Community Of Practice Members Research Articles

Bridging Cultures, Advancing AI

In an era where generative AI (AI) is reshaping education at breakneck speed, how can institutions keep pace while also ensuring authentic learning? Our international Community of Practice (CoP) offers a compelling answer. Spanning Australia and Vietnam, this unique collaboration has not only navigated cultural differences but leveraged them to create a rich tapestry of AI integration strategies in HE. From unexpected synergies to challenging assumptions, our journey offers crucial insights for educators worldwide grappling with AI's transformative power. Established in April 2023, our CoP has grown to approximately 500 members drawn from multiple campuses across Australia and Vietnam. This cross-cultural collaboration aligns with Wenger's (1999) Communities of Practice theory and demonstrates a novel approach to harnessing global collective intelligence in HE. Our CoP has critically examined the impact of AI on HE, exploring its transformative potential and challenges in teaching methodologies, learning experiences, and assessment practices. Our discussions have extended to the ethical and environmental considerations of increased AI adoption in education, aligning with the growing need for sustainable technological integration in academia. Key outcomes of the CoP include: Development of AI-integrated curriculum frameworks and co-creation of staff training materials, enhancing institutional readiness for AI integration; Design and implementation of innovative learning tools, such as AI-generated interactive personas, enhancing student engagement and outcomes; Facilitation of research collaborations, resulting in both publications and multiple conference presentations; Exploration of AI-enabled learning analytics for personalised learning, with initial implementation across different cultural contexts; and Amplification of public awareness about AI in Southeast Asian education, as evidenced by extensive media coverage in Vietnam. Our CoP's activities, including monthly expert-led meetings and weekly newsletters, have catalysed significant advancements in Technology Enhanced Learning (TEL) research and practice. The initiative's success aligns with the TPACK framework (Mishra & Koehler, 2006) and social learning theory (Bandura, 1977), supporting contextualised AI integration in pedagogy and andragogy across diverse educational settings. Our CoP has overcome significant challenges, including sustaining engagement across time zones and sourcing diverse expert speakers, through dedicated leadership and strong institutional support. The CoP's impact led to its official recognition and the formation of a cross-school steering committee, further amplifying its influence and demonstrating its strategic importance to the institution. This presentation will share key insights from our journey, including strategies for fostering engagement in a remote, cross-cultural CoP focused on rapidly evolving technology. We will discuss successful AI-enabled pedagogies implemented by CoP members, how challenges were addressed, and the impact of diverse cultural perspectives on AI adoption. A key lesson learned is the importance of balancing AI integration with maintaining academic integrity and authentic assessment in the rapidly evolving landscape of educational technology. By sharing our experiences, we aim to provide a model for other institutions seeking to harness collective intelligence in shaping the future of AI in HE, while addressing critical issues such as appropriate AI use, systemic approaches to programmatic assessment, and the process of learning and teaching in an AI-enhanced environment.

Co‐production in action: Navigating the research‐to‐implementation space in wildlife conservation through a Community of Practice

AbstractEffective conservation practices require addressing the divide between research and implementation. Co‐production, which emphasizes collaboration and diverse knowledge exchange, is increasingly recognized as valuable in conservation to address this challenge, yet empirical insights remain limited. This case study explores using a Community of Practice (CoP) as an avenue for facilitating co‐production in shorebird conservation. Centering researchers and practitioners within implementation initiatives, we evaluate factors enabling a successful CoP and barriers hindering members' experiences. Capacity emerged as the predominant barrier, while the leading factors contributing to CoP success were having a dedicated space to support labor division, relationship building, and informal learning among CoP members. Leveraging our evaluation insights, we offer practical recommendations for structuring a CoP to optimize these benefits and advance the integration of CoPs and co‐production principles in conservation practice.

