Abstract The recognition of the importance of learning communities for postgraduate students has been on the rise in recent times. As a result, many postgraduate students may wish to establish a learning community (lc) with peers and/or faculty members as a way of benefiting from the support lcs offer. This study undertakes a conceptual analysis of some key features required for organising and sustaining lcs and utilises the comparative institutional analysis (cia) approach in order to model a variety of coordination types that can exist between faculty members and masters’ course students or doctoral students undertaking lc activities. This paper endeavours to conceptually depict the typologies of two lcs with respect to cia principles, and to draw conclusions about their respective cost-efficiency and sustainability, as well as outline implications for further research.
AlaviM., & LeidnerD.E. (2001) Knowledge Management and Knowledge Management Systems: Conceptual Foundations and Research Issues. mis Quarterly, 25, 107–136. https://dx.doi.org/10.2307/3250961.
AydinA., YurukS. E., ReisogluI., & GoktasY. (2023). Main barriers and possible enablers of academicians while publishing. Scientometrics, 128(1), 623–650. https://doi.org/10.1007/s11192-022-04528-x.
4.
BaanqudN. S., Al-SamarraieH., AlzahraniA. I., & AlfarrajO. (2020). Engagement in cloud-supported collaborative learning and student knowledge construction: a modeling study. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00232-z.
5.
Becker-RitterspachF., Saka-HelmhoutA., LangeK., & GeppertM. (2017). Exploring the interaction of firm-level change and national institutional environments in shaping employment and union relations: a comparative case study of four European airlines. The International Journal of Human Resource Management, 30(2), 276–305. https://doi.org/10.1080/09585192.2016.1276092.
BradyU. (2023). The grammar of monitoring and enforcement mechanisms in international conservation: A comparative institutional analysis of four treaty regimes. Environmental Policy and Governance. https://doi.org/10.1002/eet.2045.
8.
Cahusac de CauxB. K. C. D., LamC. K. C., LauR., HoangC. H., & PretoriusL. (2017). Reflection for learning in doctoral training: writing groups, academic writing proficiency and reflective practice. Reflective Practice, 18(4), 463–473. https://doi.org/10.1080/14623943.2017.1307725.
9.
ChevalierT. (2017). Social Citizenship of Young People in Europe: Comparative A. Institutional Analysis*. Journal of Comparative Policy Analysis: Research and Practice, 20(3), 304–323. https://doi.org/10.1080/13876988.2017.1320160.
10.
CopenheaverC., PredmoreS., & FuhrmanN. (2016). Technical publications as graduate class projects: Advantages and potential disadvantages. Innovative Higher Education, 41(1), 19–31. https://doi.org/10.1007/s10755-015-9327-6.
11.
CuthbertD., & SparkC. (2008). Getting a GRiP: examining the outcomes of a pilot program to support graduate research students in writing for publication. Studies in Higher Education, 33(1), 77–88. https://doi.org/10.1080/03075070701794841.
12.
DengJ. M., McMunnL. E., OakleyM. S., DangH. T., & RodriguezR. S. (2021). Toward sustained cultural change through chemistry graduate student diversity, equity, and inclusion communities. Journal of Chemical Education, 99(1), 373–382. https://doi.org/10.1021/acs.jchemed.1c00485.
13.
DraneL. E., LyntonJ. Y., Cruz-RiosY. E., Watts MalouchosE., & KearnsK. D. (2019). Transgressive learning communities: Transformative Spaces for underprivileged, underserved, and historically underrepresented graduate students at their institutions. Teaching & Learning Inquiry, 7(2), 106–120. https://doi.org/10.20343/teachlearninqu.7.2.7.
14.
EscherF. (2020). brics varieties of capitalism and food regime reordering: A comparative institutional analysis. Journal of Agrarian Change, 21(1), 46–70. https://doi.org/10.1111/joac.12385.
FalkK., & MullerG. (2019). Embedded master's students conduct highly relevant research using industry as their laboratory. Technology Innovation Management Review, 9(5), 54–73. https://doi.org/10.22215/timreview/1241.
