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Fundamental Principles Of Sound Research Essay

994 words - 4 pages

Doctoral Learning and Communities of Practice
According to Reynolds and Herbert (1998), cohort learning provides learners with the opportunity for ongoing and supportive interaction between peers, between learners and facilitators, and between learners and the larger community. As members of a cohort uncover new ideas and understanding, their dialogue increases, diversifies, validates, and assures understanding. Although individuals often require time alone to think and reflect, learning in a cohort environment keeps individuals engaged and inspired to learn. Cohort communities encourage camaraderie, build learner confidence, and challenge individuals to strengthen and apply their critical ...view middle of the document...

They dialogue with peers to validate and generalize their practitioner experience. They create a collection of resources, practices, and tools, sharing these resources to build a more comprehensive body of knowledge. Developing shared practices requires time and continual interaction and dialogue. An interesting discussion with someone in the company cafeteria may provide new information, but this type of conversation is simply a conversation. Members of a community of practice communicate with a purpose. The purpose of their communication is to advance learning and validate experience. Sometimes, developing a shared practice is accomplished without members’ conscious awareness. For example, a group of nurses who eat lunch together every day may not realize their discussions have become one of their primary sources of information on how to improve the quality of patient care. Because of their conversations, these nurses have created a protocol for their practice.
As doctoral learners, the cohort is your community of practice. The cohort is an organization in its own right with unique characteristics. Members of the cohort continually engage in knowledge sharing and use feedback from peers to advance scholarly thought. The learner-to-learner and learner-to-facilitator interaction affects the educational experience on three levels: (a) internally, (b) externally, and (c) throughout the life of the learner (Wenger, McDermott, & Snyder, 2002). Learners’ educational experience is impacted internally through online dialogue with fellow learners and facilitators. Learners integrate the feedback gained in their online dialogue to advance scholarship and to validate and generalize their opinions. Learners’ educational experience is impacted externally, as they apply information gained through online dialogue to their leadership practice and workplace experiences. Finally, learners’ educational experience is impacted throughout the lifespan, as they generalize and apply their learning to the practice of leadership outside the academic setting.
Leadership Development
The ability to integrate theory and practice requires rigorous self-examination, flexibility, and the willingness to remain open to personal growth and change. A commitment to self-examination suggests leaders, as part of their ongoing development, continually examine whether their actions match their words. Leaders should conduct a periodic, personal gap analysis. If inconsistencies...

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