Building Bridges in Teacher Education to Enhance Teachers for Students’ Diversity in Physical Education

Following the UNESCO guidelines for Quality Physical Education, this participatory action research study aimed to explore the potential of a Community of Practice (CoP) to empower both schoolteacher educators and preservice teachers (PSTs) to become practitioners–researchers in order to achieve inclusive practices in Physical Education (PE). This study involved a partnership between a university in North Portugal and four cooperating schools. CoP participants were six teacher educators and four cooperating teachers (CTs) who work with twelve PSTs in the schools where they developed their teaching practices. Data collection included focus groups with CoP members and PSTs, CoP meetings, and school placement meetings. A thematic inductive–deductive analysis revealed that CTs were actively engaged in the CoP, achieving mutual involvement and a shared repertoire, and making friendships beyond the CoP. Becoming practitioners–researchers made CTs more critical of their teaching and supervisory roles. Supporting PSTs to be practitioners–researchers was challenging, mostly due to PSTs’ lack of content knowledge, which made it difficult to identify the students’ problems in engaging with the proposed activities and how to solve them. Both CTs and PSTs highlighted the value of the CoP in gaining confidence and knowledge to improve their teaching to become more inclusive.

How Do Virtual Communities of Practice Enhance Professional Connections and Social Capital?

Communities of Practice (CoP) were created to up-skill educators and to mitigate the disruption to physical therapist assistant (PTA) education because of the COVID-19 pandemic. Understanding CoP involves considering individuals and their interactions, making this project significant for pioneering CoP among PTA educators, and using social network analysis (SNA). The research question for this mixed-methods concurrent triangulation study was "To what extent did the network structure of virtual CoP reflect PTA educators' perceptions of participation and mentorship?" Forty of 60 CoP members participated in this study. We analyzed 8 virtual PTA educator CoP that met over 4 months. Study participants completed a questionnaire about their experiences, engagement, and network connections. Individual and group-level friendship and mentorship network measures were studied using SNA. Qualitative responses were analyzed using the case study design approach. All results were integrated to draw out the complexity of the PTA educator CoP. There was high engagement, with 97.5% (n = 39) reporting they would participate again, and 80% (n = 32) resolved an immediate issue affecting their role. Moreover, 92.5% (n = 37) reported a perception of encouragement with the environment. Study participants reported being mentored by an average of 1.2 individuals (median 0, range 0-5) and serving as mentors to an average of 1.4 individuals (median 0, range 0-7). Two themes, unity and knowledge, emerged through the qualitative analysis. Participation by PTA educators in CoP, whether focused on administration, teaching methods, or clinical education, brings valuable outcomes. Our research supports existing literature in physical therapy education. We discovered that participant engagement, nurturing mentor relationships, encouraging knowledge sharing, and promoting a sense of unity among educators are all important factors.

Linking boundary organizations to co-produce actionable knowledge: A case study of ice forecasting for Great Lakes navigation

Abstract Navigating the Great Lakes during icy conditions poses significant safety challenges for the shipping sector. Available ice information is uncertain and fragmented, and navigators must seek out multiple sources for information at the spatial and temporal scales they require, if the information is available at all. Navigators have expressed that they require more highly localized and easily usable information for current and predicted ice conditions to support decision-making. In this study, we seek to meet this information need by applying a boundary organizations chain (BOC) approach to facilitate the co-production of an actionable short-term Great Lakes ice forecast. We focus on two main aspects of this research: 1) producing an actionable decision-support product that meets the needs of Great Lakes ice navigators, and 2) contributing to the knowledge co-production scholarship on BOCs by providing a detailed account of our methods to create a BOC and co-produce an actionable ice forecast. Our results support incorporating existing communities of practice (COPs) into BOCs to enhance the co-production of actionable knowledge, specifically through increasing their complementarity and embeddedness. COPs are informal networks of users that meet voluntarily to share knowledge and develop professional skills, which we found naturally builds the co-production capacities of participants (e.g. embeddedness and complementarity). We also find that COP members are well positioned to disseminate co-produced knowledge across wider user groups.

