Rack DC – Communities of Practice and Associations

TAOP Resource Library -- Aisle D (Professional Education)

Print 🖹 PDF 📄

Resources: Main Page | Research Methods (A) | Major Theories (B) | Issues and Contemporary Topics (C) | Professional Education (D)

Aisle D (Professional Education): Main Page | The Individual Scholar (DA) | Business Schools & Education (DB) I Communities of Practice & Associations (DC) | Knowledge Management (DK) | Outreach & Bridging Theory and Practice (DO)

Rack DC (Communities and Associations): Professions & Professionalism | Situated Learning | Communities of Practice | Professional Associations

Jump to: Communities of Practice | Prof. Associations | Research Areas | Foundational Works | TAOP Episodes | References

Communities of practice and professional associations play vital roles in promoting professional development and education in organization studies. Both structures offer platforms for ongoing learning, networking, sharing knowledge, and advancing the field. They provide opportunities for scholars, practitioners, and students to interact, collaborate, and grow, while also helping shape the direction and relevance of research, education, and practice in organizational studies.

While communities of practice and professional associations may operate at different levels of formality, they are complementary in promoting professional development and education in organizational studies. CoPs tend to be more grassroots and informal, offering a space for continuous, real-time learning and collaboration among members with shared interests. They are more likely to focus on the application of knowledge and solving immediate, practical challenges in organizational settings.

The Importance of Communities of Practice (CoPs)

A community of practice refers to a group of individuals who share a common interest or profession and engage in collective learning through regular interaction (OpenAI, 2024). They provide a platform for practitioners to engage in dialogue, share experiences, and learn from one another. According to Tasselli (2015), social networks within professional settings significantly influence knowledge transfer and innovation. CoPs enable members to leverage their collective expertise, fostering an environment conducive to learning and professional growth. This collaborative approach is particularly beneficial in organization studies, where understanding complex social dynamics and organizational behavior is essential. By participating in CoPs, professionals can stay abreast of the latest trends and best practices, which enhances their competencies and effectiveness in their roles (Scite, 2024).

Roles of CoPs in Organization Studies

CoPs foster an environment where individuals can share experiences, challenges, and lessons learned from their professional roles or research. By discussing real-world problems, such as organizational change, leadership challenges, or workforce dynamics, participants can deepen their understanding of theoretical concepts and apply them in practical ways (Wenger, 1997).

CoPs often emphasize the development of applied skills that are critical in organizational settings. This can include competencies in leadership, organizational design, team management, and change management. As a result, participants in CoPs can gain a more practical, hands-on understanding of how organizational theories and strategies work in real organizations.

In CoPs, members often collaborate on research projects, solve common organizational problems, or develop new frameworks that advance the field. For example, a CoP focused on leadership studies might work together to explore new leadership models in the context of digital transformation, leading to collaborative publications or consulting initiatives.

CoPs offer an important space for peer learning and support. More experienced practitioners or scholars can mentor newer members, sharing their knowledge, career insights, and guidance on navigating organizational challenges or academic pursuits. This kind of mentoring is often less formal but is crucial in creating learning opportunities for newcomers to the field.

Communities of practice, by their nature, are dynamic environments where new ideas are often tested and developed. This means that they can play a significant role in generating innovative concepts in organizational studies and promoting new ways of thinking about organizational behavior, structure, culture, and change.

For individuals entering the field or in the early stages of their career, CoPs help them develop a professional identity by embedding them in a community of like-minded individuals. This sense of belonging fosters a shared commitment to the values, standards, and ongoing development of organizational studies (OpenAI, 2024; Scite, 2024).

Situated Learning Theory and the Theoretical Basis of CoPs

Situated learning is a theory that posits learning occurs most effectively when it takes place in the same context in which it will be applied. Lev Vygotsky’s (1896-1934) construct of the “zone of proximal development” is an early conception of this that describes the gap between what a learner can do alone and what can be done with assistance from an expert (McLeod, 2024). Situated learning emphasizes the importance of social interaction, authentic tasks, and the environment in which learning occurs, suggesting that knowledge is constructed through participation in social practices (Flamand et al., 2021). According to Lave and Wenger (1991; and covered in Episode 94), learning is inherently social and occurs through participation in communities of practice (Kalz et al., 2013). This perspective is particularly relevant in organizational settings, where employees learn not only from formal training but also through interactions with colleagues, mentors, and leaders. By fostering environments that encourage collaboration and knowledge sharing, organizations can enhance the learning experiences of their employees, leading to improved performance and innovation (Tosey et al., 2013).

