Problems of Practice - Education
Discuss a potential problem of practice 400-600 words
Respond to the following prompts as an exercise to help you start to focus that understanding:
Describe a potentially problematic issue, an ongoing problem, or a challenging situation that could be improved at the professional Higher Education site.
Describe multiple scholarly sources that may provide focused and relevant insight into your problem of practice:
Which sources can describe the problem?
Which sources can identify how long this problem has impacted professional practice?
Which sources might identify who is affected by the problem?
Which sources might come from theorists or apply theories as a way of understanding the problem?
Which studies might detail solutions or interventions that have been applied and data that resulted from such interventions?
Explore your own assumptions or beliefs about your problem of practice.
Why is this problem significant?
What do you assume to be the causes of the problem?
How could the organization improve if the problem were resolved?
What potential solutions do you assume might address the problem?
Which theories or theorists are likely most relevant when thinking about the problem?
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What Are Problems of Practice?
“Scholarly Practitioners blend practical wisdom with professional skills and knowledge to name,
frame, and solve problems of practice [emphasis added]. They use practical research and
applied theories as tools for change because they understand the importance of equity and
social justice. They disseminate their work in multiple ways and they have an obligation to
resolve problems of practice by collaborating with key stakeholders, including the university, the
educational institution, the community, and individuals” (Carnegie Project on the Education
Doctorate, n.d., Design-Concept section, para. 1).
Problems of Practice have been defined by the Carnegie Project on the Education Doctorate
(CPED), an organization of over 80 institutions committed to establishing quality EdD programs,
as “a persistent, contextualized, and specific issue embedded in the work of a professional
practitioner, the addressing of which has the potential to result in improved understanding,
experience, and outcomes” (CPED, n.d., Design-Concepts section, para. 6).
But, what, exactly, does that mean? What are problems of practice?
Problems of practice are common to educational workplaces such as K–12 schools, community
colleges, universities, and any organization that works to professionally develop its workforce
through professional development or training opportunities. Within these organizations, a
problem of practice presents itself as a performance gap between what educators define as the
“ideal” or desired outcomes and the current “reality,” that is, what currently exists. The gap,
whether it be an achievement gap or other performance gap, can be defined and described
through an analysis of relevant data and evidence, both quantitative and qualitative. While
individual institutions have unique instances of problems of practice, a problem of practice is
often of such significance that it is present in some form across multiple institutions. Problems of
practice usually affect groups of people rather than one individual, have a history of developing
or trending over time, and are typically resistant to improvement.
Problems of practice are usually complex. Root causes of these problems are more than likely
multivariate and systemic in nature. For this reason, diagnosing a problem of practice requires
the practitioner to recognize systems behaviors and understand the influence and interplay of
contributing factors and systems dynamics both within and external to the organization.
Mapping and understanding the complex nature of problems of practice will significantly
increase the possibility of success in both choosing and implementing an intervention to
improve outcomes and reduce the performance gap.
Pitfall: Mistaking a Cause of a Problem for the Problem Itself
Causes of a problem are often mistaken for the problem itself. For example, consider the
following problem statement: “The problem at the community college is that instructors do not
have the knowledge to effectively collect and use data to provide accurate and specific
feedback to students on formative and summative assessments.” Is the instructors’ lack of
knowledge the problem, or could it be the cause of a problem? The statement implies a problem
with student performance but does not state one. Assuming instructors do, indeed, have a
knowledge gap when it comes to formative feedback, so what? The question to ask is, “What is
the problem that the instructors’ lack of knowledge causes?” Asking this question will likely lead
to identification of the real problem.
One problem caused by an instructor’s knowledge gap could be that first-year students are not
performing as well as expected and that they do not improve from one assessment to the next.
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Or, simply, the problem is that first-year students are not performing as well as expected at XYZ
College. There could, of course, be many causes for this performance gap, one of which could
be the inadequate formative feedback. The next step would be to determine whether data and
evidence support the working theory that if instructors provided formative feedback, student
performance would improve and, further, that the reason instructors do not provide such
feedback is that they do not have the skills to do so. If data support this theory, a solution or
intervention would be to address the problem of student performance by strengthening the
formative feedback skills of the instructors.
Pitfall: Mistaking the Solution for the Problem of Practice
Likewise, a common pitfall in the identification of a problem of practice is to mistake the solution
for the problem of practice. An example would be, “The problem is the lack of a professional
development program for new teachers.” The “lack of professional development” is not a
problem of practice. Professional development or training is a potential solution or intervention.
One needs, again, to answer the question: “So what?” So what that new teachers do not have
adequate professional development? The answer to that question will more than likely be the
real problem. The actual problem might be that new teachers leave the district within three
years resulting in high turnover rates. Or, the problem is that students of first-year teachers do
not demonstrate learning outcomes. In either of these cases, a professional development
program is one potential way (but not the only way!) to address the problem. An accurate
statement of the problem often frees educators to consider a variety of ways the problem might
be addressed rather than settling on the first idea that comes to mind.