The Role of Communities of Practice in Developing Yemeni EFL Teachers' Continuous Professional Development

Teaching is a profession that necessitates continual growth and adaptation. Teachers are tasked with updating their teaching practices to align with evolving methodologies and technological advancements in education. One effective strategy for achieving this is through Communities of Practice (CoP), where educators can collaborate with peers in their subject area, sharing insights and learning from each other’s experiences. This study investigates the perceptions of Yemeni EFL (English as a Foreign Language) teachers participating in CoPs, focusing on how these communities contribute to their Continuous Professional Development (CPD). The research aims to identify which aspects of CPD are most valued among Yemeni EFL teachers, while also exploring the influence of variables such as gender and years of teaching experience on CPD outcomes. Employing a quantitative approach, data was collected through a validated, close-ended questionnaire comprising 16 items. The questionnaire, validated for reliability with 15 CoP members (Cronbach’s α = 0.872), was administered to 54 CoP participants who engaged in a program facilitated by the British Council in Yemen between late 2022 and early 2023. Statistical analysis using SPSS (Version 23) was conducted to interpret the findings. The study reveals that Yemeni EFL CoP members reported significant CPD enhancements, with an average score of M = 3.90 attributed to their participation in CoP activities. Specifically, engagement in CoPs received the highest rating among CPD components (M = 4.04), closely followed by Foundation and Specialisation (M = 4.01), with Integration scoring M = 3.65. Furthermore, the study found no significant differences in CPD outcomes based on gender or years of teaching experience among CoP members. The findings underscore the importance of fostering CoPs among EFL educators to facilitate knowledge sharing and professional development. Additionally, the study recommends that EFL university instructors promote CoP formation among their students to prepare them for successful careers in education. By leveraging CoPs, Yemeni EFL teachers can continuously enhance their teaching practices, staying abreast of advancements in pedagogy and technology, thereby ensuring quality education for their students.

The geoscience education research (GER) community of practice: a brief history and implications from a needs assessment survey

The geoscience education research (GER) community has evolved and grown over the past several decades. Using Wenger et al.'s Community of Practice (CoP) model (2002), we discuss how the GER CoP (which is broader than the formal discipline of GER) has changed, highlighting noteworthy events and growth points. Trends in community membership and connections are noted. Additionally, we conducted a GER community needs assessment to identify ways in which the CoP could build on its momentum. The survey included questions on CoP member demographics, engagement in GER work, and professional development needs. We received 107 responses, primarily from the United States and from individuals with geology or atmospheric science backgrounds. The survey highlighted the need for intentional outreach to international venues, K-12 teacher audiences, and underrepresented groups in the GER community. The survey also revealed the various ways in which GER CoP members engage in research, teaching, and dissemination activities. The most commonly used resources for increasing GER knowledge were the SERC site and the Journal of Geoscience Education (JGE). Respondents expressed a strong desire for professional development opportunities, including methodological training and community knowledge exchanges. Based on the survey results, recommendations are proposed to enhance the inclusivity, mentorship, and dissemination efforts within the GER community. The findings emphasize the importance of networking, expanding resources, and addressing the needs of diverse members to foster a vibrant and inclusive GER community.

Innovating Interdisciplinarity in Higher Education: Exploring the Impact of a Grassroots Community of Practice

Skills in interdisciplinary collaboration are required to address many complex problems facing society. As such, interdisciplinarity is a critical competency for students to develop. However, teachers’ effectiveness in teaching interdisciplinarity is often hindered by silo structures within university faculties. To address this in the Experts in Teamwork (EiT) programme, a MSc in a Norwegian university that develops students’ interdisciplinary teamwork skills through projects that address real-world challenges, a community of practice (CoP) evolved among teachers from different EiT classes. Over 20 months, CoP members participated in digital and in-person discussions, lecture exchanges, student and professional conferences, and co-evaluation of student work, with an aim of better understanding interdisciplinarity and approaches for teaching it to students. The success of the CoP in achieving these aims was evaluated through a series of focus groups consisting of members of the CoP. The CoP achieved some success in fostering pedagogical conversations that were transformative for participants’ understanding of interdisciplinarity in their practice. Participants reported that CoP participation influenced their interactions with students, ultimately helping students to develop a better understanding of interdisciplinarity. However, participants reported limitations in the CoP as a professional development resource, citing its newness and the required time commitment. Participants felt that these issues could be addressed via greater institutional support.

An Emergent Community of Cyber Sovereignty: The Reproduction of Boundaries?

