Bridging Two Worlds: Identity Transition in a University Consulting Community of Practice

dc.contributor.authorIslam, Gazi
dc.coverage.cidadeSão Paulopt_BR
dc.coverage.paisBrasilpt_BR
dc.creatorIslam, Gazi
dc.date.accessioned2023-07-17T18:01:45Z
dc.date.available2023-07-17T18:01:45Z
dc.date.issued2008
dc.description.abstractThis chapter attempts to use the concept of communities of practice to describe the process of professional learning in a student-run consulting group. The central thesis put forward is that communities of practice within educational settings can act as intermediary zones between university and professional settings, providing students with opportunities to learn social and professional norms that would be difficult to acquire in traditional classroom settings. Drawing on theories of theories of ritual and identity in organizations (e.g. Trice and Beyer, 1993; Pratt, 2000), the chapter examines a studentrun consulting practice that draws on university support and professorial expertise, but whose managerial processes are centered around a self-selected group of students that is best described as a community of practice. It is argued that this student group, through various means of socialization and competency development, constructs a space in between institutionalized fields that eases the transition between educational and work settings.
dc.description.otherThis chapter attempts to use the concept of communities of practice to describe the process of professional learning in a student-run consulting group. The central thesis put forward is that communities of practice within educational settings can act as intermediary zones between university and professional settings, providing students with opportunities to learn social and professional norms that would be difficult to acquire in traditional classroom settings. Drawing on theories of theories of ritual and identity in organizations (e.g. Trice and Beyer, 1993; Pratt, 2000), the chapter examines a student run consulting practice that draws on university support and professorial expertise, but whose managerial processes are centered around a self-selected group of students that is best described as a community of practice. It is argued that this student group, through various means of socialization and competency development, constructs a space in between institutionalized fields that eases the transition between educational and work settings.pt_BR
dc.format.extent23 p.pt_BR
dc.format.mediumDigitalpt_BR
dc.identifier.issueBEWP 033/2008
dc.identifier.urihttps://repositorio.insper.edu.br/handle/11224/5828
dc.language.isoInglêspt_BR
dc.publisherInsperpt_BR
dc.publisherIBMEC São Paulopt_BR
dc.relation.ispartofseriesInsper Working Paperpt_BR
dc.rights.licenseO INSPER E ESTE REPOSITÓRIO NÃO DETÊM OS DIREITOS DE USO E REPRODUÇÃO DOS CONTEÚDOS AQUI REGISTRADOS. É RESPONSABILIDADE DO USUÁRIO VERIFICAR OS USOS PERMITIDOS NA FONTE ORIGINAL, RESPEITANDO-SE OS DIREITOS DE AUTOR OU EDITORpt_BR
dc.subject.keywordsCommunities of Practicept_BR
dc.subject.keywordsHigher Educationpt_BR
dc.subject.keywordsOrganizational Learningpt_BR
dc.subject.keywordsIdentitypt_BR
dc.subject.keywordsSocializationpt_BR
dc.subject.keywordsCareer Developmentpt_BR
dc.subject.keywordsStudent Groupspt_BR
dc.titleBridging Two Worlds: Identity Transition in a University Consulting Community of Practicept_BR
dc.typeworking paper
dspace.entity.typePublication
local.subject.cnpqCiências Humanaspt_BR
local.typeWorking Paperpt_BR

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