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The application of Communities of Practice (CofP) can potentially serve as an effective learning strategy for higher education classrooms by contributing to student professional development while fostering a desire for life-long learning. The purpose of this qualitative study was to assess the effectiveness of this learning strategy and help educators understand how integrating CofP experience in the higher education classroom can help students become more engaged in lifelong learning. Students involved in CofP during two different graduate courses provided their reflections on this learning strategy through their papers and journals. Findings indicated that, despite the often individualistic nature and constrained graduate course environment, participants felt that the use of CofP was beneficial for enhancing relationship skills and acquiring knowledge about topics of interest quickly and effectively. [Note: The publication year (2009) shown on the PDF is incorrect. The correct publication year is 2008.]

Participating in a doctoral program can be a transformative experience that shapes the identity of the learner. What learning spaces might best facilitate that identity development? This article presents the findings of a study examining doctoral student perspectives of participating in a Community of Practice (COP) intentionally used to foster emerging scholar identities. The researchers examined the actual experience of the participants, explored the impact on their identities as scholars, and, finally, compared with other types of similar teaching models. The findings suggest identities shifted and self-efficacy increased among all the participants in the COP. In addition, the power of this model may be most important in the area of continuity and continued growth a year after the class ended.

How our culture thinks about particular events as linear, normal, and expected does not always fit with the experiences of every learner, particularly underserved urban adult learners. As adult educators in this context, are there ways we might improve or change our pedagogy of instruction by developing a better understanding of transitional life moments for vocational learners. What is the role of alternative approaches to transformative learning for these learners? Specifically, what is the role of alternative approaches learning for underserved adult learners transitioning into a vocational education classroom, after years of disengagement with formal learning institutions with the need to update their technology skills? In this article, we discuss the need to use alternative conceptions of transformative learning to understand vocational learners as they make decisions to participate in vocational education programs. We explore the key issues for adult educators including implications for practice and research.

Teaching students self-directed learning skills provides benefits that outlast individual courses. An individual self-directed approach is insufficient, however, given the fast pace of change students encounter in their professional lives. Communities of practice combine self-directed and collaborative learning to meet the challenges of today's dynamic organizational environment. This article introduces a learning strategy based on communities of practice to help students gain in-depth knowledge about an individual passion related to the course topic that, in turn, contributes effectively to students' professional development outside of the formal classroom setting. In this article, I briefly discuss the characteristics of communities of practice in organizational environments, including their relevance and effectiveness; provide the details for implementing communities of practice as a learning strategy in a management education classroom; and present an assessment of this learning strategy. (Contains 1 figure and 1 table.)

Research demonstrates that white privilege and racism have a direct impact on the success of businesses and the economy (Updegrave, Byrd, and Leuchter, 1989). Furthermore, organizations that are effective in integrating diversity experience increased organizational viability and profitability. Employees' intentions and actions of engaging in the work of promoting a positive climate of inclusion within their workplaces characterize this integration. The result of openness to incorporating differences including cross-cultural understanding is enhanced creative decision making and a reduction in employee and departmental conflicts (Combs and Luthans, 2007). This chapter looks at the role of the human resource development functions within organizations, with an emphasis on how white professionals can counteract racism and white privilege. (Contains 1 table.)

This qualitative case study investigated the impact of Workforce Investment Act (WIA) funding on the providers and planners of programs for incumbent workers in one Midwest WIA region. It examines the collaboration and power conflicts that are part of planning and implementing this legislation for the stakeholders. The study applied Matland's ambiguity/conflict framework to WIA implementation. The analysis revealed four themes that are important to policy makers and planners alike. The themes, change agent conflict, power broker conflict, policy interpretation conflict, and ambiguity of means, address the impact of the WIA and related processes on programs for incumbent workers. Conflicts over participants' roles, the interpretation of the legislation, and ambiguity about the process of implementation emerged. This article suggests methods for stakeholders to collaborate and address the needs of incumbent worker development. (Contains 2 tables.)

Purpose: Traumatic brain injury is recognised as a significant and pervasive health issue among offender populations. Despite this, no qualitative research exists exploring the experiences and perceptions of offenders with TBI in prison. Methods: Qualitative interviews were conducted with male and female offenders housed in a UK prison. Interviews examined what participants felt led them to offend, experiences of incarceration, and post-release plans. Presence of TBI was assessed via the Brain Injury Screening Index. Data were analysed by means of inductive content analysis. Findings: Both male and female prisoners primarily attributed their incarceration to drugs and alcohol use, with males also referencing more issues with aggression, while mental illness and past abuse were more commonly mentioned among females. A lack of recognition for the possible role of TBI was noted, with several males describing themselves as 'stupid' or prone to making 'poor lifestyle choices'. Both groups indicated a desire to return to education or work post-release. Conclusions: Despite significant rates of injury, there is a clear lack of understanding and consideration of the role of TBI in the behaviour and presentation of offenders. There is need for improved identification and education around TBI early in the criminal justice process. [ABSTRACT FROM AUTHOR]

This qualitative study examined the identity of doctoral students in their quest to become scholars. The research question asked: What impact did a Community of Practice have on the doctoral students? The findings illustrated that on the journey the participants struggled to integrate multiple identities and roles. They also refined their identities within the liminal spaces of the doctoral process and the Community of Practice (CoP). The CoP provided validation to help the participants grow and emerge into scholars as they built relationship through the many opportunities they used to co-create knowledge for themselves and others. Under the guidance and direction of an expert and scholar in the field, we held the vision of becoming experts within our respective subject areas, trusting the CoP to facilitate the process of our transformation into scholars. [ABSTRACT FROM AUTHOR]