Abstract This research probes the boundary-work of Communities of Practice (CoP) by examining China’s active efforts in advancing a state-centric approach in managing cyberspace in the international arena. Boundaries separating the Global North and South are reproduced in the expansion of what I call the “community of cyber sovereignty.” This phenomenon points to the CoP literature’s omission of the proactive aspects of boundary-work undertaken by core members and its surrounding and confounding historical contexts. I argue that boundary reproduction arises from both deliberate and unreflective moves in cultivating CoP. First, emerging from reflexivity in interacting with the external environment, practitioners in CoPs that are vigorously contested will likely replicate historically successful boundary drawing to acquire or maintain credibility. Second, CoP members engage in the habitual selection of strategies, anchoring the community toward sustaining relationships with actors that its members traditionally associate with. These proactive boundary-work dynamics are enabled by inclusive and exclusive mechanisms such as “brokering” varied practices to include potential members and “gatekeeping” others. My analysis suggests that scholarship must attend to actors’ proactive efforts to establish communities preferentially as well as their linkages with prevailing social structures.

Three-Tiered Communities of Practice and Professional Development Model

Many global studies indicate academicians in higher education institutions are alone in their development journey. When the Ministry of Higher Education Malaysia had set in motion Higher Education 4.0, focus was on academicians’ Professional Development (PD), to adapt Learning and Teaching 4.0. This is a qualitative case study on a Malaysian private higher educational institution that fostered PD by creating organizational Communities of Practice (CoP). Focus group discussions with fourteen experienced academicians who were actively involved in many CoPs, revealed in-depth knowledge on the workings of CoPs. The results were further reviewed by two subject matter experts in CoP, a Malaysian professor from an esteemed national university and an international consultant on group mentoring for organizational development. The study found CoPs benefitted the academicians to improve and sustain technologically advanced pedagogical methods and other academic duties towards Education 4.0. Additionally, organizational development was evident because of the CoPs, as these academicians’ won awards at exhibitions, produced more publications, improved the overall standards of teaching and classroom management. This study revealed organizational CoPs have three levels of workings to be nurtured for its efficiency and sustainability, the individual CoP members, the CoP and the organization where its embedded, thus the development of the Three-Tiered CoP and PD model.

Using digital platforms to promote a healthcare provider community of practice for abortion care in Uganda

BackgroundA community of practice (CoP) is defined as a group of people who share a concern, set of problems, or a passion about a topic, and who deepen their knowledge and expertise by interacting on an ongoing basis. The paper presents a case study on the design, implementation and management of a CoP. The objective is to share experiences, opportunities, challenges and lessons learnt in using digital platforms for clinical mentorships to establish a CoP that promotes enhanced service provision of abortion care.MethodsWe employed competence-based training and ongoing virtual mentorship for abortion care, employing the abortion harm reduction model, and using several digital platforms to create and nurture community of practice for abortion care. Using the Capability-Opportunity-Motivation for Behavior (COM-B) model and textual data analysis, we evaluated the performance of the CoP as a tool to support abortion care, using data from in-depth interviews and information shared on the platforms. The data was analyzed by thematic analysis using text data analytical approach.ResultsCoPs have much unrealized potential for networking to improve abortion care, as they are more inclusive, interactive and equalizing than typical webinars, yet less expensive and can complement (though not replace) physical mentorships. CoPs’ focus on sharing best practices and creating new knowledge to advance professional practice, faces challenges of maintaining regular interaction on an ongoing basis. CoP members need to share a passion for their practice and mutual trust is key to success.ConclusionThough it faced initial challenges of connectivity, and limited interaction, the CoP approach using digital platforms promoted shared experiences, personal connections, communication, collaboration and application of knowledge for improved abortion care.

