Relevant bibliographies by topics / Appreciative inquiry

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Appreciative inquiry'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Appreciative inquiry"

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Rogers, Patricia J., and Dugan Fraser. "Appreciating appreciative inquiry." New Directions for Evaluation 2003, no. 100 (2003): 75–83. http://dx.doi.org/10.1002/ev.101.

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Hung, Lillian, Alison Phinney, Habib Chaudhury, Paddy Rodney, Jenifer Tabamo, and Doris Bohl. "Appreciative Inquiry." International Journal of Qualitative Methods 17, no. 1 (April 18, 2018): 160940691876944. http://dx.doi.org/10.1177/1609406918769444.

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Purpose: In this action study, researchers worked with a team of interdisciplinary practitioners to co-develop knowledge and practice in a medical unit of a large urban hospital in Canada. An appreciative inquiry approach was utilized to guide the project. This article specifically focuses on examining the research experiences of practitioners and their accounts on how the research influenced their practice development to enact person-centered care. Method: The project took place in the hospital’s medical unit. A total of 50 staff participants attended focus groups including nursing staff, allied health practitioners, unit leaders, and physicians. One senior hospital administrator was interviewed individually. In total, 36 focus groups were conducted to bring participants together to co-vision and co-develop person-centered care. Results: Analysis of the data produced three themes: (a) appreciating the power of co-inquiry, (b) building team capacity, and (c) continuous development. Furthermore, 10 key enablers for engaging staff in the research process were developed from the data. A conceptual tool, “team Engagement Action Making” (TEAM) has been created to support others to do similar work in practice development. Conclusion: An appreciative inquiry approach has the potential to address gaps in knowledge by revealing ways to take action. Future research should further investigate how the appreciative inquiry approach may be used to support bridging research and practice.
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Stefaniak, Karen. "Appreciative Inquiry." Gastroenterology Nursing 29, no. 2 (March 2006): 170. http://dx.doi.org/10.1097/00001610-200603000-00084.

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O'Donnell, Joseph. "Appreciative Inquiry." Journal of Cancer Education 19, no. 3 (September 1, 2004): 187. http://dx.doi.org/10.1207/s15430154jce1903_15.

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Billings, Diane M., and Karren Kowalski. "Appreciative Inquiry." Journal of Continuing Education in Nursing 39, no. 3 (March 1, 2008): 104. http://dx.doi.org/10.3928/00220124-20080301-11.

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Priest, Kerry L., Eric K. Kaufman, Kelsey Brunton, and Megan Seibel. "Appreciative Inquiry." Journal of Leadership Education 12, no. 1 (July 18, 2013): 18–33. http://dx.doi.org/10.12806/v12/i1/18.

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Rama, Jennifer A., Carla Falco, and Dorene F. Balmer. "Using Appreciative Inquiry to Inform Program Evaluation in Graduate Medical Education." Journal of Graduate Medical Education 10, no. 5 (October 1, 2018): 587–90. http://dx.doi.org/10.4300/jgme-d-18-00043.1.

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ABSTRACT Background Graduate medical education programs are expected to conduct an annual program evaluation. While general guidelines exist, innovative and feasible approaches to program evaluations may help efforts at program improvement. Appreciative Inquiry is an approach that focuses on successful moments, effective processes, and programs' strengths. Objective We implemented a novel application of Appreciative Inquiry and its 4 phases (Inquire, Imagine, Innovate, and Implement) and demonstrate how it led to meaningful improvements in a pediatric pulmonology fellowship program. Methods As part of the Inquire and Imagine phases, the authors developed an interview guide that aligned with Appreciative Inquiry concepts. Two faculty members conducted semistructured interviews with a convenience sample of 11 of 14 fellowship alumni. Interviews were audiotaped, transcribed, and reviewed. A summary of the findings was presented to the Program Evaluation Committee, which then directed the Innovate and Implement phases. Results Appreciative Inquiry was acceptable to the alumni and feasible with the authors' self-directed learning approach and minimal administrative and financial support. In the Inquire phase, alumni identified program strengths and successes. In the Imagine phase, alumni identified program changes that could aid transition to independent practice for future fellows (an identified program goal). Based on the results of the Appreciative Inquiry, program leadership and the Program Evaluation Committee selected improvements for implementation. Conclusions For small programs, Appreciative Inquiry is an innovative and feasible approach to program evaluation that facilitates actionable program improvement recommendations.
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Dewar, Belinda. "Editorial: Appreciative inquiry." International Journal of Older People Nursing 5, no. 4 (November 17, 2010): 290–91. http://dx.doi.org/10.1111/j.1748-3743.2010.00253.x.

