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1 – 10 of over 5000Xin Zhang and Jieming Hu
The combination of mobile devices and innovative tools offers new possibilities for the development of a community of practice for design makers. Mobile learning has become an…
Abstract
Purpose
The combination of mobile devices and innovative tools offers new possibilities for the development of a community of practice for design makers. Mobile learning has become an essential method that design makers should adopt. The main content of this study is to explore the characteristics of learning behaviors and learning needs of creative design makers' group in forming a community of practice in the era of mobile learning.
Design/methodology/approach
This study conducted questionnaire research on the potentially associated or directly associated population of design makers. The process of the study also combined observational and interview studies to compensate for the lack of questionnaire research.
Findings
Based on the support of mobile learning technology, design makers share and co-create to achieve individual development and evolution of learning organizations, and produce creative value. Design-maker communities of practice form common communities in the framework of informal organizations to support continuous individual learning. Convergent interests or concerns in making things, real-world contexts based on makerspaces and hands-on practice based on real projects are the basis for forming design-maker communities of practice. A variety of open-source hardware, software and platforms that can support mobile learning are important for the development of design-maker communities of practice. The design-maker community of practice needs group factors, activity development, physical and technical resources, spatial support and institutional norms to enhance learning behaviors and satisfy learning needs.
Originality/value
The discovery and construction of these associated factors can help creative design practitioners form a lasting and virtuous organizational development. This study facilitates the formation of a social network for learning and knowledge sharing among design-maker communities of practice. It enhances the innovation ability and enthusiasm of design makers according to the population characteristics and learning needs of design makers. This study also facilitates the generation of a positive adaptive maker culture and maker spirit within design maker organizations.
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Ahmad Izudin, Muh Isnanto, Dandung Budi Yuwono and B.J. Sujibto
This study aims to revisit the practice of multiculturalism within the co-existence of halal food products in non-Muslim communities in Kupang, East Nusa Tenggara, Indonesia.
Abstract
Purpose
This study aims to revisit the practice of multiculturalism within the co-existence of halal food products in non-Muslim communities in Kupang, East Nusa Tenggara, Indonesia.
Design/methodology/approach
Data were collected through observations, interviews and documentation using a case study approach.
Findings
The important findings in the existing study indicate that social practice related to the acceptance and expression of non-Muslim communities towards halal products and certificates is integrated into the daily life of the people. It has contrasted with other regions in Indonesia where debates between cultural and structural aspects of halal product studies and certification prevail, often dominated by ego-sectoral interests and Islamic theology. Although Kupang’s predominantly non-Muslim population, the practice and model of halal products emerge with uniqueness within communal traditions and socio-cultural practices take precedence over structural factors.
Research limitations/implications
The most significant contribution of this research lies in mutual understanding, interfaith dialogue and religiosity that have fused into social life, specially building social coexistence in halal products.
Practical implications
These findings contribute to policymakers to reformulate halal certification and products, which are not solely driven by the interests of the Muslim community.
Originality/value
This study presents a new synthetic theory about halal products, confirming a case study in Kupang where non-Muslim communities accepted halal products as a reflection of cultural and local customs. This acceptance has led to the development of a new identity without contradictions among business interests, ideologies, sectoral aspects, hygiene, health and structural state movements.
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Behnam Soltani and William E. Donald
Drawing on a theoretical framework of sustainable career ecosystem theory, our paper aims to consider how domestic and international postgraduates can enhance their employability…
Abstract
Purpose
Drawing on a theoretical framework of sustainable career ecosystem theory, our paper aims to consider how domestic and international postgraduates can enhance their employability through participation in a landscape of practice.
Design/methodology/approach
The study employed an exploratory, longitudinal case study design to capture students' lived experiences on an 18-month Master of Professional Practice course at a higher education institution in New Zealand. The data collection procedure involved field note observations (months 1–4), a focus group (month 13) and narrative frames (months 16–18). The sample was domestic students from New Zealand (n = 2) and international students from Asia (n = 5).
Findings
One’s participation in multiple communities of practice represents their landscape of practice and a commitment to lifewide learning. Through participation in various communities of practice, domestic and international students can enhance their employability in three ways: (1) boundary encounters to develop social capital, (2) transcending contexts to enhance cultural capital, and (3) acknowledging the development of psychological capital and career agency.
Originality/value
Our work offers one of the earliest empirical validations of sustainable career ecosystem theory. Expressly, communities of practice represent various contexts whereby employability capital is developed over time. Additionally, the postgraduate students themselves are portrayed as interconnected and interdependent actors, presenting a novel framing of such dependencies at the micro-level of the ecosystem. The practical implications come from informing universities of the value of a landscape of practice to enhance the employability of domestic and international students in preparation for sustainable careers and to promote the sustainability of the career ecosystem.
