Communities of Practice in Higher Education: Contradictory Narratives of a University-Wide Curriculum Reform

Autor/inn/en	Annala, Johanna; Mäkinen, Marita
Titel	Communities of Practice in Higher Education: Contradictory Narratives of a University-Wide Curriculum Reform
Quelle	In: Studies in Higher Education, 42 (2017) 11, S.1941-1957 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1125877
Schlagwörter	Higher Education; Educational Change; Communities of Practice; Research Universities; State Universities; Interviews; College Faculty; Teacher Attitudes; Personal Narratives; Curriculum Development; Entrepreneurship; Foreign Countries; Content Analysis; Finland + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Community; Forschungseinrichtung; Staatliche Universität; Interviewing; Interviewtechnik; Fakultät; Lehrerverhalten; Erlebniserzählung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Unternehmungsgeist; Ausland; Inhaltsanalyse; Finnland
Abstract	This article presents an analysis of the experiences of scholars in a university-wide curriculum reform in one public research university. The focus is on the intentions and dynamics that shape the curriculum process in the local communities of practice (CoPs). The data, comprising interviews with 25 scholars, are examined as experience-centred narratives of curriculum change. Two distinct types of narrative--dialogical and reproductive--are found to reflect how the curriculum change was negotiated. In further analysis, Wenger's dimensions of CoPs, namely, mutual engagement, joint enterprise and shared repertoire, are used as a conceptual framework to identify the intentions and dynamics behind the narratives. The following dimensions emerged: (1) intending to cross borders versus maintaining prevailing traditions and positions; (2) attempting to find shared goals versus delaying or discontinuing the process and (3) having enough curiosity to familiarise oneself with the unfamiliar versus deprecating and rejecting it. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01