Navigating the Challenges and Benefits of the International Collaborative Writing Groups: A Leadership Perspective

Andrea S. Webb; Barbara Kensington-Miller; Earle Abrahamson

doi:10.20343/teachlearninqu.14.20

Authors

Andrea S. Webb University of British Columbia https://orcid.org/0000-0003-3963-5057
Barbara Kensington-Miller The University of Auckland
Earle Abrahamson The University of Hertfordshire

DOI:

https://doi.org/10.20343/teachlearninqu.14.20

Keywords:

leadership, landscape of practice, community of practice

Abstract

The International Collaborative Writing Groups (ICWGs) offer a valuable platform for fostering collaboration, supporting SoTL project completion, and prioritizing inclusivity within the ISSOTL community. While the ICWGs provide numerous benefits, their success depends on effective leadership and a clear understanding of the groups’ goals. This article examines the experiences of the 2023 ICWG-Academic cohort, which focused on the theme “Context Matters.” By applying conceptualization of a landscape of practice, we explore the diversity, political nature, and flatness of the ICWGs. Our analysis highlights the challenges and opportunities associated with the program, including the need for clearer guidelines, stronger leadership support, and greater emphasis on fostering interconnected communities of practice. We offer these recommendations with the aim to improve the ICWGs’ design and operation, ensuring their continued effectiveness and sustainability within the ISSOTL landscape.

Author Biographies

Andrea S. Webb, University of British Columbia

Andrea S. Webb (Canada) is a professor of teaching at the University of British Columbia.
Barbara Kensington-Miller, The University of Auckland

Barbara Kensington-Miller (New Zealand) is a professor at the University of Auckland.
Earle Abrahamson, The University of Hertfordshire

Earle Abrahamson (United Kingdom) is a professor of SoTL at the University of Hertfordshire.

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