Appreciative Inquiry Research Articles

Appreciating dissonance: Using open appreciative inquiry as a tool to generate cultural change

Appreciative inquiry has become increasingly popular as a method for facilitating organisational or systemic change through focusing on the positive aspects and ‘life giving properties of a system’ as opposed to traditional ‘deficit-based’ approaches. However, there has been criticism that this process could invalidate negative experiences of organisations and/or systems. This is particularly problematic if an existing system is seen by its users as providing little value or if there is potential dissonance regarding system value among key stakeholders. Using two case studies of open appreciative inquiry by Plymouth City Council staff, this article outlines how the use of a liberally defined, human-learning-system informed, approach to appreciative inquiry has been used not to identify positive narratives so much as to surface potential dissonance and develop empathy and deeper insight conducive to systemic change. It concludes with a discussion of factors that might help organisations use appreciative inquiry where dissonance is likely to exist and a tentative labelling of this approach as “open appreciative enquiry” with an emphasis on the “e”.

Unveiling the In-depth Narratives of Higher Education Graduates in Business Education

Tertiary education is important in equipping individuals to be ready in facing the competitive international job market. This study explored the in-depth narratives of higher education in business education among business graduates. This study utilized a qualitative approach using an appreciative inquiry. This study took place in one of the higher education institutions in Misamis Occidental, Philippines. There were 14 participants who were chosen through purposive sampling technique among BSBA alumni who graduated from 2019 to 2024. Data were collected through in-depth interviews, and thematic analysis revealed five key themes: harnessing practical skills, critical thinking, and entrepreneurial mindsets from BSBA education; envisioning growth, community leadership, enterprise, and impact; purpose-driven persistence: aligning personal values with professional growth; empowering success through critical thinking, collaboration, time management, and integrity; and, continuous growth and innovation in advancing the business landscape. The findings highlight the role of the BSBA program in fostering adaptable, resourceful, and ethical leaders. Thus, a quantitative approach is recommended to further explore the impact of these activities to the specific industries as well as the role of entrepreneurial education and mentorship programs in shaping future business leaders.

The Impact of Coaching on Those Who Coach in Academic Medicine

Abstract Introduction As coaching increases in Academic Health Centers (AHCs), a deeper understanding of its benefits is needed. One gap is understanding potential impact on coaches themselves. As coaching is grounded in principles of Appreciative Inquiry (positivity begets positivity), coaching may also benefit coaches. Answering this question will allow for boarder assessment of return on investment of coaching programs. Methods The authors developed an electronic survey using the theoretical framework of appreciative inquiry, collecting demographics and elements of the burnout scale rating (BSR), value of work rating (VWR), job satisfaction rating (JSR), and free-text benefits of being a coach. Using convenience sampling, the survey was distributed to coaches of physicians through author affiliations with coaching groups and listservs from the Association of American Medical Colleges (AAMC) Group on Faculty Affairs (GFA), an international coaching organization, and an AHC coaching group. Quantitative data were descriptively analyzed. Free-text answers underwent inductive thematic analysis. Results Eighty-nine of 433 survey viewers (21%) completed it. The majority feel valued, experience minimal feelings of burnout, and endorse job satisfaction. Analysis identified three major benefits: personal fulfillment, interpersonal benefit, and professional growth and advancement. Discussion Coaching positively impacts coaches themselves, adding evidence for its use in AHCs. Many coaches find their work deeply fulfilling as it aligns with their values, enhances self-awareness, and improves their wellbeing by fostering mindfulness and personal growth. Additionally, coaching strengthens their communication and leadership skills leading to better interactions with patients and trainees, professional development, and more effective leadership.

