Higher Education

, Volume 69, Issue 2, pp 257–273 | Cite as

Sense of community in academic communities of practice: predictors and effects

  • Nicolae Nistor
  • Irene Daxecker
  • Dorin Stanciu
  • Oliver Diekamp


Sense of community (SoC) in communities of practice (CoP) seems to play a similar role to that of group cohesion in small groups: Both sustain participants’ knowledge sharing, which in turn substantiates the socio-cognitive structures that make up the CoP such as scholar identities, practical repertoires in research and teaching or relationships between colleagues. However, empirical evidence of relationships between SoC and other CoP variables is scarce. A correlation study among German and Romanian scholars (N = 136) investigates predictors and effects of the social component of SoC (SoC-S) in academia. A conceptual model is validated, displaying CoP members’ socio-emotional interpersonal knowledge as the strongest predictor of SoC-S and of knowledge sharing acceptance. Further, SoC-S significantly mediates the effect of time and centrality in CoP on knowledge sharing acceptance. The model explains a relatively large part of the variance of SoC-S (27 %) and of knowledge sharing acceptance (33 %). For academic practice, the study emphasizes the importance of SoC and interpersonal knowledge in academic communities as major factors of community building and knowledge sharing motivation.


Sense of community Community of practice Socio-emotional interpersonal knowledge Higher education 



The authors would like to thank Anna Maria August and Anamaria Dorgo for their contributions to data collection, and Jan Oliver Heymann for his support in statistical data processing. Also, the first author is grateful to the Department of Learning Science, Hiroshima University, Japan, for the visiting professorship during which this article was written.


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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Nicolae Nistor
    • 1
    • 2
    • 3
  • Irene Daxecker
    • 1
  • Dorin Stanciu
    • 4
  • Oliver Diekamp
    • 1
  1. 1.Faculty of Psychology and Educational SciencesLudwig-Maximilians-UniversitätMunichGermany
  2. 2.Faculty of Human SciencesUniversität der BundeswehrNeubibergGermany
  3. 3.Richard W. Riley College of Education and LeadershipWalden UniversityMinneapolisUSA
  4. 4.Faculty of Psychology and Educational SciencesBabeş-Bolyai UniversityCluj-NapocaRomania

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