Appreciative Inquiry Research Articles

Improving Organizational Climate Using Appreciative Inquiry in a University Setting, in Cebu City, Philippines

This study tried to determine the effects on organizational climate in the university resulting from the Appreciative Inquiry (AI) workshop implemented.as an intervention in this participative action research study It provided answers to the PRE-WORKSHOP perceptions of administrators and faculty members in terms of Interpersonal Relationships, Vertical and Lateral Collaborations, Creativity Resulting from Synergy, Quality of Work Life, Management Support, Loyalty to the Organization. The results of the AI WORKSHOP along the 4D Model of AI were also analyzed. Likewise, it also tried to analyze the POST-WORKSHOP perceptions of administrators and faculty members in terms: Interpersonal Relationships, Vertical and Lateral Collaborations, Creativity Resulting from Synergy, Quality of Work Life, Management Support, Loyalty to the Organization. For its theoretical framework, the study applied the 4D Appreciative Inquiry Model. The study applied participatory action research. The Appreciative Inquiry Seminar-Workshop be made at a later time so that the remedial actions can be undertaken to further improve work conditions and productivity. The study concludes that the participating faculty members of university were satisfied with their existing organizational climate before the Appreciative Inquiry Seminar-workshop took place. However, an improvement was needed. It is recommended that Appreciative Inquiry seminar-workshop should be conducted again after the research was completed.

Appreciative Inquiry and Bio-Leadership Three Areas of Work to Support a Necessary, Regenerative Revolution

The challenges we see in the world today are bound to a dominant narrative of growth, extraction, consumption and disconnection. An alternative narrative of nature-led progress is emerging around the world, but the work to grow it can be difficult and exhausting. This piece describes three areas of work where Appreciative Inquiry can help us grow this necessary movement: 1) creating goals and frames that inspire us to work as whole systems; 2) facilitating processes that connect, support, and inspire new stories; and 3) crafting a culture of care in the work of transformation.

He Licked My Mittens! Living and Working with Appreciative Inquiry

A story of how using several Appreciative Inquiry principles can enhance relationships among and between people and one of Mother Nature’s finest creatures: horses.

What Would the Trees Tell Us?

To learn more about the possibilities for an appreciative co-inquiry into challenging interrelations between human beings and the more-than-human world, Bert Verleysen and Styn Grieten interviewed Griet Bouwen, an Appreciative Inquiry practitioner, narrative story-weaver, trained ecotuner, and social work teacher. She describes the purpose of her contribution to the world as ‘re-storying life as inter-becoming’.

Giving Voice to Nature: Inviting Gluskabe and the Water Monster into the Room

This case study explores the experience and challenges associated with giving voice to the more-than-human world in a public dialogue focused on water sustainability. Grounded in the Appreciative Inquiry Poetic and Wholeness principles, students from the University of New Hampshire collaborated with local Indigenous residents to design and facilitate a public dialogue anchored in storytelling.

Art-Based Perceptual Ecology, a Path to Relational Dialogue Within a Multispecies Community

Bringing together the creator of art-based perceptual ecology (ABPE) and a practitioner of Appreciative Inquiry, this paper explores art-making as a mode of inquiry – a path to a multispecies and relational dialogue. Through reflections on embodied knowing and sensory experience with the land, we share how ABPE methodology might offer a richer understanding of whole systems and transformative change.

P19 SAFE-in-Maternity: Safety-2 and Appreciative inquiry For Excellence. A staff and patient safety project

P19 SAFE-in-Maternity: Safety-2 and Appreciative inquiry For Excellence. A staff and patient safety project

Appreciative Inquiry for Life: Working With Nature in a Time of Ecological Crisis

What if we choose, even more radically, to place all of life – including the more-than-human world – at the centre of everything we do? What might it look like if we made more space for non-human voices? How can work more explicitly with and in nature? In the introduction to this issue, Joeri Kabalt draws inspiration from Rachel Carson as both an environmental activist and advocate for wonder, beauty and mystery, and introduces the main themes and questions of this special issue.

The Climate Action Sprint: A Living Experiment

After fifty years of top-down international negotiations, our climate and biodiversity crisis is worse than when these talks began. This story argues for a bottom-up movement that connects our professional skills to the challenge of deep change and tells how The Climate Action Sprint helps people get unstuck and take action, using a combination of Appreciative Inquiry, action research and prototyping to test out new professional behaviours.

Building a competence-based model for the academic development of programme leaders

ABSTRACT The programme leader is crucial to the success of a higher education provider’s educational portfolio. However, programme leader development is under-researched and is too often conceptualised in a negative way, as the solution to a problem. Here we adopt a positive approach by undertaking an Appreciative Inquiry with programme leaders to understand their development needs. Our work identifies domains of reward and responsibility intrinsic to the programme leader role. Mapping these against a Competence-Based Higher Education Framework, we propose a holistic model for the academic development of programme leaders. We encourage others to adapt this model to their institutional contexts.

