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dc.contributor.authorGreen, Wendy
dc.contributor.authorRuutz, Aaron
dc.contributor.authorHoughton, Luke
dc.contributor.authorHibbins, Raymond
dc.contributor.editorJacquie McDonald, Aileen Cater-Steel
dc.date.accessioned2018-10-12T01:33:47Z
dc.date.available2018-10-12T01:33:47Z
dc.date.issued2017
dc.identifier.isbn9789811028663
dc.identifier.doi10.1007/978-981-10-2866-3_8
dc.identifier.urihttp://hdl.handle.net/10072/355062
dc.description.abstractThis chapter explores the potential of communities of practice (CoPs) in universities to foster academic identity and social learning through a critical, reflective account of a faculty-based teaching community of practice (T-CoP). This ‘T-CoP’ is situated in a multi-disciplinary, multi-campus business faculty in a large Australian university. Our chapter begins by situating the T-CoP within its disciplinary, faculty, institutional and national contexts, and explaining how and why we intentionally designed it in order to foster inclusion and shared ownership. Key findings from our ongoing critical participatory action research project conducted in, and with the T-CoP are interrogated in order to address the following three questions. Firstly, how can we develop leaders, and a practice of distributed leadership, appropriate to the work of CoPs in universities? Secondly, how might CoPs in universities counter the still dominant traditional paradigm of ‘professional development’ as acquisition, and encourage their members to move towards more transformational approaches to professional learning? Thirdly, how do we negotiate the tensions between the need for a CoP to develop its own distinctive identity as a community and domain of practice and yet remain open and accessible to new members?
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer Singapore
dc.publisher.placeSingapore
dc.relation.ispartofbooktitleImplementing Communities of Practice in Higher Education: Dreamers and Schemers
dc.relation.ispartofchapter8
dc.relation.ispartofpagefrom159
dc.relation.ispartofpageto181
dc.subject.fieldofresearchBusiness and Management not elsewhere classified
dc.subject.fieldofresearchcode150399
dc.titleEnabling Stories: Narrative, Leadership, Learning and Identity in a Faculty-Based Teaching Community of Practice
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
dc.type.codeB - Book Chapters
gro.hasfulltextNo Full Text
gro.griffith.authorHibbins, Raymond T.
gro.griffith.authorRuutz, Aaron J.
gro.griffith.authorHoughton, Luke


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