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Line 1: − − = Community Of Practice Theory = − − ==Acronym== − COP − ==Alternate name(s)== − Virtual Community of Practice (VCoP) − − Mobile Community of Practice (MCoP) − − ==Main dependent construct(s)/factor(s)== − Knowledge sharing (provision or acquisition) − ==Main independent construct(s)/factor(s)== − Social interactions within community, reciprocity within community − ==Originating author(s)== − Jean Lave and Etienne Wenger (1991) − ==Originating area== − Social Science − ==Level of analysis== − Individual, Group (Community) − ==Concise description of theory== − According to the community of practice theory, members of a community interact with each other to share ideas and thoughts and expand their knowledge while doing so. The communities are like a closely-knit organisation whose members maintain interpersonal relations via interactions, negotiations, coordination, and communication in face-to-face settings<ref name=":0">E. Wenger, Communities of practice: Learning, meaning, and identity, New York: Cambridge University Press, 1998.</ref>. − − The community of practice theory functions on the assumption that knowledge sharing between the community members is in the direction from experienced members to novice members<ref>J. Lave and E. Wenger, Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge University Press, 1991.</ref>. Knowledge is intangible. Sharing it, using it or spreading it in the community does not decrease its value. Therefore, knowledge considered is a public good. Whenever knowledge is shared as a public good, there is motivation to spread it within the community due to moral obligation and reciprocity. − − === Network Practice Of Theory === − Here the communities are geographically dispersed, and the members may not know each other personally. The network becomes extensive as the members communicate with multiple communities. − − === Electronic Network Of Practice Theory: === − Community communication occurs in cyber-physical settings, supported by blogs, forums, and other web pages. Wenger, in the book “Communities of practice: Learning, meaning, and identity”, divided the community of practice theory into two mechanisms, brokering and boundary objects<ref name=":0" />. Brokering indicates the participation of the members in community-related activities. When the members move across the community, they produce physical documents as boundary objects. − − The electronic network of practice theory is also called “Virtual Community of Practice” (VCoP). Several community-based Question-Answer websites (CQA) like Quora or Stack Exchange are examples of ENP. − − ==Diagram/schematic of theory== − [[File:COP.png|center|frame|Interaction between members of communities to share knowledge.]] − ==Seminal articles== − − * Knowledge and Organization: A Social-Practice Perspective (2001) Organization Science, 12 (2), pp. 198-213. Cited 2106 times. DOI: 10.1287/orsc.12.2.198.10116 − * Wenger, E. Communities of Practice and Social Learning Systems (2000) Organization, 7 (2), pp. 225-246. Cited 2099 times. DOI: 10.1177/135050840072002 − * McLure Wasko, M., Faraj, S. "It is what one does": Why people participate and help others in electronic communities of practice (2000) Journal of Strategic Information Systems, 9 (2-3), pp. 155-173. Cited 1404. DOI: 10.1016/S0963-8687(00)00045-7 − * Ardichvili, A., Page, V., Wentling, T. Motivation and barriers to participation in virtual knowledge-sharing communities of practice (2003) Journal of Knowledge Management, 7 (1), pp. 64-77. Cited 1046 times. DOI: 10.1108/13673270310463626 − * Reed, M.S., Evely, A.C., Cundill, G., Fazey, I., Glass, J., Laing, A., Newig, J., Parrish, B., Prell, C., Raymond, C., Stringer, L.C. What is social learning? (2010) Ecology and Society, 15 (4), . Cited 840 times. DOI: 10.5751/ES-03564-1504r01 − * Markus, M.L. Toward a theory of knowledge reuse: Types of knowledge reuse situations and factors in reuse success (2001) Journal of Management Information Systems, 18 (1), pp. 57-93. Cited 758 times. DOI: 10.1080/07421222.2001.11045671 − * Hunter, A.-B., Laursen, S.L., Seymour, E. Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development (2007) Science Education, 91 (1), pp. 36-74. Cited 718 times. DOI: 10.1002/sce.20173 − * Ferlie, E., Fitzgerald, L., Wood, M., Hawkins, C. The nonspread of innovations: The mediating role of professionals (2005) Academy of Management Journal, 48 (1), pp. 117-134. Cited 710 times. DOI: 10.5465/AMJ.2005.15993150 − * Pahl-Wostl, C., Craps, M., Dewulf, A., Mostert, E., Tabara, D., Taillieu, T. Social learning and water resources management (2007) Ecology and Society, 12 (2), art. no. 5, . Cited 706 times. DOI: 10.5751/ES-02037-120205 − − ==Key References Outside IS Research Area== − − * Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press. − * Gabbay, J., le May, A. Evidence based guidelines or collectively constructed “mindlines?” Ethnographic study of knowledge management in primary care (2004) BMJ, 329 (7473), p. 1013. Cited 663 times. DOI: 10.1136/bmj.329.7473.1013 − * Cross, R., Borgatti, S.P., Parker, A. Making invisible work visible: Using social network analysis to support strategic collaboration (2002) California Management Review, 44 (2), pp. 25-46. Cited 554 times. DOI: 10.2307/41166121 − * Lesser, E.L., Storck, J. Communities of practice and organizational performance (2001) IBM Systems Journal, 40 (4), pp. 831-841. Cited 546 times. DOI: 10.1147/sj.404.0831 − * Pelling, M., High, C. Understanding adaptation: What can social capital offer assessments of adaptive capacity? (2005) Global Environmental Change, 15 (4), pp. 308-319. Cited 545 times. DOI: 10.1016/j.gloenvcha.2005.02.001 − * Faraj, S., Xiao, Y. Coordination in fast-response organizations (2006) Management Science, 52 (8), pp. 1155-1169. Cited 526 times. DOI: 10.1287/mnsc.1060.0526 − * Contu, A., Willmott, H. Re-embedding situatedness: The importance of power relations in learning theory (2003) Organization Science, 14 (3), pp. 283-296. Cited 510 times. DOI: 10.1287/orsc.14.3.283.15167 − * Gherardi, S., Nicolini, D., Odella, F. Toward a social understanding of how people learn in organizations: The notion of situated curriculum (1998) Management Learning, 29 (3), pp. 273-297. Cited 489 times. DOI: 10.1177/1350507698293002 − * Wenger, E. Communities of practice and social learning systems: The career of a concept (2010) Social Learning Systems and Communities of Practice, pp. 179-198. Cited 480 times. DOI: 10.1007/978-1-84996-133-2_11 − * Amin, A., Roberts, J. Knowing in action: Beyond communities of practice (2008) Research Policy, 37 (2), pp. 353-369. Cited 478 times. DOI: 10.1016/j.respol.2007.11.003 − − ==IS articles that use the theory== − In the literature, the community of practice theory (COP) has been used or multiple domains under IS. − − * To develop enterprise architecture, [Kotusev and Kurnia, 2021] uses COP to understand the stakeholder’s behaviour. − * Using case studies, [Clarke, 2009] proposes a model to understand the teacher learning pattern in online teacher training courses. − * To understand the role of a moderator in online communities, [Sallan et al., 2010] created a virtual COP to facilitate knowledge exchange between educational agents. − * [Pan et al., 2015] highlighted the influence of social networks in knowledge management systems using virtual COP. In order to avoid the malware issues in BYOD due to user intention, [Dang-Pham and Pittayachawan, 2015] suggested strengthening COP ties to develop a secure culture. − − ===== Cited works: ===== − − * [Clarke, 2009] Clarke, L. (2009). The pod model: Using communities of practice theory to conceptualise student teachers’ professional learning online. − * [Dang-Pham and Pittayachawan, 2015] Dang-Pham, D. and Pittayachawan, S. (2015). Comparing intention to avoid malware across contexts in a byodenabled australian university: A protection motivation theory approach. Computers Security, 48:281–297. − * [Kotusev and Kurnia, 2021] Kotusev, S. and Kurnia, S. (2021). The theoretical basis of enterprise architecture: A critical review and taxonomy of relevant theories. Journal of Information Technology, 36:275–315. − * [Pan et al., 2015] Pan, Y., Xu, Y. C., Wang, X., Zhang, C., Ling, H., and Lin, J. (2015). Integrating social networking support for dyadic knowledge exchange: A study in a virtual community of practice. Information Management, 52(1):61–70. − * [Sallan et al., 2010] SallÅLan, J., RodrÅLıguez-GÅLomez, D., and AsparÅLo, C. (2010). Who exactly is the moderator? a consideration of online knowledge management network moderation in educational organisations. Computers Education, 55:304–312. − − ==Links from this theory to other theories== − N/A − ==External Links== − Wikipedia page for Community of Practice Theory https://en.wikipedia.org/wiki/Community_of_practice − − Wikipedia page for Virtual Community Of Practice https://en.wikipedia.org/wiki/Virtual_community_of_practice − − Wikipedia page for Network Of Practice https://en.wikipedia.org/wiki/Network_of_practice − − ==References== − <references /> − − ==Contributor== − Soumya Mudgal, Doctoral Student at Indian Institute of Management, Kozhikode, India − ==Date last updated== − 21/08/2022 Please feel free to make modifications to this site. In order to do so, you must register.
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