Applying an Appreciative Inquiry Process to a Course Evaluation in Higher Education

Autor/inn/en	Kung, Susie; Giles, David; Hagan, Bill
Titel	Applying an Appreciative Inquiry Process to a Course Evaluation in Higher Education
Quelle	In: International Journal of Teaching and Learning in Higher Education, 25 (2013) 1, S.29-37 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Higher Education; Course Evaluation; Inquiry; Learning Experience; Student Experience; Evaluation Methods; Early Childhood Education; Preservice Teacher Education; Student Characteristics; Teaching Methods; Educational Strategies; Achievement Need; Motivation Techniques; Experiential Learning; Focus Groups; Educational Practices; Phenomenology; Participant Satisfaction; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernerfahrung; Studienerfahrung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Motivationsförderung; Experiental learning; Erfahrungsorientiertes Lernen; Bildungspraxis; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	While appreciative inquiry (AI) has its origins in organizational development, this article considers the application of AI within a course evaluation in higher education. An AI process was deemed appropriate given its concern for peak performance or life-centric experiences. Former students of a particular course, along with current students, engaged in the discovery and dream stages of the 4D process, after which the researchers engaged in the identification of perceived causes of success and emergent themes that led to the co-construction of a set of aspirational statements (known as provocative propositions) and an action plan for future teaching staff within the course. Engaged in the process, the students willingly wrote and spoke about their lived experiences of the course, constructing and co-constructing ideas that were professional in nature on one hand and deeply personal on the other. The process and outcomes affirmed the application and power of this strengths-based approach to uncover experiential and interpretive data pertinent to the ongoing development and sustainability of an academic course. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10