STRATEGIA: A REFLECTIVE STRATEGY FORMULATION MODEL FOR DEVELOPING SCHOOL EXCELLENCE THROUGH BLUEPRINT-BASED PLANNING

Objective: This study introduces STRATEGIA (Strategic Reflective Action for Growth and Institutional Advantage), a reflective strategy formulation model designed to support schools in developing context-sensitive and strength-based strategic blueprints for institutional excellence. Method: Employing a design-based research approach, the model was piloted with 19 school principals through a structured training program. Data were collected via pre–post surveys, blueprint portfolio analysis, and reflective documentation to evaluate shifts in strategic thinking and planning competence. Results: Findings indicate substantial improvements in participants’ strategic understanding and blueprint development, with score increases ranging from 24% to 53%. Participants rated the model as clear, relevant, and practically applicable in the context of school planning. Novelty: STRATEGIA is distinguished by its integration of Appreciative Inquiry, Resource-Based View (VRIO), SOAR, Organizational DNA, PESTEL, and stakeholder mapping into a five-stage reflective process—Reflective Discovery, Signature Formulation, Strategic Visualization, Roadmap Development, and First-Year Strategic Initiatives. This innovative combination provides a practical and scalable planning framework that is rooted in institutional identity, offering a novel contribution to strategic leadership development in educational settings.

From Theory to Practice: Leveraging Appreciative Inquiry for Workplace Belonging and Collaboration

This study employs the Appreciative Inquiry (AI) framework, a well-established organizational development intervention, as a transformative approach for fostering workplace belonging and employee collaboration within organizations. In essence, AI is grounded in a strengths-based approach, focusing on positive organizational transformation through collaboration. Drawing on the AI theoretical framework and its application, this study proposes a series of reflective questions for each phase of the AI 4-D cycle – Discovery, Dream, Design, and Destiny. These questions are designed to stimulate reflection, encourage meaningful dialogue, and promote active engagement among organizational members. By focusing on organizations’ strengths and successes, these reflective questions help guide organizations in evaluating current diversity, equity, and inclusion (DEI) practices, envisioning a shared future, and developing actionable strategies and initiatives that cultivate a culture of belonging and collaboration. This study discusses both the theoretical and practical implications of using AI to foster sustainable and inclusive organizational environments.

WHY I STAY: A QUALITATIVE STUDY EXPLORING TEACHER LONGEVITY IN AN URBAN EDUCATIONAL SETTING

Teacher shortages have become a critical issue in various educational settings, with urban schools experiencing disproportionate levels of teacher attrition (Lamboy, 2023; Wiggan et al., 2021). This study investigated the philosophical and pedagogical perspectives of teachers who demonstrated longevity in urban educational settings. The research focused on the question: how do teachers who sustain long-term careers in urban schools approach their work? Sub-questions explored the relationship between teacher beliefs, preparation, and perspectives in fostering job satisfaction and career commitment in these settings. The study used a qualitative approach, including semi-structured interviews and thematic analysis to explore the lived experiences of teachers with five or more years of service in one urban educational setting. An appreciative inquiry framework guided the methodology. A key finding was that teachers with longevity believed their work made a positive difference in students’ lives, demonstrating care for student well-being, passion for their content, and innovative pedagogy.

Nursing students’ appreciation of clinical supervision during work-integrated learning

BackgroundEffective clinical supervision in learning-conducive environments is required to enhance students’ work-integrated learning. Conversely, ineffective clinical supervision can jeopardise students’ learning and skills development.AimThe aim of the study was to explore and describe the aspects of clinical supervision during work-integrated learning that students of a designated nursing education institution appreciated.SettingThe study was conducted at an institution in South Africa that offered a 3-year diploma programme in nursing science. The students took part in work-integrated learning at five public hospitals and 20 clinics.MethodsDescriptive qualitative research with an appreciative inquiry approach was done. Second and third-year students were purposively selected and took part in four focus group discussions. Data saturation determined the sample size of 45 participants. The 5-D Appreciative Inquiry Model applied.ResultsThe participants appreciated opportunities to learn how to integrate theory in practice under the supervision of professional nurses in learning-conducive clinical environments and enabling relationships with facilitators and lecturers. They wished for ongoing cooperation between the institutions involved to ensure well-resourced facilities and manuals for standardised nursing procedures.ConclusionNursing students require clinical supervision to benefit optimally from work-integrated learning. The supervision should be provided by hospital and clinic staff, as well as clinical facilitators and lecturers in learning-conducive environments created through cooperation between the institutions involved in the students’ training.ContributionThe research findings indicate the support that students require to use learning opportunities to become clinically skilled in integrating theory and practice.