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Cowling, W. Richard, and Elizabeth Repede. "Unitary Appreciative Inquiry." Advances in Nursing Science 33, no. 1 (January 2010): 64–77. http://dx.doi.org/10.1097/ans.0b013e3181ce6bdd.

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Cowling, Richard W. "Unitary Appreciative Inquiry." Advances in Nursing Science 23, no. 4 (June 2001): 32–48. http://dx.doi.org/10.1097/00012272-200106000-00004.

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Dissertations / Theses on the topic "Appreciative inquiry"

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Richards, Joel Jeppson. "Storytelling in Appreciative Inquiry." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1494.

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This study is an examination of the role of story and storytelling within Appreciative Inquiry, a method of organizational change that orients around a consensus model building on individual and collective strengths instead of focusing on overcoming problems. Interviews with 12 Appreciative Inquiry practitioners were conducted, transcribed, and analyzed using a process of iterative coding consistent with a General Inductive method of qualitative research. Once consensus with a secondary coder was achieved, 6 themes emerged. The 6 emergent themes outlined general roles that story and storytelling plays in the Appreciative Inquiry process: relationship building, coauthoring a future, reframing narrative, narrative meaning, discovery, and engagement. No one of these categories seemed to guarantee success, and all success stories, shared during the interviews, incorporated something from all 6 of these categories. These categories also provide a possible framework for further study on how to optimize or incorporate more storytelling into Appreciative Inquiry practice.
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Mellish, Elizabeth E. "Appreciative inquiry at work." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36623/1/36623_Digitised%20Thesis.pdf.

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Appreciative Inquiry at work is about applying Appreciative Inquiry in a working organisational context and about working with Appreciative Inquiry as an affirmative approach to organisational change. The purpose ofthis thesis is to draw together the lessons learnt from six Appreciative Inquiry applications across a range of organisational change settings so as to add to process consulting knowledge and practice. The fundamental question posed is: in what ways does the process of Appreciative Inquiry support people through organisational change and build commitment in the process? Is its effectiveness dependent on organisational context? What factors contribute to its effectiveness? Which organisations might benefit from using the Appreciative Inquiry approach? What might organisations expect in Appreciative Inquiry? What critical issues affect the choice of the approach and what skills and knowledge are required to implement the approach effectively? The idea that we socially construct our worlds and our organisations underpins Appreciative Inquiry. We are all social entrepreneurs who through our ideas, beliefs, shared meanings, intentions and questions discover and create the world and organisations we inhabit. An appreciative mode of inquiry and a multiple case approach is used in this qualitative study into applied Appreciative Inquiry. The literature which informs this study includes strategic management, organisational change, large-group interaction methods, management consultancy, process consulting, facilitation and Appreciative Inquiry. There has been a wave of recent work on the principles and practice of Appreciative Inquiry in organisational life. A review of this work suggests that there are four major silences where critical areas have not been addressed. The first silence is around the challenges of shifting between two paradigms of management, that is managing the gap or the transition from one way of viewing the world, essentially an hierarchical way, to a more participant centred way of viewing the world. The second silence is the lack of focus on the micro strategies of large-group facilitation in the context of organisational. The third silence concerns the implications for management consulting practice in the actual implementation of Appreciative Inquiry. The fourth silence is about how little there is written on the risks and tensions of doing this sort ofwotk. My research findings indicate that the actual implementation of Appreciative Inquiry in the context of shifting between organisational paradigms involves four key stages. The first stage, the client engagement process covers dialogue about the context, outcomes and process of Appreciative Inquiry. The second stage involves collaborative design of the scope, topics, questions and choices about process design. The third stage involves creating the conditions for the inquiry. The two major aspects of creating the conditions for the large group inquiry are establishing a conceptual frame, the Starburst model (adapted from Limerick & Cunnington, 1993 ), and establishing a process frame, the 4-D model (adapted from Cooperrider & Whitney, 1996). The fourth stage involves the overall integration and extension of the process to achieve the organisation outcomes required. From the effective implementation of Appreciative Inquiry interventions, six critical issues emerged from the case data. The critical issues are trust, commitment, creating the conditions of inquiry, searching for shared meaning, building a shared vision and sustaining the process. With respect to facilitating the micro strategies for large-group participation in organisational change efforts and the implications for management consulting practice, five key challenges dominate the attention of the consultant when using Appreciative Inquiry. These challenges are adopting an appreciative mindset, managing diversity, locating and maintaining the energy for change, integrating micro and macro issues and transferring ownership of the process to participants. Skilled facilitation competence and background organisational knowledge is necessary to implement Appreciative Inquiry. In addition, a working knowledge of Appreciative Inquiry principles, protocols and practices assists the effective implementation of the approach in the context of organisational change. The appreciative mode is more than a method or technique. It is a mindset which focuses on affrrming and illuminating the factors and forces involved in organising to nourish and empower participants in organisation change. Through the research process, process consulting practice has been extended to develop an affirmative, participatory method for organisations to address the issues of changing strategy, structure and culture simultaneously. A set of key questions has been developed which might assist organisations to determine whether Appreciative Inquiry is an appropriate option to facilitate major organisational change efforts. The challenges of applying Appreciative Inquiry relate to engaging wide spread participation in organisational change, reframing power relations and establishing connectivity between process, content and contextual issues. This thesis provides an integrated framework of the critical issues, processual perspective and organisational considerations in applied Appreciative Inquiry which offers management consultants new possibilities for their practice and potential contribution to organisational life.
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Hoffman, Janet. "Respite care, an appreciative inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59503.pdf.

