Application Of Appreciative Inquiry Research Articles

Appreciating situations of breakdown for researcher reflexivity

Responding to the identified need for reflection, critique, and evaluations of appreciative inquiry (AI), a form of action research, this article presents a critical reflection on an application of AI in a cross-cultural music education research project. AI was selected as it appeared to both have potential for addressing the complexities related to power imbalances, ethnocentrism, and coloniality inherent in a project aiming to co-develop music teacher education in Finland and Nepal, and because its 4D model supported the co-constructing of visions, which was central to the project. The critical reflection presented in this article focused on three situations of breakdown that occurred during the research process. Analysis of these breakdowns highlighted the need for researchers to engage responsibly in research as participants, account for dreaming as an unevenly distributed capacity when working with visions or aspirations, and develop skills facilitating collaborative spaces that cultivate listening for and appreciating difference. The article concludes by recognising the limitations of undertaking this reflection independently rather than collaboratively and by cautioning against the instrumentalization of appreciation, calling instead for sincere appreciation. Overall, the article contends that the process of identifying and generating new understandings of breakdowns is a powerful approach for stimulating researcher reflexivity.

The enhancement of academic integrity through a community of practice at the North-West University, South Africa

This article was motivated by the need to academically frame and share the response of the North-West University (NWU) to the perceived increase of academic dishonesty during Covid-19. Within the ambit of the online (hybrid) teaching and learning approach that became dominant during the Covid-19 pandemic, the NWU established a Community of Practice for Academic Integrity (CoPAI) to enhance Academic Integrity (AI) in a holistic manner. By critically discussing the NWU’s response through their CoPAI, the lessons learned, and strategies developed in the process, the NWU can hopefully assist other Higher Education institutes to progressively enhance AI in the future. This is important, because many contextual shifts in teaching and learning approaches, pedagogy, assessment, and the application of technology, that were enforced in an online mode of delivery during the pandemic, will prevail in future.In writing this article, we focused on contextualising the NWU CoPAI within current literature on community of practice (CoP) and Academic integrity (AI) and emphasising the unique strategy and holistic nature of this CoPAI. The establishment of the CoPAI is discussed within the appreciative inquiry as methodological framework. This methodology is commonly used by CoPs, but it is particularly relevant to the CoPAI since CoPAI sought answers to all the AI questions that presented itself due to disruptions in the higher education landscape. The appreciative inquiry method allowed for the opportunity to find some answers in a holistic manner. Some of these answers or insights gained through the activities of CoPAI is further discussed in the latter part of the article. In conclusion, some of the outcomes and shortcomings of CoPAI at the NWU are highlighted.The main finding of this article concluded that the establishment of a CoPAI can enhance AI at HE institutions in a holistic manner. The applicability, relevance, and success of this CoPAI was realised through its holistic approach which included the valorisation of institutional aspects, the engagement and empowerment of lecturers, and the engagement and empowerment of students. This novel and unique approach to promote AI in HE could fill the existing knowledge gap in the South African context, where the establishment of a CoPAI, the application of appreciative inquiry as methodology, and the inclusion of a holistic approach are still absent. It might however also be an example for other HE institutions to follow globally.

Analyzing Appreciative Inquiry as a model of Change to build Relational Capital

Relational Capital (RC) is referred as intangible asset that an organization acquires while sustaining effective relations with suppliers, customers or business partners. Prior research suggests that enhanced RC could significantly improve organizational performance. Therefore, for accentuating the role of RC in a manufacturing concern, an organizational development intervention called Appreciative Inquiry (AI) was conducted in this study. The primary objective of this action-oriented study was to develop relational capital, which was identified by respondents as one of their strengths, through the application of appreciative inquiry. The study was carried out by involving 26 participants from procurement and sales departments in 4-D cycle of AI. Post-intervention survey revealed improved RC and more friendly exchanges among stakeholders. Findings of this study would be useful to inform practitioners about the effectiveness of AI and would set new directions for appreciating the strengths of employees and other stakeholders.

Learning medical professionalism – the application of appreciative inquiry and social media

ABSTRACTBackground: Medical professionalism is often considered difficult to be clearly observed and learned. However, although most medical students or residents affirm the necessity of medical professionalism courses, few agree that those currently offered are adequate for a medical career.Objective: To develop a curriculum for teaching professionalism by enabling students to share positive examples of professionalism in social media that reflects the authentic experience in clinical environment.Design: Between October 2015 and June 2017, the authors developed a clerkship program to teach professionalism with the support of social media and appreciative inquiry. Medical students were required to write posts on the positive behaviors they observed during clinical practice in the Facebook group. Other students and course instructors commented or responded to the posted content. The content on Facebook analyzed by course instructors and was based on the definition of medical professionalism according to the 18 attributes proposed by Cruess et al.Results: In total, 103 medical students in their first clinical year participated and posted 435 records of role model learning in the Facebook group. The majority of students learned the most when the clinical instructors were passionate about their teaching and guidance in medical expertise; this accounted for 23.0% of all role model behaviors. Other attributes of professionalism that students appreciated most were being caring and compassionate (17.2%), competence (9.6%), openness (8.8%), and presence (7.7%). More than 90% of the students reported enjoying this type of course and would like to integrate their learning experiences into future behavior.Conclusions: This innovative training program was well accepted in the formal curriculum and the predesigned social media environment. Appreciative inquiry for medical professionalism should be integrated into the organizational culture and the culture of social media interaction.