Using Appreciative Inquiry to challenge stigmatising language about people living with dementia

Using Appreciative Inquiry to challenge stigmatising language about people living with dementia

Defining youth-centred practice in mental health care

BackgroundLike many other nations, the rates of mental illness among children and youth have risen. Youth and emerging adults (YEA) between the ages of 16 and 25, in particular, have the highest rate of mental health disorders of any age group leading clinicians and researchers to ponder new and innovative ways to treat mental ill health (1–2). Youth centred practices (YCP) have emerged as possible new approaches in youth mental health care to better treat YEA living with mental illness, but also to empower this population to take control of their wellbeing. Despite the growing use of the term ‘youth-centred,’ there is little consensus on what this looks like in mental health care for youth. Using research coming out of MINDS of London-Middlesex, we explore how mental health professionals, including clinicians, researchers, administrative staff, and trainees, understand the term YCP and how they implement youth-centredness in practice.MethodsUsing a Youth Participatory Action Research framework as a guide, MINDS’ researchers worked alongside YEA research assistants in all phases of research. Participants were selected from a pool of known practitioners and mental health programs utilizing YCP, as identified by YEA research assistants. Qualitative focus group and interviews, developed using an appreciative inquiry approach, were conducted with 13 mental health care professionals, staff, and trainees to ascertain how they understand and practice YCP. Researchers conducted a codebook thematic analysis of the data: five themes and fourteen subthemes were identified.ResultsOur analysis identified five main themes: (1) Acknowledging YCP’s Role in Supporting YEA Mental Health; (2) Developing Authentic and Meaningful Relationships Between YEA and Care Providers; (3) Collaboration in Care: Engaging YEA as Active Agents in their Treatment; (4) Creation and Maintenance of Accessible Service to Facilitate YEA Engagement; and (5) Moving Beyond Tacit Knowledge to YCP as a Trainable Construct. Underlying each of these key components of YCP was a thread of recognition that systems of care for YEA must be responsive to the unique needs of those the system intends to serve. This process is seen as dynamic and fluid; often representative of societal change and growth, the specific needs of YEA will remain in flux and YCP approaches require continued reflexivity.ConclusionsWhen YCPs are used in mental health care, YEA and their lived experiences are respected by trusted adults on their care team. At the core, YCPs are collaborative. There is a shift from the dynamic of “practitioner as expert” to one that provides YEA a sense of agency and autonomy to make informed decisions regarding their care.

Enhancing Rangatahi Wellbeing in Secondary Education Through Implementation of the Meke Meter™

Abstract Adolescent wellbeing is crucial, yet secondary schools face challenges in effectively addressing it. The Meke Meter™, an indigenous self-reflection tool, shows promise in promoting wellbeing, but its application in secondary schools remains unexplored. This study investigates the suitability and efficacy of the Meke Meter™ in capturing the self-evaluated wellbeing of rangatahi (adolescents) in Aotearoa New Zealand secondary schools. A qualitative multiple case study design was employed, involving two case studies: one in a mainstream co-educational school using the paper-based Meke Meter™, and another in an alternative education program using the online version. Data collection involved questionnaires for students and teachers, analysed through inductive thematic analysis and appreciative inquiry. Both students and teachers found the Meke Meter™ appealing and valuable for self-reflection and goal-setting. The tool’s ease of use, visual design, and alignment with the curriculum were highlighted. It facilitated pastoral care, student voice, and co-construction of learning. However, challenges in data tracking and the need for clearer explanations and additional resources were identified. The Meke Meter™ shows promise in promoting rangatahi wellbeing in secondary schools. Future development should focus on a mobile app with goal-setting, gamification, and notification features. Comprehensive consultation with stakeholders is crucial to ensure cultural safety and effectiveness.

