Appreciative Inquiry: A Tool for Organizational, Programmatic, and Project-Focused Change

Autor/inn/en	Priest, Kerry L.; Kaufman, Eric K.; Brunton, Kelsey; Seibel, Megan
Titel	Appreciative Inquiry: A Tool for Organizational, Programmatic, and Project-Focused Change
Quelle	In: Journal of Leadership Education, 12 (2013) 1, S.18-33 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Leadership Training; Organizational Development; Higher Education; Focus Groups; Theory Practice Relationship; Constructivism (Learning); Virginia + Suchen Sie Ihr Suchwort? Führungslehre; Organisationsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Theorie-Praxis-Beziehung
Abstract	This practice paper describes how leadership education faculty and students at Virginia Tech have facilitated change through the use of appreciative inquiry (Ai) at the departmental level, program level, and project level. Appreciative inquiry has been found to be a useful tool for leadership educators, as its foundation in social constructionist philosophy aligns with contemporary leadership and learning theories. This paper outlines (a) the philosophy of Ai as it applies to organizational development; (b) illustrates Ai practices associated with a five-stage model; and (c) highlights three examples that can be used as models for leading change in a variety of organizational situations. The authors suggest that leadership educators are uniquely positioned to serve academic communities as facilitators of change by bridging theory and practice in pursuit of new ways of knowing and working together. (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01