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The Development of a Doctoral Program CoP and Its Members
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Author(s): Carol A. Olszewski (Cleveland State University, Cleveland, USA), Kyle A. Znamenak (Cleveland State University, Cleveland, USA), Toni M. Paoletta (Cleveland State University, Cleveland, USA), Catherine A. Hansman (Cleveland State University, Cleveland, USA), Matthew L. Selker (Cleveland State University, Cleveland, USA), Karie A. Coffman (Cleveland State University, Cleveland, USA)and Keli B. Pontikos (Cleveland State University, Cleveland, USA)
Copyright: 2020
Volume: 11
Issue: 2
Pages: 13
Source title:
International Journal of Adult Education and Technology (IJAET)
Editor(s)-in-Chief: Viktor Wang (California State University, USA)
DOI: 10.4018/IJAET.2020040101
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Abstract
The purpose of this research study was to explore how a multigenerational community of practice (CoP) at a public urban university may provide doctoral students the space and the support needed to explore and develop their professional identities and find their scholarly voices. The second aim of this study was to examine how the entity of the CoP itself evolved over time. Social learning theory and generational theory provided the framework to interpret the data. Through analysis of collective autoethnographic journals, three primary themes emerged:1) psychological safety and trust; 2) diverse expectations became shared interests; and 3) the unique and shared experiences of the CoP members.
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