My research topic examines building virtual communities among members within professional associations. Based on the context and the preliminary research that has been conducted, I choose self-determination theory as my theoretical framework to help guide my work. This framework distinguishes “between different types of motivation based on different reasons or goals that give rise to an action” (Ryan and Deci, 2000, p. 55).
When looking at professional associations, such as the Municipal Finance Officers’ Association (MFOA), their goal is to provide professional development and networking opportunities for those specialized in municipal finance in Ontario. The assumption is that networking events and professional development opportunities proposed by an association attract individuals who are determined, proactive and have a desire to engage with with those that are working in similar professional environments like themselves and/or the training content.
Self-determination theory uses intrinsic and extrinsic motivation to understand peoples’ behaviour when examining how they may interact with professional associations and their membership. According to Ryan and Deci (2000), an intrinsically motivated individual has a tendency to seek out opportunities that are personally satisfying rather than succumbing to external pressures. While extrinsically motivated individual will engage with an opportunity only if it can lead to a desired outcome (Wang, Zhang, Hao and Chen, 2019). Developing virtual communities require an understanding of members’ behaviour and their motivation to participate. I believe the self-determination theory is able to provide such a lens for my research.
My questions are:
- Would you agree that the self-determination theory should be used to help guide my research? If not, is there another framework I should consider?
- How can an organization like MFOA use assumptions from intrinsic and extrinsic motivation to support their design and development of virtual communities?
References
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemporary Educational Psychology, 25, 54-67. doi.org/10.1016/j.cedpsych.2020.101860
Wang, J., Zhang, R., Hao, J.-X., & Chen, X. (2019). Motivation factors of knowledge collaboration in virtual communities of practice: a perspective from system dynamics. Journal of Knowledge Management, 23(3), 466–488. doi.org/10.1108/JKM-02-2018-0061
November 30, 2020 at 7:51 pm
I am also interested in how to build a community in a digital environment. In my opinion, it is something that is missing in online environments and can be hard to create. When I read your topic, the self-determination theory didn’t come first to mind as a theoretical framework, but I do see why you chose it after reading your thoughts. Motivation is an important part of communities. If the members are not interested, they will not build or participate in the community.
Have you considered the Communities of Practice framework? Perhaps the can work in conjunction to support your research.
December 1, 2020 at 2:52 pm
Hi Eunice – that’ is an interesting topic and theoretical framework. As I was reading your blog post, I was thinking of the reasons why people attend professional association meetings. In my experience they attend because (a) they are interested in the topic (b) they want the CEU hours toward a designation or (c) it meets criteria a and b. Based on this, then I believe self-determination theory is appropriate. To Kathy’s point in the earlier response, she suggested Communities of Practice. That makes sense as it addresses virtual communities. In municipal government we suggest that by going to a conference we are networking with others. But isn’t networking the springboard to COP? Somehow, it has to go beyond the one-off conference with people you know by sight to a community of professionals who attend conferences because they will learn from each other. The focus is then on learning from each other and the conference topic is the springboard for discussions. (Maybe that’s my Polly-anna view of the world.)
I’m jumping the gun here – but that might be the missing link to making a conference (more) interactive. Somehow, we have to move the concept of conferences from a download of information to a community (who know and trust each other) working together and sharing information and stories about the topic.
December 1, 2020 at 3:42 pm
A good choice Eunice and you’ve described self-determination theory well.
Your second question is really interesting and may be something that becomes apparent as you analyze your data in 691.
The role of motivation and those intrinsic and extrinsic factors are so varied that it’s hard to try and look at them as part of design, but knowing and acknowledging they exist and do play a role is always useful
Deb
December 1, 2020 at 7:40 pm
Hi Eunice,
I’m with Kathy and Caroline! You’ve chosen a very interesting topic that translates as a challenge for many professions. And I think choosing self-determination theory as your theoretical framework is a sound choice. As adult learners we are self-motivated so your research is zeroing in on a core factor that affects our behaviour (Darden, 2014).
I also think incorporating a COP is a possible avenue to pursue to add another dimension to your research.
I’m looking forward to your findings, as it’s topical area for discussion, particularly in light of the impacts of COVID and our ability to connect.
Sue
Reference
Darden, D. C. (2014). Relevance of the Knowles theory in distance education. Creative Education, 05(10), 809–812. https://doi.org/10.4236/ce.2014.510094
December 6, 2020 at 3:35 pm
Hi Everyone! Thank you for all your detailed insights and suggestions. I will be adding in Communities of Practice (CoP) as an additional theoretical framework to my proposal.