1. Home
  2. Vol 7, No 1 (2028)
  3. Glushchenko

Scientific and Pedagogical Schools in New Technological Order: A Community-Service Framework for Knowledge Sharing and Academic Development

Valery Vladimirovich Glushchenko(1),


(1) Russian State University of Social Technologies
Corresponding Author

Abstract


Scientific and pedagogical schools can connect research, education, mentoring, and knowledge transfer within universities. This conceptual study examines their changing functions under a new technological order and translates these functions into a community-service framework for academic development. Historical, institutional, systems, comparative, and forecasting approaches were used to analyze scientific-pedagogical schools as collaborative academic communities. The analysis highlights their roles in knowledge generation, tacit-knowledge transfer, mentoring, professional development, research collaboration, and university engagement. A community-service perspective extends these roles toward academic mentoring, interdisciplinary collaboration, knowledge-sharing activities, and university-community interaction. Strengthening scientific and pedagogical schools may therefore support sustainable academic communities while connecting research and educational expertise with broader societal needs.

Keywords


Academic development; Community service; Knowledge sharing; Scientific and pedagogical schools; Tacit knowledge.

References


Vabø, A., Alvsvåg, A., Kyvik, S., and Reymert, I. (2016). The establishment of formal research groups in higher education institutions. Nordic Journal of Studies in Educational Policy, 2016(2-3), 33896.

Alves, R. B. C., and Pinheiro, P. (2022). Factors influencing tacit knowledge sharing in research groups in higher education institutions. Administrative Sciences, 12(3), 89.

Tynan, B. R., and Garbett, D. L. (2007). Negotiating the university research culture: Collaborative voices of new academics. Higher Education Research and Development, 26(4), 411-424.

Mitchell, V.-W., Harvey, W. S., and Wood, G. (2022). Where does all the ‘know how’ go? The role of tacit knowledge in research impact. Higher Education Research and Development, 41(5), 1664-1678.

Nokkala, T., Aarnikoivu, M., and Kiili, J. (2022). Multidisciplinary peer-mentoring groups supporting knowledge sharing in doctoral education. Scandinavian Journal of Educational Research, 66(5), 865-878.

Nuis, W., Segers, M., and Beausaert, S. (2023). Conceptualizing mentoring in higher education: A systematic literature review. Educational Research Review, 41, 100565.

Abigail, L. K. M. (2016). Do communities of practice enhance faculty development? Health Professions Education, 2(2), 61-74.

Stark, A. M., and Smith, G. A. (2016). Communities of practice as agents of future faculty development. Journal of Faculty Development, 30(2), 59-67.

Teeter, C., Fenton, N., Nicholson, K., Flynn, T., Kim, J., McKay, M., O’Shaughnessy, B., and Vajoczki, S. (2011). Using communities of practice to foster faculty development in higher education. Collected Essays on Learning and Teaching, 4, 52-57.

Cabeza-Pullés, D., Fernandez-Perez, V., and Roldán-Bravo, M. I. (2020). Internal networking and innovation ambidexterity: The mediating role of knowledge management processes in university research. European Management Journal, 38(3), 450-461.

Sengupta, A., and Ray, A. S. (2017). University research and knowledge transfer: A dynamic view of ambidexterity in British universities. Research Policy, 46(5), 881-897.

Olmos-Peñuela, J., Castro-Martínez, E., and D’Este, P. (2014). Knowledge transfer activities in social sciences and humanities: Explaining the interactions of research groups with non-academic agents. Research Policy, 43(4), 696-706.

Huallpa, J. J., Sosa, L. E. F., Arocutipa, J. P. F., Minaya, J. C. L., and Yucra, M. A. R. (2026). Effect of research culture on university scientific output: Evidence from a structural model in southern Peru. Frontiers in Education, 11, 1754457.

McAlpine, L., and Inouye, K. (2022). What value do PhD graduates offer? An organizational case study. Higher Education Research and Development, 41(5), 1648-1663.


Full Text: PDF

Article Metrics

Abstract View : 0 times
PDF Download : 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Bumi Publikasi Nusantara

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.