Relevant bibliographies by topics / Appreciative inquiry approach

Academic literature on the topic 'Appreciative inquiry approach'

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Published: 10 December 2022
Last updated: 20 February 2023

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Journal articles on the topic "Appreciative inquiry approach"

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Hung, Lillian, Alison Phinney, Habib Chaudhury, Paddy Rodney, Jenifer Tabamo, and Doris Bohl. "Appreciative Inquiry." International Journal of Qualitative Methods 17, no. 1 (April 18, 2018): 160940691876944. http://dx.doi.org/10.1177/1609406918769444.

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Purpose: In this action study, researchers worked with a team of interdisciplinary practitioners to co-develop knowledge and practice in a medical unit of a large urban hospital in Canada. An appreciative inquiry approach was utilized to guide the project. This article specifically focuses on examining the research experiences of practitioners and their accounts on how the research influenced their practice development to enact person-centered care. Method: The project took place in the hospital’s medical unit. A total of 50 staff participants attended focus groups including nursing staff, allied health practitioners, unit leaders, and physicians. One senior hospital administrator was interviewed individually. In total, 36 focus groups were conducted to bring participants together to co-vision and co-develop person-centered care. Results: Analysis of the data produced three themes: (a) appreciating the power of co-inquiry, (b) building team capacity, and (c) continuous development. Furthermore, 10 key enablers for engaging staff in the research process were developed from the data. A conceptual tool, “team Engagement Action Making” (TEAM) has been created to support others to do similar work in practice development. Conclusion: An appreciative inquiry approach has the potential to address gaps in knowledge by revealing ways to take action. Future research should further investigate how the appreciative inquiry approach may be used to support bridging research and practice.
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Ahmed, Mohammed Jemal. "Revolutionizing Public Universities of Ethiopia through Appreciative Inquiry Approach: A Case Study of Jigjiga University, Ethiopia." Management and Organizational Studies 5, no. 2 (April 13, 2018): 7. http://dx.doi.org/10.5430/mos.v5n2p7.

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Appreciative inquiry is a qualitative approach focusing on discovering and appreciating potential strengths and thecore value of organizations. This article has tried to explore the potential of appreciative inquiry to bring a positivechange in Jigjiga University of Ethiopia. The paper starts with the description of appreciative inquiry and the 4 “D”(Discovery, Dream, Design, and Destiny) model of appreciative inquiry. It has also tried to appraise the effectivenessof appreciative inquiry approach and design in bringing about change in the management system of JigjigaUniversity. The study is a case study of Jigjiga University within a context of higher education using appreciativeinquiry to assess the need for change and make recommendations on this basis. The author has four year experienceas academic staff, manager and lecturer in Jigjiga University. Hence, besides to the literature, the data have beendrawn from his own practical experience. Moreover, researches that have been done by Jigjiga UniversityAnticorruption Directorate and various annul reports of Jigjiga University have served as a main source of dataconcerning Jigjiga University management status. The author has tried to appraise the gaps of problem solvingapproach to transform Jigjiga University. The potential of the appreciative inquiry approach to bring sustainablechange in the University has also been highlighted. The purpose of this study is, therefore, to appraise the feasibilityand potential of appreciative inquiry approach to bring recommendable changes across several departments of JigjigaUniversity.
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Ahmed, Mohammed Jemal. "Revolutionizing Public Universities of Ethiopia through Appreciative Inquiry Approach: A Case Study of Jigjiga University, Ethiopia." Management and Organizational Studies 5, no. 2 (April 13, 2018): 7. http://dx.doi.org/10.5430/mos.v5n2p7.

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Appreciative inquiry is a qualitative approach focusing on discovering and appreciating potential strengths and thecore value of organizations. This article has tried to explore the potential of appreciative inquiry to bring a positivechange in Jigjiga University of Ethiopia. The paper starts with the description of appreciative inquiry and the 4 “D”(Discovery, Dream, Design, and Destiny) model of appreciative inquiry. It has also tried to appraise the effectivenessof appreciative inquiry approach and design in bringing about change in the management system of JigjigaUniversity. The study is a case study of Jigjiga University within a context of higher education using appreciativeinquiry to assess the need for change and make recommendations on this basis. The author has four year experienceas academic staff, manager and lecturer in Jigjiga University. Hence, besides to the literature, the data have beendrawn from his own practical experience. Moreover, researches that have been done by Jigjiga UniversityAnticorruption Directorate and various annul reports of Jigjiga University have served as a main source of dataconcerning Jigjiga University management status. The author has tried to appraise the gaps of problem solvingapproach to transform Jigjiga University. The potential of the appreciative inquiry approach to bring sustainablechange in the University has also been highlighted. The purpose of this study is, therefore, to appraise the feasibilityand potential of appreciative inquiry approach to bring recommendable changes across several departments of JigjigaUniversity.
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Rama, Jennifer A., Carla Falco, and Dorene F. Balmer. "Using Appreciative Inquiry to Inform Program Evaluation in Graduate Medical Education." Journal of Graduate Medical Education 10, no. 5 (October 1, 2018): 587–90. http://dx.doi.org/10.4300/jgme-d-18-00043.1.

