Structural and Epistemic Parameters in Communities of Practice

By Mark Thompson. Organ. Sci., 2005

390 citations recorded by the source corpus.

Subfields: Organizational Behavior and Human Resource Management, Strategy and Management

View Paper: https://www.semanticscholar.org/paper/575872585496bbf34654df740933ab0dff71763e

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In Organizational Behavior and Human Resource Management

In Strategy and Management

Citations in the corpus

Formal and informal interorganizational learning within strategic alliances (2008, background): “However, overly intensive interaction between the boundary spanners of collaborating organizations sometimes results in an inward communicative focus (Thompson, 2005).”
Collective Learning Processes and Human Resource Development (2008, background): “The concept of collective practice is prominent in the literature (Thompson, 2005).”
Global organizational communities of practice: The effects of nationality diversity, psychological safety, and media richness on community performance (2013, background): “…of practice (OCoPs), however, have evolved as more formalized, purposeful, and bounded forms of CoPs and typically operate alongside more traditional team structures such as virtual and project teams (McDermott and Archibald, 2010; Swan et al., 2002; Thompson, 2005; Wenger et al., 2002).”
Towards a Typology of Virtual Communities of Practice (2006, background): “While CoPs were previously conceptualized as a phenomenon emerging spontaneously in organizations, it is now believed that organizations play a critical role in nurturing these communities (Brown & Duguid, 2001; McDermott, 2000b; Newell, Galliers, & Huang, 2003; Schwen & Hara, 2003; Swan et al., 200”
Risk and rationality in entrepreneurial processes (2007, background): “Norms of rationality emerge within communities of practitioners (Thompson, 2005).”
Understanding Sustained Participation in Open Source Software Projects (2009, background): “lPP theory has faced some critique [10, 11, 49], but it has been broadly embraced as an attractive alternative to the traditional cognitive theories of learning since it provides a cogent, contextually situated explanation for learning and knowledge development [7, 43, 59, 64].”