Moreover, situated learning promotes the idea that knowledge is not merely an individual possession but is co-constructed through social interactions. This aligns with the principles of organizational learning, where collective knowledge and shared experiences contribute to the development of organizational capabilities (Li & Luo, 2011). By leveraging situated learning, organizations can create frameworks that encourage collaborative problem-solving and knowledge transfer, which are essential for adapting to changing environments and fostering resilience (Scherpereel et al., 2022). For example, in entrepreneurial contexts, Axelsson et al. argue that learning through social interaction and real-life experiences is crucial for developing entrepreneurial skills and mindsets (Axelsson et al., 2015).

The Value of Professional Associations

Professional associations are formal organizations that bring together individuals from a particular profession to promote the field, provide continuing education, and advocate for members. In the context of organization studies, associations like the Academy of Management (AOM), European Group for Organizational Studies (EGOS), and other specialized bodies support research, teaching, and professional development.

Professional associations organize conferences, symposia, and workshops, providing members with opportunities to present their research, share ideas, and network with peers and experts in the field. For instance, the Academy of Management holds an annual conference that is one of the largest gatherings of organizational scholars worldwide, where individuals can exchange research, ideas, and insights.

Associations often provide access to cutting-edge research and resources such as journals, newsletters, and books. They curate high-quality content in organizational studies, keeping members updated on the latest trends, methodologies, and debates in the field. This helps individuals stay informed about new theories, research findings, and practical developments in organization studies. Davis et al. (2012) highlight that participation in accreditation reviews and professional workshops is a vital aspect of ongoing professional development for health education specialists. Such activities not only enhance individual skills but also contribute to the overall credibility and quality of the profession.

Some professional associations offer certifications or professional designations that help individuals demonstrate their expertise and commitment to the field. These credentials can enhance career prospects, as they signify to employers or clients that an individual has met recognized standards of competence in organizational studies.

Membership in professional associations can also provide access to valuable resources, including research publications, industry standards, and guidelines that are crucial for practitioners in organization studies (Mata et al., 2010). Professional associations publish key academic journals (such as the Academy of Management Review, Organization Science, or Journal of Organizational Behavior) that contribute to the dissemination of new research and thought leadership in organization studies. Publishing in these journals is often a major career milestone for scholars and contributes to the broader development of the field.

Professional associations also play a significant role in advocating for the field, influencing policy, and shaping the direction of research and practice. By organizing events, lobbying, and publishing position papers, they can influence educational curricula, funding priorities, and governmental policies related to organizational practices, management, and research. Yadav (2024) shows that professional development programs that emphasize evidence-based practices are crucial for enhancing teaching and learning outcomes. This focus on continuous improvement is vital in a rapidly changing business environment, where professionals must adapt to new challenges and opportunities.

Associations often help members with career advancement by offering job boards, resume review services, career coaching, and job placement assistance. These services are particularly valuable for early-career scholars or professionals seeking to transition to academic or consulting roles in organizational studies.

Areas of Active or Potential Research

Contemporary research into the efficacy and improvement of communities of practice (CoPs) and professional associations in organization studies focuses on several key areas. These include the role of CoPs in knowledge sharing and professional development, the impact of professional associations on standards and practices, the integration of technology in facilitating these communities, and the challenges faced by these entities in adapting to changing professional landscapes.

One significant area of research is the effectiveness of CoPs in fostering knowledge sharing and professional development. CoPs are recognized for their ability to create informal networks where practitioners can exchange experiences and best practices. For instance, Zhang and Lockee (Zhang & Lockee, 2022) highlight how establishing a CoP within a workplace can enhance organizational knowledge management and support professional development. This is particularly relevant in organization studies, where understanding complex social dynamics is crucial. The collaborative nature of CoPs allows members to learn from one another, thereby improving their competencies and enhancing overall organizational performance (Zhang & Lockee, 2022). Additionally, Pyrko et al. Pyrko et al. (2016) emphasize the importance of social interactions within CoPs, noting that effective knowledge sharing is essential for the success of these communities.