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Schooley, Shawn Erik. "Appreciative Democracy." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26696.

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This is a qualitative exploratory, descriptive study to ascertain the feasibility of public administrators at the local government level using an Appreciative Inquiry approach to increase direct citizen participation. It is framed by the interpretive paradigm. Twenty city managers or their designees from cities of between 40,000 and 250,000 citizens were interviewed. Specifically, respondents were asked twelve semi-structured interview questions. Content analysis was used to identify six themes in the data. Ultimately, this study found that Appreciative Inquiry may be useful in limited circumstances as long as barriers to implementation were adequately addressed. However, the potential risks may outweigh the benefits.
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Gonzales, Carol Kernitzki. "Eliciting User Requirements Using Appreciative Inquiry." Scholarship @ Claremont, 2010. http://scholarship.claremont.edu/cgu_etd/1.

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Many software development projects fail because they do not meet the needs of users, are over-budget, and abandoned. To address this problem, the user requirements elicitation process was modified based on principles of Appreciative Inquiry. Appreciative Inquiry, commonly used in organizational development, aims to build organizations, processes, or systems based on success stories using a hopeful vision for an ideal future. Spanning five studies, Appreciative Inquiry was evaluated for its effectiveness with eliciting user requirements. In the first two cases, it was compared with traditional approaches with end-users and proxy-users. The third study was a quasi-experiment comparing the use of Appreciative Inquiry in different phases of in the software development cycle. The final two case studies combined all lessons learned using Appreciative Inquiry, with multiple case studies to gain additional understanding for the requirements gathered during various project phases. Each study evaluated the requirements gathered, developer and user attitudes, and the Appreciative Inquiry process itself. Requirements were evaluated for the quantity and their type regardless of whether they were implemented or not. Attitudes were evaluated for process feedback, as well as requirements and project commitment. The Appreciative Inquiry process was evaluated with differing groups, projects, and project phases to determine how and when it is best applied. Potentially interceding factors were also evaluated including: team effectiveness, emotional intelligence, perceived stress, the experience of the facilitator, and the development project type itself. Appreciative Inquiry produced positive results for the participants, the requirements obtained, and the general requirements eliciting-process. Appreciative Inquiry demonstrated benefits to the requirements gathered by increasing the number of unique requirements as well as identifying more quality-based (non-functional) and forward-looking requirements. It worked well with defined projects, when there was time for participants to reflect on the thought-provoking questions, structured questions and extra time to facilitate the extraction and translation of requirements, and a knowledgeable interviewer. The participants (end-users and developers) expressed improved vision and confidence. End-users participated consistently with immediate buy-in and enthusiasm, especially those users who were technically-inhibited. Development teams expressed improved confidence, and improved user communication and understanding.
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Woollam, Kimberley Louise. "Appreciative inquiry and looked after children." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/appreciative-inquiry-and-looked-after-children(16206804-4d42-419e-a5db-1e39192d2ec1).html.

