Associate Professor Lynn Gribble UNSW Business School

In various corporate roles networking and the resultant opportunities and development that can occur is well recognised, Heffernan (2020) suggests these are even more important in academe.  As academics, we often work in collegiate research or even teaching groups, but being part of a Community of Practice (CoP) or Special Interest Group (SIG) to find and connect with a group of people who share your particular interests and challenges can be the ‘secret sauce’ in your development. As they sit cross faculty and, often, cross institutional, they offer an opportunity to learn and develop outside of organisational constraints and belief systems. Further, SIGs with their broad perspectives and by being non-institutionally bound, can provide safe havens of knowledge which in turn become developmental, career enhancing and enriching beyond the job or role alone.

ASCILITE operates a number of Special Interest Groups (SIGS). The focus of these groups remains close to the charter of ASCILITE by considering technology and an associated speciality.  Akin to Communities of Practice (CoPs) SIGs offer “the opportunity to work together to pursue common interests in research and practice and to create a ‘buzz’ around their focus, goals and achievements”. It is this opportunity to access others with a shared interest outside of our own institutions and disciplines which is of value and importance. These differ from CoPs who focus on shared knowledge rather than thematic interests alone. Also, while CoPs may have institutional support SIGs may be independent of that institutional support unless set up via another type of organisation. Having been a member of both SIGs and CoPs what has become clear is they offer opportunity to connect, learn, grow, share, and importantly impact and influence both my- and other’s future directions.

As being an academic can be a lonely and at times solo pursuit (unless you have research collaborators, or are part of a teaching team), the daily work undertaken is often done in isolation. From quietly reading and thinking with the occasional opportunity to sound out ideas and seek support in corridor conversations or through faculty or institutional gatherings, academics are akin to solopreneurs. During COVID-19 many corridor conversations were lost and now we see the corridors are quieter as many remain working from home when they can. Now, more than ever before, being part of a SIG or CoP can be the ‘secret sauce’ of development and support.

However, academics note being time poor. Imagine, however, that for a dedicated 1 – 1.5 hours each month or so you could access a precis of the latest thinking, ideas and specific support in a laser focused manner. Teaching academics note how they are focused on developing others but having a strategy for self development is critical. No one can pour from an empty cup and taking just 1.5 hours to stop, reflect and engage with likeminded peers can provide such an opportunity. Being able to discuss a subject or area that you are interested in for a set period of time on a regular basis has the opportunity to be transformational (Mezirow). With Krausse noting the need for learner centred development with all academic to be learners in order to leader (whether in the classroom or at an institutional level) it would appear SIGs and CoPs offer the opportunity to consider our own development alongside how we are developing others.

Given that membership of both CoPs and SIGs is voluntary and uses, often, discretionary time, the reasons for joining and being involved, must be strategic on the part of the member and must offer value by those who organise and conduct such gatherings.  As such, beyond looking for a SIG or CoP to join, look to how they are connected and who is leading them. Also consider what they promise to their members? The SIGs operated by ASCILITE have people at the helm who are leaders in the discipline/s and interests, can offer support and advice based upon scholarly approaches (SOTL) and meet regularly and online. The collective wealth of experience and connection, provides more than development linking you to a likeminded community focused and exploring the challenges together. Being part of a SIG or CoP makes the load lighter and more accessible. Find an hour and stay for a while, immerse yourself in the opportunity to connect and refill. ASCILTE has the following SIGs available to members and guests. Join us and stay for a while.

• Open Educational Practice SIG
• Transforming Assessment SIG
• Learning Analytics SIG
• Learning Design SIG
• Mobile Learning SIG
• TELedvisors SIG
• Business Education SIG

References
Galdamez, G. (2023, August 4). The Difference Between Communities of Practice (CoP), Special Interest Groups (SIG), Employee Resource Groups (ERG), and Centers of Excellence (CoE). Enterprise Knowledge. https://enterprise-knowledge.com/the-difference-between-organizational-community-programs-cop-coe-erg-sig/

Heffernan, T. (2020).  Academic networks and career trajectory: ‘There’s no career in academia without networks’. Higher Education Research & Development, 40(5), 981-994. https://doi.org/10.1080/07294360.2020.1799948

Kitchenham, A. (2008). The Evolution of John Mezirow’s Transformative Learning Theory. Journal of Transformative Education, 6(2), 104-123. https://doi.org/10.1177/1541344608322678

Krause, K. (2024). Learner-centred Leadership in Higher Education: A Practical Guide, Routledge, Oxon, UK.

About
Lynn Gribble an associate Professor at UNSW Business School (Management & Governance) and the ASCILITE Community Fellow 2023. Nationally and internationally recognised for her thought leadership in AI teaching and learning and digital innovation practices, she created and co-leads the AI Community of Practice to disseminate, collaborate and advocate the use of AI in education practices at UNSW and is a committee member of the ASCILITE Business SIG. An early adopter, adapter and authoritative voice in AI, she led the terms of reference responses for the Australasian Academic Integrity Network’s submission to Parliament on the impacts of Artificial Intelligence in Education (2023) and also presented evidence to the Parliamentary enquiry of the same. She has published several chapters on designing teaching and assessment in the face of rapidly developing Artificial Intelligence, published in multiple Q1 journals, and invited to present internationally.

With digital in her blood, her early involvement in online learning saw her co-lead the largest Community of Practice (Digital Online Learning and Innovation 2020- 2023) and pioneered voice feedback (2011) and the use of technology in grading and feedback (from 2014). As an Education Focused Fellow (2020 – 2022) she has co-led investigations into university wide feedback and assessment practices resulting in education resources for academic development ultimately to enhance the student experience.