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ABSTRACT Background Graduate medical education programs are expected to conduct an annual program evaluation. While general guidelines exist, innovative and feasible approaches to program evaluations may help efforts at program improvement. Appreciative Inquiry is an approach that focuses on successful moments, effective processes, and programs' strengths. Objective We implemented a novel application of Appreciative Inquiry and its 4 phases (Inquire, Imagine, Innovate, and Implement) and demonstrate how it led to meaningful improvements in a pediatric pulmonology fellowship program. Methods As part of the Inquire and Imagine phases, the authors developed an interview guide that aligned with Appreciative Inquiry concepts. Two faculty members conducted semistructured interviews with a convenience sample of 11 of 14 fellowship alumni. Interviews were audiotaped, transcribed, and reviewed. A summary of the findings was presented to the Program Evaluation Committee, which then directed the Innovate and Implement phases. Results Appreciative Inquiry was acceptable to the alumni and feasible with the authors' self-directed learning approach and minimal administrative and financial support. In the Inquire phase, alumni identified program strengths and successes. In the Imagine phase, alumni identified program changes that could aid transition to independent practice for future fellows (an identified program goal). Based on the results of the Appreciative Inquiry, program leadership and the Program Evaluation Committee selected improvements for implementation. Conclusions For small programs, Appreciative Inquiry is an innovative and feasible approach to program evaluation that facilitates actionable program improvement recommendations.
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Rachmawati, Ani Wahyu. "Socialization Model of Tacit-Tacit Transfer Knowledge through Appreciative Inquiry Approach." International Journal of Management, Entrepreneurship, Social Sciences, and Humanities 1, no. 1 (April 20, 2018): 14. http://dx.doi.org/10.31098/ijmesh.v1i1.14.

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The aims of study is to describe combination of two big theory between Socialization model of tacit-tacit transfer knowledge and appreciative inquiry approach conceptually. This research idea comes to find better ways in tacit-tacit transfer of knowledge in knowledge management theory. This research is conceptual research and the limitation is about empirical study itself. The result of conceptual paper combine the process of tacit-tacit tansfer knowledge and appreciate inquiry in mental model, creative dialogue and develop mutual trust. Appreciative inquiry as a method to increase positive sense in tranfer knowlegde can be applied in tacit-tacit transfer knowledge phase in SECI Model.
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Rachmawati, Ani Wahyu. "Socialization Model of Tacit-Tacit Transfer Knowledge through Appreciative Inquiry Approach." International Journal of Management, Entrepreneurship, Social Science and Humanities 1, no. 1 (June 27, 2017): 7–14. http://dx.doi.org/10.31098/ijmesh.v1i1.4.

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The aims of study is to describe combination of two big theory between Socialization model of tacit-tacit transfer knowledge and appreciative inquiry approach conceptually. This research idea comes to find better ways in tacit-tacit transfer of knowledge in knowledge management theory. This research is conceptual research and the limitation is about empirical study itself. The result of conceptual paper combine the process of tacit-tacit tansfer knowledge and appreciate inquiry in mental model, creative dialogue and develop mutual trust. Appreciative inquiry as a method to increase positive sense in tranfer knowlegde can be applied in tacit-tacit transfer knowledge phase in SECI Model.
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Ravalier, Jermaine, Andrew McVicar, and Carol Munn-Giddings. "Appreciative Inquiry for stress management." Qualitative Research in Organizations and Management: An International Journal 14, no. 3 (August 29, 2019): 260–79. http://dx.doi.org/10.1108/qrom-05-2017-1525.

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Purpose The purpose of this paper is to demonstrate the innovative application of an Appreciative Inquiry (AI) approach for the design and implementation of organizational stress management interventions, alongside a case study of the successful design and implementation of the approach. By utilizing the AI methodology to develop a “local stress theory” for the participating organization, the authors propose a model which can be utilized in other similar organizations. Design/methodology/approach Stage 1: 35 participants completed up to ten daily logs by answering four positively framed questions regarding their working day. Stage 2: semi-structured interviews (n=13). The interview schedule was designed to further elaborate log findings, and begin looking into feasible organizational changes for improvement of stress. Stage 3: two focus groups (Stage 3, total 13 employees) verified interventions from logs and interviews and discuss how these can be implemented. Findings The log phase identified two key themes for improvement: managerial/organizational support and communication. From these, interviews and focus groups led to workable proposals for simple but likely effective changes. The authors reported findings to management, emphasizing organizational change implementation, and these were subsequently implemented. Research limitations/implications The study demonstrated the effectiveness of AI to identify and implement relatively simple but meaningful changes. The AI cycle was completed but allocating lengthy follow-up time for evaluation of outcomes was not possible, although initial responses were favorable. There are also issues of generalizability of the findings. Originality/value This is the among first studies to utilize an AI approach for the design of stress management interventions.
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Marcinkevage, Carrie H. "Appreciative Inquiry Mentoring: A Virtual Network Approach." AI Practitioner 23, no. 1 (February 3, 2021): 46–52. http://dx.doi.org/10.12781/978-1-907549-46-5-9.

