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This chapter discusses the relevance of a community of practice (CoP) for a reflexive gender equality policy and reflects on the different approaches taken within TARGET. It is based on the literature on CoPs and structural change as well as on experiences in transferring this approach to the context of implementing gender equality plans (GEPs) within different types of research organisations. While the notion of the CoP was coined in the 1990s, literature on gender and such communities remained scarce until a recent wealth of research looked at the role played by inter-institutional CoPs in advancing structural change in research organisations. In this chapter, we examine whether and how an institutional CoP approach has been a useful vehicle for gender equality plan development and how the different configurations of internal and external stakeholders within the CoPs have impacted GEP implementation.

Gender competence as part of engineering education can better prepare men and women to work on sustainable solutions that benefit entire societies. This chapter describes the framework and lessons learned of a community of practice (CoP) for gender equality facilitated by the Mediterranean Engineering Schools Network. Faculty and students from Mediterranean European, North African and Middle Eastern countries came together in this CoP, which was supported by the TARGET project, to develop a practical plan using a reflexive approach. The transfer of knowledge between generations is achieved by using participatory learning processes, facilitating mindful awareness, widening experiences, deepening understandings and building a gender-sensitive mindset. Students embarked on the journey to become change agents. The process led to the consolidation of gender equality knowledge, competence building and the development of change agents for gender equality. This CoP can inspire other institutions to undertake a participatory path towards gender equality – at local, regional, or global level.

The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching and learning in higher education, especially for primary and secondary teacher education students.

For the first time under the topic “Lesson Study: Music in Dialogue,” corresponding study programs were prepared at the University College of Teacher Education, Lower Austria. The data material from which answers to research questions can be generated are the “Didactic Design Pattern” and classical research lesson planning, observation and discussion instruments. Moreover, discussion protocols of the reflection meetings offered insights the participants gained through sharing their experience of a series of lesson study cycles including focussed collaboration between mentors, teachers, teacher education students and primary school pupils.

Within the lesson study groups, the space for cooperation and dialogue widened considerably and the interest in the work and expertise of each other increased. Based on the principles of a “community of practice,” this study shows the positive effects of professional collaboration on primary and secondary teacher education students and a lasting impact on their pupils’ learning. Thereby, the dialogical principle was found to play a central and important role. In connection with music- and art-related processes, previous limitations in teaching and learning with music can be exceeded for pupils, teacher education students and teachers.

This study, therefore, provides new insights into questions of organization and implementation, as well as scientific and didactic support in professional learning communities.

So far, there has been little practitioner research through lesson study in the field of music education. In particular, lesson study enhancing the cooperation between music education and other subject areas through dialogical-integrative work has brought about knowledge and insights of great importance for the further development of an appropriate didactic approach in dialogic music education.

The purpose of this paper is to examine common stereotypes regarding old-age workers and the effect of these stereotypes on organizational productivity, as well as to suggest practical solutions for accommodating old-age workers and increasing productivity in all employees.

This three part paper will present a thorough review of relevant literature (1991-2014, with the exception of two studies from 1976) that were conducted on the topics of old-age stereotyping, the effect of old-age stereotyping on organizational productivity, and methods for adequately motivating and managing old-age workers. Studies concerning psychology theories are also examined in order to provide a framework for practical solutions, as well as demographic statistics on population age and employment trends.

This paper identifies a number of old-age stereotypes that have decreased organizational productivity in empirical studies, including reluctance to change, decreased learning ability, intelligence and memory, poor health and accidents, higher organizational costs, decreased motivation, and low innovation and productivity. Findings also suggest that old-age workers can positively affect productivity, and that low productivity is often a result of stereotyping.

The prevalence of old-age stereotyping and its impact on organizational productivity may differ by culture, industry, type of employment, education level, and other factors, and thus further research may be necessary. The literature reviewed may not adequately represent worldwide organizational trends, as the literature is largely comprised of studies performed in North America and Europe.

Solutions based on these findings are taken directly from the literature or derived from literature on psychology theories, which include self-determination theory, socio-emotional selectivity theory, and selective optimization and compensation theory. The practical solutions proposed address work environment, motivation, rewards, flexibility, and the loss and gain of resources in old-age workers.