Applying the Process of Appreciative Inquiry in Community Development

Appreciative Inquiry (AI) is an unconventional method in bringing about change to organisations and communities, and needs to be understood in terms of its principles, perspective and implementation. AI has been implemented in various contexts such as organisational development, education and health. However, more evidence on its application and outcomes in community development is needed. AI, which complies with most of the principles of participatory action research, was used as a research design in this study conducted in Soweto, Gauteng, South Africa. The researchers in collaboration with community members used the 4-D cycle and various tools and activities of AI in a community project. The study yielded positive results about the application and relevance of the AI in community development. There were valuable lessons learnt about the 4-D model in community development. The study adds value regarding the application of AI as a community development model in the South African context.

Using Appreciative Inquiry to Inform Program Evaluation in Graduate Medical Education.

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. 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. 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. 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. For small programs, Appreciative Inquiry is an innovative and feasible approach to program evaluation that facilitates actionable program improvement recommendations.

Revolutionary learning - appreciative inquiry in action

This paper is centred on the application of appreciative inquiry as an approach to organisational change and sustainability of institutional goals. The use of appreciative inquiry 4D cycle to weave sustainability within an institution is demonstrated using a case application. The objective is to think appreciatively in order to facilitate development and manage change. Using a generative approach, the educational institute is able to create an organisational design that intends to meet the goals of the institution.

Communities of knowledge and knowledge of communities: An appreciative inquiry into rural wellbeing

This article offers a retrospective examination of the use of appreciative inquiry (AI) in a study on rural wellbeing. It provides a reflection on the rationale for choosing AI as a suitable methodology, critiques the application of AI in rural settings and considers its suitability for this inquiry into individual and community wellbeing. The article also considers the value of AI as a participatory research approach for community-university partnerships. A review of the literature on AI is distilled to examine the limitations as well as the utility of AI. Through an effective use of AI, communities of knowledge can be fostered and the knowledge of communities can be valued and harvested to enhance the wellbeing of rural communities.Keywords: appreciative inquiry, wellbeing, rural community, community-university partnerships

Who owns the gap? (part two): the application of Appreciative Inquiry to evaluation

Purpose – The aim of the paper is to report on application of Appreciative Inquiry to the evaluation of a management development programme involving 72 managers from an organisation delivering further and higher education. The structure and ethos of Appreciative Inquiry resulted in stories of both individual and collaborative learning and the resultant impact on organisational performance. The evaluation data were compared with the outcomes of a previous appreciative inquiry and the discourse generated by participants indicated a shift to a more collaborative culture. Design/methodology/approach – Part one of this article outlined a successful application of Appreciative Inquiry to the diagnosis of individual and organisational development needs involving the collaboration of participating managers. The same managers agreed to be part of a second Appreciative Inquiry, in 2012, to generate evaluation data on the impact of their management development on college performance. Content analysis was used with the qualitative data produced to formulate key themes. Deeper meanings and insights into organisational culture were derived from a later discourse analysis. Findings – Evidence of a significant change in cross college collaboration was seen in both the content and discourse of the 2012 Appreciative Inquiry. The impact of this collaboration was demonstrated through stories of strategic thinking, innovative solutions and tangible performance improvement. Impact stories also revealed an interesting discursive shift amongst the management population and indicated a greater sense of personal accountability. Discourse analysis also revealed an emerging realisation that interdependent nature of college business was the source of learning about individual and organisational performance. Research limitations/implications – The workshop teams from the second Appreciative Inquiry were not the same configuration as the original diagnostic workshops described in part one of this article. During the management development programme, action learning sets were created with team coaching support. The impact of team coaching on the sustainability of learning became clear during the second Appreciative Inquiry. The teams were more experienced at working collaboratively and their self-management of the process more confident and effective. Practical implications – Appreciative Inquiry can be used to diagnose development needs, create an evaluation framework and later conduct an impact evaluation. In this case study, a management population of 72 were actively engaged in all three outcomes. Originality/value – Appreciative Inquiry used as an evaluation tool ensured that managers had an active role in creating impact stories. The resultant discourse was the collaborative effort of 72 managers. The evaluation research was the co-creation of managers working in cross business and multi level action learning sets.

Developing teachers’ cultural competence: application of appreciative inquiry in ESL teacher education

This study described the application of Appreciative Inquiry (AI) in a graduate-level teacher education course to guide teacher candidates’ interactions with culturally and linguistically diverse student populations. Through the process of Discover, Dream, Design, and Delivery, teacher candidates reflected on their own learning experiences, discovered students’ strengths and community assets, envisioned educational possibilities and provided recommendations for other teachers. A parallel mixed-methods design was employed to examine the impact of this experience on 21 teacher candidates who completed this course. Quantitative data were collected using the Cultural Competence Scale in a pre and post manner, and qualitative data were collected from teachers’ weekly blog entries and their reports based on their field experiences working with English learners. The findings of this study demonstrate teachers’ enhanced cultural competencies in working with English learners and illustrate their development as teachers.