The Role of DRRM Coordinators in Building Disaster-Ready Schools Sarangani Province, Philippines: An Appreciative Inquiry Approach

The Role of DRRM Coordinators in Building Disaster-Ready Schools Sarangani Province, Philippines: An Appreciative Inquiry Approach

Grade nine learners’ experiences on Ubuntu workshop in Mopani District of South Africa: An appreciative inquiry

BackgroundTeenage pregnancy remains a significant public health concern in South Africa that remains a challenge in the context of Ubuntu in the African philosophy.AimThis article explores grade nine leraners’ experiences on Ubuntu workshop in Mopani District.SettingThe study was conducted in Limpopo province of South Africa. Limpopo province is one of the nine provinces on the far northern side of South Africa. It is bordered by Mozambique and Zimbabwe as its neighbouring countries.MethodsA qualitative exploratory descriptive design was used based on the 4-cycle appreciative inquiry. A non-probability purposive sampling was used to select 32 participants who were grade nine learners who participated in the health education programme for teenage pregnancy. Data were gathered through workshop group discussions. The interviews were audiotaped and transcribed verbatim. Thematic analysis was used to categorise and analyse themes that emerged from the data.ResultsFour main themes were identified: Empowering self and others; Outcomes for the future; Imparting knowledge; and Shaping others.ConclusionBased on the four themes that emerged from the findings, it is clear that participants prioritise personal growth, empowerment and positively impacting others. These findings suggest that teenage pregnancy prevention programmes should focus on empowering teenagers to empower others and that knowledge sharing with the infusion of Ubuntu principles promotes self-worth, dignity and empowerment, enabling teenagers to make informed decisions about their reproductive health.ContributionAdds to the body of knowledge by presenting Ubuntu teenage pregnancy prevention programmes.

KNOWLEDGE AND PRACTICE OF TEACHERS IN THE APPLICATION OF APPRECIATIVE INQUIRY APPROACH IN CLASSROOM INSTRUCTION

The study determined the relationship between knowledge and practice of teachers in the application of Appreciative Inquiry Approach (AIA) in classroom instruction. It focused on the level of knowledge and extent of practice in the application of AIA. It also determined the difference in the perceptions of teachers when grouped according to their profile and the relationship between the two variables. The study employed descriptive-survey method with the questionnaire as the main instrument in gathering data and correlation method to identify relationship between the level of knowledge and extent of practice. Weighted mean, F-test and Pearson-Product-Moment-Method were used for statistical analysis. The respondents were 100 teachers of the public elementary schools of Mankayan District, Benguet Province. Results revealed that teachers are highly knowledgeable in the application of appreciative inquiry approach in classroom instruction resulting to their constant practice of it. Difference in their level of knowledge was established when career stage was considered. Nevertheless, teachers do not differ in their knowledge and practice when grade handled and career stage were considered. A strong positive correlation was noted between the level of knowledge and extent of practice in the application of AIA. Based on the results, it is concluded that teachers are well-versed in the application of appreciative inquiry approach in their classroom instruction. They are very adept in applying appreciative inquiry approach in their application in appreciative inquiry approach in classroom instruction since they were highly knowledgeable of it. The level of knowledge of teachers maybe a predictor on their extent in practicing appreciative inquiry approach in classroom instruction. Hence the knowledge of teachers was directly related to their practice.