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How can we provide positive, nurturing mentoring relationships in a way that not only acknowledges today’s need for social connection, virtuality and scale, but also turns those circumstances into strengths? This case study describes an Appreciative Inquiry-based mentoring program created by a large, US-based global consulting firm to invite diverse young professionals into an under-represented STEM-based field. Appreciative Inquiry offered a positive, action-oriented, relationship-building mentoring approach. Virtual delivery offered flexibility, inclusiveness and scale.
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Kaye Hart, Rama, Thomas A. Conklin, and Scott J. Allen. "Individual Leader Development: An Appreciative Inquiry Approach." Advances in Developing Human Resources 10, no. 5 (October 2008): 632–50. http://dx.doi.org/10.1177/1523422308321950.

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Challis, Anne M. "An appreciative inquiry approach to RN retention." Nursing Management (Springhouse) 40, no. 7 (July 2009): 9–13. http://dx.doi.org/10.1097/01.numa.0000357795.15645.1c.

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Dissertations / Theses on the topic "Appreciative inquiry approach"

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Ravalier, Jermaine. "Managing workplace stress : an appreciative approach." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/295480/.

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The presented thesis discusses an investigation conducted into the improvement of employee experiences of stress in the workplace. It is estimated that 11.4 million working days were lost in 2008-2009 due to stress-related outcomes, and that stress was described as the top cause of long-term sickness absence in 70% of all public-sector organisations in 2010-2011 (CIPD, 2011a). Indeed major studies have associated chronic stress with individual outcomes such as increased cardiovascular disease, depression and burnout. The work, conducted within one department of a borough council organisation in the East of England, had two main objectives: the discovery of 'daily hassles' that comprise organisational stressors for staff and the intervention design aimed at improvement of stress. A novel mixed-methods approach combining quantitative surveys with Appreciative Inquiry (AI) was utilised, with five phases of inquiry conducted. The surveys (Stages 1 and 5) were utilised to assess the experience of work-related stress and Burnout. Stages 2, 3 and 4 were employee completion of daily logs, semi-structured interviews and focus groups. The ultimate aim of the qualitative work was to design a number of interventions for the improvement of stress. A local stress theory, designed via the mixing of convergent qualitative and quantitative outcomes, found that professional efficacy, relationships and creativity buffered the impact of three major stressors: (too many) demands, (lack of) managerial support and (poorly communicated) organisational change. These translated into concrete examples of procedural 'hassles' and a number of organisational interventions were designed with staff and subsequently implemented into the organisation. It is concluded that the methodology used was fruitful without being largely resource-demanding for either employees/participants or the organisation. Also while the mixing of AI methodologies with quantitative surveys can appear contradictory, it is demonstrated that the pragmatic approach taken led to strong research and practitioner-based outcomes. Lastly the work has demonstrated both originality and new knowledge in a variety of areas, as well as opening a number of future research questions and avenues.
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Ravalier, Jermaine. "Managing workplace stress: an appreciative approach." Thesis, Anglia Ruskin University, 2013. https://arro.anglia.ac.uk/id/eprint/295480/1/Ravalier%20PhD%20Theis.pdf.

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The presented thesis discusses an investigation conducted into the improvement of employee experiences of stress in the workplace. It is estimated that 11.4 million working days were lost in 2008-2009 due to stress-related outcomes, and that stress was described as the top cause of long-term sickness absence in 70% of all public-sector organisations in 2010-2011 (CIPD, 2011a). Indeed major studies have associated chronic stress with individual outcomes such as increased cardiovascular disease, depression and burnout. The work, conducted within one department of a borough council organisation in the East of England, had two main objectives: the discovery of 'daily hassles' that comprise organisational stressors for staff and the intervention design aimed at improvement of stress. A novel mixed-methods approach combining quantitative surveys with Appreciative Inquiry (AI) was utilised, with five phases of inquiry conducted. The surveys (Stages 1 and 5) were utilised to assess the experience of work-related stress and Burnout. Stages 2, 3 and 4 were employee completion of daily logs, semi-structured interviews and focus groups. The ultimate aim of the qualitative work was to design a number of interventions for the improvement of stress. A local stress theory, designed via the mixing of convergent qualitative and quantitative outcomes, found that professional efficacy, relationships and creativity buffered the impact of three major stressors: (too many) demands, (lack of) managerial support and (poorly communicated) organisational change. These translated into concrete examples of procedural 'hassles' and a number of organisational interventions were designed with staff and subsequently implemented into the organisation. It is concluded that the methodology used was fruitful without being largely resource-demanding for either employees/participants or the organisation. Also while the mixing of AI methodologies with quantitative surveys can appear contradictory, it is demonstrated that the pragmatic approach taken led to strong research and practitioner-based outcomes. Lastly the work has demonstrated both originality and new knowledge in a variety of areas, as well as opening a number of future research questions and avenues.
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K'Ogacho, Andrew Okeyo. "Facilitating a congregation's change and restructuring an appreciative inquiry approach /." Chicago, IL : Catholic Theological Union at Chicago, 2008. http://dx.doi.org/10.2986/tren.033-0857.