Doing ‘strengths-based’ research: Appreciative Inquiry in a probation setting

This article considers the application of Appreciative Inquiry (AI) as a research methodology in the field of probation research. Although AI has previously been used in prisons research it has not to date been applied to research on probation. In this article we describe why and how AI was applied in an exploratory study of ‘quality’ in probation practice. The article includes some reflections from us as researchers and from the participants in our study (staff in three English Probation Trusts). It is argued not only that AI served our project well (in terms of furnishing us with a wealth of relevant, good quality data) but also that our choice of methodology rendered visible aspects of contemporary probation culture which, we believe, would have remained hidden had we not chosen to explore quality through an ‘appreciative’ lens. It is further argued that in organizations experiencing challenging times, an appreciative stance has ethical as well as instrumental advantages. There are, thus, both instrumental and normative rationales for recommending AI as a suitable approach in probation research.

Application of appreciative inquiry in tourism research in rural communities

Appreciative inquiry is a participatory research method based on positive psychology. Founded upon grounded theory and the social constructivist paradigm, appreciative inquiry is a simple, effective, and epistemologically sound tool to understand the rural population’s knowledge, needs, and priorities without alienating them from research. Based on the study conducted to comprehend the interrelationships among conservation, livelihood, and tourism development in three rural communities located in the vicinity of Chitwan National Park, Nepal, this study argues that appreciative inquiry can be a useful tool for conducting tourism research in rural communities. This study employs five steps, including grounding, discovery, dream, design, and destiny.

Improving worker morale through the use of appreciative inquiry

PurposeThe purpose of this paper is to examine appreciative inquiry (AI) as an organizational development approach that aligns with Arab cultural factors to address the issue of employee morale in an Arab‐led organization.Design/methodology/approachA brief literature review establishes AI's foundational theories and links with Arab cultural factors. An overview of the AI 4D model is then followed by critiques of the AI approach. The paper presents an application of AI to address the issue of low employee morale in a large oil refinery.FindingsA literature review of AI and Arab cultural factors and initial findings of an AI application in a Middle Eastern Arab‐led organization indicates an increase in employee satisfaction and initially confirms a complementary link of the AI approach to Arab cultural factors.Research limitations/implicationsCritiques of AI center on appropriateness, repression of negative images, and unexpressed resentment. Despite critiques, a lack of dialogic discourse, and support from scientific research for this relatively new approach, AI presents a promising alternative to traditional problem solving and its inherent, often negative effects.Practical implicationsThe sharing of stories as part of the AI approach served to bond employees to each other and served to instill a shared sense of ownership for the past and future success of the organization. The use of AI builds on the cultural attributes of Arab culture including high collectivism, strong family and relationship orientation, high context and narrative communication, low risk tolerance, prevalence of positive intentions, and homogeneity of the Islamic society.Originality/valueThis paper provides insight and support for using AI as an organizational development approach that complements existing Arab cultural factors for practicality and benefit.

Appreciative Inquiry and Rural Tourism: A Case Study from Canada

Many Canadian, resource-based communities are facing an economic crisis and often turn to tourism for economic diversification and some recent trends in the growth of tourism employment in Canada's rural areas suggest that such choices are well founded. Despite positive growth indicators, rural tourism is criticized for several reasons, including issues with employment, ownership and lack of understanding of the industry. Although much has been written on the development of community-based tourism and its potential to address such concerns, much of the discussion remains at theoretical levels, with few examinations of practical frameworks for rural communities in crisis, such as the current experience in North-western Ontario, Canada. Enquiries into tourism's contribution to rural community economic development identified two gaps concerning how rural tourism can be a viable industry in resource-dependent communities and how to embed the industry within a community seeking alternatives from a deficit/crisis context. Interviews with a tourism operator in rural Manitoba, Canada seemed to provide an answer to both of these questions, through the application of Appreciative Inquiry (AI) to rural tourism development. Such an examination indicates that although such an approach does not solve the issues, it does provide a new lens through which to understand the potential for tourism in rural communities.

Utilising Appreciative Inquiry (AI) in Creating a Shared Meaning of Ethics in Organisations

The management of ethics within organisations typically occurs within a problem-solving frame of reference. This often results in a reactive, problem-based and externally induced approach to managing ethics. Although basing ethics management interventions on dealing with and preventing current and possible future unethical behaviour are often effective in that it ensures compliance with rules and regulations, the approach is not necessarily conducive to the creation of sustained ethical cultures. Nor does the approach afford (mainly internal) stakeholders the opportunity to be co-designers of the organisation’s ethical future. The aim of this paper is to present Appreciative Inquiry (AI) as an alternative approach for developing a shared meaning of ethics within an organisation with a view to embrace and entrench ethics, thereby creating a foundation for the development of an ethical cul- ture over time. A descriptive case study based on an application of AI is used to illustrate the utility of AI as a way of thinking and doing to precede and complement problem-based ethics management systems and interventions.