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Looked after children (LAC) have been identified as one of the most vulnerable and disadvantaged members of our education system (Sempik, Ward, & Darker, 2008); they are at risk of failing to achieve the Every Child Matters outcomes (DFES, 2004), and, there are particular concerns regarding low levels of academic achievement (DCSF, 2009). Much of the research regarding LAC is from a deficit perspective and attempts to justify the poor outcomes reported; only recently has attention been paid to identifying what works well in schools to promote achievement. Appreciative Inquiry (AI) proposed by Cooperrider & Srivastva (1987) is an affirmatively focused method of research and development which challenges traditional problem-solving approaches (Grant & Humphries, 2006); it seeks to discover the existing strengths and successes within an organisation to inspire change (Espinosa, Roebuck, & Rohe, 2002). Whilst the efficacy of AI has been demonstrated within organisational and healthcare settings there is a dearth of literature evidencing the efficacy of AI in educational settings. AI has not been used with LAC, or the professionals who work with them, and this approach has the potential to provide a new lens on this historically problematic area. This thesis proposed to identify key factors which have the greatest positive impact on the school experience of LAC, in secondary schools, through the use of AI. In doing so, this thesis also sought to explore the efficacy of AI as a research tool for working with LAC and school staff, and, to explore its potential for creating change. A single case study design was used involving one local authority secondary school. Participants attended semi-structured interviews aligned with the AI 4-D cycle; this was followed by a workshop session to explore findings and agree future actions. Further data was also collated through content analysis of the research interviews, participant evaluations and a research diary. Key themes were identified including: effective adult support, engaging learning opportunities, rewarding school systems, a safe and secure environment, good quality relationships, and the importance of normalising the school experience. A number of supplementary themes were also identified. AI was found to be an effective method of research; it appears to be an interactive and enabling approach, which considers both organisational successes and concerns. During the workshop a number of actions were identified to further improve the school experience and there is a high likelihood that change will occur. Implications for EP practice and areas for future research are also considered.
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Willoughby, Glyn Anthony. "Appreciative inquiry as a school improvement process." Thesis, University of Surrey, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412063.

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Neumann, Christina. "Appreciative Inquiry in New Zealand: Practitioner Perspectives." Thesis, University of Canterbury. Management, 2009. http://hdl.handle.net/10092/2608.

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Appreciative Inquiry (AI) has gained increasing popularity as a form of organisation development and action research worldwide, yet little research has been published outside of the USA and Canada. This thesis explores the application and evaluation of Appreciative Inquiry (AI) in the unique context of New Zealand through the perspectives of facilitators of AI. I conducted semi-structured, in-depth interviews with nine experienced AI facilitators in order to understand their perspectives on how AI works, under which circumstances it is most effective and how they evaluate AI. Facilitators tend to come from backgrounds that embrace humanistic values, a premise shared by AI. Participants in this study regard the underlying principles of AI as central, whereas they consider concrete processes, such as the 4D-cycle, to be useful but not essential. Facilitators are very concerned about the appropriate use of AI and clearly identified circumstances supportive or detrimental to AI processes. For example, AI may be inappropriate in situations where there is a pre-determined agenda or leadership is very autocratic. Facilitators are also concerned that AI as a methodology should be applied more wholesomely, acknowledging and working through negative emotions rather than suppressing them. Facilitators face a paradox: They embrace values that put the individual centre stage and regard people as human beings rather than human resources. At the same time, they are external service providers to clients who are at times more concerned with quick fixes, and do not want to invest the time necessary to engage in deep reflection on values and transformative change. Findings suggest that we need to reconsider our interpretation of AI towards embracing the underlying humanistic values more, rather than focusing on the concrete applications (e.g. 4D-cycle). The paradox between embracing humanistic values inherent in AI and bottom-line orientation in most organisations warrants further research.
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Nordenbrock, William A. "Appreciative inquiry in the praxis of reconciliation." Chicago, IL : Catholic Theological Union at Chicago, 2008. http://dx.doi.org/10.2986/tren.033-0826.

