Dissertations / Theses: '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
unrestricted

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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
Unrestricted

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Ruhlman, Paul L. Jr. "A descriptive case study of appreciative inquiry as an approach to strategic planning for special education in a public school." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618298.

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This study's purpose was to describe appreciative inquiry (AI) as an approach to strategic planning for special education in a public school. The study investigated four research questions. How do plans for special education emerge as participants engage in the four phases of AI during strategic planning for the future of special education in a public school district? What were participants' experiences and perceptions of AI as a method to develop strategic plans for the future of special education? to what extent did participants' experiences using AI mirror the philosophical principles of AI? to what extent did using AI to develop strategic plans align with Bryson's (2010) predictions for the future of strategic planning in the next decade? The study utilized a descriptive mixed method case study approach to collect data through focus groups, artifacts, and surveys from twelve special education subcommittee members as they used AI to develop strategic plans for special education. The study's findings revealed that AI: (a) produced organizational learning, (b) fostered individual and collective analysis, (c) offered the time and space for positive dialogue, (d) promoted strategic thinking, (e) facilitated the creation of a collectively imagined vision and mission, (f) increased subcommittee members' commitment, (g) encouraged collaboration through positive dialogue and a unique positive focus, and (h) offered a logical and inclusive process to develop plans. The study may offer public school districts a concrete model for strategic planning and educational leaders an approach to change grounded in AI theory and practice.

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Budd, George I. "Training the elders of the Okotoks Evangelical Free Church in biblically based appreciative inquiry as a foundation approach to church leadership." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Cozens, Julie Ann. "Appreciating the contribution of teaching assistants (TAs) : a study of TAs' descriptions of their support for pupils identified as having special educational needs and disabilities (SEND), using an appreciative inquiry (AI) approach." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5128/.

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TAs comprise a substantial proportion of the staff in both primary and secondary schools and occupy a key role in the support of pupils identified as having Special Educational Needs and Disabilities (SEND), (Webster et al 2011). Much previous research about their role has assumed that TAs can and do make a positive contribution and has focused on the identification of best practice. However, recent findings have questioned these assumptions, suggesting that TAs have a negative impact on pupil progress, and offering possible explanations for this (notably Blatchford et al 2009b). The present study examines descriptions offered by TAs about their work obtained during focus group interviews. An Appreciative Inquiry (AI) approach is adopted as a framework for the research (Reed 2007) with a focus on what they do well and on what would help to move their work forward. Interview data are subjected to a thematic analysis (Braun and Clarke 2006). Findings offer a view that TAs provide a vital role in enabling pupils to cope in mainstream schools; that they provide a uniquely personal and holistic view of the pupil’s needs in school and that relationships and communication are central to the success and development of their work.

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Vilches, Silvia L., Beth S. McDaniel, Haley Sherman, Brianna Burks, Allie Merritt, Terra Jackson, and Synithia W. Flowers. "Engaging with a Prevention Approach: System Supports Needed in Child Abuse and Neglect Prevention." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/13.

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Public policy has been shifting from child abuse and neglect (CAN) intervention toward prevention, using public health style frameworks, which emphasize shared community and legislative responsibilities to support families (Browne, 2014; CDC, 2014). Analysis of qualitative data from statewide focus groups held in 2019 in Alabama with 99 community-based CAN prevention workers shows strengths in community collaboration, but also, struggles to help families meet basic needs because of lack of community resources, such as transportation and quality child care, and other barriers, including stigma. The results demonstrate confusion between prevention, which is intended to build family resilience to avert crisis, and intervention, meant to reunite families after child protection services involvement. We recommend researchers consistently link CAN research to prevention frameworks so as to build meaningful understanding how to create better prevention programs. Future practitioners should understand prevention, and be prepared to document their work so as to demonstrate need.

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Lockner, Isabella, and Emma Wiberg. "Varför vill ni inte lyckas? : En kvalitativ studie om styrkebaserat förhållningssätt i organisationer." Thesis, Umeå universitet, Pedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173268.

