Abstract
Social learning is a natural part of being human. Wenger’s theory of social learning is also the theoretical underpinning for communities of practice. Learning is a key outcome of higher education. Yet, my experience suggests that communities of practice are not thriving in higher education compared to some other fields and sectors. This conceptual chapter explores cultural elements that may be inhibiting the emergence, nurturing and effectiveness of communities of practice in higher education. The chapter focuses primarily on faculty work. Social learning inhibitors may include higher priorities, boundaries that divide groups with potentially common interests, the disciplinary nature of leaning norms and the potentially overwhelming nature of diversity. The chapter lists benefits of enhanced community of practice work and includes ideas for future research.
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MacGillivray, A.E. (2017). Social Learning in Higher Education: A Clash of Cultures?. In: McDonald, J., Cater-Steel, A. (eds) Communities of Practice. Springer, Singapore. https://doi.org/10.1007/978-981-10-2879-3_2
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