Missional leadership from an ethos of vulnerability and love

This Festschrift article is dedicated to Professor Nelus Niemandt. The primary objective is to critically reflect, from the perspective of appreciative inquiry, on Niemandt’s work on missional leadership and how his view of mission and theology of place could be brought into dialogue with vulnerability. This is performed by analytical reflection on the critical correlation of past and present experiences, and a critical discussion of Gijsbert Dingemans, Edward Schillebeeckx and Paul Tillich and the implied method used by Niemandt. Thereafter, a continental philosophical discussion on history, narrative and metaphor is conducted via Udo Schnelle’s Theology of the New Testament and Niemandt’s own focus on the role narrative and metaphors play to reimagine a restorative theology of place and mission. Finally, we engage with the latest insights by Kritzinger on mission is/as/through/with/in vulnerability, which reflects the latest shifts in missional theology is the direction of vulnerability. Intradisciplinary and/or interdisciplinary implications: This article engages the latest discourses in missional leadership and vulnerability with insights from New Testament Theological methodological considerations to show that vulnerability belongs to the central message of the Gospel and that it challenges hegemony and oppressive structures by providing hope and power amid vulnerability. In the near future, as Kritzinger argues, ‘mission is/as/through/with/in vulnerability promises new ways of reflecting on missional leadership and its ontological (the “is”), epistemological (the “as”), praxeological (the “through”), encounterology (the “with”) and axiology (the “in”)’ dimensions.

Enhancing Mental Toughness through Appreciative Inquiry among Pencak Silat Athletes of Persinas ASAD

This study aims to determine the effectiveness of appreciative inquiry interventions in strengthening athlete mental toughness. The subjects in the study were Persinas Asad pencak silat athletes with a total of 40 athletes. The experimental research design used One Group Pretest-Postest using all subjects as the experimental group. Data analysis used Paired Sample T-Test, based on the results of pretest and posttest data. The results of this study indicate that appreciative inquiry has a significant impact, athletes are able to design future dreams and are able to develop strategies to make changes. The statistical results show a p value = 0.000 < 0.05, meaning that appreciative inquiry is effective in strengthening the mental toughness of Persinas Asad martial arts athletes. The implication of this study is that this approach not only helps athletes recognize their best potential but also encourages them to set future visions and formulate realistic and directed strategies for achievement.

Unveiling Success: An Appreciative Inquiry into the Triumphs of Graduates of Teacher Education Programs

Amid evolving educational challenges, teachers continue to demonstrate resilience by adapting to change and making a lasting impact on students and communities. This qualitative study explored the success stories of eight graduates of teacher education programs from one of the higher education institutions in Ozamiz City, selected through snowball sampling. Data were gathered using a semi- structured interview guide and analyzed through the Appreciative Inquiry 4D model—Discover, Dream, Design, and Destiny—using Hyper Research software. Findings revealed four core themes: (1) Discovering the Significant Milestones and Achievements of Graduates in their Professional Careers as Educators, (2) Dreaming of Continued Growth and Future Contributions to the Field of Education, (3) Designing the Pathways of Professional Success and Impact in the Workplace, and (4) Fulfilling Destiny by Inspiring Colleagues and Future Educators Toward Excellence in the Teaching Profession. Graduates succeeded through professional recognition, research contributions, and active community engagement. They envisioned further growth by embracing leadership, innovation, and technology; they extended their impact by initiating meaningful programs and building professional networks; and they inspired others through mentorship and developing collaborative learning communities. The study recommends that teacher education institutions and alumni associations strengthen mentorship networks by engaging successful graduates in guiding new teachers and recognizing their contributions through awards and leadership initiatives.

Experiences and perspectives of thriving (or not) as Māori and Pacific allied health professionals.