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Ledare vill att medarbetare skall vara engagerade i sitt arbete och i organisationen som helhet. Ett sätt att uppnå detta är att arbeta utifrån ett styrkebaserat förhållningssätt vilket har flera positiva effekter i organisationer såsom att behålla medarbetare och öka lönsamheten. Utgångspunkten i detta är att fokusera på styrkor och möjligheter istället för svagheter och problem. Trots att tidigare forskning har visat att ett styrkebaserat förhållningssätt är effektivt har inga studier undersökt vilka faktorer som påverkar om en organisation använder sig av metoden eller inte. Syftet med den här studien var att undersöka vad som gör att vissa organisationer väljer att arbeta utifrån ett styrkebaserat förhållningssätt och andra inte samt vad som krävs för att lyckas med implementeringen. Detta har utforskats genom semistrukturerade intervjuer med fem specialister inom området. Därefter gjordes en tematisk analys av resultatet. Studien visade att många inom organisationer har en positiv inställning till det styrkebaserade förhållningssättet när de får höra om det men att det är få som känner till det. Skulle det styrkebaserade förhållningssättet och dess effekter vara mer kända skulle detta förhållningssätt kunna tänkas vara mer etablerat i organisationer. Att många fokuserar på problem och svagheter framför möjligheter och styrkor beror på fostran i problembaserade tankebanor. För att lyckas med implementeringen behöver organisationen vara mogen för förändring samt genomföra en bedömning av sitt utgångsläge. Eftersom ett styrkebaserat förhållningssätt passar i alla organisationer men inte alla situationer behöver organisationen klargöra hur utvecklingen ska se ut i sin organisation. Det kräver ett tydligt mål med implementeringen samt att ledningen står bakom initiativet och driver hela förändringsprocessen tillsammans med medarbetarna. Studien visade också att det är av stor vikt att ha uthållighet och genomföra hela processen utan genvägar.

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Sarr, Ousainou. "Leadership and Organizational Policies for Sustainable Development in The Gambia: Perspectives of Leaders of Public Institutions on the Role of Capacity Building." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1617365947816379.

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Chauke, Motshedisi Eunice. "Transforming students nurses' images of nursing : an appreciative inquiry approach." Thesis, 2014. http://hdl.handle.net/10500/14459.

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Research has shown that, worldwide the nursing profession is faced with image-related challenges impacting on its status, prestige, power and the ability to attract more young and suitably qualified students to nursing. There is adequate evidence of a link between the image of nursing and the number of young people entering and leaving the profession. A positive image of nursing attracts applicants and the intention to leave nursing correlates positively with holding a negative image of nursing. There is also evidence of poor perception of the image of nursing among student nurses. The study aimed at exploring the potential of appreciative inquiry (AI) as a teaching strategy to transform the image of nursing among 3rd and 4th year, college and university student nurses in the Gauteng province of South Africa. The second aim was to describe student nurses’ experiences regarding their participation in the process of AI. A qualitatively dominant, sequentially embedded, mixed methods design with explorative-descriptive and quasi-experimental features was utilised. Sequential data collection and analysis were conducted during five stages comprising: a pre-test survey, intervention (appreciative inquiry), a post-test, description of the experiences of student nurses of AI and an integration stage. The pre-test results showed more positive than negative perceptions of the image of nursing among student nurses. The negative perceptions of the image of nursing among student nurses that needed intervention included the working conditions of nurses and the perception of nursing as a profession that was not respected and appreciated. The student nurses who took part in appreciative inquiry showed a significant and positive change in their perception of the image of nursing as a respected and appreciated profession. From the individual interviews on the student nurses’ experiences of AI, the themes “experience of positive emotions” and “experiential learning” emerged. The student nurses experiences described their engagement in AI as a positive and enjoyable experience from which multidimensional learning resulted.
Health Studies
Ph. D. (Health Studies)

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Mbhele, Hlengiwe Witness. "An appreciative inquiry approach into the post-merger Campbell Collections-University of KwaZulu-Natal." Thesis, 2010. http://hdl.handle.net/10413/9667.