Development of a student-centred manual using appreciative inquiry

PurposeUnlike common evaluation procedures where students are only used to gather information without being involved in the utilisation of the information, the procedure applied in this study involved students in the process of implementing the gathered information in the improvement of learning and the development of a student-centred learning resource. This study aims to improve learning by involving students in the improvement process through appreciative inquiry (AI) and give students a different teaching method.Design/methodology/approachIn this study, AI was used to identify the best of an existing learning resource; co-envisioning the possibilities that can improve the learning resource and co-constructing the possibilities along with the students that will benefit from the improved learning resource.FindingsThrough the five phases of AI, students generated ideas for improving the learning resource and the ideas were implemented in creating an improved learning resource. The improved learning resource was evaluated by other students that did not participate in creating the improved learning resource. Majority of the students said the improved learning resource was more impactful on their learning, better than the original learning resource.Originality/valueAI has hitherto been mostly focussed on other aspects of teaching and learning than aspects that require subject knowledge such as the development of teaching and learning resources. Hence, in this study, students were engaged as co-creators in developing a student-centred self-learning study manual.

Theoretical Aspects of the Appreciative Intelligence of Teachers in Higher Education

Appreciative intelligence is the ability to identify the qualities and positive aspects of a person, and to harness them. In this article the concept of appreciative intelligence is analyzed, the relationship between this concept and appreciative inquiry is highlighted, syntheses are made regarding the connection of appreciative intelligence with other types of intelligence, such as emotional intelligence and adaptive intelligence.
 In the educational field, the appreciative intelligence of the teacher consists of essential components of different approaches: appreciative inquiry (research), appreciative advising, and appreciative analytical mindset. Appreciative inquiry represents the process of optimizing success within the educational institution, through appreciative methods. Appreciative advising provides a framework of improvement of communication process between students and teacher and supporting students in order to achieve the desired results. Appreciative analytical mindset defined as a thinking system focused on searching for the best aspects of a person. The article describes the concept of appreciative intelligence, being presented different acceptances and opinions of the researchers. Appreciative intelligence is the ability to see the generative potential in any situation and actualize it. Teachers with high appreciative intelligence are able to visualize and create small sequential steps that build on each other, creating momentum for changing the behavior of students, which results in positive outcomes. Appreciation is defined as a self-explanatory behavioral construct of goodwill that brings positive influences over time in the teaching-learning-assessment process.

From Talk to Action: An Appreciative Inquiry Approach to Diversity and Inclusion Work Within a Community of Practice

As a result of ongoing racial tension, interest in learning and development around diversity and inclusion has continued to rise across disciplines in recent decades. To prepare students to lead across differences, leadership educators must cultivate students’ capacity to engage in diversity, equity, and inclusion principles. This article discusses how a community of practice developed a 28-Day Equity Challenge to examine social issues. Our conceptual framework demonstrates the interplay of how leadership and learning theories and appreciative inquiry informed this challenge and supported a creative approach to diversity, equity, and inclusion learning. The findings of this practice guide future applications to enhance student learning.

Blueprints for well-being: Modeling the way through Human-Centered Leadership and Pathway to Excellence.

Blueprints for well-being: Modeling the way through Human-Centered Leadership and Pathway to Excellence.

IT Leaders’ Experiences of Resilience during the Pandemic : An Appreciative Inquiry

Purpose : The COVID-19 pandemic highlighted that leaders need to have the capacity for resilience. When leaders are confronted with disruptions that are now more of a certainty than a possibility, they must have the ability to bounce back, recover, be agile, and be resilient. Objective : To explore the resilience experiences of leaders in the information technology (IT) industry (both mid-level and senior leaders) during the outbreak of the COVID-19 pandemic, guided by the theory of self-leadership. Method : Qualitative exploratory study using an appreciative inquiry approach based on 19 mid- and senior-level leaders, both men and women, in the IT Industry in India, chosen purposively. The data in the form of in-depth interviews were analyzed thematically. Findings : Participants’ experience of resilience during the pandemic was expressed as a capability of leaders, which is inherent in the IT industry, given its dynamism. Various facets of resilience and its impact were highlighted. Practical Implications : The IT industry disruption is characteristic of the pandemic. Hence, understanding how leaders handled the crisis will help in training and development, talent acquisition, self-development, and a guiding pathway for budding leadership. Resilient leaders can positively impact self-leadership by inspiring individuals to develop self-leadership skills, fostering a culture within their organizations, and increasing team self-efficacy. Originality : The resilience capabilities of the leaders in the IT industry in India has not been explored qualitatively before, especially during the pandemic.

