variety of activities

variety of activities 

Wenger points out that communities of practice develop their practice through a variety of activities like problem solving, requests for information, seeking and sharing experience, reusing assets, coordination and synergy, discussing developments, documentation projects, mapping knowledge and identifying gaps. The methodology used in the capacity building workshops attempts to foster a community of practice of women in higher education. However, the very characteristics that make communities of practice a good fit for stewarding knowledge—autonomy, practitioner-orientation, informality, crossing boundaries—are also characteristics that make them a challenge for traditional hierarchical organizations.

human endeavor

human endeavor

Etienne Wenger says that Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor. Members of a community of practice are practitioners. They develop a shared repertoire of resources experiences, stories, tools, ways of addressing recurring problems in short a shared practice. This takes time and sustained interaction. The development of a shared practice may be more or less self-conscious. In the course of conversations, members may develop a set of stories and case studies that have become a shared repertoire for their practice. This is especially true of the community of women in higher education who value their collective competence and learn from each other.

SHGs formation

SHGs formation

NGOs has reached almost a saturation
point and their participation in new SHGs
formation has been constricted due to
inadequate inflow of funds (mainly
donations and grants) from outside
sources and stringent government

regulations.

women's community in higher education

women's community in higher education

A women's community in higher education, by virtue of its intellectual and public domain, could, look forward to establishing alternative modes of knowing and doing, stake its claim in bringing about change not only in terms of entering an exclusive domain, but by turning on its head the very concept of an exclusive pyramidal governance structure to replace it with inclusive, participatory, empathetic, supportive, egalitarian and feminine practices of governance.

women's studies

women's studies

The unlearning is often painful and disillusioning and occasionally some women are unwilling to take the plunge. Yet, the therapeutic efforts of this process are startling pain is exorcised followed by healing, and then transformation all because of a liberating bonding that promises to be the emotional ballast that could keep one afloat. In spite of the fact that the movement had initially originated with the support of Women‟s Studies Departments of India, there was a fall out in the later stages as this UGC sponsored community building was regarded as activism and not in the true

grain of women‟s studies, which is an academic discipline.

managerial training programme

managerial training programme

As a facilitator in SAM workshops, I have almost always encountered difficulty in justifying a women-only managerial training programme as many participants are of the view that efforts should be directed towards sensitization of male administrators. Another problematic area is the breaking down of reservations to speak about personal experience. A natural reluctance to bare one?s soul to the public eye, even in an all-women group, to speak about insecurities and fears, to admit weaknesses or rememory traumatic experiences have held some participants back. It was realized that this experience may not be liberating for all women even though they could be points of entry into enclosures. Even more difficult for women academicians who have reached certain statures and positions of respect is the relinquishing of inherited knowledge and traditional learning.

academic leadership

academic leadership

The most challenging part of the workshop strategy is the sensitization aspect. Motivation in terms of equipping women in the system with conviction and confidence to take up academic leadership has gradually been accomplished as women have begun to overcome inhibitions, prioritise their jobs and professional requirements, accepted the positive aspects of ambition and achievement and learnt to network and lobby in order to build support groups. Awareness raising in terms of knowledge about contemporary issues, the situation of women in society, family and workplace, problems of women in society and within the system possible research areas in women?s studies.