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Claudia Bernasconi and Libby Balter Blume
This article explores the implications of virtual social spaces for conceptualizing community engagement in the practice of architecture and design by critically analyzing…
Abstract
Purpose
This article explores the implications of virtual social spaces for conceptualizing community engagement in the practice of architecture and design by critically analyzing multidisciplinary approaches to conceptualizing community namely space, place, and context to envision social spaces of virtual community engagement by architects and designers.
Design/methodology/approach
This conceptual article utilized narrative literature review as the primary method for conducting a transdisciplinary theoretical integration. First, the authors defined the metaverse as all manner of human-technological interaction. Second, the authors discussed theories of place from architecture, social geography, and human ecology and employed neoecological theory to describe the interactional processes inherent in research and practice with virtual communities. Finally, the authors documented specific types of virtual engagement strategies in architectural research and practice.
Findings
Virtual environments provide varied opportunities for effective collaborations among architects, designers, and community members. The primary strategies identified by the literature review of virtual community engagement were collaborative, augmented reality, and situated digital experiences. In addition, researchers have found that the most effective community engagement bridges interactions in the physical space and digitally mediated interactions.
Research limitations/implications
The authors advocate for increased research towards understanding how the expanded availability of more complex technological tools, such as future versions of artificial intelligence (AI) software, may further layer the landscape of community engagement in ways that may be unpredictable and currently less understood. Additional research is also needed to address participants' perspectives in virtual community engagement and explore how the building of communities in the meta-context is felt, lived, and understood by those who act in them.
Practical implications
The availability of new technological tools and digital platforms challenges diverse professionals to expand their community-engaged practice into the metaverse. Although not every community has broadband Internet or software access, many physical locations whether community centers, libraries, schools, or one’s own home may serve as safe spaces for novel virtual engagement experiences by individuals and groups. Digital engagement can increase opportunities for involvement from persons who are home-bound, lack transportation or child-care to attend in-person community events, or may desire the anonymity afforded by virtual engagement.
Social implications
Virtual environments can provide varied opportunities for effective collaboration among architects, designers, and community members by overcoming physical or nonphysical barriers to in-person engagement. For example, recent case studies of civic and community organizations have successfully integrated physical and virtual community engagement during the global COVID-19 pandemic by overcoming physical or nonphysical barriers to in-person engagement. Community development theorists have referred to such contexts as a “post-place community” in which individuals find solidarity through digital global networks.
Originality/value
This article theorizes virtual community engagement in the metaverse from a transdisciplinary perspective and coins the innovative concept of meta-contexts to describe a global “post-place” community. Integrating theories of place from architecture, social geography, and human ecology guides an original review of effective strategies for meta-contextual digital community engagement by architects and designers.
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Gunda Esra Altinisik and Mehmet Nafiz Aydin
To exploit collaboration-driven innovation, in recent years, many government-sponsored innovation programs and mentor services have emerged. These services support an effective…
Abstract
Purpose
To exploit collaboration-driven innovation, in recent years, many government-sponsored innovation programs and mentor services have emerged. These services support an effective exchange of knowledge among innovation actors, including innovation mentors and enable mentor connectedness as an important factor to develop and sustain effective innovation mentors’ community of practice (CoP). The purpose of this paper is to examine the degree of connectedness in an innovation mentor CoP.
Design/methodology/approach
In this study, the innovation mentors CoP as part of a national innovation program is considered a network. The connectedness and assortative mixing of this CoP and the effects of these two on each other were examined by using social network measures, including component analysis, the giant component (GC) and assortativity.
Findings
The authors provide the analytical interconnectedness results for both the GC and the whole network with network analysis and assortativity measurements of three attributes of mentors (institution, title and degrees). The degree of correlation of community for the GC shows preferential attachment between high-ranking and low-ranking mentors, while preferential attachment was not observed for the whole network. The correlation coefficient for the institution attribute has the highest value for GC, while the title has the highest value for the whole network.
Originality/value
The study is one of the early attempts to apply social network analysis for an innovation mentor CoP. This study reveals the criticality of evaluating the GC and the whole network separately and provides a number of research and practical directions that will contribute to the development of the innovation mentor CoP.
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Anjali Dutta and Santosh Rangnekar
Collaboration and preference for teamwork play a fundamental role in strengthening practical completion of team tasks. An organizational culture should facilitate learning systems…
Abstract
Purpose
Collaboration and preference for teamwork play a fundamental role in strengthening practical completion of team tasks. An organizational culture should facilitate learning systems where knowledge creation occurs through socialization. The purpose of this study is to develop a moderated mediation model, investigating the conditional indirect effect of co-worker support on the relationship between preference for teamwork and communities of practice.
