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Table 2 Evaluation framework for the analysis of value creation used by the academic integrity community of practice (sourced and adapted from Wenger et al. 2011, p.19-32)

From: A community of practice approach to enhancing academic integrity policy translation: a case study

Cycle Explanation Indicators Data sourcesa
Cycle 1 Immediate value: Activities and interactions The activities and interactions between members have value in and of themselves. Level of participation; Level of activity; Level of engagement; Quality of interactions; Value of participation; Collaboration; Reflection. Attendance and frequency of meetings; number and characteristics of active members; intensity of discussions; continuity of members; self-reports; evidence of fun; meta-conversations about the community.
Cycle 2 Potential value: Knowledge capital The activities and interactions of cycle 1 may not be realised immediately, but rather be saved up as different forms of knowledge capital whose value is in its potential to be realised later. Human capital: skills acquired, information received, changes in perspective.
Social Capital: Trust, shared understandings, social relationships, inspiration and confidence.
Tangible capital:
Facilitated access to information and resources.
Reputational Capital:
Recognition of the CoP and academic integrity.
Learning Capital:
Vison of social learning as valuable; transfer of social learning to other contexts.
Self and CoP reflections; retention rates of members; initiatives started and/or risks taken by members; bringing up difficult problems and failures from practice; quantity and types of resources produced (draft and final versions); summaries of events; workshops and feedback from stakeholders (staff and students).
Cycle 3 Applied value: Changes in practice Knowledge capital may or may not be put into use. Leveraging that capital requires adapting and applying it to a specific situation and identifying how practice changes. Production of tools and documents to inform practice; documentation evidencing changing knowledge; implementation of advice; innovation in practice; use of tools to inform of practice. Reflections; iterative and final versions of resources; new ways of doing things; feedback on resources from people who have used them (students and staff); examples of use and reuse; using new knowledge in other contexts e.g. journal articles, committees, other communities of practice.
Cycle 4 Realised value: Performance improvement New practices or tools do not necessarily lead to improved performance, so it is important to find out what effects the application of knowledge capital has on the achievement of what matters to stakeholders. Personal performance; organisational performance; Organisational reputation; Knowledge products as performance. Views on the website; unsolicited email feedback; feedback from presentations; adoption of the resources; feedback from staff and students on use of resources.
Cycle 5 Reframing value: Redefining success Social learning causes a reconsideration of the criteria by which success is defined, including a reframing of strategies, goals and values. Individual, collective or organisational reframing of success is achieved and measured. New visions of how academic integrity policy translation can be achieved; different conversations about the causes of inconsistent policy translation.
  1. a The data sources in the table are those used by the CoP in this study