To explore the perspectives and experiences of Māori and Pacific allied health professionals (AHPs) regarding what enables them to thrive or flourish in their first 2 years of practice, within a large public hospital setting. A qualitative study grounded in shared Māori and Pacific peoples' values and practices was undertaken, which drew on tenets of appreciative inquiry (AI) with thematic analysis of wānanga talanoa (referring to traditional and culturally informed Māori and Pacific processes, which provide a physically, spiritually and culturally safe space for discussion, knowledge sharing and co-creating meaning). Participants were Māori or Pacific AHPs (n=11) employed at a publicly funded, urban health organisation. Three interrelated themes were constructed, including: 1) valuing cultural intelligence, 2) surviving, rather than thriving, and 3) it takes a village. Participants provided a range of ideas for how things could be different, which underpin tangible recommendations for health organisations to support Māori and Pacific AHPs to thrive. Informed by both Māori and Pacific peoples' values and principles, this study highlighted experiences, challenges and opportunities relevant to thriving as Māori and Pacific AHPs in their first 2 years of practice. Rather than minimising the impact that negative experiences of ongoing colonisation and racism have on AHP wellbeing, the purposefully adopted strengths-based approach highlighted collective strengths and solutions for positive change.

Impact of Reader External on Writing Indonesian Explanatory Texts Moderated by Appreciative Inquiry

Writing is one of the language skills to convey thoughts, ideas, and information to others (or readers) with written media and the main competencies that students must master. The education curriculum in Indonesia has assign that one of the competencies taught from elementary to university in Indonesia is the skill of writing explanatory texts. Therefore, this study aims to explain the role of reader assignments moderated by AI on the ability of elementary school students to write explanatory text in Indonesian . This study uses a quasi-experimental method with a counterbalanced design. Sixth-grade students of SDK BNKP Gunungsitoli, North Sumatra, Indonesia were selected as participants. The Friedmann and Wilcoxon test was used to test the hypothesis with SPSS version 26 for Windows. The findings of this study showed that students who were assigned external readers, both moderated by appreciative inquiry and those who did not, had a higher quality of explanatory text writing than students who did not. The implications of this study's findings are useful for Indonesian teachers and language teachers. Language teachers must guide students to assign external readers first, along with appreciative inquiry when writing various texts. Thus, students' difficulties in expressing ideas, thoughts, and information in written language can be overcome.

Illustrating improvement: storyboards as tools for exploring staff CPD and its benefits to students in a Scottish university

ABSTRACT This article explores how academic staff perceive the relationship between their engagement in Continuing Professional Development (CPD) and student outcomes. Drawing on a qualitative study conducted at a Scottish university, we used storyboarding to capture the experiences of 29 staff members across multiple disciplines. Participants reflected on how both formal (e.g. PgCert programmes) and informal (e.g. peer discussions, reflective practice) CPD influenced their teaching. Thematic analysis revealed five interconnected themes, including improved student engagement, more inclusive classroom practices, and the integration of real-world learning. These insights were shaped by an appreciative inquiry framework, which foregrounded positive and transformative experiences. Our findings suggest that CPD, when meaningful and contextually supported, can enhance not only educator confidence and motivation, but also perceived improvements in student engagement, inclusion, academic success, and retention. We argue for broader recognition of the role of staff development in shaping educational environments and outcomes.

Mixing creative and qualitative methods: an appreciative inquiry into responsible knowledge production for engaged scholars

ABSTRACT This article assesses the potential and limits of mixing co-creative and qualitative research methods in a quest for more responsible and valid knowledge production. In the last decade, the field of ethnic and migration studies has been enriched by critical debates about knowledge extraction and appropriation and the need for radical shifts in how academics design and carry out their research. In this article, we ask: How can mixing co-creative and qualitative methods contribute to (1) more responsible knowledge production that is less extractive and includes the needs and voices of our research participants; and (2) create more valid ways of knowledge production that include both cognitive and embodied forms of knowledge? We reflect on our experiences with applying co-creative practices from the realms of applied theatre, social work and strategic foresight as co-creative research methods. We present our exploration in the form of a trialogue, following the structure of an appreciative inquiry, which explores our discoveries, dreams, design principles and desired destiny. Based on our inquiry, we propose a series of principles and practices for anyone interested in mixing co-creative and qualitative research methods for more responsible and valid knowledge production.