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The study conducted was An Appreciative Inquiry approach into the post-merger Campbell Collections at UKZN. The study was meant to explore and discover the value of the Campbell Collections in the new merged institution, which is the University of KwaZulu- Natal. The study was appreciative in nature, and it took the complete interconnected elements that affect the system into consideration. Every year since 2004, when the University of Natal and the University of Durban Westville were officially declared as merged, there have been various changes that took place. The merger is one huge change project that the universities engaged in. Thus the concepts ‘merger’ and ‘change’ were used inter-changeably in the study. The background on the merger was brought into perspective, and an in-depth literature review on Appreciative Inquiry was conducted. Appreciative Inquiry (AI) introduced to the study a research perspective that was very different in focus from more traditional approaches. AI is a highly participative, systemwide approach that seeks to identify and enhance the life-giving forces. It concentrates on things we want to increase to add value, and it is a radical approach to understanding the social world. It concentrates on exploring ideas that people have about what is valuable in what they do and then tries to work out ways in which this can be built on. The emphasis is strong on appreciating the activities and responses of people, rather than focusing on their problems. Appreciative Inquiry is declared to be a strong pillar of research which looks to build a productive link between people and the substance of what they talk about as past and present capacities. In general AI studies are carried out through the use of 4-D Cycles. The 4-Ds represent: discovery; dream; design and destiny. This study was conducted through the application of only two Ds which are discovery and dream phases. The questions used in data gathering were crafted based on affirmative topics to meet the principles of AI. The interview technique was employed and carried out in the form of individual/one-one interviews as well as through focus groups. All Campbell Collections’ staff members were invited to participate in the study, and a few former staff members were also part of the study. The strategic decisions made about whom to invite to take part in a study were based on their experience, familiarity, and understanding of Campbell Collections and the merger. The study findings revealed the strengths and value of Campbell Collections as well as the impact of the merger, mainly in terms of decisions taken at the University’s executive level. One limitation of the study was that it was bound to Campbell Collections; therefore, the information generated could not be generalised and remained specific to the particular case studied. However, the same research can be studied further to evaluate the entire postmerger system of the University.
Thesis (M.Com.)-University of KwaZulu-Natal, Westville, 2010.

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Bhebhe, Sibongile. "An appreciative inquiry approach to forum theatre on addressing ethnic prejudice for the Hillbrow Community Theatre Group." Thesis, 2014.

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Thesis (M.A.)--University of the Witwatersrand, Faculty of Humanities, Dramatic Art, 2013
This Practice as Research report investigates the syncretization of Forum theatre with Appreciative Inquiry in dealing with ethnic prejudice in Hillbrow, South Africa. The study looks at how two seemingly contradictory methods that, nonetheless, speak to each other can be merged. Appreciative Inquiry, a non-theatrical method, has been used to enhance Forum theatre, a theatrical method. The study argues that Appreciative Inquiry through its asset-based approach can enhance the problem-solving approach of Forum theatre to help participants address issues of identity, difference and diversity that largely speak to ethnic prejudice. The Research Report consisted of a Practice-based Research Project. This report focuses on the learning derived from the project. Chapter 1 looks at the background to the study, the aim, research question, rationale and the literature that informs it. In chapter 2 the theories of Appreciative Inquiry and the Theatre of the Oppressed are addressed. Chapter 3 looks at the conceptual framework of syncretizing Forum theatre with Appreciative Inquiry. Chapter 4 is the beginning of the analysis chapters where the matter of facilitation in the merged methods is addressed. Chapter 5 takes closer look at spect-acting in Syncretized Forum theatre. The matters of facilitation and spect-acting are further addressed in chapter 6 through the articulation of storytelling and folktale. Chapter 7 concludes the study. This Research Report asserts that the merging of the two methods had the ability to engage the participants in problem-solving in a more positive way in dealing with ethnic prejudice. The study raised questions about the efficacy of the positive principle of Appreciative Inquiry and the problem-posing approach of Forum theatre. The demanding nature of ethnic prejudice challenged the positive principle advocated by Appreciative Inquiry and the problem-posing approach of Forum theatre. It concludes that there is more work to be done in articulating the merging of the two methods.

