Developing Reflexive Practitioners through Collaborative Inquiry
A Case Study of the UK Civil Service
Bibliographic Data
| ID | 9961760 |
|---|---|
| Authors | Nada Kakabadse (0000-0002-9517-8279, Northampton College, corresponding author), Nada K Kakabadse (University College Northampton), Andrew Kakabadse (0000-0002-0031-7767, Cranfield University) |
| Year | 2003 |
| Volume | 69 |
| Issue | 3 |
| Pages | 365-383 |
| Publication date | 2003-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Review of Administrative Sciences (JOURNAL) |
| Journal identifiers | ISSN: 0020-8523 • E-ISSN: 1461-7226 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0020852303693005 |
| OpenAlex | W2117021313 |
| Language | EN |
| Citations received | 3 |
| References cited | 23 |
This article examines how a collaborative inquiry (ci) intervention has been effectively used to enhance change within central government organizations. The experience and learning from a 15-month ci process with a group of 12 senior managers from various departments/agencies within the UK civil service, is presented. The purpose of the inquiry was to assist public servants to meaningfully promote the ‘Modernizing Government’ agenda. Various participatory forms of inquiry and discourse dedicated to grasping cultural meaning from within the public service are explored as well as the requirements necessary for the creation of meaningful change. This article illustrates how harnessing diverse opinions through mutual inquiry can be a more fruitful form of pursuing change than the top-down rational approach or the more confrontational rhetorical models of debate. It concludes that the collaborative qualities of participation and democratic dialogue are especially pertinent to individual and organizational development as emphasis is placed on the contextual relevance of experiential knowledge, group and community development and the need to involve all participants in the task of defining the aims of change and creating meaningful futures. The impact of this inquiry is now being positively felt within the UK’s civil service as the members of the inquiry community apply their learning within their own departments
Experiential knowledge · Experiential learning · Government (linguistics · Pedagogy · Political science · Public relations · Reflexivity · Rhetorical question · Social science · Sociology · Community Health and Development · Evaluation and Performance Assessment · Organizational Learning and Leadership
Interpretive Barriers to Successful Product Innovation in Large Firms
Action Research for Management Research
Longitudinal Field Research on Change
Bridging Epistemologies
Constructing a Tree for Community Leaders
Action Research and Minority Problems
The Challenge of Integrating Psychodynamic and Organizational Theory
That's Interesting
Situated Cognition and the Culture of Learning
A Participatory Inquiry Paradigm
| Citations per year | 0.14 |
|---|---|
| Citation span | 2005 - 2007 (3) |
| Highly cited | No |