Design/methodology/approach
Questionnaire survey was conducted via Google Forms to collect data from 210 employees working in the private and public sector in India. Hayes PROCESS macro models were used for analyzing the mediation of personal interaction and moderation of co-worker support.
Findings
This study showed evidence regarding the mediating role of personal interaction on the relationship between preference for teamwork and communities of practice. Co-worker support moderated the relationship between personal interaction and communities of practice. It also moderated the conditional indirect effect.
Practical implications
The results approve the substantial role of preference for teamwork in influencing personal interaction and communities of practice. The mediating role of personal interaction on preference for teamwork and communities of practice can lead to creation and sustenance of communities of practice. Furthermore, the moderating role of co-worker support as a conditional indirect effect shows that social support and exchange can lead to social learning.
Originality/value
Theoretical explanations and analytical approaches provide insights into the relationship between the preference for teamwork and communities of practice through a conditional indirect effect, a one of its kind of a study.
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Manojprabhakaran Thirupal and Adrian B. Popa
This paper investigates the change talk (CT) strategies of the motivational interviewing (MI) technique and their relevance in achieving change goals within communities of…
Abstract
Purpose
This paper investigates the change talk (CT) strategies of the motivational interviewing (MI) technique and their relevance in achieving change goals within communities of practice (CoP), focusing on addressing real-world problems in today's complex world.
Design/methodology/approach
We employ a literature review and conceptual analysis to study the interactions and potential areas of complement between CT, MI and CoP theories.
Findings
This paper combines CT, MI and CoP theories to develop an integrated model called Facilitative Change Talk Leadership (FCTL).
Originality/value
This paper provides an innovative model (FCTL) to inform leadership educators about facilitating communities of practice. We provide a hypothetical case study to suggest how FCTL might foster collaborative inquiry and resilience amidst complex challenges. This case study illustrates a practical pathway for leadership educators and community practitioners to use this model in their own contexts.
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This paper aims to propose a conceptual framework for integrating information and communication technologies (ICT) into teaching practices for educators in rural Ghana lacking…
Abstract
Purpose
This paper aims to propose a conceptual framework for integrating information and communication technologies (ICT) into teaching practices for educators in rural Ghana lacking computer and internet access. Bridging the rural–urban digital divide is critical for equitable quality education. This research identifies distinct infrastructure, financial, human, and socio-cultural challenges of ICT adoption in underserved Ghanaian schools through an exhaustive literature review. The framework provides tailored strategies to empower teachers to leverage ICT for innovative pedagogy despite limitations. Ultimately, the goal is to offer pragmatic, evidence-based solutions to advance ICT-enabled instruction and digital equity in marginalized settings.
Design/methodology/approach
This study utilizes a qualitative literature review methodology to develop a conceptual framework for ICT teaching techniques tailored to the rural Ghanaian context. Published empirical studies, theoretical papers, and reports focused on ICT education in developing countries, particularly sub-Saharan Africa, were systematically reviewed across multidisciplinary databases. Relevant theories and models, like TPACK and SAMR, were analyzed to determine appropriate modifications for the framework design. The proposed strategies emphasize affordable technologies, teacher training, localized content, and culturally relevant pedagogies selected based on evidence from literature to address the unique barriers and needs of the rural setting.
Findings
The literature review revealed profound infrastructure, financial, human, and socio-cultural barriers to ICT adoption in rural Ghanaian schools. These include lack of electricity, internet, hardware, and software alongside inadequate teacher training and support. The proposed conceptual framework offers solutions including leveraging low-cost technologies like mobile devices, prioritizing teacher professional development, developing localized digitally-enabled resources, and fostering community participation. Culturally relevant pedagogies are also emphasized. This tailored, evidence-based approach holds promise for enhancing ICT-enabled instruction and bridging digital divides to promote equitable quality education. Further findings will emerge through framework implementation and evaluation.
Research limitations/implications
This conceptual framework requires implementation and evaluation to truly determine its impact and effectiveness in the intended rural Ghanaian context. As a literature review, primary data collection was not undertaken. Practical application of the framework in schools can yield direct insights through surveys, interviews, observations, and analysis of key educational outcomes pre and post-implementation. Comparisons with control groups may further illuminate its efficacy. Monitoring and adaptation over time is also essential. Ultimately, this research sets the foundation for praxis-oriented work transforming ICT integration in marginalized communities to advance digital equity and inclusion.