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Van, der Merwe Schalk Willem. "An evaluation of appreciative inquiry as an alternative organisation development approach." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/5925.

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The research provides an insight into the main challenges of previous Organisation Development processes, and Appreciative Inquiry is explored to establish the value it can offer as an alternative which minimises these challenges in today’s organisations. Organisation Development originated during the early 1950s and has evolved, adapted and changed dramatically since then. Two classical Organisation Development processes, Lewin’s 3-Step model and the Action Research spiral, are described, and typical challenges of applying them in today’s organisations are outlined. To remain competitive, organisations need to identify, adjust, and adapt to changing circumstances. These changing circumstances are constant and are due to increasingly complex demands from technological, economic, managerial, and cultural needs. Appreciative Inquiry as an approach is explored as an alternative Organisation Development process: it shifts the question from ‘what is going wrong’ to ‘what is going right in the organisation’. Appreciative Inquiry consists of the Discovery, Dream, Design and Destiny stages, and searches for the best in people and their organisations. In accordance with the constructionist paradigm, the research offers conclusions through the confirmation of past practices, conversations and relationships combined with creative new methods or experimentation of a positive intended future. The One- Group Pretest-Posttest, as a design, was selected to explore the effect of the variable (the Appreciative Inquiry intervention) in relation to the pre- and post-experimental evaluation. The design consists of an initial engagement (Pretest), the influencing variable (an Appreciative Inquiry intervention) and final engagement (Posttest) with the same group. The research was supported by a mixed method approach, with qualitative data supported by quantitative data. The quantitative data provided a general understanding of how participants experienced the change interventions. The qualitative data provided the information on how respondents experienced Organisation Development before an Appreciative Inquiry intervention and their views after an Appreciative Inquiry intervention. A South African secondary school was selected as a research site. Limited research is available regarding the application of Organisation Development and especially Appreciative Inquiry as a process in schools in general, and in South African schools in particular. A survey questionnaire was the instrument for collecting the quantitative data regarding the participants’ biographical information and change process perceptions. For the collection of qualitative data, interview questionnaires were used. The findings indicate that whereas previous change processes appear to have regarded the various staff levels of the school as separate entities, during the Appreciative Inquiry approach all staff were included as being an integral part of the organisation. The main finding after completion of the Appreciative Inquiry intervention was that collectively discussing and defining issues in a positive light instead of a problem to be solved changes the perspective of participants. Through the application of the Appreciative Inquiry’s four stages, participants were invited to think in a new way by applying innovation, enhancing participation, maintaining a positive core, and providing practical solutions through provocative statements. Conclusions reached from the research are that Appreciative Inquiry is a viable alternative for minimising Organisation Development challenges in contemporary organisations. The conclusions are based on factors such as understanding the reason for change; strong leadership; defining what is a successful intervention; understanding the Appreciative Inquiry process, the value of provocative statements; and the sustainability of change.
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Johnson, David. "Exploration of a new conceptualisation of leadership, utilising an appreciative inquiry approach." Thesis, Sheffield Hallam University, 2015. http://shura.shu.ac.uk/16946/.

