Communities of Practice

Jacquie McDonald has worked with higher education academics designing online and distance-learning courses and professional learning programs for over 25 years. Her experience and research demonstrate the value of communities of practice (CoP) in building the social learning and teaching capacity of educators, and contributing to scholarly practice and publications. Since 2006 she has led the successful implementation of communities of practice at the University of Southern Queensland, Australia. This initiative was recognised by a 2009 Australian Universities Quality Agency commendation and 2009 Australian Learning and Teaching Council (ALTC) citation. She has led a number of institutional and national fellowships and grants in CoP leadership, implementation and research. She has been invited by national and international universities to facilitate workshops and contribute to CoP projects.Aileen Cater-Steel is a professor of information systems at the University of Southern Queensland (USQ). Her research interests include IT service management, IT governance, e-learning, and research supervision. At USQ she facilitates a community of practice for research supervisors. Aileen has led two Australian Research Council Linkage projects in the area of IT service management and is an active researcher in the Australian Centre for Sustainable Business Development. Aileen’s work has been published in many top-tier international academic journals. She has published three edited collections of research articles. Aileen is a Fellow of the Australian Computer Society. Prior to her academic career, Aileen held senior IT positions in the public and private sector.

• Part 1 Theoretical underpinnings informing Communities of Practice.- 1 What is a Community of Practice?.- 2 Social Learning in Higher Education: A Clash of Cultures?.- 3 Faculty Learning Communities & Community of Practice: Dreamers, Schemers, and Seamers.- 4 Using Communities of Practice to internationalise HEd: Practical and strategic considerations.- 5 Delivering institutional priorities in learning and teaching through a social learning model: Embedding a high impact community of practice initiative at the University of Tasmania.- 6 Creating and Facilitating Communities of Practice in Higher Education: Theory to Practice in a Regional Australian University.- Part II Research of Higher Education Communities of Practice.- 7 Facilitation of social learning in teacher education: The 'Dimensions of Social Learning Framework'.- 8 Communities of practice in community-university engagement: Supporting co-productive resilience research & practice.- 9 Promoting a community of practice through collaborative curriculum reform in a university business school.- 10 Reflections on the Emergence and Evolution of a Scholarship of Teaching and Learning Community of Practice within a Research-Intensive Higher Education Context.- 11 Building a Faculty-Centric Virtual Community of Practice (vCOP) within the Post-Secondary Education Environment: A Systems Approach Framework.- 12 Enhancing the impact of research and knowledge co-production in Higher Education through communities of practice.- Part III Leadership in Higher Education Communities of Practice.- 13 Mediating Role of Leadership in the Development of Communities of Practice.- 14 Revealing the Nexus between Distributed Leadership and Communities of Practice.- 15 The Leadership Link: A hybrid Professional Learning Network for Learning and Teaching Leaders.- 16 The road less travelled: A conversation between for communities of practice facilitators about their experiences, learning and professional outcomes from the role.- 17 Facilitating a Community of Practice in Higher Education: A Case Study.- 18 The role of Higher Education in regional economic development through small business CoPs.- 19 Teacher educators' critical reflection on becoming and belonging to a community of practice.- Part IV Communities of Practice Sustaining Professional Learning and Development.- 20 Making an Impact: Utilising Faculty Learning Communities to Enhance Teaching and Learning.- 21 "The Faculty/Faculty Conundrum": Organizing Faculty Learning Communities to Support "Singular" and "Plural" Faculty Development.- 22 Catalyst: Developing a Community of Practice for Supporting New Academics.- 23 Where's my parking permit? Bringing new staff together as a learning community.- 24 CoPs: Enhancing quality learning and teaching with sessional staff.- 25 Communities of practice and negotiation of meaning among pre-service teachers.- 26 Forums, Fellowship and Wicked Problems in Teaching.- 27 From project to permanence: Growing inter-institutional collaborative teams into long-term, sustainable communities of practice.- 28 From dream to reality. Sustaining a higher education community practice beyond initial enthusiasm.