Promoting a Community of Practice Through Collaborative Curriculum Reform in a University Business School

Abstract

The purpose of this research is to describe and investigate an innovative model for collaborative curriculum reform developed using Communities of Practice (CoP) theory which can work in any discipline. It is an engaging story for readers in higher education about an academic CoP from the coalface; academics who are dealing with real problems and issues. The narrative includes practical examples and critical reflection by educators directly engaged in curricular reform. This research addresses a need to ensure quality in university teaching and learning by supporting the development of an integrated curriculum. It investigates how faculty engage in this process and illuminates the complex ways in which they work. There are four main findings: faculty improve their practice through the implementation of the new framework using a CoP; the promotion of students’ innovation skills is an essential component of a successful program; communication and collaboration mitigates resistance to change; and a shared vision promotes faculty involvement. We reveal complexities in relationships between faculty and administration, and show successful collaboration and organizational change can be achieved through a community of practice under challenging conditions.