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Leadership is said to be pivotal to the future of health and social care organisations within the United Kingdom. Organisations across the sector face many challenges and there is an emerging recognition that these challenges are becoming increasingly complex with many problems perhaps being considered as wicked issues. To successfully address these difficult problems takes leadership. Defining this slippery concept has, however, proved problematic. Despite thousands of years of philosophical debate and over one hundred years of academic research, the concept of leadership still appears to defy definition. There are many theories, approaches and models of leadership, often with authentic evidence bases that tell prospective leaders how they should behave. There are often emerging fads or fashions in approaches to leadership. This isn't thought to be of great assistance to busy practitioner leaders working in complex environments. This qualitative study did not seek to identify a new model of leadership, it sought to explore literature in order to discover commonalities in leadership approaches, to develop a new conceptualisation of leadership and then, by utilising an Appreciative Inquiry methodology, explore the relevance of this approach to gain new insights into how leaders within health and social care communities consider that they will lead as they move into a difficult and uncertain future. The study utilised an approach to reviewing literature called Critical Interpretative Synthesis and explored commonalities across definitions of leadership regardless of fashion or fad. From this review four components were identified and called the leadership equation. The leadership equation was used a basis for appreciative inquiry, semi-structured interviews that asked twelve leaders working in health and social care organisations from a specified geographical area how they will lead in the future. The interviews produced data that was thematically analysed and three themes emerged, each supported by a number of sub-themes. In order to lead successfully into the future, leaders will need to consider how they behave in relation to the three themes labelled as Being Human, Being Tough, and Being Visionary. The study seeks to have relevance for practitioner leaders working in health and social care organisations within the United Kingdom. It also seeks to have relevance for academic leadership programme designers who might wish to consider these finding as they design the next generation of leadership development programmes.
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Maritz, Gerrit Ulrich. "An appreciative inquiry approach to community theatre on HIV and AIDS education for young people." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26490.

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This dissertation positions Community Theatre as an agency for development and education based on the educational principles of Freire and Boal’s Theatre for Development. The dissertation argues that Appreciative Inquiry can enrich the practice of Community Theatre by approaching HIV and AIDS education through an asset-based, participatory, inclusive, learner-centred approach. The dissertation further hypothesises that the infusion of the 4-D process of Appreciative Inquiry into Community Theatre processes aimed at HIV and AIDS education will enhance young people’s agency as active participants and agents of change in their communities beyond the didactic notions inherent in ABC education approaches to HIV prevention. This approach can encourage meaningful participation and critical consciousness amongst young people in the HIV prevention response.
Dissertation (MA (Drama))--University of Pretoria, 2011.
Drama
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Stadler, Raphaela. "Appreciating Relational Knowledge Management within the Queensland Music festival." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/365339.

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Effective knowledge management can provide a competitive advantage for festival organisations. Conventional knowledge management approaches to event and festival studies have identified documenting and storing knowledge in databases, checklists and evaluation reports. Drawing upon new insights in the knowledge management literature, I focus on the relational and practice-based dimension of knowledge management and apply an Appreciative Inquiry approach. In this thesis, I argue that relational knowledge management is storied, embodied and practised by organisational members throughout the entire festival life cycle. Festival organisers can hence benefit from understanding the importance of creating and maintaining a culture where all members of the organisation are able to collaborate and engage in meaning-making. Within the complex festival environment, however, time is limited for building a shared understanding among the team (permanent and seasonal staff, volunteers, board members, contractors and artists). A practice-based understanding of knowledge management therefore emphasises the history, context, and culture within which festival members perform their roles, engage in their work practices and co-create the festival experience. The Queensland Music Festival (QMF), the case study for this project, is a professionally run and highly successful festival organisation both in terms of creative output as well as internal operational strategies. This study therefore addresses the question of how the Queensland Music Festival’s approach to knowledge management contributes to its success as a festival organisation. The research employs an interpretive, reflexive methodology and ethnographic methods. I make visible stories and narratives of success and highlight how these strengths can be used to further enhance the success of the organisation. Underpinned by an Appreciative Inquiry approach and social constructionist understanding of knowledge management, I identify the knowledge management practices and power/knowledge relations that shape the festival organisation.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Griffith Business School
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Erdmier, Nicol Richmond. "Program Evaluation| Appreciative Inquiry Model as an Instructional Literacy Approach With Low Socioeconomic Status (SES) Elementary Students." Thesis, University of Redlands, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10623971.

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This research study is an attempt to learn how students with low socioeconomic status (SES) experience Appreciative Inquiry as an instructional literacy approach when compared to traditional (typically practiced) models of literacy intervention. Key findings will illuminate the effectiveness of strengths-based approaches to literacy achievement and experiences for marginalized students. This study will add to the growing research that policymakers must acknowledge as evidence that a complete overhaul of the deficit-based rationales as the dominant practice in education need to be reconsidered (Orr & Cleveland-Innes, 2015). It can be postulated that a cultural shift to a strengths-based model within education will significantly impact student achievement for all student groups (Smith, Connolly, & Pryseski, 2014). Arguably, this could close the achievement gap for marginalized students.

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Clemons, Thompson Stephanie A. "The Problem We All Live With: A Critical Appreciative Approach to Undergraduate Racial Justice Activism." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554032155135838.

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Luhalima, T. R. "Developing strategies to facilitate the motivation of nurses rendering quality patient care in rural hospitals : an appreciative inquiry approach." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43150.

