Leading positive change in higher education through appreciative inquiry

A Phenomenological Exploration of the Strategic Planning Process

Datos Bibliográficos

ID4545453
AutoresYe He (0000-0001-8543-5131, University of North Carolina at Greensboro, autor de correspondencia), Symphony D Oxendine (0000-0001-7538-9469, University of North Carolina Wilmington)
Año2019
Volumen41
Número2
Páginas219-232
Fecha de publicación2019-03-04
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Higher Education Policy and Management (JOURNAL)
Identificadores de la revistaISSN: 1360-080X • E-ISSN: 1469-9508
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1360080x.2018.1558720
OpenAlexW2904545892
IdiomaEN
Citas recibidas5
Referencias citadas13

This study explored the application and impact of using appreciative inquiry in the strategic planning process at a Canadian institution. Appreciative inquiry is a strength-based organisational development model that can be used to guide an institution's dialogues and actions towards positive change. Applying the appreciative inquiry process in strategic planning challenges the deficit and negative connotations that may be associated with this process. Through phenomenological interviews with seven stakeholders involved in this process, their transformative experiences and the generative impact of the process were explored. Implications for higher education practitioners were also provided

Appreciative Inquiry · Business · Economics · Higher education · Institution · Management · Pedagogy · Political science · Process (computing · Process management · Social science · Sociology · Strategic planning · Transformative learning · Appreciative Inquiry and Organizational Change · Computer Science · Education and Critical Thinking Development · Education, Leadership, and Health Research · Psychology