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Appreciative Inquiry – a Research Tool for Institutional Change

Bowen-Jones, Will and Chapman, Val and Breeze, Nicholas (2014) Appreciative Inquiry – a Research Tool for Institutional Change. Worcester Journal of Learning and Teaching (9). ISSN 2024-8032

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Abstract

Appreciative Inquiry (AI) emanated from the PhD work of David Cooperrider at Case Western Reserve University in the 1980s. Founded upon social constructionist theories (Berger & Luckmann,1966, Gergen, 2009), it is an approach to organizational change that eschews former Organization Development (OD) deficit models in favour of a positive approach to change that builds a vision for the future based upon what already works well within an existing system. It also provides a framework for researching or evaluating different forms of professional practice, including learning, teaching and the student experience. Its self-empowering philosophy, effected through the ‘4-D’ process (Discover, Dream, Design and Destiny), is realized through the collaborative working of all stakeholders within an institution; through systematic participation in a jointly constructed vision of an organization’s future, they become an integral part of its success. At its core is the unconditional positive question, which seeks out the best of ‘what is’ in order to prompt the collective imagination to envision ‘what might be’. The use of AI within higher education in the UK is not yet well-developed and existing studies of the application of AI to this context have tended to focus principally on the areas of teaching and institutional change. It is suggested that through the publication of recent books such as ‘Appreciative Inquiry in Higher Education: A Transformative Force’ (Cockell, McArthur-Blair & Schiller, 2013), it will perhaps become more widely adopted in this context.

Item Type: Article
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Worcester Journal of Learning and Teaching (WJLT) is an open-access, peer-reviewed journal published by the University of Worcester to disseminate academic articles, project reports and personal perspectives about Learning and Teaching written by staff associated with the University and its partners.

Uncontrolled Keywords: Apreciative Inquiry, research tools, institutional change, learning, teaching, Worcester Journal of Learning and Teaching
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Academic Departments > Institute of Sport and Exercise Science
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Depositing User: Nicholas Breeze
Date Deposited: 05 Apr 2016 11:47
Last Modified: 31 Jul 2017 12:08
URI: https://eprints.worc.ac.uk/id/eprint/4260

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