17.
FanO., Chang, Y. -H., ScharberC., JiaoP., & HuangT. (2020). Examining the instructor-student collaborative partnership in an online learning community course. Instructional Science, 48(2), 183–204. https://doi.org/10.1007/s11251-020-09507-4.
18.
FatemiG., & SaitoE. (2020). Unintentional plagiarism and academic integrity: the challenges and needs of postgraduate international students in Australia. Journal of Further and Higher Education, 44(10), 1305–1319. https://doi.org/10.1080/0309877X.2019.1683521
19.
GopaulB. (2019). “Nothing succeeds like success”: Doctoral education and cumulative advantage. Review of Higher Education, 42(4), 1431–1457. https://doi.org/10.1353/rhe.2019.0071.
20.
GreifA., & LaitinD., D.. (2004). TheoryA. of endogenous institutional change. American Political Science Review, 98(4), 633–652.
21.
GuerinC., AitchisonC., & CarterS. (2019). Digital and distributed: learning and teaching doctoral writing through social media. Teaching in Higher Education, 25(2), 238–254. https://doi.org/10.1080/13562517.2018.1557138.
22.
HuangT., & SaitoE. (2022). Risk factors of suicide among Chinese college students: a literature review. China Journal of Social Work, 15(1), 22–47. https://doi.org/10.1080/17525098.2020.1858736
23.
HakkarainenK., Hytönen, K., MakkonenJ., & LehtinenE. (2014). Extending collective practices of doctoral education from natural to educational sciences. Studies in Higher Education, 41(1), 63–78. https://doi.org/10.1080/03075079.2014.914910.
24.
HallP. A., & TaylorR. C. R. T. (1996). Political science and the three new Institutionalisms*. Political Studies, 44(5), 936–957.
25.
Hee ParkC. (2008). ComparativeA. Institutional Analysis of Korean and Japanese Clientelism. Asian Journal of Political Science, 16(2), 111–129. https://doi.org/10.1080/02185370802203992.
26.
HoM. C. (2016). Exploring writing anxiety and self-efficacy among efl graduate students in Taiwan. Higher Education Studies, 6(1), 24–39. https://doi.org/10.5539/hes.v6n1p24.
27.
Järkestig BerggrenU., RowanD., BergbäckE., & BlombergB. (2016). Disabled students’ experiences of higher education in Sweden, the Czech Republic, and the United States - a comparative institutional analysis. Disability & Society, 31(3), 339–356. https://doi.org/10.1080/09687599.2016.1174103.
28.
JiangJ.-P., HuJ.-Y., ZhangY.-B., & YinX.-C. (2022). Fostering college students’ critical thinking skills through peer assessment in the knowledge building community. Interactive Learning Environments, 1–17. https://doi.org/10.1080/10494820.2022.2039949.
29.
KakazuK., & SaitoE. (2021). Teacher education issues in Okinawa. In AndersonP. J.,
30.
MaedaK., DiamondZ. M., & C. Sato (Eds.), Post-Imperial Perspectives on Indigenous Education: Lessons from Japan and Australia (1st ed., pp. 151–168). Routledge. https://doi.org/10.4324/9780429400834-10.
31.
KamranM. A., & ShivakotiG. P. (2013). Comparative institutional analysis of customary rights and colonial law in spate irrigation systems of Pakistani Punjab. Water International, 38(5), 601–619. https://doi.org/10.1080/02508060.2013.828584.
32.
KarpouzaE., & EmvalotisA. (2018). Exploring the teacher-student relationship in graduate education: a constructivist grounded theory. Teaching in Higher Education, 24(2), 121–140. https://doi.org/10.1080/13562517.2018.1468319.
33.
KwokP. (2009). Knowledge-building through collaborative web-based learning community or ecology in education. In PaganiM. (Ed.), Encyclopedia of multimedia technology and networking (Vol. ii, 2nd ed., pp. 821–282). Hershey, PA: Information Science Reference. Access to Document 10.4018/978-1-60566-014-1.ch112.