Professional associations also play a critical role in setting standards and promoting best practices within the field of organization studies. They often provide resources, training, and networking opportunities that are essential for professional growth. For example, Neuman Neuman (2018) discusses how professional associations can serve as impartial sources of truth, advocating for robust scientific practices in their respective fields. This advocacy is crucial for maintaining the integrity and credibility of organization studies, as it helps to ensure that practitioners are equipped with the latest knowledge and skills necessary for effective practice.

The integration of technology in facilitating CoPs and professional associations is another contemporary research focus. The rise of virtual communities of practice (VCoPs) has transformed how professionals connect and share knowledge. Research by Qutab et al. (2022) indicates that VCoPs have become increasingly important in bridging geographical gaps and fostering collaboration among professionals. These virtual platforms enable members to engage in continuous professional development, share resources, and collaborate on projects, thereby enhancing the overall effectiveness of CoPs. The use of technology also allows for greater inclusivity, enabling participation from a diverse range of professionals who may not have access to traditional in-person networks.

However, challenges remain in the effectiveness of CoPs and professional associations. Issues such as resource constraints, varying levels of engagement among members, and the need for ongoing relevance in a rapidly changing professional environment are significant concerns. For instance, Catallo et al. (2014) highlight the limited research on priority-setting activities within nursing professional organizations, which can impact their ability to effectively address pressing issues in the field. Similarly, Morales (2023) points out that challenges related to the availability and design of professional development activities can hinder the effectiveness of these initiatives.

Foundational Works in CoPs and Professional Associations

This is not intended to be an exhaustive list but it presents some of the “must-have” works for anyone interested in learning more about communities of practice and professional associations.

Lave, J. and Wenger, E. “Situated Learning: Legitimate Peripheral Participation” (1991) — covered in Episode 94

This foundational text presents the theory of situated learning, which posits that learning occurs in context and is inherently social. Lave and Wenger discuss how legitimate peripheral participation in communities of practice enables individuals to acquire knowledge and skills through engagement with more experienced members, thereby bridging the gap between theory and practice.

Wenger, E. “Communities of Practice: Learning, Meaning, and Identity” (1998)

This seminal work by Etienne Wenger introduces the concept of communities of practice (CoPs) and emphasizes their role in facilitating learning through social interaction. Wenger argues that CoPs are essential for knowledge sharing and the development of professional identities, highlighting their significance in organizational contexts.

Brown, J.S. and Duguid, P. “Organizational Learning and Communities of Practice: Toward a Unified View of Working, Learning, and Innovation” (1991)

In this article, Brown and Duguid explore the relationship between organizational learning and communities of practice. They argue that CoPs are vital for fostering innovation and knowledge sharing within organizations, emphasizing the need for organizations to support these communities to enhance learning and performance.

Senge, P.M. “The Fifth Discipline: The Art and Practice of the Learning Organization” (1990)

Senge’s influential book introduces the concept of the learning organization, which emphasizes the importance of continuous learning and adaptation. He discusses how communities of practice and professional associations can facilitate organizational learning by creating environments that encourage collaboration and knowledge sharing.

Abbott, A. “The System of Professions: An Essay on the Division of Expert Labor” (1989) — covered in Episode 67 & Episode 109

This book provides a comprehensive look at the construct of the profession that aligns well with Wenger’s communities of practice. Abbott reviews the history of the sociology of professions, presents a model of professional work and the professionalization process of an occupation, and then presents several case studies of classes of professional jurisdictions and how various professions competed for domination.

