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Publication date: 21 November 2015

Michal Golan and Rivka Reichenberg

The MOFET Institution, which began under the auspices of the Ministry of Education, is Israel’s national center for research and professional development on teacher…

Abstract

The MOFET Institution, which began under the auspices of the Ministry of Education, is Israel’s national center for research and professional development on teacher education. It consists of three communities: (1) the Writing Channel; (2) the Study Channel; and (3) the Research Channel. MOFET additionally has an Academic Committee that assists the aforementioned communities in their deliberations if needed. Although the MOFET Institute deals with multiple and sometimes conflicting agendas (i.e., Ministry of Education, participating teacher education colleges, the institute’s own goals), it remains one of the most unique and powerful ways to nationally address teacher education research and dissemination and the development of teacher educators in the world.

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Article
Publication date: 11 March 2021

Tim Brown and Peter Stokes

This paper examines events management as a Community of Practice (CoP) and to demonstrate that knowledge management and practice within events operate as a CoP. The paper…

Abstract

Purpose

This paper examines events management as a Community of Practice (CoP) and to demonstrate that knowledge management and practice within events operate as a CoP. The paper adds to the events management literature which is currently superficial in considering events conceptually as a CoP.

Design/methodology/approach

An interpretive and inductive approach was adopted for the research which incorporated quantitative and qualitative methods undertaken in a United Kingdom setting. Twenty-five in-depth semi-structured interviews with event professionals were conducted and this was complemented by a survey of 215 event professionals.

Findings

The findings demonstrate that within the evolving events industry, as well as reflected in aspects of the academic literature, events can be depicted as a “domain” which connects event professionals to a “community”. The themes emerging revealed that there are modes of working, shared values and practices, a shared identity and a desire to work as a wider collective in order to maintain and enhance knowledge and practice, which are in keeping with a CoP framework.

Research limitations/implications

This study provides new insight on an under-researched area concerning knowledge and practice development within events management.

Originality/value

This is a novel study that considers how the emergent field of events management should be considered as a CoP. It addresses a gap in the literature pertaining to knowledge and practice creation within events management from a CoP perspective.

Details

Journal of Hospitality and Tourism Insights, vol. 4 no. 2
Type: Research Article
ISSN: 2514-9792

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Article
Publication date: 8 June 2015

Daniel Carpenter

– The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures.

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Abstract

Purpose

The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures.

Design/methodology/approach

A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice.

Findings

This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. Leaders in schools must work directly with teachers to create policies and procedures that provide teachers the leadership structure to directly impact school improvement through professional learning community collaborative efforts.

Originality/value

This study builds on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. Much of the literature calls for specific case studies to identify issues in the implementation of effective practice. This study is important to the community as specific cases that may inform educational leaders on mechanisms that may be leveraged to ensure successful implementation of policies and procedures outline in school culture and professional learning community literature.

Details

International Journal of Educational Management, vol. 29 no. 5
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 27 March 2018

Margarietha Johanna de Villiers Scheepers, Renee Barnes, Michael Clements and Alix Jayne Stubbs

The purpose of this paper is to propose an experiential entrepreneurship work-integrated learning (EE WIL) model recognising that the development of an entrepreneurial…

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1016

Abstract

Purpose

The purpose of this paper is to propose an experiential entrepreneurship work-integrated learning (EE WIL) model recognising that the development of an entrepreneurial mindset enables graduates to manage their careers in uncertain labour markets. The model shows how students develop relationships with their professional community, and not only a few employers.

Design/methodology/approach

The pedagogical underpinning of the conceptual model, attributes associated with the entrepreneurial mindset and relationships between the student, professional community and university are explained, and illustrated through a case study at the University of the Sunshine Coast.

Findings

The EE WIL model enables students to develop agency through structured engagement with a professional community, facilitating the development of bridging social capital. Bonding social capital can be developed through intense, sustained interaction between students and their professional community.

Practical implications

WIL curricula should be scaffolded and directed towards developing sustained interaction and information sharing, underpinned by professional community norms. This approach enables students to develop an aligned professional identity and emotional attachment to the professional community. The experiential development of an entrepreneurial mindset enables students to solve career challenges, by viewing these as opportunities. Professional communities and universities both share the responsibilities of preparing the future graduate workforce.

Originality/value

The conceptual model draws on effectual entrepreneurship pedagogy and contributes to the WIL literature, showing that an entrepreneurial mindset can be cultivated experientially through an intensive, emotional and authentic learning experience.