“We Can Manage This Corona Disaster”: Psycho-Social Experiences of a Diverse Suburban Middle-Class Community in South Africa: Interview-Based Study

The study concerns psycho-social domains experienced in a diverse suburban middle-class community, reporting the most positive cases and the deepest suffering, and interactions towards adaptation in stressful situations, such as the Coronavirus pandemic. This qualitative investigation used a descriptive design, with a strengths-based perspective directing a two-phased method. Through non-probability convenience sampling, 80 participants completed a web-based qualitative questionnaire (phase one). From those, 20 purposely selected volunteers participated in individual, face-to-face, open-ended, and unstructured interviews (phase 2). Themes, interpreted as one set, show how strengths and resilience appear, despite extreme shock and uncertainty. Transitional processes in psycho-social spheres reveal conscious decisions towards dynamic engagement, embracing change, reflecting on life’s value, and regarding novel meaningful priorities in contrast with “before”. Most prominent relational spaces have human connections in the inner (close) and outer (community) circles. Personal, meaningful relationships strengthen social bonds. Appreciative inquiry (AI) assisted in the transitional process to co-construct awareness of the positive core, emotional agility, and pride in embracing and expanding on newly developed strengths. Interpreted inductively, meaning described in abstracted knowledge can be transferred to and integrated with other contexts, identifying new initiatives and trans-, multi-, and inter-disciplinary debates mitigating psycho-social consequences and fostering resilience during disasters.

COVID-19 pandemic: a qualitative study with an opportunity-centric approach from an ICU perspective in a teaching hospital. Upsides worth to secure?

ObjectivesDuring the COVID-19 pandemic, the staff in the intensive care unit (ICU) was materially, physically and emotionally challenged. This qualitative study investigated the effects that ICU staff experienced and were...

Innovate or Die Lessons for Sub-saharan African Economies

The widening gap in innovations among nations has received a lot of attention. In what follows, leading innovating economies have challenged themselves to do, but what remains of the laggards is still worth discussing. As a result, this study used articles from high-ranking journals in Scopus and Scimago; and used key terms to ascertain articles via Google Scholar. As found in this study, innovation is the key driver of recent developments seen by many countries and businesses. More specifically, it is observed in this review that innovation drives industrialization, increases productivity, and has a direct link with economic growth. Businesses are seeing growth in sales, sustained businesses, quick and quality service delivery, improved production processes and production volumes, and enhanced performance. In this review, Sub-saharan Africans (SSAs) were observed to have late assimilation of the innovation momentum and there is generally inadequate investment and policy dialogue on innovations in the region. Policymakers and researchers are to begin an extensive inquiry into the stands of SSA economies. SSAs must adopt a need assessment and adopt an appreciative inquiry approach toward investing in innovations and technology.

Visioning future transport systems with an integrated robust and generative framework

Visioning has been widely adopted in transport planning as a method to support explorations of possible future transport systems over a long time horizon. There are vast variations in how visioning is applied but given a clear association between visions and the long-time perspective, it is unclear how these processes handle uncertainty surrounding the resulting visions and their implementation. This study reflects on previous visioning processes by systematically reviewing the scientific publications on participatory visioning in passenger transport. The review identifies possible improvements contributing to a systematic approach that produces concrete visions and actions to deal with uncertainties surrounding the vision and its implementation. We address these improvements by proposing a robust and generative visioning framework, which combines the generative approach in Appreciative Inquiry (Ai) and methods to handle uncertainty in the Dynamic Adaptive Planning (DAP). The framework is illustrated in a case study of the Southwest area of the Dutch city of the Hague that involved over 50 participants in a survey and two workshops. The process produced a vision for the mobility system of the area, a set of measures to realize it (i.e. pathways), and concrete actions to ensure that the pathways are robust against different futures that can affect the implementation. The approach can help planners, policymakers, and researchers in designing a visioning process that helps participants to better appreciate the temporal dimension of the visioning process and improves their awareness regarding the need to safeguard policy interventions against possible impacts of (un)certain future events.

On Becoming a People’s College: Placemaking as Hidden Curriculum

This research was originally presented as a chapter in the doctoral dissertation On Becoming a People’s College: An Appreciative Inquiry. Appreciative Inquiry (Ai) is a participatory approach to organizational change focused on an affirmative topic choice. The topic choice of the dissertation was equity, democracy, and justice at the selected site. This article shares the motivations and relevant characteristics of the chosen fieldwork site, De Anza College. Three categories of considerations for the role of place and placemaking within the institution’s hidden curriculum are described: institutional identities, organizational features, and resource scarcity. These characteristics are followed by a discussion of levers of change for enhancing the role of placemaking within the hidden curriculum: prefigurative politics, creativity, and the Anchor Institution approach.