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Background and objectives: The purpose of the study was to develop strategies to facilitate nurses’ motivation for rendering quality patient care in a rural hospital using an Appreciative Inquiry approach. The objectives of the study were to determine the positive aspects that the nurses value about the work environment, the nursing profession and their organisation and to develop strategies to facilitate nurses’ motivation to render quality patient care in rural hospitals. The strategies that were developed may be used to motivate nurses in rural hospitals or be used by nurse managers and supervisors in similar poorly resourced rural hospitals in developing countries. Methods: An Appreciative Inquiry approach with a qualitative, exploratory, descriptive research design was used. Data were collected through individual semi-structured interviews and focus groups. Twenty participants were interviewed. The researcher employed Marshall and Rossman’s model and that of Tesch to analyse the data. The principles of Guba and Lincoln were used to ensure the trustworthiness; credibility; transferability, dependability, conformability and authenticity of the findings. Results: The findings revealed that factors that motivated nurses were effective feedback about their performance and for them to be involved in decision making. Conclusions: The strategies to facilitate motivation of nurses were intended for use by all managers in rural hospitals. They would also be useful to motivate nurses in similar poorly resourced rural hospitals in developing countries.
Thesis (PhD)--University of Pretoria, 2014.
lk2014
Nursing Science
PhD
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Books on the topic "Appreciative inquiry approach"

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Booy, Dirk. Capacity building using the appreciative inquiry approach: The experience of World Vision Tanzania. [Arusha, Tanzania]: World Vision Tanzania, 1998.

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Schutt, Donald A. A strength-based approach to career development using appreciative inquiry. Broken Arrow, OK: National Career Development Association, 2007.

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Communicating Prejudice: An Appreciative Inquiry Approach. Nova Science Publishers, Incorporated, 2016.

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Strength-Based Approach To Career Development Using Apprecitive Inquiry. Natl Career Development Assn, 2007.

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Appreciative Inquiry: A Positive Approach to Building Cooperative Capacity. Taos Institute Publications, 2005.

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MSOD, Aronda Smith-Benson. Appreciative Inquiry: A Strength-Based Approach to Enhance the Lives of WOMEN VETERANS. Independently Published, 2022.

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Whitney, Diana, and Amanda Trosten-Bloom. Positive Change @ Work: Text/Video (The Appreciative Inquiry Approach to Whole System Change...) Package. Lakeshore Communications, 2001.

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Bhattacharya, Sudipto, and Tanusree Chakraborty. Appreciative Inquiry Approaches to Organizational Transformation. IGI Global, 2019.

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Bhattacharya, Sudipto, and Tanusree Chakraborty. Appreciative Inquiry Approaches to Organizational Transformation. IGI Global, 2019.

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Bhattacharya, Sudipto, and Tanusree Chakraborty. Appreciative Inquiry Approaches to Organizational Transformation. IGI Global, 2019.

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Book chapters on the topic "Appreciative inquiry approach"

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Gordon, Sandy. "An Appreciative Inquiry Coaching Approach to Developing Mental Toughness." In The Philosophy and Practice of Coaching, 111–35. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119207795.ch6.

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Venter, Karen, and Alfi Moolman. "An Appreciative Inquiry Approach to Community-Based Research for Development of a Social Enterprise." In Palgrave Studies in Education Research Methods, 169–86. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86402-6_9.

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Moriggi, Angela. "An Ethos and Practice of Appreciation for Transformative Research: Appreciative Inquiry, Care Ethics, and Creative Methods." In Co-Creativity and Engaged Scholarship, 131–64. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84248-2_5.

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AbstractThis chapter departs from the need to pursue transformative research, understood as the co-production of knowledge with and for societal stakeholders aimed at supporting and enabling sustainable change. It explores how Appreciative Inquiry (AI) and its underlying ‘ethos of appreciation’ (after Zandee & Cooperrider, 2008) can complement and enrich care-full and resourceful approaches to transformative research. It presents the five dimensions of an ‘ethos of appreciation’, and lays out their philosophical meaning, their resonance with the care ethics literature, as well as their practical application. It gives a detailed account of how five different creative methods were employed during a participatory action-oriented Ph.D. study in Finland, and in so doing, showcases how an ‘ethos of appreciation’ can be embodied and applied in practice. Finally, it discusses the methodological potentials and limitations of using creative methods, as well as the challenges and outcomes they yield to support transformative research that aims to enable care-full and resourceful participatory engagement processes.
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White, Mathew A., John Vrodos, and Tom McNeil. "Student Leadership, Well-Being and Service: Integrating Appreciative Inquiry, Strengths and Leadership." In Evidence-Based Approaches in Positive Education, 151–65. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9667-5_8.

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"The Case for a New Approach to Change." In Appreciative Inquiry, 1–19. San Francisco, CA, USA: Pfeiffer, 2011. http://dx.doi.org/10.1002/9781118256060.ch1.

