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This chapter describes pre-service teachers' teaching practices of didactic methods based on cognitive apprenticeship. The purpose of this chapter is to demonstrate potential of Second Life® as a space for teaching practices of pre-service teachers. The participants were 160 college students who were completing a practicum at Korea National University of Education. These students enrolled in four sections of teaching methods and educational technology, which was one of the requirements for their teaching certificate. The students were placed in groups of three to five students according to their majors. In Second Life, they practiced their teaching and participated in the evaluation of other groups' teaching. They discussed Second Life's potential, such as a space for expanding their teaching experiences and explored possibilities for using it as an environment for teaching practices. The authors believe that readers will find that Second Life can offer a valuable environment to promote pre-teachers' understanding of teaching techniques.

Researchers recommend a reorganization of the medical profession into larger groups with a multispecialty mix. We analyze whether there is evidence for the superiority of these models and if this organizational transformation is underway.

We summarize the evidence on scale and scope economies in physician group practice, and then review the trends in physician group size and specialty mix to conduct survivorship tests of the most efficient models.

The distribution of physician groups exhibits two interesting tails. In the lower tail, a large percentage of physicians continue to practice in small, physician-owned practices. In the upper tail, there is a small but rapidly growing percentage of large groups that have been organized primarily by non-physician owners.

While our analysis includes no original data, it does collate all known surveys of physician practice characteristics and group practice formation to provide a consistent picture of physician organization.

Our review suggests that scale and scope economies in physician practice are limited. This may explain why most physicians have retained their small practices.

Larger, multispecialty groups have been primarily organized by non-physician owners in vertically integrated arrangements. There is little evidence supporting the efficiencies of such models and some concern they may pose anticompetitive threats.

This is the first comprehensive review of the scale and scope economies of physician practice in nearly two decades. The research results do not appear to have changed much; nor has much changed in physician practice organization.

The chapter defines practice approaches and considers the several ways the concept of practice has functioned in the academic and practitioner literatures. As “practice” has been a minor term in prior group studies, the next section argues that foregrounding practice in future group research is a promising direction. Not only does a practice approach privilege interactional messages, which are at the heart of communication, but foregrounding practices can help actual groups function better. A practice approach to group research can accomplish three things: (1) offer guidance about how to design and implement sensitive activities; (2) identify contextual aspects of dispersed practices such as giving information; and (3) make visible how key group norms are interactionally accomplished in nonstraightforward ways. Examples of each of these activities are illustrated.

Since its conception, the community of practice (CoP) theory has become a popular framework in a plethora of disciplines and settings. In the field of higher education, this versatile social theory of learning and identity that is compatible with theories of language and discourse has been used for the exploration of a variety of topics such as quality assurance, language socialisation in study abroad, medical student workplace learning and the learning of science. This theoretical model offers a framework based on collectives attached by their practice and mutual relations, which suits a priori some institutionally recognised clusters within higher education, such as research groups (RGs). These groupings, composed of pre- and post-doctoral researchers, form a domain of sustained relations and interactions through which learning may occur, but the extent to which the RG constitutes a CoP remains uncertain. This chapter discusses the suitability of the CoP model for the study of RGs in the light of ethnographic data gathered from two RGs.

This chapter addresses the call for identification of organizational contingencies related to a global mindset, exploration of different forms of a global mindset, and the relationship of global mindset with global strategies. To this end, the chapter explores global mindset development in the context of a three-year case study of middle managers in a Danish multinational corporation working with deliberate global mindset capability development as a vehicle for global strategy execution. The analysis of individual middle manager practices of a global mindset and associated organizational practices, as observed from a middle manager strategy implementation perspective, is condensed into four core aspects of individual-organizational practice that enables the enactment of global mindset: inclusive strategy co-creation, interactional synergy, imagined community building, and performance flexibility. On the basis of these learnings, the potentials and opportunities of applying a contextual, behavioral perspective on global mindset that incorporates both individual and organizational factors, as opposed to a generic, cognitive perspective, are discussed in terms of advancing knowledge of both the global mindset–performance causal chain and the practical impact of global mindset research.

