Facilitating a Community of Practice in higher education: Leadership rewards and challenges

Abstract Facilitating a Community of Practice (CoP) has rewards and challenges. This case study aims to highlight some of these in a practical way, employing a narrative style that chronologically describes the changing nature of the CoP environment. Although the case study touches on some theory and research in order to elaborate some key ideas, it is not written from a theoretical perspective. The case study is purposely anecdotal and is written in a familiar tone. The main reason for this approach is twofold; firstly the experiences expressed are largely those of one individual. They are personal and inherently subjective thus, having an overly theoretical or scientific frame work seems somewhat paradoxical. Secondly, in the profusion of theoretical discussion on CoPs this piece aims to offer a lighter approach to the investigation of this field. As a final caveat to the reader I would like to express that this case study is about facilitation of a CoP. It is not designed to inform what one single CoP does but more to investigate the challenges and successes of leading a group in a contemporary Higher Education environment. The case study will firstly discuss how the author became interested in the CoP and their original motivation to join. As a CoP member in the early days of the CoP the activities and focus were somewhat ‘free-form’ and relaxed. This was ultimately the ‘forming’ and ‘norming’ stages of the group (Tuckman and Jensen 2010). Once the inaugural facilitator (called a Champion) left the university, the author became one of the Co-Champions. The CoP then went through another ‘norming stage’ where upon the membership settled and the group’s focus was somewhat open. At this stage of the narrative the CoP movement at the university went through a refocusing, largely due to directives from the Executive, who wanted a more outcome driven approach to the CoPs. This increased the pressure of facilitation and meant that the CoP had to find more focus and achieve out-comes. The CoP adapted to the new paradigm and has again, to a degree, reached a ‘performing’ stage. Using examples of activities and projects accomplished, the case study highlights some of the difficulties of facilitating a diverse group of members, who may be less committed to achieving outcomes; while at the same time trying to maintain a degree of influence and traction within the institution. It discusses ‘soft’ and ‘hard’ benefits of CoP membership such as knowledge sharing and skills development. There are frustrations and rewards of leadership in this environment, but ultimately the case study shows that community and attitude is at the heart of CoP success.