Appreciative Inquiry and Autonomy-Supportive Classes in Business Education

Abstract

In this article, we describe 10 separate classroom experiences where an appreciative inquiry (AI) exercise was used for course creation. Post-exercise surveys of students showed that the AI exercise was perceived to be a successful practice. Students indicated putting effort toward reaching their peak learning experience and were satisfied with the course. Because students aided in the design of how the course material would be covered, they were more motivated to participate and thus helped construct an autonomy-supportive classroom. Implications for practice and issues for how collective course construction can foster growth mind-sets and release students’ imaginations toward what was possible in the classroom are discussed.