Importance of a Systems View Using Data and Evidence
Why are problems of practice so often stated as solutions or causes of a problem? It is not
always easy to differentiate the problem, the cause of the problem, and the solution to the
problem because problems of practice often have multiple causes and may also, themselves,
cause further problems. This is why it is always critical to evaluate problems of practice through
a systems lens and establish causal and reinforcing factors for the overlapping systems within
which problems or practice reside. This is necessary to fully understand the problem and
determine which cause(s) of the problem can be addressed for the largest impact. As part of the
analysis, it is important to learn as much as possible about the background of the problem,
including its origins and evolution over time; its effect on the organization; and any current or
previous attempts to resolve the problem, as well as the outcomes of those interventions. In
addition, literature and research can be searched for what is known about the problem, its
causes, potential ways to address it, and approaches that have worked and/or failed to work in
the past or in other settings.
Data and evidence are always required to establish the existence of the problem, define the
historical trajectory of the problem, and substantiate potential causes of the problem. These
data are important to demonstrate the need for improvement and change. In addition, data that
support the definition of the problem and its cause(s) can become benchmark data to measure
the impact of any intervention that is implemented. Data and evidence also become the critical
common factual foundation for collaboration with stakeholders when discussing and reaching
consensus on the nature of the problem, its causes, and appropriate viable solution strategies
for improvement.
Finally, when identifying a problem of practice, scholarly practitioners need to be reflective and
honest regarding their sphere of influence or powerbase in the organization so as not to take
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on a task that they have very little chance of changing or improving. Addressing a problem of
practice is inherently collaborative, and skills of collaboration, influence, and the requisite
degree of autonomy are necessary. Change theory speaks of the importance of a critical mass
of stakeholders who agree both that the problem exists and that it is worthy of their time and
resources to address and improve. Thus, the solution or intervention to address a problem of
practice must be actionable and it must be within the scholar practitioner’s control to guide the
implementation of the solution strategy.
Diagnosing a Problem of Practice: Significance, Scope, and
Position
Answers to the following questions will assist in diagnosing a problem of practice.
Significance
What is the history of the problem? How long has it been evident? Was it precipitated by
some other change? What other problems does the problem under study exacerbate?
What are the causes of the problem?
What has been done in the past (if anything) to address the problem and bring about an
improvement? How successful (or not) was the intervention?
What does evidence/data (both qualitative and quantitative) reveal regarding the degree
of severity and urgency for intervening; the amount of interconnectedness with other
issues or problems; the actual gap between the ideal and what exists; and the
population most affected by the problem?
What does the literature say about the problem?
Scope
Is the “problem of practice” and the intervention that will be chosen of value to a broader
audience such as a professional organization, other institutions with similar issues, or
other departments/programs within your own organization?
Position
Is what we are considering as a “problem of practice” something that is within your
sphere of influence or powerbase? Is it actionable by you given your role in the
organization? If not, is it possible to secure that influence?
Are there any particular challenges to convincing the stakeholders that the problem
exists and needs to be improved?
When a Problem Is Not a Problem of Practice
Not all problems encountered in organizations are considered problems of practice. The
problems or minor crises that arise daily in every organization are often due to random
environmental or human factors that reflect normal performance variation. Examples might be a
parent complaint, an absent faculty member, an unexpected request for data from the provost,
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inclement weather, an injury on the playing field, or even a dip in student performance. These
fluctuations in individual performance, organizational processes, or environmental factors
commonly occur during daily routines and do not usually result have significant long-term
consequences as long as institution’s processes and procedures adequately address these
occurrences. As long as they do not exceed a certain frequency or, in the case of student
achievement, dip below expected normal statistical variation, they are not considered problems
of practice.
However, if such problems occur repeatedly and lead to large-scale consequences, a minor
issue can evolve into a problem of practice. For example, a parental complaint could potentially
represent similar sentiments of a majority of parents. If the issue persists, it might snowball into
a town hall meeting that reveals a larger leadership, communication, and/or school culture
performance gap that has broader implications for the success of the entire institution. If the
performance gap is supported by data and evidence, has significant consequences, and is of
sufficient scope, the problem may meet the definition of a problem of practice as “a persistent,
contextualized, and specific issue embedded in the work of a professional practitioner, the
addressing of which has the potential to result in improved understanding, experience, and
outcomes” (CPED, n.d., Design-Concepts section, para. 6).
Reference
Carnegie Project on the Education Doctorate. (n.d.). Design-concepts upon which to build
programs definitions. https://www.cpedinitiative.org/page/framework
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