The Contemporary University’s Role in Developing, Conducting and making Networked Professional Learning a practice

There is a growing demand for professional development, driven by employees, employers, HR-departments, and organisations alike, both in the private- and the public sector. This demand emerges from a need for an ability to continually and flexibly improve professional practices in order to respond to the impact of new knowledge, methods, and digital technologies. On the basis of the newly published book Networked Professional Learning - Emerging and Equitable Discourses for Professional Development, we will discuss the concept of Networked Professional Development and how universities can contribute to society through educational practises that support networked professional development – both in formal and informal settings. The discussion will take off from the following three questions: How do universities further develop Networked Learning as a professional development practice? What capacities do universities need to utilize to conduct Networked Professional Development? In which organisational settings (public- and private sectors alike) is Networked Learning a fruitful approach to Professional Development? How do universities involve end-users (e.g. the leaders, the HR-departments, the professionals, students etc.) in the process of designing practices and spaces for Networked Professional Learning?