Abstract
Communities of Practice (CoPs), it is argued, are loci for creativity, innovation and problem-solving. Instigating a CoP and harnessing this creative energy from an external position (be it institutional or individual) is, however, problematic. Literature surrounding CoPs emphasises the delicate manner in which they are formed and sustained. Those instigating these communities from an external position, such as curators, managers, or educators, do so at the risk of undermining some of CoPs’ fundamental qualities. Namely: the fluid social relations, the level of informality and the processes of self-selection and moderation that characterise CoPs. Asking the question ‘how, if possible, can one instigate creatively-oriented CoPs?’—in particular those composed of experts working within limited timeframes—this paper analyses eleven newly formed groups partaking in an experimental design biennial (BIO50) organised to foster collaborative learning and practice. The study focuses on the relationship between a curatorial structure with high degrees of ambiguity and participant collaboration. The paper provides practical implications and theoretical elaborations for those seeking to organise creative collaborations.
Highlights
The Icelandic singer Bjork’s oft-quoted lyric: ‘I thought I could organise freedom, how Scandinavian of me’1 summarises succinctly the tension between organisation and freedom that is inherent in organisational and managerial pursuits
Discussion on findings This section explicates the relationship between ambiguity with the channelling factors of problem loyalty, peer recognition, slack space and alignment as elucidated by Amin and Roberts (2008)
Brown and Duguid’s (1991) research provides an account where problem-solving through situated approaches and reformulating canonical methods is the pinnacle for creative collaboration
Summary
The Icelandic singer Bjork’s oft-quoted lyric: ‘I thought I could organise freedom, how Scandinavian of me’ summarises succinctly the tension between organisation and freedom that is inherent in organisational and managerial pursuits. The field of organisation studies has for some time made compelling arguments that such knowledge can be transferred in Communities of Practice (CoPs) This view, based on a social learning theory, emphasises the importance of collaboration, of learning collectively through participation in a shared activity, and of the development of a common repertoire (Wenger 1999; Cox 2005). These activities form the basis for a transfer of a broad spectrum of knowledge(s) and can act as a locus for creative and innovative problem-solving (Mørk et al 2008; Cook and Yanow 1993; Lindkvist 2005). The few studies detailing attempts at instigating (2019) 8:10
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