“The Door You Can Walk Through to Society”: Social Inclusion and Belonging in Vocational Programmes for Immigrants

This article presents a qualitative, empirical study of two educational programmes for immigrants that integrate language instruction and vocational training. In the context of migration, social inclusion is often conceptualised as access to social capital. Proficiency in the national language is considered key for employment and fast integration into working life has become a primary goal in Swedish migration policies. This article examines the two programmes from the perspective of inclusion into an (imagined) future professional community of practice (CoP), focusing specifically on the participants’ possibilities to invest in a professional linguistic repertoire. The article is dedicated to empirical analyses and positive factors, recognising the need for research. Data consists of interviews with students and teachers, observations, and video recordings of course activities. Organisational aspects of the courses, such as the teachers’ backgrounds and the courses’ proximity to future CoPs, as well as relational aspects of the learning environments, are considered essential for the participants’ inclusion in a future professional CoP. Analyses of the programmes’ content demonstrate that participants are assumed to lack context‐specific, vocational knowledge, including professionally related vocabulary. The article contributes to knowledge on how inclusion can be managed in practice in educational settings for adult immigrants and promotes an understanding of how vocationally adapted courses can assist immigrants in becoming members of a future professional CoP.

Identity Construction and Negotiation of Classroom CoP Members in Global Englishes Course: A Higher Education Context in Thailand

This ethnographic study examines identity negotiation and construction inside a Global Englishes (GE) classroom community of practice in a Thai higher education context. Drawing on the communities of practice (CoP) framework (Lave & Wenger, 1991; Wenger, 1998), the study theorizes the academic GE classroom as a CoP and explores how participants construct identities while engaged in the joint enterprise of becoming English as a lingua franca (ELF) users and engaging in classroom activities using a shared repertoire of humour and shared narratives. The findings revealed the emergence of multiple identities from the overlapping characteristics of the academic classroom, and raised questions regarding legitimate peripheral participation (LPP) and identity trajectories as they intersect the egalitarian notion of ELF, including semi-expert identity, reverse identity, and bullying. Furthermore, the study highlighted the significant role of individual agency in the interplay between personal experiences and the broader Thai social structure in negotiating identities. The implications for researchers and practitioners focus on the potential of Global Englishes classrooms as a locus for positive identity construction and the importance of considering differing perspectives to create a more nuanced understanding of identity and participation in L2 learning. The study also suggests a bottom-up pedagogical approach with ELF-oriented materials for learners to develop more favourable identities as English as a lingua franca users and/or multicompetent speakers.

P102 Barriers and facilitators to lifestyle change in people living with gout: a scoping review of qualitative studies

Abstract Background/Aims Lifestyle, especially diet and alcohol, has been implicated in the causation of gout for centuries and the dietary factors which may trigger flares remain of great interest to people living with gout and their families. However, there is a lack of robust clinical trial evidence about the effectiveness of lifestyle change in people living with gout. The aim of this review was to establish the thoughts, feelings and experiences of people with gout, partners and healthcare professionals about gout, to identify barriers and facilitators to behaviours relating to lifestyle change (diet, alcohol, and physical activity) in people living with gout. Methods A scoping review was undertaken following the stages recommended in Arksey & O’Malley’s scoping studies methodological framework. Databases Embase, MEDLINE, CINAHL, PsycINFO and AMED were searched from January 2000 to October 2021 to identify qualitative studies in gout. Themes were identified within the results of included qualitative studies using thematic synthesis (coding text in the results and then developing themes) and were discussed with both a stakeholder community of practice (COP) group and a patient and public involvement and engagement (PPIE) group. Results 1871 title/abstracts and 158 full papers were screened and 38 qualitative studies in gout were identified. Themes identified in the scoping review are presented in Table 1 and were corroborated with COP and PPIE group members. Examples of potential barriers to lifestyle change in people with gout include poor knowledge, confusing or inadequate information, uncertainty about effectiveness of diet in gout management, stigma, and a reluctance to see healthcare professionals. Potential facilitators for lifestyle change include the desire to prevent flares and pain, the provision of information, and that people with gout already search for information and avoid or consume certain foods. Conclusion This is the first scoping review to identify potential barriers and facilitators to behaviours relating to lifestyle change in people living with gout. Potential barriers include poor knowledge, problems with current information and stigma. The findings will be used to inform the development of the new lifestyle intervention for people living with gout in primary care. Disclosure L. Watson: Grants/research support; Lorraine Watson is funded by the National Institute for Health and Care Research (NIHR) School for Primary Care Research. [Post-doctoral Fellowship Grant reference 2020-347], this (abstract) presents independent research funded by the NIHR. The views expressed are those of the author(s) and not necessarily those of the (partner organisation), the NHS, the NIHR or the Department of Health and Social Care. N. Cornwall: None. C. Jinks: Grants/research support; Clare Jinks is part funded by the National Institute for Health and Care Research (NIHR) Applied Research Collaboration West Midlands. K. Bradbury: Grants/research support; Katherine Bradbury is funded by the National Institute for Health and Care Research (NIHR) Applied Research Collaboration Wessex. L. Goff: None. P. Little: None. C.D. Mallen: Grants/research support; Christian Mallen is funded by the National Institute for Health and Care Research (NIHR) Applied Research Collaboration West Midlands and the NIHR School for Primary Care Research, The School of Medicine as received funding from BMS for a non-pharmacological AF screening trial, Christian Mallen has received grant funding from Wellcome and the Medical Research Council. E. Roddy: None.