Related TAOP Episodes, Events, and Notes

109: Emergence of Mental Health Professions – Abbott

In this episode, we return to Andrew Abbott’s The System of Professions: An Essay on the Division of Expert Labor from 1989 to study in depth one of his case studies that may illuminate the present-day mental health crises gripping many nations from the COVID-19 pandemic. “The Construction of the Personal Problems Jurisdiction” chronicles how social changes from the Industrial Revolution led to the maladjustment and isolation felt by many newly industrialized workers who could no longer reach back to the stable social structure from whence they came. As a result, several professions emerged and competed for jurisdiction over the diagnosis and treatment of personal problems.
Read More

94: Situated Learning – Lave & Wenger

This month, we discuss Jean Lave & Etienne Wenger’s Situated Learning: Legitimate Peripheral Participation, published in 1991. This short but powerful book presents a new way of thinking about adult learning as a social activity in which experienced members of a group or community of practice share their knowledge with new members to perpetuate the group identity. They present five case studies – one by Lave herself with four from other researchers – to help broaden the perspective of how situated learning works social involvement in which newer members are initiated through the exercise of low-risk or controlled tasks.
Read More

67: Professions & Professionalism — Andrew Abbott

The text for this episode is Andrew Abbott’s 1989 book The System of Professions: An Essay on the Division of Expert Labor. This book is a watershed in our understanding of professions and their work. While previous literature had a focus on distinctive occupational groups and their professionalization projects, Abbott invited us to think more systemically about the interdependencies and how professions compete with each other over “jurisdictions,” claims of ownership and responsibility over expert knowledge and its applications.
Read More

40: Symposium on the Gig Economy LIVE

The TAOP Symposium on the Gig Economy was a unique, one-day interdisciplinary symposium on the forms and effects of management in the contemporary sharing (a.k.a. gig) economy that took place on 15 December 2017 at the University of Sussex. Blending individual and panel presentations from leading scholars and commentators with group conversations, we wanted to examine the continuities – as well as disruptions – in the ways that work is organised through, and in light of, online platforms.
Read More

31: Process Studies, PROS and Institutional Theory LIVE

Please join us for the first of two fascinating special episodes recorded from the International Process Symposium 2017. The aim of the Symposium is to consolidate, integrate, and further develop ongoing efforts to advance a sophisticated process perspective in organization and management studies. PROS is an annual event, organized in conjunction with the annual series Perspectives on Process Organization Studies published by Oxford University Press, and it takes place in a Greek island, in June every year.
Read More

Available Resource Pages

Aisle D – Professional Community

Curated list of resources regarding professional education and development for students, scholars, and practitioners of organization studies. Includes education, outreach, communities of practice, and bridging theory and practice.
Read More

References

Abbott, A. (1989). The system of professions: An essay on the division of expert labor. University of Chicago Press.

Axelsson, K., HĂ€gglund, S., & Sandberg, A. (2015). Entrepreneurial learning in education preschool as a take-off for the entrepreneurial self. Journal of Education and Training, 2(2), 40. https://doi.org/10.5296/jet.v2i2.7350

Catallo, C., Spalding, K., & Haghiri-Vijeh, R. (2014). Nursing professional organizations. Sage Open, 4(4). https://doi.org/10.1177/2158244014560534

Brown, J. S., & Duguid, P. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation. Organization science, 2(1), 40-57.

Chacko, J. (2024). Social mobility and societal impact: transformative initiatives at an aacsb accredited college of business at a predominantly black institution. Journal of Applied Business and Economics, 26(2). https://doi.org/10.33423/jabe.v26i2.7051

Cruz, S. (2022). Place-based learning: a framework for building a multilevel approach from companies. Revista LusĂłfona De Educação, (53), 33-47. https://doi.org/10.24140/issn.1645-7250.rle53.02

Davis, S., McKenzie, J., Baldwin, S., Mata, H., Capwell, E., Seabert, D., 
 & Burak, L. (2012). Professional development through planning for and/or participating in an accreditation/approval review. Health Promotion Practice, 13(5), 591-598. https://doi.org/10.1177/1524839912447192

Flamand, G., Perret, V., & Picq, T. (2021). Working with the potential of arts-based learning: making sense and leaving ‘business as usual’ behind in an art seminar. Management Learning, 53(2), 190-211. https://doi.org/10.1177/1350507621990256

