Leading positive change in higher education through appreciative inquiry

A Phenomenological Exploration of the Strategic Planning Process

Dados Bibliográficos

ID4545453
AutoresYe He (0000-0001-8543-5131, University of North Carolina at Greensboro, autor correspondente), Symphony D Oxendine (0000-0001-7538-9469, University of North Carolina Wilmington)
Ano2019
Volume41
Fascículo2
Páginas219-232
Data de publicação2019-03-04
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Higher Education Policy and Management (JOURNAL)
Identificadores do periódicoISSN: 1360-080X • E-ISSN: 1469-9508
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1360080x.2018.1558720
OpenAlexW2904545892
IdiomaEN
Citações recebidas5
Referências 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