Learning across multiple communities of practice: an examination of multidisciplinary work. / Oborn, Eivor; Dawson, Sandra.

In: British Journal of Management, Vol. 21, No. 4, 2010, p. 843-858.

Research output: Contribution to journalArticle

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Learning across multiple communities of practice: an examination of multidisciplinary work. / Oborn, Eivor; Dawson, Sandra.

In: British Journal of Management, Vol. 21, No. 4, 2010, p. 843-858.

Research output: Contribution to journalArticle

Harvard

Oborn, E & Dawson, S 2010, 'Learning across multiple communities of practice: an examination of multidisciplinary work', British Journal of Management, vol. 21, no. 4, pp. 843-858.

APA

Oborn, E., & Dawson, S. (2010). Learning across multiple communities of practice: an examination of multidisciplinary work. British Journal of Management, 21(4), 843-858.

Vancouver

Oborn E, Dawson S. Learning across multiple communities of practice: an examination of multidisciplinary work. British Journal of Management. 2010;21(4): 843-858.

Author

Oborn, Eivor ; Dawson, Sandra. / Learning across multiple communities of practice: an examination of multidisciplinary work. In: British Journal of Management. 2010 ; Vol. 21, No. 4. pp. 843-858.

BibTeX

@article{18defb4be70b46dab9688dad00b802e7,
title = "Learning across multiple communities of practice: an examination of multidisciplinary work",
abstract = "Communities of practice (CoPs) have been identified as important sites of learning. Novices learn from masters whilst participating in situated practice and becoming more central members of the community. Empirical studies highlight the difficulty of learning across CoPs, although few studies specifically examine how learning develops in such a multidisciplinary context. This paper examines the processes of learning occurring when members of different CoPs, in this case various cancer specialists, are required to meet together as a formally constituted multidisciplinary team, and to establish multidisciplinary collaboration as a basis for decision making and action. Our paper highlights that while learning in CoPs develops through repetition, gaining legitimacy, and achieving mastery, learning across CoPs in multidisciplinary contexts emphasises key boundary processes to negotiate and broaden meaning. As such multidisciplinary collaboration is not so much to learn from each others{\textquoteright} talk, but to learn to talk in this new arena. Our paper identifies three practices which facilitate learning across CoPs: organising discussions, acknowledging other perspectives and challenging assumptions. We also discuss the boundary processes which are promoted through brokers and the use of boundary objects in facilitating multidisciplinary work. ",
keywords = "communities of practice, knowledge, multidisciplinary, teams, knowledge, boundaries, cancer, health, practices",
author = "Eivor Oborn and Sandra Dawson",
year = "2010",
language = "English",
volume = "21",
pages = " 843--858",
journal = "British Journal of Management",
issn = "1045-3172",
publisher = "Wiley-Blackwell",
number = "4",

}

RIS

TY - JOUR

T1 - Learning across multiple communities of practice: an examination of multidisciplinary work

AU - Oborn, Eivor

AU - Dawson, Sandra

PY - 2010

Y1 - 2010

N2 - Communities of practice (CoPs) have been identified as important sites of learning. Novices learn from masters whilst participating in situated practice and becoming more central members of the community. Empirical studies highlight the difficulty of learning across CoPs, although few studies specifically examine how learning develops in such a multidisciplinary context. This paper examines the processes of learning occurring when members of different CoPs, in this case various cancer specialists, are required to meet together as a formally constituted multidisciplinary team, and to establish multidisciplinary collaboration as a basis for decision making and action. Our paper highlights that while learning in CoPs develops through repetition, gaining legitimacy, and achieving mastery, learning across CoPs in multidisciplinary contexts emphasises key boundary processes to negotiate and broaden meaning. As such multidisciplinary collaboration is not so much to learn from each others’ talk, but to learn to talk in this new arena. Our paper identifies three practices which facilitate learning across CoPs: organising discussions, acknowledging other perspectives and challenging assumptions. We also discuss the boundary processes which are promoted through brokers and the use of boundary objects in facilitating multidisciplinary work.

AB - Communities of practice (CoPs) have been identified as important sites of learning. Novices learn from masters whilst participating in situated practice and becoming more central members of the community. Empirical studies highlight the difficulty of learning across CoPs, although few studies specifically examine how learning develops in such a multidisciplinary context. This paper examines the processes of learning occurring when members of different CoPs, in this case various cancer specialists, are required to meet together as a formally constituted multidisciplinary team, and to establish multidisciplinary collaboration as a basis for decision making and action. Our paper highlights that while learning in CoPs develops through repetition, gaining legitimacy, and achieving mastery, learning across CoPs in multidisciplinary contexts emphasises key boundary processes to negotiate and broaden meaning. As such multidisciplinary collaboration is not so much to learn from each others’ talk, but to learn to talk in this new arena. Our paper identifies three practices which facilitate learning across CoPs: organising discussions, acknowledging other perspectives and challenging assumptions. We also discuss the boundary processes which are promoted through brokers and the use of boundary objects in facilitating multidisciplinary work.

KW - communities of practice, knowledge, multidisciplinary, teams, knowledge, boundaries, cancer, health, practices

M3 - Article

VL - 21

SP - 843

EP - 858

JO - British Journal of Management

JF - British Journal of Management

SN - 1045-3172

IS - 4

ER -