Kalz, M., Schmitz, B., Biermann, H., Klemke, R., Ternier, S., & Specht, M. (2013). Design of a game-based pre-hospital resuscitation training for first responders., 363-372. https://doi.org/10.1007/978-3-642-39062-3_23

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Li, Z. and Luo, F. (2011). Research on the relationship among social capital, organizational learning and knowledge transfer performance. Journal of Software, 6(9). https://doi.org/10.4304/jsw.6.9.1763-1770

Mata, H., Latham, T., & Ransome, Y. (2010). Benefits of professional organization membership and participation in national conferences: considerations for students and new professionals. Health Promotion Practice, 11(4), 450-453. https://doi.org/10.1177/1524839910370427

McLeod, S. (2024, August 9). Vygotsky’s zone of proximal development. Simply psychology. https://www.simplypsychology.org/zone-of-proximal-development.html

Morales, M. (2023). Practices, challenges, and perceived impact of professional development activities among senior high school teachers. Cognizance Journal of Multidisciplinary Studies, 3(12), 136-150. https://doi.org/10.47760/cognizance.2023.v03i12.012

Neuman, B. (2018). The role of professional associations in promoting robust science. Industrial and Organizational Psychology, 11(1), 71-73. https://doi.org/10.1017/iop.2017.88

OpenAI. (2024). What roles do communities of practice and professional associations have in promoting professional development and education in organization studies. ChatGPT (November 2022 version) [Large Language Model].

Pyrko, I., Dörfler, V., & Eden, C. (2016). Thinking together: what makes communities of practice work?. Human Relations, 70(4), 389-409. https://doi.org/10.1177/0018726716661040

Qutab, S., Iqbal, A., Ullah, F., Siddique, N., & Khan, M. (2022). Role of virtual communities of practice (vcop) in continuous professional development of librarians: a case of yahoo mailing group from pakistan. Library Management, 43(5), 317-333. https://doi.org/10.1108/lm-02-2021-0017

Scite. (2024). What roles do communities of practice and professional associations have in promoting professional development and education in organization studies; What is situated learning and how may it contribute to organization studies; What are contemporary areas of research into the efficacy and improvement of communities of practice and professional associations of organization studies; What are the most important foundational readings about the roles, responsibilities, and importance of communities of practice, professional associations, and situated learning. Scite (April 2024 version) [Large Language Model].

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. Doubleday.

Scherpereel, C., Williams, S., & Hoefle, S. (2022). The difficulties of context: an exploratory study of learning transfer from a business simulation game. Decision Sciences Journal of Innovative Education, 20(2), 89-101. https://doi.org/10.1111/dsji.12259

Tasselli, S. (2015). Social networks and inter-professional knowledge transfer: the case of healthcare professionals. Organization Studies, 36(7), 841-872. https://doi.org/10.1177/0170840614556917

Tosey, P., Dhaliwal, S., & Hassinen, J. (2013). The finnish team academy model: implications for management education. Management Learning, 46(2), 175-194. https://doi.org/10.1177/1350507613498334

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wenger, E. (1997). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Yadav, B. (2024). Professional development programmes: practices and impacts. KMC Journal, 6(1), 210-225. https://doi.org/10.3126/kmcj.v6i1.62342

Zhang, Q. and Lockee, B. (2022). Building a community of practice in the workplace. International Journal of Smart Education and Urban Society, 13(1), 1-11. https://doi.org/10.4018/ijseus.304362

The inclusion of external links is for informational purposes only, and does not necessarily constitute endorsement by TAOP or any of its members.

Jump to: Communities of Practice | Prof. Associations | Research Areas | Foundational Works | TAOP Episodes | References

Rack DC (Communities and Associations): Professions & Professionalism | Situated Learning | Communities of Practice | Professional Associations

Aisle D (Professional Education): Main Page | The Individual Scholar (DA) | Business Schools & Education (DB) I Communities of Practice & Associations (DC) | Knowledge Management (DK) | Outreach & Bridging Theory and Practice (DO)

Resources: Main Page | Research Methods (A) | Major Theories (B) | Issues and Contemporary Topics (C) | Professional Education (D)