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Communities of place exist at many scales: from global village through nations, catchments, and local governments to millions of properties at the level of households and workplaces. Interventions from beyond their boundaries ensure institutional arrangements for their governance are complex. Political and bureaucratic actors network across all decision-making levels. The actors and their roles change frequently. Even so, connecting two activities can begin the process of engaging stakeholders in sustaining a community of place. First, stakeholders need to assess community conditions relative to a sustainability target. Second, stakeholders have to learn from, and respond to, the information contained in the assessment. In 2005, the authors joined with the Campaspe Shire Council in piloting a practice connecting the two activities. Trends of growth, steady state, or decline, in indicators of the Shire's human, built, and natural capital stocks were estimated by pooling local and external knowledge. Results were presented as a balance sheet. Senior management then drafted some thirty response-statements by interpreting the accounts. A stakeholder forum used decision-support software to structure relationships between the response-statements. Conducting a SWOT analysis during the forum provided further insights into place-based learning for sustaining communities, and for building capacities to do so.

Communities of place exist at many scales: from global village through nations, catchments, and local governments to millions of properties at the level of households and workplaces. Interventions from beyond their boundaries ensure institutional arrangements for their governance are complex. Political and bureaucratic actors network across all decision-making levels. The actors and their roles change frequently. Even so, connecting two activities can begin the process of engaging stakeholders in sustaining a community of place. First, stakeholders need to assess community conditions relative to a sustainability target. Second, stakeholders have to learn from, and respond to, the information contained in the assessment. In 2005, the authors joined with the Campaspe Shire Council in piloting a practice connecting the two activities. Trends of growth, steady state, or decline, in indicators of the Shire's human, built, and natural capital stocks were estimated by pooling local and external knowledge. Results were presented as a balance sheet. Senior management then drafted some thirty response-statements by interpreting the accounts. A stakeholder forum used decision-support software to structure relationships between the response-statements. Conducting a SWOT analysis during the forum provided further insights into place-based learning for sustaining communities, and for building capacities to do so.

Teaching students self-directed learning skills provides benefits that outlast individual courses. An individual self-directed approach is insufficient, however, given the fast pace of change students encounter in their professional lives. Communities of practice combine self-directed and collaborative learning to meet the challenges of today's dynamic organizational environment. This article introduces a learning strategy based on communities of practice to help students gain in-depth knowledge about an individual passion related to the course topic that, in turn, contributes effectively to students' professional development outside of the formal classroom setting. In this article, I briefly discuss the characteristics of communities of practice in organizational environments, including their relevance and effectiveness; provide the details for implementing communities of practice as a learning strategy in a management education classroom; and present an assessment of this learning strategy.

"This book explores the formats, goals, actors and tools impact communities may assume, including its effectiveness on the society transformation, and qualification as a smart territory (which may be rural or urban). It explores this through the context of social innovation and entrepreneurship"--

Table of Contents -- About the Authors -- About Marzano Research -- Foreword -- Introduction -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 7 -- Chapter 8 -- Chapter 9 -- Chapter 10 -- Chapter 11 -- Chapter 12 -- References and Resources -- Index

Abstract
This article analyzes learning in the EU's Common Security and Defence Policy (CSDP) by way of drawing on recent theoretical advancements on the concept of communities of practice (CoP) in international relations (IR). The article presents an analytical framework that distinguishes between reproductive and transformative learning in relation to levels of contestation in CoPs. To illustrate the framework's analytical usefulness, the article analyzes the case of CSDP lessons learning during the COVID-19 pandemic. The analysis draws on data from a survey as well as interviews with EU officials, and it suggests that the combination of an external crisis and an institutional momentum to facilitate collective learning produced a context where CSDP practitioners demonstrated more willingness to engage in the formal process of recording lessons. A shared sense of urgency in collecting lessons from the pandemic and the unprecedented absence of informal sites for learning practices due to restrictions of physical meetings, meant that semi-formal learning practices could fill the void of informal interactions. This provided for a unique context for transformative learning in the CSDP that is highly relevant for IR scholars interested in the political effects of learning and contestation in international organizations and in CoPs more generally.

"In Literacy as Conversation, the authors tell stories of successful literacy learning outside of schools and inside communities, both within urban neighborhoods of Philadelphia and rural and semi-rural towns of Arkansas. They define literacy not as a basic skill but as a rich, broadly interactive human behavior: the ability to engage in a conversation carried on, framed by, or enriched through written symbols. Eli Goldblatt takes us to after-school literacy programs, community arts centers, and urban farms in the city of Philadelphia, while David Jolliffe explores learning in a Latinx youth theater troupe, a performance based on the words of men on death row, and long-term cooperation with a rural health care provider in Arkansas. As different as urban and rural settings can be-and as beset as they both are with the challenges of historical racism and economic discrimination-the authors see much to encourage both geographical communities to fight for positive change"--

PurposeFirms collaborate for many reasons; however, sharing resources would seem a primary motive. This paper seeks to argue that in many instances firms collaborate to become part of a knowledge network – to learn about their industry and collectively use their knowledge to serve their own customers more effectively in a competitive environment.Design/methodology/approachThis is a conceptual paper; however, the authors illustrate the work with examples from the automotive industry.FindingsThe authors conclude that it is necessary to expand traditional approaches to understanding networks to include the nature and purpose of the interactions between the firms, as well as the structural features of the network and the development of shared meaning and consensus among the network participants.Research limitations/implicationsThe authors demonstrate the need to take a broader view of learning and collaboration in networks.Practical implicationsThe automotive and other industries are beginning to witness firms collaborating with competitors and other firms that can add value through collective learning. What seems certain is that for many industries the basis of future competition will be collaborative learning communities versus collaborative learning communities rather than OEM versus OEM in competing for resources and market share.Originality/valueThe paper examines how and why firms interact and how this influences what learning is shared, and how such learning is utilised by the firms involved. The paper explores the concept of collective learning, and discusses how the nature and purpose of the interactions between network partners facilitate key learning capabilities.

Abstract
By integrating a learning experience with community organizations, service-learning (SL) can be considered a tool to facilitate rural communities' development, acting as a resource mobilizer. This study presents a participatory process based on the assets-based approach for community development approach. Six local organizations and 16 university students in three Italian rural communities were engaged to assess local resources and co-construct rural SL (RSL) projects. A two-phase rural participative process was developed and evaluated using qualitative instruments, such as focus groups and students' reflexive journals. Results indicated that rural communities uncovered a set of material and intangible inner assets to develop. Indeed, they identified internal (and potentially external) resources that could effectively bring some insights to rural challenges. Moreover, community members experienced new paths through SL to count on their internal assets through effective collaboration with university students. The collaboration between students (and university) and community organizations delivered new local and rural development opportunities while supporting the partnership for RSL. Students experienced themselves as potential agents of change, enhancing their psychosocial resources and competencies, and strengthening rural development. The result's implications involve the development of rural policies, including effective participation of rural communities (and organizations) and regarding different dimensions of development, like economic or psychosocial development.

Greening and sustaining cities -- New and hopeful perspectives on ecological assets -- Strengthening place, building community -- Bush cities: Australia's urban ecological capitals -- The importance of regional and state planning -- Learning from Australia: some final thoughts on the value of comparative green urbanism