“A Group of People to Lean On and Learn From”: Graduate Teaching Assistant Experiences in a Pedagogy-Focused Community of Practice

Graduate teaching assistants (GTAs) influence undergraduate STEM students’ learning and experience because they teach most lab sections across STEM disciplines. Despite GTAs’ central role in lab teaching, their training is often focused on policies and expectations, rather than teaching effectively. In this study, we took a community of practice (CoP) approach to learning and facilitated a semester-long, pedagogy-focused CoP to address the lack of pedagogical development and support for GTAs. Our purpose was to collect, describe, and develop our understanding of the experiences of GTAs participating in our CoP while teaching reformed undergraduate exercise physiology labs. CoP members completed an asynchronous, SoTL-informed micro-course focused on evidence-informed teaching practices and active student learning support, which was then debriefed at the first CoP meeting. Each subsequent weekly meeting featured 30 minutes of CoP members reflecting on, discussing, and helping each other improve their teaching practices. At the end of the semester, we conducted semi-structured interviews with GTAs to learn about their experiences in the CoP and teaching. We found reflecting on and talking about their teaching was a novel experience for GTAs. They also described implementing teaching practices that were new to them, exercising autonomy, developing confidence, approaching teaching philosophies, and their experiences with psychological safety. Our findings suggest facilitating weekly reflection on teaching in a CoP can provide GTAs with opportunities to develop their teaching practices in meaningful, practical, and (sometimes!) enjoyable ways.

A Community of Practice on Environmental Design for Long-Term Care Residents with Dementia.

The use of communities of practice (CoP) to support the application of knowledge in improved geriatric care practice is not widely understood. This case study's aim was to gain a deeper understanding of the knowledge-to-action (KTA) processes of a CoP focused on environmental design, to improve how persons with dementia find their way around in long-term care (LTC) homes. Qualitative data were collected (key informant interviews, observations, and document review), and analysed using emergent coding. CoP members contributed extensive knowledge to the KTA process characterized by the following themes: team dynamics, employing a structured process, technology use, varied forms of knowledge, and a clear initiative. The study's CoP effectively synthesized and translated knowledge into practical tools to inform changes in practice, programs, and policy on dementia care. More research is needed on how to involve patients and caregivers in the KTA processes, and to ensure that practical application of knowledge has financial and policy support.

Meeting the needs of clinician-educators: An innovative faculty development community of practice.

Requirements for faculty development for clinician-educators continue to increase. The number of faculty with experience delivering faculty development, however, remains limited. To overcome our deficit of faculty developers, we created a train-the-trainer programme. We recognised, however, that our plan would not meet the ultimate goal for our programme: Creating faculty developers to meet the faculty development needs of a large, dispersed system. We report on the creation and nurturing of faculty development community of practice (CoP), which we believe could be a solution for many academic systems struggling to engage busy clinicians, mature the teaching abilities of clinician educators, and meet the needs of their accrediting institutions. We developed a faculty development CoP with a mission of promoting educational expertise and excellence and ensuring continuous growth of the members of our COP and broader faculty. A programme evaluation was performed consisting of two elements: The impact on the organisation (workshop and learner related metrics) and the impact on the CoP members (survey). We observed notable outcomes: Delivery of high quality workshops to faculty, attainment of leadership positions, and increases in motivation, networking, skills, confidence, and opportunities available to members. Innovations to create and sustain structured faculty development programmes for clinician-educators are needed. The development and nurturing of a CoP of faculty developers resulted in benefits both for the organisation and CoP members and may be a solution for large academic systems struggling to meet their faculty development demands.