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Nyelisani, Maggie. "Evaluating the clinical learning environment of first year nursing students at a nursing education institution in Gauteng : an appreciative inquiry approach." Diss., 2016. http://hdl.handle.net/2263/56942.

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Quality education and training should enable nursing students to master the theoretical and clinical component of a programme, clinical education (practica) forms a vital part of the curriculum of nursing programmes. Clinical education takes place in a Clinical Learning Environment (CLE) where the nurse educator monitors the needs of both the patient and students. Nursing students are provided with an opportunity to combine cognitive, psychomotor, and affective skills within this environment. A supportive CLE is important for first year nursing students for successful teaching and learning. Many nursing students view the CLE as anxiety and stress provoking; they feel vulnerable in the CLE as most activities are unplanned in relation to the classroom activities. In order to make the most of the first year students? clinical learning experience, the overall aim of this study was to by means of an Appreciative Inquiry (AI), evaluate the clinical learning environment they are placed in to rotate as part of their clinical component of the training programme. In this study a qualitative and descriptive design has been utilised. Nursing students in their first year reflected on their clinical experience and provided inputs regarding the CLE as part of their learning in comprehensive four-year programme. Data was collected by means of self-reported interview schedules which were distributed to the nursing students where they reflected their inputs regarding their experiences in the CLE. Data was collected using the four phases of AI, in the discovery phase the first year nursing students had the opportunity to reflect and (e)valuate the best of what is within the CLE. During the dream phase the first year nursing students had the opportunity to dream and envision what could be the ideal CLE for them to rotate through and work in, to gain knowledge and the required skills. During the design phase the first year nursing student had the opportunity to give inputs and make recommendations towards designing what should be the ideal CLE. During the delivery phase the researcher had the opportunity to present the recommendations to the involved stakeholders Recommendations were compiled based on the findings of the study, to enhance the clinical learning environment for first year nursing students and work towards educational excellence in this unique CLE.
Dissertation (MCur)--University of Pretoria, 2016.
tm2016
Nursing Science
MCur
Unrestricted

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Geldenhuys, Marina M. Th. "Pastoral participation in school context: transforming trauma." Diss., 2007. http://hdl.handle.net/10500/1595.

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The research started in a school context where the teachers were severely affected by the changes in and closing of their school. In my qualitatively based research project, I embarked with the research participants on a pastoral, narrative- and appreciative inquiry approach which assist the teachers to deal more efficiently with the effects of the changes they experienced. By sharing and reflecting on their stories, a climate that's conducive to their well-being was constructed. I describe how my participatory action research invited the teachers to be active research participants, who are responsible for their own construction of richer or alternative meanings in their lives.
Practical theology
M. Th. (Pastoral Therapy)

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Stuurman, Verna Virginia Felicia. "Enhancing a culture of teaching, learning and values in a grade 12 geography classroom: A case study in a secondary school in the Western Cape." 2008. http://hdl.handle.net/11394/3138.