Practical implications
This research provides an evidence-based, context-aware framework with pragmatic solutions to enhance ICT-enabled teaching and learning in underserved rural Ghanaian schools. It offers guidance to teachers, administrators, and policymakers on integrating technology despite infrastructure and resource constraints. The emphasis on cost-effective innovations, educator training, localized content, and community participation can inform planning and investments in ICT education. Broader applications include adapting the framework for other developing country contexts facing comparable challenges. Overall, this work promotes digital equity and quality education access, catalyzing social development and aligning with the UN Sustainable Development Goals.
Social implications
This research highlights the urgent need to address digital divides exacerbating educational inequalities between rural and urban communities in Ghana. Lack of technology access and utilization in rural schools threatens to widen gaps in skills, capabilities, and opportunities for students. Strategic integration of ICT can promote social inclusion, cultivate digital literacy, and equip youth to participate in the global digital economy, thereby enhancing prospects. More broadly, advancing digital equity and ICT-enabled education empowers marginalized groups, fosters community empowerment, and drives progressive social change. This work underscores that localized, context-appropriate solutions are pivotal for promoting development and social justice.
Originality/value
This research fills a crucial gap by proposing a conceptual framework tailored specifically for integrating ICT in teaching practices in rural Ghanaian schools lacking digital access, responding to context-specific barriers and needs. While extensive literature examines ICT education models globally, few studies offer localized strategies for resource-constrained environments. This framework adapts established models based on a systematic literature review, emphasizing affordability, capacity building, and cultural relevance. By synthesizing evidence-based, pragmatic solutions to advance ICT-enabled instruction in marginalized settings, this work provides a valuable foundation for praxis transforming rural education. The localization approach could inform frameworks for other developing regions.
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Marion Heron, Doris Dippold, Karen Gravett, Adeeba Ahmad, Samaher Aljabri, Razan Abuorabi Al-Adwan, Priyanki Ghosh, Raniah Kabooha, Mohammad Makram, Dina Mousawa, Ayesha Mudhaffer, Beyza Ucar Longford, Lingyu Wang, Junyi Zhou and Fengmei Zhu
The purpose of this paper is to highlight the role an intentional and cohesive research group for doctoral researchers and supervisors can play in surfacing and de-mystifying many…
Abstract
Purpose
The purpose of this paper is to highlight the role an intentional and cohesive research group for doctoral researchers and supervisors can play in surfacing and de-mystifying many of the implicit doctoral literacy practices involved in doctoral study.
Design/methodology/approach
This participatory, collaborative project, involving 11 doctoral researchers and three supervisors, was conducted in two stages. In the first stage, doctoral researchers and supervisors engaged in a discussion which resulted in a shared concept map. The concept map was then used as a prompt for stimulated recall interviews in which the participants reflected on the connections and peer learning afforded by the research group.
Findings
Drawing on ideas from Communities of Practice theory, the data revealed that the research group, including both supervisors and doctoral students, developed knowledge, relational connections and an awareness of a range of doctoral literacies.
Practical implications
This paper makes suggestions for how those in doctoral education can develop and embed research groups into institutional practices.
Originality/value
This study demonstrates the significant role a research group which is structured, intentional and guided plays in supervisors’ and doctoral students’ development of doctoral literacies and the fundamental intellectual and relational connections afforded by participating in such communities.
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Gunda Esra Altinisik, Mehmet Nafiz Aydin, Ziya Nazim Perdahci and Merih Pasin
Positive effect of knowledge sharing (KS) on innovation has come to the fore and government-supported innovation and mentoring communities or mentor networks have become…
Abstract
Purpose
Positive effect of knowledge sharing (KS) on innovation has come to the fore and government-supported innovation and mentoring communities or mentor networks have become widespread. This article aims to examine the community connectedness and mentors' preferences for professional competency-based KS of such innovation community of practice networks (CoPNs).
Design/methodology/approach
The paper constructs a directed weighted CoPN model with a node-attribute-based novel fingerprint edge weights. Based on the CoPN, Social Network Analysis (SNA) metrics and measures including Giant Component (GC) were proposed and analyzed to identify mentors' connectedness preferences. The fingerprint was proposed as a novel binarized node attribute of competence. Jaccard similarity of fingerprints was proposed as edge weights to reveal correlations between competences and preferences for KS.
Findings
The work opted to conduct a survey of 28 innovation mentors to measure a CoPN. Both a name generator question and a second set of questions were employed to invite respondents to name their collaborators and indicate their professional competence. SNA metrics result in differing values for GC and the rest, which lead us to focus on GC to reveal salient metrics of connectedness. Jaccard similarity analysis results on GC demonstrate that mentors collaborate in an interdisciplinary manner.
Originality/value
Based on the CoPN, the methods proposed may be effective in predicting preferred relationships for interdisciplinary collaborations, providing the managers with an analytical decision support tool for KS in practice.
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