The proportion of old-age workers is increasing and it is therefore necessary to determine ways to adequately integrate old-age workers in the workforce. Furthermore, this can raise productivity in all employees.

This paper demonstrates that old-age stereotyping is both prevalent and detrimental within an organizational context. These findings and solutions can potentially be used by organizations in order to increase individual and overall productivity.

The purpose of this paper is to examine common stereotypes regarding old-age workers and the effect of these stereotypes on organizational productivity, as well as to suggest practical solutions for accommodating old-age workers and increasing productivity in all employees.

This three part paper will present a thorough review of relevant literature (1991-2014, with the exception of two studies from 1976) that were conducted on the topics of old-age stereotyping, the effect of old-age stereotyping on organizational productivity, and methods for adequately motivating and managing old-age workers. Studies concerning psychology theories are also examined in order to provide a framework for practical solutions, as well as demographic statistics on population age and employment trends.

This paper identifies a number of old-age stereotypes that have decreased organizational productivity in empirical studies, including reluctance to change, decreased learning ability, intelligence and memory, poor health and accidents, higher organizational costs, decreased motivation, and low innovation and productivity. Findings also suggest that old-age workers can positively affect productivity, and that low productivity is often a result of stereotyping.

The prevalence of old-age stereotyping and its impact on organizational productivity may differ by culture, industry, type of employment, education level, and other factors, and thus further research may be necessary. The literature reviewed may not adequately represent worldwide organizational trends, as the literature is largely comprised of studies performed in North America and Europe.

Solutions based on these findings are taken directly from the literature or derived from literature on psychology theories, which include self-determination theory, socioemotional selectivity theory, and selective optimization and compensation theory. The practical solutions proposed address work environment, motivation, rewards, flexibility, and the loss and gain of resources in old-age workers.

The proportion of old-age workers is increasing and it is therefore necessary to determine ways to adequately integrate old-age workers in the workforce. Furthermore, this can raise productivity in all employees.

This paper demonstrates that old-age stereotyping is both prevalent and detrimental within an organizational context. These findings and solutions can potentially be used by organizations in order to increase individual and overall productivity.

The purpose of this paper is to examine common stereotypes regarding old-age workers and the effect of these stereotypes on organizational productivity, as well as to suggest practical solutions for accommodating old-age workers and increasing productivity in all employees.

This three part paper will present a thorough review of relevant literature (1991-2014, with the exception of two studies from 1976) that were conducted on the topics of old-age stereotyping, the effect of old-age stereotyping on organizational productivity, and methods for adequately motivating and managing old-age workers. Studies concerning psychology theories are also examined in order to provide a framework for practical solutions, as well as demographic statistics on population age and employment trends.

This paper identifies a number of old-age stereotypes that have decreased organizational productivity in empirical studies, including reluctance to change, decreased learning ability, intelligence and memory, poor health and accidents, higher organizational costs, decreased motivation, and low innovation and productivity. Findings also suggest that old-age workers can positively affect productivity, and that low productivity is often a result of stereotyping.

The prevalence of old-age stereotyping and its impact on organizational productivity may differ by culture, industry, type of employment, education level, and other factors, and thus further research may be necessary. The literature reviewed may not adequately represent worldwide organizational trends, as the literature is largely comprised of studies performed in North America and Europe.

Solutions based on these findings are taken directly from the literature or derived from literature on psychology theories, which include self-determination theory, socio-emotional selectivity theory, and selective optimization and compensation theory. The practical solutions proposed address work environment, motivation, rewards, flexibility, and the loss and gain of resources in old-age workers.

The proportion of old-age workers is increasing and it is therefore necessary to determine ways to adequately integrate old-age workers in the workforce. Furthermore, this can raise productivity in all employees.

This paper demonstrates that old-age stereotyping is both prevalent and detrimental within an organizational context. These findings and solutions can potentially be used by organizations in order to increase individual and overall productivity.