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Morton, Wendy L. "Exploring Public Sector Leadership Through Appreciative Inquiry." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6461.

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Leadership is an important part of creating effective public organizations. Effective leaders have the potential to produce social change through positive follower and organizational outcomes, the development of important policies, and efficiently implementing public policy. The scholarly literature lacks research concerning how leadership styles translate to the public sector. The theoretical framework used to guide and support this study was Cooperrider and Whitney's appreciative inquiry. The research question explored in what ways public sector leaders affect how followers perceive themselves as social change agents in a local city-county health department. For this phenomenological study, 10 followers employed by a local city-county health department in central Oklahoma provided perception data regarding details of their lived experiences with public sector leadership. Thematic coding was utilized to analyze the data. Key findings included support for transformational and servant leadership theories. Elements of these theories that followers found important included supporting, empowering, and valuing followers. Through good public leadership, important public policies goals can be attained which have the potential to produce positive social change through dynamic public organizations focused on social responsibility, trust in government, and customer service. Public organizations can use the findings to build a motivated, inspired, and committed public workforce.
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Books on the topic "Appreciative inquiry"

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Watkins, Jane Magruder, Bernard Mohr, and Ralph Kelly. Appreciative Inquiry. San Francisco, CA, USA: Pfeiffer, 2011. http://dx.doi.org/10.1002/9781118256060.

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Kaplin, Whitney Diana, ed. Appreciative inquiry. Williston, VT: Berrett Koehler Communications, 1999.

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Cooperrider, David L. Appreciative inquiry handbook. 2nd ed. Brunswick, OH: Crown Custom Publishing, Inc., 2008.

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T, Coghlan Anne, and American Evaluation Association, eds. Using appreciative inquiry in evaluation. San Francisco: Jossey-Bass, 2003.

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Hammond, Sue Annis. The thin book of appreciative inquiry. 2nd ed. Plano, TX: Thin Bookc1998., 1998.

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Booy, Dirk. Capacity building using the appreciative inquiry approach: The experience of World Vision Tanzania. [Arusha, Tanzania]: World Vision Tanzania, 1998.

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Annis, Hammond Sue, Royal Cathy, and Book Writing Conference (1996 : Taos, N.M.), eds. Lessons from the field: Applying appreciative inquiry. [Plano, TX]: Practical Press, 1998.

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Kaplin, Whitney Diana, Stavros Jacqueline M, and ebrary Inc, eds. Appreciative inquiry handbook: For leaders of change. 2nd ed. Brunswick, OH: Crown Custom Publishing, Inc., 2008.

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Sharma, Bharati. Prevention of postpartum infections using "appreciative inquiry". Ahmedabad: Indian Institute of Management, 2014.

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J, Mohr Bernard, and Kelly Ralph 1938-, eds. Appreciative inquiry: Change at the speed of imagination. 2nd ed. San Francisco: Pfeiffer, 2011.

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Book chapters on the topic "Appreciative inquiry"

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Stavros, Jacqueline M., Lindsey N. Godwin, and David L. Cooperrider. "Appreciative Inquiry." In Practicing Organization Development, 96–116. Hoboken, NJ, USA: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119176626.ch6.

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Faure, Marvin, Jennifer Rosenzweig, and Darlene Van Tiem. "Appreciative Inquiry." In Handbook of Improving Performance in the Workplace: Selecting and Implementing Performance Interventions, 141–65. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470587102.ch6.