Details

Education + Training, vol. 60 no. 4
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 21 June 2019

Tingting Zhang, William Yu Chung Wang and Angsana A. Techatassanasoontorn

The purpose of this study is to investigate the motivational process underlying users’ intention to provide feedback on user-contributed knowledge in professional online…

Abstract

Purpose

The purpose of this study is to investigate the motivational process underlying users’ intention to provide feedback on user-contributed knowledge in professional online communities. User feedback can serve as a means of indicating the credibility of the online content, which can help community members in their knowledge-seeking process. Adopting such a user feedback mechanism is beneficial for users to identify relevant and credible content efficiently and for an online community to sustain itself.

Design/methodology/approach

Drawing on self-determination theory, an integrated model is proposed. In this model, behavioural intention is defined as the consequence of motivational orientations whose antecedences include various social factors. The model is empirically tested using survey data collected online and the structural equation modelling techniques.

Findings

The results show that users’ intention to provide feedback is primarily influenced by autonomous motivation. Autonomous motivation is in turn affected by social factors, including reciprocity, online reputation, trust in the user involvement mechanisms and affective and normative community commitments.

Originality/value

This study adds value to prior studies by stressing the significance and feasibility of user feedback in helping members of professional online communities with their knowledge-seeking process. It also contributes to the literature on user participation in these communities by showing the efficacy of a motivational process perspective and the role of motivational orientations, in particular, in explaining users’ behavioural intention.

Details

VINE Journal of Information and Knowledge Management Systems, vol. 49 no. 3
Type: Research Article
ISSN: 2059-5891

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Article
Publication date: 20 September 2021

Yaw Owusu-Agyeman and Enna Moroeroe

Scholarly studies on student engagement are mostly focused on the perceptions of students and academic staff of higher education institutions (HEIs) with a few studies…

Abstract

Purpose

Scholarly studies on student engagement are mostly focused on the perceptions of students and academic staff of higher education institutions (HEIs) with a few studies concentrating on the perspectives of professional staff. To address this knowledge gap, this paper aims to examine how professional staff who are members of a professional community perceive their contributions to enhancing student engagement in a university.

Design/methodology/approach

Data for the current study were gathered using semi-structured face-to-face interviews among 41 professional staff who were purposively sampled from a public university in South Africa. The data gathered were analysed using thematic analysis that involved a process of identifying, analysing, organising, describing and reporting the themes that emerged from the data set.

Findings

An analysis of the narrative data revealed that when professional staff provide students with prompt feedback, support the development of their social and cultural capital and provide professional services in the area of teaching and learning, they foster student engagement in the university. However, the results showed that poor communication flow and delays in addressing students’ concerns could lead to student disengagement. The study further argues that through continuous interaction and shared norms and values among members of a professional community, a service culture can be developed to address possible professional knowledge and skills gaps that constrain quality service delivery.

Originality/value

The current paper contributes to the scholarly discourse on student engagement and professional community by showing that a service culture of engagement is developed among professional staff when they share ideas, collaborate and build competencies to enhance student engagement. Furthermore, the collaboration between professional staff and academics is important to addressing the academic issues that confront students in the university.

Details

Journal of Professional Capital and Community, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2056-9548

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Article
Publication date: 22 December 2020

Emily Lewanowski-Breen, Aoibhinn Ni Shuilleabhain and Maria Meehan

The purpose of this paper is to investigate the long-term impact of participating in school-based lesson study on mathematics teachers' professional community.

Abstract

Purpose

The purpose of this paper is to investigate the long-term impact of participating in school-based lesson study on mathematics teachers' professional community.

Design/methodology/approach

A study was conducted with six mathematics teachers, from two post-primary schools in the Republic of Ireland, following up on their participation in school-based lesson study over the academic year 2012/13 (see Ni Shuilleabhain, 2016). Qualitative data were generated through one-to-one, semi-structured interviews with the participating teachers and analysed using an empirical framework for teacher community formation (Grossman et al., 2001).

Findings

Analysis of the interview responses suggests that the mathematics teachers in both schools, Doone and Crannog, had developed a mature professional community during their participation in lesson study in 2012/13. Furthermore, the research finds that, in the absence of any other professional development intervention, both teacher communities have been sustained at this level six years later. These findings suggest that a lesson study may serve as a potential structure to foster the development of sustainable professional communities within subject-based teacher groups.

Originality/value

While a lesson study has been shown to support the development of teacher professional communities, previous research has not addressed the sustainability of the communities which emerge. This study, therefore, adds to the existing literature by investigating teachers' perceptions of the long-term impact of lesson study participation on their professional community.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 1
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 21 August 2017

Xing Zhang, Shan Liu, Xing Chen and Yeming (Yale) Gong

Although health question-and-answer (Q&A) communities have become popular in recent years, only a few communities have successfully retained and motivated their members to…

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1813

Abstract

Purpose

Although health question-and-answer (Q&A) communities have become popular in recent years, only a few communities have successfully retained and motivated their members to share knowledge. The purpose of this paper is to focus on the ways by which social capital and motivation influence knowledge sharing intention from the perspectives of health professionals and normal users in health Q&A communities.