This chapter explores the way three teachers developed their primary science teaching in English schools, in an educational climate where training policies and financial pressures result in few opportunities to do so, meaning many schools resort to in-school support. The training needs of primary teachers vary according to their experience and backgrounds. This research project used a combined model of Lave and Wenger's (1991) community of practice with Bourdieu's social theory model (1999, 2004), specifically on science capital, to explore the opportunities for primary science development as well as teacher agency and identity within the primary school. The research consisted of three case studies of primary teachers, using co-teaching and semi-structured interviews to develop a greater understanding of teachers' beliefs and development in science teaching. Thematic analysis was used to organise and interpret the data using the theoretical framework outlined. The combined theoretical models proved useful in considering the ‘science capital’ as part of their identity as a teacher; they contributed to a school or field. The nature and amount of science capital had an impact on the potential for their science teaching development as well as their identity and agency within the school community of practice.

How is it possible to evidence whether students are engaging with a course? What can be done to increase their level of engagement? Since the advent of blogs in 2002 a comprehensive body of research has developed around the pedagogic benefits of educational blogging and its value in teaching and learning, notably in encouraging reflective practice, social interaction and participatory learning (Burgess, 2006. Blogging to learn, learning to blog. In A. Bruns & J. Jacobs (Eds.), Uses of blogs (pp. 105–114). New York, NY: Peter Lang; Farmer, Yue, & Brooks, 2008; Williams & Jacobs, 2004). This chapter investigates whether blogs are also an effective tool for supporting and sustaining a community of learners in Higher Education and increasing their engagement in a university course.

The researchers used a case study methodology to examine whether the introduction of blogs had led to the development of a community of practice around an undergraduate course at the University for the Creative Arts. The data collected revealed that the course team had successfully developed a thriving online community involving students, staff, alumni and industry, with students displaying high levels of engagement and interaction. The discursive, commentary nature of blogging enabled students to engage in peer-supported learning, with the online ‘always on’ nature of the community providing a 24/7 support network. In addition, tutors were able to assess clearly the level of engagement of each student and provide targeted, timely feedback for those students who required more support.

It is hoped that this research will be informative to tutors and academic support staff who wish to explore the potential of using collaborative online technologies to enhance student learning and engagement.

This chapter outlines research conducted by Karan Vickers-Hulse (KVH) as part of an educational professional doctorate; Marcus Witt (MW) was one of her supervisory team. Participants were from two initial teacher education (ITE) routes (School Direct and university-led) leading to a PGCE primary teacher qualification. The research was set within the context of continuously evolving policy on the training of teachers and the subsequent impact on developing a professional identity. The introduction of new ITE routes in England (DfE, 2015) aimed to offer a wider range of pathways into teaching, attract more applicants and mitigate the impact of teacher shortages. The research discussed in this chapter explored the experiences of trainees on these routes and the impact on their professional identity formation. This chapter begins with an overview of the literature in the field of professional identity formation, followed by a discussion of the chosen methodology and methods. This chapter concludes with several recommendations for teacher training providers as well as recommendations for future research that may be useful for doctoral students interested in the field of professional identity formation.

This chapter provides an illustration of doctoral case study research and insights to how practitioner research can capture the localised impact of policy shifts.

Online programs rely on the use of educational technology for knowledge sharing in academic virtual communities of practice (vCoPs). This poses the question as to which factors influence technology acceptance. Previous research has investigated the inter‐relationship between educational technology acceptance (ETA) and the vCoP context insufficiently. Therefore, the paper at hand aims to propose a conceptual model of ETA in the vCoP frame.

To validate the proposed model, a correlation study was conducted in an academic vCoP at a German university. A sample of n=72 faculty members was surveyed regarding attitudes and perceptions towards knowledge sharing in vCoPs.

A regression analysis confirms the expected correlation between technology use intention and corresponding behavior. Further, participation in a vCoP influences technology use intention, and, in turn, is influenced by participants' experience with technology.

Against expectations, participants' attitudes towards technology are weakly correlated with most model variables, thus warranting further research.

Virtual mentoring in online universities can be supported relying on central vCoP participants, who may be helpful initiators of knowledge sharing.

The proposed conceptual model enlarges the scientific understanding of technology‐enhanced learning in vCoPs.