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Faure, Marvin, Jennifer Rosenzweig, and Darlene Van Tiem. "Appreciative Inquiry." In Handbook of Improving Performance in the Workplace: Volumes 1-3, 141–65. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470592663.ch25.

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Hayes, John. "Appreciative inquiry." In The Theory and Practice of Change Management, 344–58. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28902-5_18.

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Serrat, Olivier. "Appreciative Inquiry." In Knowledge Solutions, 595–98. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-0983-9_63.

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Seliger, Ruth. "Appreciative Inquiry." In Beratung in der Veränderung, 224–29. Wiesbaden: Gabler Verlag, 2003. http://dx.doi.org/10.1007/978-3-322-90312-9_16.

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Newhard, Michele L. "Appreciative Inquiry." In The Encyclopedia of Human Resource Management, 42–49. San Francisco, CA: Pfeiffer: A Wiley Imprint, 2012. http://dx.doi.org/10.1002/9781118364741.ch8.

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Hayes, John. "Appreciative inquiry." In The Theory and Practice of Change Management, 351–64. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00132-7_20.

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Marques, Joan, Satinder Dhiman, and Jerry Biberman. "Appreciative Inquiry." In Managing in the Twenty-first Century, 119–75. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230116719_3.

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Walker, Keith D. "Appreciative Inquiry." In Springer Texts in Education, 29–33. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-04394-9_5.

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Conference papers on the topic "Appreciative inquiry"

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Sidgwick, P., Simi Thankaraj, Dal Hothi, and Clare Rees. "E2.4 Praise – promoting appreciative inquiry, supporting excellence." In Great Ormond Street Hospital Conference. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-084620.40.

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Bogaert, Ilse. "APPRECIATIVE INQUIRY IN POLICY EVALUATION: A RESEARCH PROPOSAL." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0317.

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Gill, Kanwal Daud, Athar Mohsin Zaidi, and Muhammad Muneeb Kiani. "Eliciting futuristic end-user requirements through contributory appreciative inquiry." In 2014 National Software Engineering Conference (NSEC). IEEE, 2014. http://dx.doi.org/10.1109/nsec.2014.6998240.

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Kamarubiani, Nike, and Ade Romi Rosmia. "Appreciative Inquiry towards the Learning Outcome of the Children." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007040003010304.

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Li, Chien-Tao, Chia-Ping Chen, and Bella Ya-Hui Lien. "Is Appreciative Inquiry Thinking Training Also Effective in Virtual Environment?" In 2011 International Conference on Management and Service Science (MASS 2011). IEEE, 2011. http://dx.doi.org/10.1109/icmss.2011.5998072.

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Ulloa, Maximiliano Arroyo, Maira Arroyo Lujan, and Javier Beltran Reyes. "Appreciative Inquiry to Promote Innovation Culture in Industrial Engineering Students." In 2nd South American Conference on Industrial Engineering and Operations Management. Michigan, USA: IEOM Society International, 2021. http://dx.doi.org/10.46254/sa02.20210744.

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Andromeda, Dr, Yogi Swaraswati, and Woro Apriliana Sari. "Exploring Self-Concept on Young Prisoners Using An Appreciative Inquiry Approach." In 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/acpch-17.2018.60.

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Pailla, S., and C. A. Pruitt. "Start with the discovery: Improving capacity factors analysis with the appreciative inquiry approach." In 2013 IEEE Systems and Information Engineering Design Symposium (SIEDS). IEEE, 2013. http://dx.doi.org/10.1109/sieds.2013.6549518.

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Collington, Valentina. "USING THE PRINCIPLES OF APPRECIATIVE INQUIRY TO ASSESS THE NEED FOR CHANGE: SHARING OUR LEARNING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0499.

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Peterlin, Judita, Vlado Dimovski, and Daniela Garbin Praničević. "Business Innovation Discovery with a Social Impact by Croatian Business Students through Appreciative Inquiry Methodology." In 36. mednarodna konferenca o razvoju organizacijskih znanosti, Portorož, Slovenija / 36th International Conference on Organizational Science Development, Portorož, Slovenia. Univerzitetna založba Univerze v Mariboru / University of Maribor Press, 2017. http://dx.doi.org/10.18690/978-961-286-020-2.57.