Design/methodology/approach

The developed theoretical model integrates individual motivation and social capital theories. On the basis of a sample comprising 363 members from health Q&A communities in China, the authors tested the hypotheses by using structural equation modeling.

Findings

This study empirically finds that social capital positively affects intrinsic and extrinsic motivations, which then positively influence the intention of health professionals and normal users to share knowledge. Motivations of members fully mediate the effects of social capital on knowledge sharing intention. Specifically, intrinsic motivation influences knowledge sharing intention more for health professionals than for normal users, whereas extrinsic motivation influences knowledge sharing intention more for normal users than for health professionals.

Originality/value

This study explores the factors that affect the intentions of sharing knowledge in health Q&A communities by integrating social capital and motivation theories. Individual motivations can then bridge social capital and knowledge sharing intention. The effects of the intrinsic and extrinsic motivations of two user types were further examined and compared. These findings can extend the understanding of the underlying drivers of intention to share knowledge in the context of e-health.

Details

Management Decision, vol. 55 no. 7
Type: Research Article
ISSN: 0025-1747

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Article
Publication date: 13 April 2015

Joseph Murphy

The goal of this narrative synthesis is twofold. The purpose of this paper is to understand the barriers and constraints that hinder or prevent the growth of professional

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1005

Abstract

Purpose

The goal of this narrative synthesis is twofold. The purpose of this paper is to understand the barriers and constraints that hinder or prevent the growth of professional community. The author also want to form an empirical understanding of how educators can be successful in meeting these challenges. In both cases, the author wish to grow this knowledge in the complexity of schooling and the rapids of continuous school improvement. The conceptual architecture for the review is a mixture of research on change and implementation, school improvement, and community.

Design/methodology/approach

The paper can best be described as an integrative review or a narrative synthesis – an interpretation of the literature (Vescio et al., 2008), a method that is especially useful when combing qualitative and quantitative research findings. The author follow guidance from Hallinger in explaining the construction of the paper. The goal is to explore the broadest landscape possible to distill knowledge and understanding on the one hand and provide usable material on the other. In the words of Battistich, the aim is “to develop integrative explanatory concepts that provide people with a useful framework for considering action under particular circumstances.”

Findings

The paper concludes that there are dynamic cultural and well-entrenched structural barriers that make the realization of professional community problematic. Some of these elements are visible. Many others are deeply buried in the meta-narrative of school improvement. The author also finds that absent direct attention to these conditions, efforts to nurture professional community in schools will be seriously handicapped.

Research limitations/implications

Narrative syntheses offer the hope of deep understanding of domains of school improvement. They permit the inclusion of findings garnered from an array of methodologies. At the same time, this mode of investigation lacks the precision associated with more structured methods of knowledge accumulation. Even when done well, it places considerable responsibility on investigators in making sense of findings.

Originality/value

By examining research from a wide area of domains, the author is able to construct a comprehensive map of the world of bringing professional community to life in schools for researches, policy actors, developers, and practitioners.

Details

Journal of Educational Administration, vol. 53 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 15 February 2013

Bonnie Slade

This paper aims to examine the professional learning of rural police officers.

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925

Abstract

Purpose

This paper aims to examine the professional learning of rural police officers.

Design/methodology/approach

This qualitative case study involved interviews and focus groups with 34 police officers in Northern Scotland. The interviews and focus groups were transcribed and analysed, drawing on practice‐based and sociomaterial learning theories, by members of the research team.

Findings

The two key skills for effective rural policing were mobilising available human and material resources in the moment, and learning how to police and live in a rural community. The professional learning of rural police is spatial, emergent, embodied and deeply enmeshed in specificities, and is developed through interactions between human and non‐human actors.

Practical implications

This paper argues that, in order to understand professional learning, it is imperative to examine how work practices are fully entangled in social and material relations.

Originality/value

Applying sociomaterial approaches to issues of professional learning can illuminate previously obscured actors and gives a fuller picture of how professional practice is developed, sustained and modified. Learning is conceived as attuning to available knowledge resources and drawing on the knowledge strategies that are the most productive in the moment. The issues raised in this paper pertain to other professionals working in rural areas, and more generally to the theoretical framing of professional practice.

Details

Journal of Workplace Learning, vol. 25 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

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