Navigating between originality and recognition of value by discourse communities in different cultural contexts
A key to understanding academic writing for publication lies in the tension between the need for scholars to demonstrate originality, and the need for academic discourse communities to continue using their shared repetoire1 of concepts, vocabulary, and genre structures. This tension can be highlighted through a lens which connects Wenger’s conceptualization of knowledge as based in learning, meaning and identity in Communities of Practice, and Nonaka’s SECI model for knowledge conversion which offers a perspective on knowledge creation for innovation. Both innovation and Communities of Practice draw on knowledge resources available in organizational and cultural contexts. To explore this tension in different cultural contexts, this paper examines how Ph.d students recognize and use knowledge resources as they learn about and respond to academic publishing. Sites of research include East Carolina University, USA and the Aalto School of Economics in Helsinki, Finland. Findings describe processes through which ph.d. students express their identity in the field with respect to both innovation and their participation in discourse communities. References: Nonaka I.; Toyama R.; Konno N. (2000). SECI, Ba and Leadership: a Unified Model of Dynamic Knowledge Creation. Long Range Planning, Volume 33, Number 1. pp. 5-34(30). Wenger, E. (1999) Communities of Practice: Learning, Meaning & Identity. Cambridge University Press.
Main Research Area:
GENRE VARIATION IN ENGLISH ACADEMIC COMMUNICATION, 2011