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Reports on the topic "Appreciative inquiry"

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Shaw, Kristi Lee, and Geoff Bridgman. Creating Appreciation and Community Support for Mothers Caring for a Child with an Anxiety Disorder. Unitec ePress, February 2023. http://dx.doi.org/10.34074/mono.097.

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This research examined a unique approach to anxiety disorder, one of the most prevalent and growing mental health concerns internationally. It uncovered the mostly invisible and challenging experiences of mothers caring for a child with an anxiety disorder and the value of their reciprocal relationships with their children for both their health and wellbeing. In addition, it explored social identity in making meaningful connection using a generative action-oriented social approach to address anxiety in the community. An appreciative inquiry, using social constructionist theory, and underpinned by elements of kaupapa Māori values, was utilised to explore the research questions. The data was collected via paired interviews, focus groups and small questionnaires with three to four mothers, after which thematic analysis was undertaken to identify important themes.There were four key themes discovered in the findings: (1) the mothers’ ongoing and challenging experiences of being silenced and isolated on the fringes, navigating the quagmire of social and institutional systems to help them help their children; (2) the mothers’ learning to cope by creating calm in the home, the child, and in themselves, often requiring them to ‘suspend’ their lives until their children become more independent; (3) the mothers employing a mother as advocate identity to face the challenges, and co-creating a mother as advocate group identity to continue to face those challenges to design a collective initiative;and (4) the value of freedom that the mothers experienced participating in the appreciative inquiry process with other mothers facing similar challenges and sharing their stories.This study demonstrates how appreciative inquiry is aligned with and supports the value of social identity theory and creating meaningful connections to help position and address anxiety disorder in the community. A key insight gained in this study is that our current social and institutional systems create disconnection in many facets of Western life, which contributes to the generation and perpetuation of stigmatisation, isolation and anxiety disorder. Within a Western capitalistic and individualistic culture, mental illness has become predominantly pathologised and medicated, positioning anxiety disorder within the child, and relegating the social dimension of the biopsychosocial approach as almost irrelevant. As mothers in this system spend valuable energy advocating for more support for their children, they put their own mental health at risk. There is no one solution; however, this study demonstrates that when mothers are supported through an appreciative inquiry process, strengthening their personal and social identities, there is the potential for health and wellbeing to increase for them, their children and the community.
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Nease, Donald, Linda Zittleman, Mary Fisher, Jodi Summers Holtrop, Tristen Hall, Matthew Simpson, John Westfall, and Griselda Pena-Jackson. Testing the Appreciative Inquiry and Boot Camp Translation Methods for Identifying and Sharing Local Solutions to Healthcare Issues. Patient-Centered Outcomes Research Institute (PCORI), July 2020. http://dx.doi.org/10.25302/07.2020.me.13035843.

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McNabb, David, and David Kenke. Thesis Review: Creating Appreciation and Community Support for Mothers Caring for a Child with Anxiety Disorder by Kristi Shaw. Unitec ePress, May 2022. http://dx.doi.org/10.34074/thes.revw5412.

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Kristi Shaw has completed an exceptional piece of research, providing critical analysis and originality in her dissertation Creating appreciation and community support for mothers caring for a child with anxiety disorder. She has completed a substantial dissertation that would achieve the goal of a thesis at a higher credit level. Shaw’s inside knowledge of caring for a child with anxiety disorder has been applied to this project. The research involves an ambitious application of appreciative inquiry to the task of supporting a group of mothers to take action on the needs of their children with high anxiety. She has made a strong case for addressing the problem of people globally experiencing increasing levels of anxiety and targeting the unique challenges for parents who have children living with the ‘invisible’ impairment of anxiety.
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Rao, Menaka, Shantanu Menon, Kushagra Merchant, and Aruna Pandey. Society for Nutrition, Education and Health Action (SNEHA): An ethos of care. Indian School Of Development Management, January 2023. http://dx.doi.org/10.58178/2301.1017.