34.
LamC. K. C., HoangC. H., LauR. W. K., Cahusac de CauxB., ChenY., TanQ. Q., & PretoriusL. (2018). Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration. Studies in Continuing Education, 41(1), 111–128. https://doi.org/10.1080/0158037x.2018.1482863.
35.
LiX., YangY., & MengQ. (2021). Comparative Analysis of Three Governance Modes for Resource-Based Urban Sustainability in China Based on Residents’ Perception: An Empirical Study of Pingdingshan City, Henan Province, China. Sustainability, 13(24). https://doi.org/10.3390/su13241365813658.
36.
LinY., & ChanP. W. K. (2020). Class origins, higher education and employment in China during the 21st century. Higher Education Quarterly, 75(4), 634–647. https://doi.org/10.1111/hequ.12291.
37.
LockJ., JohnsonC., HillL., OstrowskiC., & Da Rosa dos SantosL. (2021). From assistants to partners. Teaching & Learning Inquiry, 9(2). https://doi.org/10.20343/teachlearninqu.9.2.9.
38.
MantaiL. (2017). Feeling like a researcher: experiences of early doctoral students in Australia. Studies in Higher Education, 42(4), 636-650 https://doi.org/10.1080/03075079.2015.1067603.
39.
MatthewsK. E., MarquisB., & HealeyM. (2017). International Collaborative Writing Groups as Communities of Practice. In Implementing Communities of Practice in Higher Education (pp. 597–617). https://doi.org/10.1007/978-981-10-2866-3_26.
40.
MorganG., CampbellJ. L., CrouchC., PedersenO. K., & WhitleyR. (2010). Introduction. In GlennJ. L. C. Morgan, Colin Crouch, Ove Kaj Pedersen, and Richard Whitley (Ed.), The Oxford Handbook of Comparative Institutional Analysis (pp. 2–12). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199233762.003.0001.
41.
NoddingsN. (2013). Caring: A relational approach to ehics and moral education. University of California Press.
42.
NonakaI. (2008). The Knowledge-creating company. Harvard Business Review Press.
43.
NonakaI., & ToyamaR. (2003). The knowledge-creating theory revisited: knowledge creation as a synthesizing process. Knowledge Management Research & Practice, 1(1), 2–10. https://doi.org/10.1057/palgrave.kmrp.8500001.
44.
O'KeeffeP. (2019). PhD by Publication: innovative approach to social science research, or operationalisation of the doctoral student … or both? Higher Education Research & Development, 39(2), 288–301. https://doi.org/10.1080/07294360.2019.1666258.
45.
OgbaharyaD., & TecleA. (2010). Community-based natural resources management in Eritrea and Ethiopia: toward a comparative institutional analysis. Journal of Eastern African Studies, 4(3), 490–509. https://doi.org/10.1080/17531055.2010.517417.
46.
PardunC. J., McKeeverR., PressgroveG. N., & McKeeverB. W. (2015). Colleagues in Training. Journalism & Mass Communication Educator, 70(4), 354–366. https://doi.org/10.1177/1077695815599471.
47.
QuynnK., & StewartC. (2021). Sustainable writing for graduate students: writing retreats offer vital support. Journal of Further and Higher Education, 45(10), 1385–1397. https://doi.org/10.1080/0309877x.2021.1875200.
48.
RakhshandehrooM., & IvanovaP. (2019). International student satisfaction at English-medium graduate programs in Japan. Higher Education, 79(1), 39–54. https://doi.org/10.1007/s10734-019-00395-3.
49.
RieskampJ., & HoffrageU.(2008, Feb). Inferences under time pressure: how opportunity costs affect strategy selection. Acta Psychol (Amst), 127(2), 258–276. https://doi.org/10.1016/j.actpsy.2007.05.004.
50.
