the optimal unit of analysis would be communities of practice. Such a sociocultural approach departs from the traditional positivist approach, which echoes the long-standing conflict between postmodernism and modernism. Principles of organization in traditional institutions and communities of practice are then contrasted. The differences among coordination, cooperation, and collaboration are presented, suggesting that the prototypical form of collaboration locate in communities of practice. Finally, a new look at the relationships between collaboration and learning, collaboration and innovation is extended to describe the workspace created by communities of practice.

How might deeply embodied student experiences and nonhuman agency change the way we think about learning theory? Pushing the conceptual boundaries of practice-based learning and communities of practice, this chapter draws on student experiential fieldwork ‘on Country’ with Indigenous people in the Northern Territory (NT), Australia, to explore the peculiar silence when it comes to more-than-human ¹ features of situated learning models. As students engage with, and learn from, Indigenous epistemologies and ontologies, they become open to the ways their learning is co-produced in and with place. The chapter builds a case for an inclusive conceptualisation of communities of practice, one that takes seriously the material performativity of nonhuman actors – rock art, animals, plants and emotions in the ‘situatedness’ of socio-cultural contexts. As a co-participant in the students’ community of practice, the more-than-human forms part of the process of identity formation and actively helps students learn. To shed light on the student experiences we employ Leximancer, a software tool that provides visual representations of the qualitative data drawn from focus groups with students and field diaries.