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Magister Educationis - MEd
This research study, which is a case study, investigates strategies employed by educators to enhance the culture of teaching, learning and values in a Grade 12 Geography classroom in a secondary school in the Western Cape. In the contemporary school context educators are experiencing an increasingly challenging time to ensure learner achievement, participation and general interest in their school work. As Geography educator, I often grappled with the issues of low achievement and interest levels among learners. I realised that unless educators • employ effective strategies to develop resilient learners; • change their classroom practice to suit learner needs; • involve learners in decisions regarding their education; and • show a genuine interest in learners the demands and challenges would not be diminished. I conducted a local and global literature review on enhancing a culture of teaching and learning in the Geography classroom as well as a case study carried out by Grade 12 educators and learners at a secondary school in the Western Cape. The research study was an attempt to explore possible solutions to the challenges in the classroom. It focused on an initiative by the Grade 12 educators and learners in pursuit of more creative ways of dealing with Geography content. The research study was qualitative in nature and aimed to investigate strategies educators could employ to enhance a culture of teaching, learning and values in the Geography classroom. The research approach was interpretive and the design was a case study. Interviews, questionnaires and observations were used to collect the required data. The data collected shows that through this project, learners were sensitized on human rights and values issues. They discovered that learning could be an enjoyable experience. The skills, knowledge and values emerging from this project were invaluable, since it changed the way learners viewed the learning experience. The focus was particularly on the Further Education and Training Geography curricular experience. Over the past decade, challenges pertaining to learners’ attitudes to education have intensified. The factors impacting on learner achievement and attitudes are extensive, especially in impoverished and historically deprived communities. In modern society social evils like alcoholism, drug abuse, gangsterism and the associated violence and criminal behaviour are taking their toll. A direct consequence of societal moral decay manifests itself in behavioural problems e.g. aggressive behaviour, vandalism and general ill-discipline. The implementation of the new National Curriculum Statement has also impacted extensively on educators and learners alike. For many educators who were set in conventional methodologies, the process was complicated and difficult to adapt to. The new curriculum poses unique challenges with regard to planning, self discipline and work ethos. It has been associated with a total change in the approach towards teaching and learning. Many educators found it difficult to adapt to the new way of managing the curriculum. Evidence from the data confirmed that educators were willing to employ different strategies to address and improve learner performance. However, the appropriate conditions of teaching and learning are often non-existent. Barriers to teaching and learning need to be addressed efficiently to ensure a supportive and enabling learning environment. The data also showed that educators achieved more through this strategy than initially envisaged. This would pave the way for other initiatives and strategies to ensure improved classroom practice and subsequently enhance the culture of teaching, learning and values.

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Chang, Mei-Yu, and 張美郁. "Action Research on Inquiry-Appreciation Approach Addressing to Family Audiences in Art Museums." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/45446785697714576493.

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碩士
臺北市立師範學院
視覺藝術研究所
92
For the reason of two basic concepts that art museum is lifetime and equal public service for all the people, and “Increasing the population of art and literature, and promoting artistic movements to be participated by all the people” in “Challenge 2008：Main national development plan”. So, it’s present mission to develop an art education for all the people and cultivate civilized citizens. This research try to popularize the function of art museum education into regular families, and step further in promoting arts to all corners through the methods of “The investigation of art museum family audiences” and “Action research of art appreciation guidance”. The purposes of this research are as follows: 1. Investigate family audience’s previous experiences and their expectation in visiting the art museum exhibition. 2. Research into effective strategies of Inquiry-Appreciation approach addressing to art museum family audiences. 3. Research into the processes and effects of Inquiry-Appreciation approach addressing to art museum family audiences. Integrating and analyzing data of censuses, inquiring into historic files and action research of art appreciation guidance, the conclusions are as follows： 1. To finish school art homework is the main reason for parents to visit art museums with their children in the first time. 2. Parents usually expect to get some knowledge growth through the process of appreciation guidance, while the children are looking for fun. 3. Effective appreciation guidance strategies should include various kinds of art works, have proper distance between two art works, and control the guidance time between 15 to 20 minutes for each art works. 4. In order to cultivate the audience’s ability of self-appreciation, avoiding guider’s personal views involvement as well, colloquial words according to family audience’s mental age and life experience are essential. 5. When appreciating concrete art works, the guider can direct the family audiences to explore the deep meaning of the main theme. On another side, when appreciating abstract art works, the guider can direct them to explore the creating techniques from materials and the shape, then introduce the expressive meaning of art works. 6. An effective Inquiry-Appreciation guidance can transform the family audience from being a passive audience into an active participator in an aesthetic appreciation activity, and increase the willingness of visiting art museums.

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(13980739), Terry William Clark. "Developing a peak body for lifelong learning in Queensland." Thesis, 2004. https://figshare.com/articles/thesis/Developing_a_peak_body_for_lifelong_learning_in_Queensland/21359670.

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This project was about assisting the Lifelong Learning Council Queensland Inc (LLCQ) to establish itself as a state-wide peak body for Adult and Community Education (ACE). It investigated the conditions, forces and influences that impacted on the establishment of the LLCQ and developed strategies to overcome problems and to maximise the effectiveness of available resources. Contextual influences investigated as part of the study included social, political, economic and technological dimensions.

