ABSTRACT

Although theories around Communities of Practice have gained significant ground in recent years and have become an important focus for organizational development, there is a gap in studies that investigate what members gain from participation in these communities. This paper explains how the value creation framework was implemented in a transnational research and development project in autism education by examining cycles of value creation and drawing on two types of data identified by Wenger and colleagues. The value creation framework is a theoretically driven framework to assess social learning in communities. Participants involved in the learning space were co-researchers engaged in a process of investigating, sharing and reflecting on their practice. The paper discusses the methodological challenges and strengths of using the value creation framework, with a particular focus on how insights and interactions led to subsequent changes in the practice of the participants. This work has the potential to make an important contribution to methods and analysis in assessing social learning and pathways to impact in participatory research and development projects more broadly.

摘要

尽管围绕实践社区的理论近年来已取得重要进展，并已成为组织发展的重要重点，但在调查成员从这些社区中获得的收益的研究中仍存在差距。本文通过检查价值创造的周期并利用Wenger及其同事确定的两种类型的数据，来解释在自闭症教育的跨国研究与开发项目中如何实现价值创造框架。价值创造框架是一个理论驱动的框架，用于评估社区的社会学习。参与学习空间的参与者是参与研究，共享和反思其实践过程的共同研究者。本文讨论了使用价值创造框架的方法论挑战和优势，特别着重于洞察力和互动如何导致参与者实践的后续变化。这项工作有可能对评估社会学习和更广泛地参与式研究与开发项目的影响途径的方法和分析做出重要贡献。