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Laszlo, Chris, and David L. Cooperrider. "Creating sustainable value: A strength-based whole system approach." In Advances in Appreciative Inquiry, 17–33. Emerald Group Publishing Limited, 2010. http://dx.doi.org/10.1108/s1475-9152(2010)0000003006.

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Kendall, Kenneth E., and Julie E. Kendall. "Forms of government and systemic sustainability: A positive design approach to the design of information systems." In Advances in Appreciative Inquiry, 137–55. Emerald Group Publishing Limited, 2010. http://dx.doi.org/10.1108/s1475-9152(2010)0000003012.

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Bester, Marianne. "An Appreciative Inquiry Approach to Curriculum Change." In Curriculum Inquiry in South African Higher Education, 389–424. SUN PRESS, 2010. http://dx.doi.org/10.18820/9781920338671/20.

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Bester, Marianne. "AN APPRECIATIVE INQUIRY APPROACH TO CURRICULUM CHANGE." In Curriculum Inquiry in South African Higher Education, 389–410. African Sun Media, 2011. http://dx.doi.org/10.2307/j.ctv1v7zc9g.27.

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Morgan, Ann M., and Kathe Pelletier. "Digital Appreciative Inquiry for Inclusion." In Advancing DEI and Creating Inclusive Environments in the Online Space, 24–39. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5146-5.ch002.

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Appreciative inquiry is an approach with the power to contribute to inclusion in the workplace. Paired with digital interventions, which share the power to include and the potential to exclude, digital appreciative inquiry offers promising possibilities when used with intention. This chapter presents guidance to help higher education institutions accomplish the goals of inclusion using digital appreciative inquiry, which can lead to greater staff and faculty belonging, trust, engagement, and institutional sustainability.
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Conference papers on the topic "Appreciative inquiry approach"

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Andromeda, Dr, Yogi Swaraswati, and Woro Apriliana Sari. "Exploring Self-Concept on Young Prisoners Using An Appreciative Inquiry Approach." In 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acpch-17.2018.60.

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Pailla, S., and C. A. Pruitt. "Start with the discovery: Improving capacity factors analysis with the appreciative inquiry approach." In 2013 IEEE Systems and Information Engineering Design Symposium (SIEDS). IEEE, 2013. http://dx.doi.org/10.1109/sieds.2013.6549518.

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Fleischman, David, and Peter English. "The alumni narrative of the connection between university skills and knowledge, and industry: An ‘outside-in’ understanding." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9347.

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This study takes an ‘outside-in’ approach by exploring the narratives of university alumni working in industry. The aim of the study is to understand how engaging with industry alumni supports and informs graduate skills and knowledge needed for future employability, and university career/future focused curriculum design. To achieve the aim, the study adopted an Appreciative Inquiry approach to guide a series of n=8 depth interviews recorded in a digital video format. This approach provided alumni with a platform to construct their unique professional narratives in a manner that was relatable and engaging to students, and that universities could use as an educational tool. Data from the interviews resulted in three main themes: 1) the necessity of soft-skills and work experience, 2) the importance of resilience, and 3) the willingness to constantly learn. Theoretically, the findings contribute externally validated support and extension of important and desirable graduate attributes, providing evidence for informing and extending career/future focused curriculum design. Practically, the findings provide students and universities with professional confirmation and foresight of the skills and knowledge needed to transition and navigate the professional workforce, along with an educational tool to implement into curriculum.
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Wattie, J. "Reducing Latent Failure and Securing Productivity in High Risk Systems Using High Reliability Theory." In SPE Energy Resources Conference. SPE, 2014. http://dx.doi.org/10.2118/spe-169932-ms.

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Abstract This is a study that represents ongoing academic research into the folds of perception, organizational culture and high reliability. In the shadow of persistent industrial failures it is probable that problems with operational safety reside in abnormalities of culture. Such cultural apparitions regularly fuel failure in high risk technologies making innovation rather unreliable. As innovation grows it is worth the effort to investigate further how resilience in the face of eternal socio-technical biases can be improved. Problem solving approaches offer regressive ideas that increase the chances of deviation and the appearace of disasters. The assumption is that resilience can be improved in critical operations using High Reliability Theory (HRT). Moreover HRT is more robust when the new constructive method of Appreciative Inquiry (AI) is applied. This early study shows that existing safety culture in a highly reliable group is positively transformed by AI and makes a more productive organization feasible. Research was conducted from the characteristic insider perspective. A small section of a highly reliable organization was sampled. Using ethnographic methodology feedback from electronic surveying collected personal responses for discussion. While individual interviews proved difficult and the sample group was small there was enough evidence to acknowledge the influence of positive revolution. This study had two major findings a) Using AI methodology stimulates positive, resilient feelings in members and b) members readily used these positive experience to envision a more productive organization. This study can potentially reduce over emphasis on problem solving methods to explain and change the human factors associated with failure. Cultural factors are better studied and modified by positive influence. The study here makes way for more persuasive academic discussion on resilience by constructivist perspectives. High reliability organizations are more sustainably designed on positive principles.
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Milanovic, Ivana, Tom A. Eppes, and Kalyan Goparaju. "Digital Assignments for Thermo-Fluids Courses." In ASME 2021 Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/fedsm2021-65613.