The project reviewed the underpinning concepts and related literature and gathered data from ACE practitioners using an Appreciative Inquiry approach. Members of the LLCQ Advisory Committee validated the data in an Action Foresight Learning Circle. From this information, the researcher developed alternative organisational models, future scenarios and enabling strategies that were presented to the LLCQ for consideration at its 2004 Strategic Planning Workshop.

Projects aims

The broad aims for establishing the peak body were as follows.

Promote the importance of ACE as an integral part of lifelong learning at a time of major social and economic change, and increase participation in lifelong learning in all its forms.
Develop an advocacy mechanism for ACE and lifelong learning in Queensland to assist in developing a collective voice for learners and providers.
providers.
Decentralise the LLCQ and develop state-wide decision making processes.
Help identify and assess the needs of ACE learners and providers in their local communities.
Provide feedback about ACE and lifelong learning from the communities to appropriate agencies at the state level and via formal advisory structures such as the Training and Employment Board.
Assist with organising professional development for providers.
Secure an on-going funding base.
Promote the integration and coordination of ACE activities already happening in local environments to develop the notion of a learning community.

Project outcomes

At the end of the project LLCQ will have achieved the following outcomes.

Grown from an organisation with the majority of its membership based in Brisbane to a networked organisation linking members and communities of practice in all parts of the state.
Established between five and ten branches across the state.
Launched its own website.
Developed an on-line directory of ACE providers.
Secured an on -going income stream to fund its operations.

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Yeh, LingYao, and 葉玲瑤. "The Utilization of Insructional Strategy by Secondary School Art Teachers for Art Appreciation Insruction:An Naturalistic Inquiry Approach." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/98177143828779062115.

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碩士
國立成功大學
教育研究所
88
The purpose of this study was to explore different strategies secondary school art teachers utilized while teaching art appreciation. Naturalistic inquiry was adopted for this study. Participants included eleven art teachers. In-depth interview, classroom observation, and record document were used for data collection over a six-month period. Data were analyzed via constant comparative method as suggested by naturalistic inquirists. The findings of this study included the following five aspects. Firstly, art appreciation teachers tended to select their instructional materials based upon five factors, including "life experience", "basic artistic techniques", "student interest (preference) and level", "teacher specialty, capacity, and interest", and "coordination with school activities". Secondly, game activities, relevant life experience, group discussions, and questioning were used by appreciation instructor as strategies to overcome student apathy about the subject matter. Teachers in this study mostly employed the oral presentation method of teaching. The teachers made use of written test, hands-on practice, learning sheets and pictures and relevant materials collection for student performance assessment. Thirdly, addressing the issue on the interplay between art appreciation and art creativity instruction, the education process could be broke down into three stages, namely pre-activity instruction & guidance, creative activity & appreciation, and post-activity evaluation & appreciation. Pre-activity instruction & guidance stage had the following objectives: (1) as most students could not draw on creativity from within, they learned from appreciating and comparing other works of art; (2) increasing the quality of student works; (3) enhancing students'' expressed creativity, interest to assert their talent, and awareness; and (4) enhancing understanding of the multifaceted nature of art. Appreciating work while creating lead students into an understanding of real art . Teachers in the study provided related art knowledge, examples, books, and art catalogues as well as other students'' works to help students in their own creative endeavors. During the evaluation and appreciation of art stage, most teachers relied largely upon evaluation and student self-review. Fourthly, teachers in the study employed a variety of educational media, including student artwork, books, art catalogues, calendars, posters, postcards, picture cards, slides, overheads, videos, education CD-ROM material, models, field trip, and art exhibition for art appreciation instruction. Finally, factors affecting art appreciation instruction included lack of student interest, excessive teaching load, insufficient capability in the specific area, disparate opinions regarding art appreciation education, lack of instructional materials or facilities, difficulties in carrying out objective evaluation, and entrance examination. Such factors tremendously affect the normalization of art appreciation instruction. Keywords: Art appreciation, Instructional strategy, Naturalistic inquiry

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