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.

There are notable indigenous business models in the African context that have either been unexplored or are yet to be highlighted and given due attention at the international level. This chapter provides a cross-case analysis of the indigenous business practices of three ethnic groups across West Africa: Nigeria (Igbos), Ghana (Ewes) and the Benin Republic (Guns), thus viewing business models, from anglophone and francophone perspectives. Specifically, the chapter discusses the apprenticeship models igba-boi, of the Igbo society, dorsorsror, among the Ewes, and eyi alo within the Guns society and succession models in the three societies ‘Inochi anya, domenyinyi and eyi kanta’ respectively, with the aim of highlighting insights for practice, policy and academia. Historically, there have been relevant structures to ensure the transfer of knowledge and wealth to the next generation; this is driven by both cultural and traditional systems of the ethnic groups. The findings show that the family unit plays a significant role in building a sustainable channel, though informal, through which the heritage of business models is attained. To this end, the authors recommend leveraging the unique models of apprenticeship and business succession practised in these ethnic groups to support current policies, such as those relating to Technical and Vocational Education and Training (TVET).

This chapter documents monthly meetings of Bank Street College Reading and Literacy alumnae between October 2002 and December 2004. It describe the ways in which case study and self-study methodologies enabled participants to support their own professional development and that of colleagues. Findings suggest that the process enabled participants to revisit, reconsider, and reframe understandings and perspectives both in the minute and later as they shared experiences with a broader audience. Outcomes include a more extensive professional knowledge base, increased ability to meet the needs of children and parents, and a stronger sense of self as professional identity.

Purpose – This chapter contributes to the development of informed learning pedagogy by examining its innately political character. Through examining issues of power that arise in a particular educational setting, the aim is to illuminate how power (and resistance to it) needs to be carefully considered by practitioners who engage with informed learning pedagogy.

Theoretical Approach – Foucault’s view of power, defining it as something that can be both generative and repressive, and which works only in combination with resistance to this power, is specifically drawn on to illuminate how dialogues between students give rise to changed information practices.

Design – Twenty groups of learners, each of five to seven students, engaged in a series of three complex informed learning activities, and generated extensive datasets as they recorded their dialogues to online discussion boards within the Blackboard course management system used on a postgraduate course in educational technology. These data were supplemented by interviews with a number of students and the course tutor.

Findings – The information practices of the groups developed in different ways depending on a number of factors consistent with informed learning. Students were motivated by achieving high grades, and data reveal that students respond to surveillance from teaching staff and each other by communicating outside of the official discussion board space. This is illuminating because by resisting power in this way students develop new practices that are specifically relevant to their group, and shows how dominant power and resistance to it help develop facets of informed learning.

Intrapreneurship (IP) and Strategic Human Resource Management (SHRM) are a paradigm in which the current global scenario of increased homeoffice and professional globalization can have the capacity to stimulate professionals’ autonomy and new business orientations able to re-invent new strategies, services, technologies and even leadership development. This study, of an exploratory nature, aims to analyze the synchronicities between IP and SHRM, raised by relational dynamics translated into leadership, organizational culture and individual practices having as a facilitating factor technology as an agent of change for continuous improvement (based on the Kaizen philosophy). It is supported by a qualitative analysis through a case study of a leading Portuguese group, Grupo Salvador Caetano, which has been in existence for 75 years.

The results demonstrate that dynamic relations are the synchronicities of IP and SHRM as long as stimulated and transmitted to collaborators, and that technology, facilitated these processes. The flexibility of SHRM, the sequence of delegation and implementation of relational dynamics must be the key for the synchronicities of SHRM and IP to be two phenomena that go side by side and contribute to more effective performance and evolution among collaborators, as they support each other in creating firms’ value for customers. Some contributions to theory and practice, raised through a logic of “in-house entrepreneurship,” are also presented at the end of the study.