I have recently begun my Doctoral Studies in Business Administration at the Université de Sherbrooke, focusing on knowledge transfer in organizations and professional communities of practice.
I am currently mandated as the project manager heading the implementation of the online community of practice of the Global ACI ICAO Airport Management Professional Accreditation Programme (AMPAP) for which ASI is the designated Programme Administrator.
My research on the topics of Communities of Practice which has spanned for over 5 years now let me to discover research currently being conducted at the University of Sherbrooke in the area of communities of practice and knowledge transfer. Seeing as I already have developed an expertise in training, specialising in use of technology for professional development systems, I saw an opportunity to augment my knowledge in the area of management and organizational development.
A qualitative study of five authors of five blogs on training and development is my thesis which was defended on August 26 2008 and submitted in partial fulfillment of the requirements for the degree of Masters of Arts (Educational Technology), Concordia University, Montreal, Quebec, Canada.
This study analyzed what it means to be a blogger in the field of training and development—an edublogger—as well as the credibility of blogs intended for the training community. The specific research questions were posed from the insider’s or emic perspective. The objective of this study was to attempt to paint a portrait of an edublogger and uncover areas for further research.
A phenomenological qualitative research design methodology was used in an attempt to observe the connections between edubloggers and their readers, which is in harmony of the spirit of the blogs as well as to understand the essence of experiences in the blogosphere. A grounded theory was constructed from a cross-case analysis—case studies were developed using interview transcripts of the 5 bloggers and artefact analysis of each of their blogs over a 4-month period—with the intention of identifying key phenomena.
Common themes related to the edubloggers’ motivations, writing style, community building and other general practices were uncovered as. In addition, a substantial set of emerging questions specifically relating to readership and the qualitative assessment of blog content were noted.
Update March 1, 2010: My thesis has been published into a book entitlted Edublogging: A Qualitative Study of Training and Development Bloggers