Community of practice: the making of knowledge dynamic in intangible cultural heritage

PurposeThis study aims to understand how a community of practice (CoP) facilitates the knowledge spiral of intangible cultural heritage (ICH) in tourist destinations.Design/methodology/approachThis case study focuses on Cantonese opera, a representative example of the ICH of Hong Kong. Narrative inquiry with eight CoP members was used in this study.FindingsThe CoP members believed that the city has unique and quality tourism knowledge. They used their professional expertise in the domains of creating, collecting and sharing both explicit and tacit knowledge. With the strategic goal of creating a sustainable competitive advantage, CoP act as a kernel in knowledge creation by converting explicit knowledge into tacit knowledge and vice versa.Originality/valueThis study uses the knowledge spiral model to understand knowledge creation, and it contributes to the sparse literature on knowledge management in the field of tourism, especially the role of CoP. It addressed a gap in the literature pertaining to knowledge creation and ICH.

Junior doctors' experiences with interprofessional collaboration: Wandering the landscape.

ContextThe transition from medical student to junior doctor is challenging. Junior doctors need to become part of the physician community of practice (CoP), while dealing with new responsibilities, tasks and expectations. At the same time, they need to learn how to navigate the frontiers and intersections with the other communities of practice that form the Landscape of Practice (LoP). This study aims to understand how junior doctors experience interprofessional collaboration (IPC) and what elements shape these experiences considering their transition to clinical practice.MethodsIn this multicentre qualitative study, 13 junior doctors individually drew two rich pictures of IPC experiences, one positive and one negative. A rich picture is a visual representation, a drawing of a particular situation intended to capture the complex and non‐verbal elements of an experience. We used semi‐structured interviews to deepen the understanding of junior doctors' depicted IPC experiences. We analysed both visual materials and interview transcripts iteratively, for which we adopted an inductive constructivist thematic analysis.ResultsWhile transitioning into a doctor, junior doctors become foremost members of the physician CoP and shape their professional identity based on perceived values in their physician community. Interprofessional learning occurs implicitly, without input from the interprofessional team. As a result, junior doctors struggle to bridge the gap between themselves and the interprofessional team, preventing IPC learning from developing into an integrative process. This professional isolation leaves junior doctors wandering the landscape of practice without understanding roles, attitudes and expectations of others.ConclusionsLearning IPC needs to become a collective endeavour and an explicit learning goal, based on multisource feedback to take advantage of the expertise already present in the LoP. Furthermore, junior doctors need a safe environment to embrace and reflect on the emotions aroused by interprofessional interactions, under the guidance of experienced facilitators.

Blending Pedagogies in Higher Education

This paper presents analysis of evidence on the ways in which the connection between technology and scholarship supported a Community of Practice (CoP) for instructors in a Faculty of Education in Canada. The goal is to reflect on different types of pedagogical practices of CoP members. We discuss the ways in which both social learning and online technology were harnessed to support professional learning. We based the analysis on notions of collective learning and Bandura’s (1986) social cognitive theory that inform studies on professional development. The main unit of analysis is the learning community (Wenger, 1998). CoP members jointly analyzed data from aggregated questionnaires, anonymized notes, and audio and textual recordings of selected meetings, resources archived and follow-up reflection by CoP members. The results showed that four pedagogies were most highly ascribed by CoP members: Culturally Responsive Pedagogies (11.63%; e.g., caring pedagogies, Healing, Global Transformative and Reconciliatory pedagogies), Hands-on and Digital Pedagogies (11.63%; e.g., Maker Education and Materiality pedagogies), Story Telling Pedagogies (13.95%; e.g., Deep, Imaginative, Surprise, Participatory, Story Telling and Learners as Curriculum Makers pedagogies), and 21st Century Teaching (16.28%; e.g., Blended, Digital and Online pedagogies). The findings provide evidence that there is potential in harnessing digital technology for social learning environments within the context of faculty responding to changing higher education institutional factors, including those motivated by the neoliberal management culture.