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Using a community of practice in higher education: Understanding the demographics of participation and impact
journal contribution
posted on 2020-02-20, 15:09 authored by Alex Wilson, Christopher WilsonChristopher Wilson, Gabi WitthausResearch
in the higher education literature argues that communities of practice (CoPs) can
be effective staff development by helping academics to share teaching
experiences and innovations. One of the key proposed benefits of CoPs involves
the opportunity for early-career practitioners to learn from more experienced
colleagues. This raises the question as to whether the benefits of a CoP differ
across academics according to their teaching experience, seniority, or other
demographic features. After establishing a CoP within a highly-ranked UK
business school, this paper provides a statistical analysis of its ability to
engage and influence different academics. As consistent with our hypothesis,
the main findings show that that: i) junior staff were significantly more
likely to participate in the CoP than senior staff, and ii) conditional on
participation, junior participants were also more likely to engage with the CoP
by transferring an idea they had learned into their teaching practice.
History
School
- Business and Economics
Department
- Economics
Published in
International Journal of Teaching and Learning in Higher EducationVolume
32Issue
1Pages
39 - 48Publisher
International Society for Exploring Teaching and LearningVersion
- VoR (Version of Record)
Publisher statement
This is an Open Access Article. It is published by International Society for Exploring Teaching and Learning under the Creative Commons Attribution-NoDerivatives 4.0 International Licence (CC BY-ND). Full details of this licence are available at: https://creativecommons.org/licenses/by-nd/4.0/Acceptance date
2019-07-19Publication date
2020ISSN
1812-9129Publisher version
Language
- en
Depositor
Dr Alex Wilson Deposit date: 19 February 2020Usage metrics
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