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Abstract Simulations were used in lecture-based courses, Thermodynamics I and Thermodynamics II, for demonstration purposes and as digital assignments. Digital assignments were separate from the customary pencil & paper homework given once a week. The primary objective was to model the flow and heat transfer in a system, reinforce theoretical concepts, and allow study of more complex two- and three-dimensional problems. Students encounter fluid flow and heat transfer in the sophomore course, Thermodynamics I, for the first time. Velocity, pressure and temperature fields are quite complicated even for simple geometries, hard to visualize, and difficult to understand. Digital assignments go beyond basic theoretical concepts and relatively simple pencil & paper problems. Initially, there were 6 digital assignments in each course. After the first offerings and assessments, the number of assignments is expected to grow to 8–10. Scaffolding of digital assignments ensured that simulations gain in complexity as students become more familiar with both the theoretical underpinnings and the software interface. Our Mechanical Engineering program, has a freshmen graphic communication course incorporating AutoCAD and a junior CAD course with SolidWorks and Ansys. This provided both a challenge and an opportunity for lecture-based thermo-fluids courses positioned ‘in between.’ Modern computational skills were obtained outside the classroom, and that was accomplished with effective use of an on-line environment. Ansys Fluent was chosen to present and reinforce thermo-fluids fundamentals. Each digital assignment had a mesh, detailed grading criteria, and supplementary documentation. Students worked on the: (1) problem set up in the preprocessor-stage, (2) solver, and (3) postprocessor. This approach helped students (1) understand the flow and heat transfer inside the system as well as the application of conservation of mass and energy, (2) understand and interpret results by comparing them with theoretical and experimental data, (3) develop modern technical skills relevant to the demands of Industry 4.0, and (4) develop research capabilities. Simulations in the classroom and as digital assignments are a representation of the real world, and provide an egalitarian and unrestricted way for students to interact with it, acquiring skills and an appreciation for subject matter as well as the engineering profession. Semester long discussions on various aspects of digital assignments help develop a mentor-mentee bond. This approach to teaching, research and mentoring does not depend on access to laboratory facilities and funding that can reach only a limited number of students. It encourages students’ spirit of inquiry, and ultimately leads to a professional development opportunities beyond the classroom setting.
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Reports on the topic "Appreciative inquiry approach"

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Shaw, Kristi Lee, and Geoff Bridgman. Creating Appreciation and Community Support for Mothers Caring for a Child with an Anxiety Disorder. Unitec ePress, February 2023. http://dx.doi.org/10.34074/mono.097.

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This research examined a unique approach to anxiety disorder, one of the most prevalent and growing mental health concerns internationally. It uncovered the mostly invisible and challenging experiences of mothers caring for a child with an anxiety disorder and the value of their reciprocal relationships with their children for both their health and wellbeing. In addition, it explored social identity in making meaningful connection using a generative action-oriented social approach to address anxiety in the community. An appreciative inquiry, using social constructionist theory, and underpinned by elements of kaupapa Māori values, was utilised to explore the research questions. The data was collected via paired interviews, focus groups and small questionnaires with three to four mothers, after which thematic analysis was undertaken to identify important themes.There were four key themes discovered in the findings: (1) the mothers’ ongoing and challenging experiences of being silenced and isolated on the fringes, navigating the quagmire of social and institutional systems to help them help their children; (2) the mothers’ learning to cope by creating calm in the home, the child, and in themselves, often requiring them to ‘suspend’ their lives until their children become more independent; (3) the mothers employing a mother as advocate identity to face the challenges, and co-creating a mother as advocate group identity to continue to face those challenges to design a collective initiative;and (4) the value of freedom that the mothers experienced participating in the appreciative inquiry process with other mothers facing similar challenges and sharing their stories.This study demonstrates how appreciative inquiry is aligned with and supports the value of social identity theory and creating meaningful connections to help position and address anxiety disorder in the community. A key insight gained in this study is that our current social and institutional systems create disconnection in many facets of Western life, which contributes to the generation and perpetuation of stigmatisation, isolation and anxiety disorder. Within a Western capitalistic and individualistic culture, mental illness has become predominantly pathologised and medicated, positioning anxiety disorder within the child, and relegating the social dimension of the biopsychosocial approach as almost irrelevant. As mothers in this system spend valuable energy advocating for more support for their children, they put their own mental health at risk. There is no one solution; however, this study demonstrates that when mothers are supported through an appreciative inquiry process, strengthening their personal and social identities, there is the potential for health and wellbeing to increase for them, their children and the community.
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