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This case study engages with the journey of SNEHA (Society for Nutrition, Education and Health Action), a public health non-profit organization founded in Mumbai in 1999. India has the distinction of being witness to a long history of efforts by public-spirited healthcare professionals. Alongside treatment, their work in public health has consistently involved giving due emphasis to prevention, reducing the excessive reliance on institutional-led public health delivery, moving towards community-based approaches and giving considerable attention to maternal and child health, the bedrock of any sound public health system. The efforts of SNEHA (which means “love” or “affection”) in developing, expanding and adapting this approach amongst some of the world’s largest and dense poor and low-income urban settlements in India constitutes an important part of this history. Started with little funding, in a little over two decades, it now oversees over Rs. 29 crores of funds; and its programs, which started as small pilot projects to gather evidence, have evolved into large interventions drawing in many individuals and institutions along the way. Public health, unlike many other spaces of developmental interventions, demands balancing affordability, quality care and credibility with little margin for error. The case engages with the ways in which intentional evolutions to its practice have allowed SNEHA to grow, in full public glare, in a rapidly urbanizing agglomeration. The case also offers an opportunity for learners to reflect on how SNEHA’s organizational culture of appreciative inquiry and its adoption of technology have enabled it to hold together a team of 500 staff and over 6,000 volunteers; and how community-based models can overcome the shortage of full-time medical professionals in a resource-constrained to deliver consistently high standards of care.
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McGee, Steven, Randi Mcgee-Tekula, and Noelia Baez Rodriguez. Using the Science of Hurricane Resilience to Foster the Development of Student Understanding and Appreciation for Science in Puerto Rico. The Learning Partnership, March 2022. http://dx.doi.org/10.51420/conf.2022.1.

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For school age children on the island of Puerto Rico, the back-to-back hurricane strikes of Irma and Maria were their first experience with the tragedy of hurricanes in Puerto Rico. There is much concern in the general public about the ability of the Puerto Rican forests, like El Yunque, to recover. These concerns reveal common misconceptions about the dynamics of forest ecosystems. The focus of this research is Journey to El Yunque, a middle school curriculum unit that engages students in evidence-based modeling of hurricane disturbance using long-term data about population dynamics after Hurricane Hugo. Research was guided by the following research question: How does engagement in the science of disturbance ecology impact students’ understanding of and appreciation for ecosystems dynamics? Students completed pre and post assessment understanding of ecosystems dynamics and rated the teacher implementation using the Inquiry-Based Science Teaching survey. Based on a paired t-test, students statistically increased their performance from pretest to posttest with an effect size of 0.22. At the teacher level, the Inquiry-Based Instruction score was a statistically significant predictor of the posttest performance. In other words, these results provide evidence that engaging students in the practices of ecology predicted increased understanding of population dynamics.
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Job Roles In the Social Sector. Indian School Of Development Management, September 2022. http://dx.doi.org/10.58178/2209.1008.

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"The last three decades have witnessed a significant professionalization of the social sector across the world. This has been coupled with an increased appreciation of for-profit values of efficiency and effectiveness; adoption of human resource management (HRM) practices for talent management; and rapid development and increased complexity of social purpose organizations (SPOs). Despite the size of employment generated by the social sector, there has been no systematic and focused inquiry into the job roles and compensation of the sector employees. Academic literature, in particular, has paid limited attention to the study of social sector careers. A number of studies touch upon different aspects of different job roles but much of this literature is segmented and in silos. This article addresses this gap by presenting a systematic literature review of 37 publications selected for review after screening of 236 records of publications. It examines the various trends in publication on social sector roles, including the period of publications; geographies covered in the sample; methodology adopted; publication type; and types of organizations covered. The review provides a comprehensive and analytical summary of existing literature on four key aspects of job roles in the social sector: ‘roles in the social sector’ (job titles, functions and competencies); ‘career paths of the roles’ (career paths and trajectories); ‘complexity of roles’ (risks, motivations, experience and gender differential); and ‘compensation practices in the social sector’. By highlighting the limitations of the existing research on the subject, the review also proposes key areas to be explored for a better understanding and documentation of the reality of social sector careers."
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