RobinsonP., SibalaC., ItoK., & BeyerV. L. (2022). The deepening divide In Japanese employment: The increasing marginalization of contract workers as explained by path dependence, vested interests, and social psychology. Contemporary Japan, 34(1), 13–41. https://doi.org/10.1080/18692729.2022.2028229.
51.
RomesburgH. C. (2013). CourseA. that prepares science graduate students to publish. Journal of College Science Teaching, 42(5), 50–53. https://doi.org/10.2505/4/jcst13_042_05_50.
52.
RoseJ. L. (2020). Rationing with time: time-cost ordeals’ burdens and distributive effects. Economics and Philosophy, 37(1), 50–63. https://doi.org/10.1017/s0266267120000103.
53.
SaitoE. (2022). Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion. Professional Development in Education. https://doi.org/10.1080/19415257.2022.2111322.
54.
SaitoE., & PhamT. H. T. (2019). A comparative institutional analysis on strategies that graduates use to show they are ‘employable’: a critical discussion on the cases of Australia, Japan, and Vietnam. Higher Education Research & Development, 38(2), 369–382. https://doi.org/10.1080/07294360.2018.1529024.
55.
SaitoE., & PhamT. (2021). A comparative institutional analysis on strategies deployed by Australian and Japanese universities to prepare students for employment. Higher Education Research & Development, 40(5), 1085–1099. https://doi.org/10.1080/07294360.2020.1800596.
56.
SaitoE., KhongT. D. H., HidayatA., HendayanaS., & ImansyahH. (2020). Typologies of lesson study coordination: a comparative institutional analysis. Professional Development in Education, 46(1), 65–81. https://doi.org/10.1080/19415257.2018.1561495.
57.
SaitoE., KwokP. L. Y., & O'DonovanR. (2023). Conceptual typologies of learning communities for master's course students using a publications exemplar: a comparative institutional analysis. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2194335.
58.
SarneckaB. W., SilvaP. N., CoonJ., VickersD. C., GoldsteinR. B., & RouderJ. N. (2022). Doctoral writing workshops: A pre-registered, randomized controlled trial. Innovative Higher Education, 47(1), 155–174. https://doi.org/10.1007/s10755-021-09574-6.
59.
SchenkJ. J., & SteppanS. J. (2014). Too long to read: Assessing the motivation behind graduate student attendance in reading groups. Journal of College Science Teaching, 44(2), 40–45.
60.
SchwartzJ. (2012). Faculty as undergraduate research mentors for students of color: Taking into account the costs. Science Education, 96(3), 527–542. https://doi.org/10.1002/sce.21004.
61.
StancaL., Dabija, D.-C., & P?curar, E. (2021). Community of practice: converting it graduate students into specialists via professional knowledge sharing. Kybernetes, 51(2), 557–581. https://doi.org/10.1108/k-10-2020-0711.
62.
TakataY., SteinG. H., EndoK., AraiA., KohsakaS., KitanoY., HondaH., KitazonoH., TokunagaH., TokudaY., ObikaM., MiyoshiT., KataokaH., & TerasawaH. (2013). Content analysis of medical students’ seminars: a unique method of analyzing clinical thinking. bmc Med Educ, 13(1), 156–156. https://doi.org/10.1186/1472-6920-13-156.
63.
TanC. Y. G., & KwokP. L. Y. (2005). Knowledge building in inter-school e-learning communities in Hong Kong: An extensional Asian model in project-based learning. Information Technology, Education and Society, 6(1), 63–79.
64.
XuY., & SaitoE. (2023). Catering to children and youth from refugee backgrounds in Australia: deep-rooted constraints. International Journal of Inclusive Education, 27(4), 459–471. https://doi.org/10.1080/13603116.2020.1853253
65.
YuS., ZhangY., ZhengY., YuanK., & ZhangL. (2018). Understanding student engagement with peer feedback on master's theses: a Macau study. Assessment & Evaluation in Higher Education, 44(1), 50–65. https://doi.org/10.1080/02602938.2018.1467879.
