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Journal articles on the topic 'Appreciative inquiry'

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

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1

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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3

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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4

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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6

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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9

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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Stavros, Jackie, and Dawn Dole. "Appreciative Inquiry Resources." AI Practitioner 15, no. 1 (February 1, 2013): 59–63. http://dx.doi.org/10.12781/978-1-907549-14-4-14.

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Stavros, Jackie, and Dawn Dole. "Appreciative Inquiry Resources." AI Practitioner 15, no. 2 (May 1, 2013): 70–74. http://dx.doi.org/10.12781/978-1-907549-15-1-11.

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Stavros, Jackie, and Dawn Dole. "Appreciative Inquiry Resources." AI Practitioner 15, no. 3 (August 1, 2013): 80–86. http://dx.doi.org/10.12781/978-1-907549-16-8-11.

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14

Fitzpatrick, Joyce J. "Teaching Appreciative Inquiry." Nursing Education Perspectives 37, no. 4 (2016): 188. http://dx.doi.org/10.1097/01.nep.0000000000000050.

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15

Gordon, Sandy. "Appreciative Inquiry Coaching." International Coaching Psychology Review 3, no. 1 (March 2008): 19–31. http://dx.doi.org/10.53841/bpsicpr.2008.3.1.19.

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In this paper the principles and processes of Appreciative Inquiry (AI) and Appreciative Inquiry Coaching (AIC) are described to illustrate the theory and vision behind a recent paradigm shift in promoting change both in business and everyday life settings. Appreciative Inquiry evolved in the 1980s as a revolutionary and positive philosophy aimed at creating organisational change and is a process that focuses on leveraging an organisation’s core strengths, rather than seeking to overcome or minimise its weaknesses. Appreciative Inquiry has been used to cultivate peak performance leadership in the workplace and appreciative organisational practices have been used to create strategic competitive advantages. The AI 4-D Model (Discovery, Dream, Design and Destiny) is used to illustrate how AIC can be applied by coaching practitioners and additional applications of appreciative coaching that address frequently encountered coaching issues are provided.
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Ahmed, Mohammed Jemal. "Revolutionizing Public Universities of Ethiopia through Appreciative Inquiry Approach: A Case Study of Jigjiga University, Ethiopia." Management and Organizational Studies 5, no. 2 (April 13, 2018): 7. http://dx.doi.org/10.5430/mos.v5n2p7.

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Appreciative inquiry is a qualitative approach focusing on discovering and appreciating potential strengths and thecore value of organizations. This article has tried to explore the potential of appreciative inquiry to bring a positivechange in Jigjiga University of Ethiopia. The paper starts with the description of appreciative inquiry and the 4 “D”(Discovery, Dream, Design, and Destiny) model of appreciative inquiry. It has also tried to appraise the effectivenessof appreciative inquiry approach and design in bringing about change in the management system of JigjigaUniversity. The study is a case study of Jigjiga University within a context of higher education using appreciativeinquiry to assess the need for change and make recommendations on this basis. The author has four year experienceas academic staff, manager and lecturer in Jigjiga University. Hence, besides to the literature, the data have beendrawn from his own practical experience. Moreover, researches that have been done by Jigjiga UniversityAnticorruption Directorate and various annul reports of Jigjiga University have served as a main source of dataconcerning Jigjiga University management status. The author has tried to appraise the gaps of problem solvingapproach to transform Jigjiga University. The potential of the appreciative inquiry approach to bring sustainablechange in the University has also been highlighted. The purpose of this study is, therefore, to appraise the feasibilityand potential of appreciative inquiry approach to bring recommendable changes across several departments of JigjigaUniversity.
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Ahmed, Mohammed Jemal. "Revolutionizing Public Universities of Ethiopia through Appreciative Inquiry Approach: A Case Study of Jigjiga University, Ethiopia." Management and Organizational Studies 5, no. 2 (April 13, 2018): 7. http://dx.doi.org/10.5430/mos.v5n2p7.

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Appreciative inquiry is a qualitative approach focusing on discovering and appreciating potential strengths and thecore value of organizations. This article has tried to explore the potential of appreciative inquiry to bring a positivechange in Jigjiga University of Ethiopia. The paper starts with the description of appreciative inquiry and the 4 “D”(Discovery, Dream, Design, and Destiny) model of appreciative inquiry. It has also tried to appraise the effectivenessof appreciative inquiry approach and design in bringing about change in the management system of JigjigaUniversity. The study is a case study of Jigjiga University within a context of higher education using appreciativeinquiry to assess the need for change and make recommendations on this basis. The author has four year experienceas academic staff, manager and lecturer in Jigjiga University. Hence, besides to the literature, the data have beendrawn from his own practical experience. Moreover, researches that have been done by Jigjiga UniversityAnticorruption Directorate and various annul reports of Jigjiga University have served as a main source of dataconcerning Jigjiga University management status. The author has tried to appraise the gaps of problem solvingapproach to transform Jigjiga University. The potential of the appreciative inquiry approach to bring sustainablechange in the University has also been highlighted. The purpose of this study is, therefore, to appraise the feasibilityand potential of appreciative inquiry approach to bring recommendable changes across several departments of JigjigaUniversity.
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18

Pavez, Ignacio. "Appreciative Inquiry in the Anthropocene Epoch." AI Practitioner 26, no. 2 (May 1, 2024): 50–78. http://dx.doi.org/10.12781/978-1-907549-59-5-8.

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This paper examines the potential of Appreciative Inquiry to catalyze systemic change in the Anthropocene epoch. Focusing on Appreciative Inquiry’s original premises and principles, the author discusses how organization development practitioners and changemakers can harness the transformative power of Appreciative Inquiry – in the dimensions of being, knowing and doing – to facilitate collaborative action aimed at fostering human flourishing on a healthy and regenerative planet.
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Duvander, Mille Themsen. "Appreciative Inquiry and Essential Oils." AI Practitioner 25, no. 4 (November 1, 2023): 61–67. http://dx.doi.org/10.12781/978-1-907549-57-1-6.

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The author begins with the question ‘what have Appreciative Inquiry and essential oils to do with each other?’ Her journey toward the answer has taken a decade. She reaches the conclusion that essential oils, used judiciously, can heighten the energy in the room and lead to new ideas and a readiness to act on what has been discovered through the process of inquiring appreciatively.
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Botezatu, Valeria. "Theoretical Aspects of the Appreciative Intelligence of Teachers in Higher Education." Revista Romaneasca pentru Educatie Multidimensionala 15, no. 2 (April 10, 2023): 132–45. http://dx.doi.org/10.18662/rrem/15.2/725.

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Appreciative intelligence is the ability to identify the qualities and positive aspects of a person, and to harness them. In this article the concept of appreciative intelligence is analyzed, the relationship between this concept and appreciative inquiry is highlighted, syntheses are made regarding the connection of appreciative intelligence with other types of intelligence, such as emotional intelligence and adaptive intelligence. In the educational field, the appreciative intelligence of the teacher consists of essential components of different approaches: appreciative inquiry (research), appreciative advising, and appreciative analytical mindset. Appreciative inquiry represents the process of optimizing success within the educational institution, through appreciative methods. Appreciative advising provides a framework of improvement of communication process between students and teacher and supporting students in order to achieve the desired results. Appreciative analytical mindset defined as a thinking system focused on searching for the best aspects of a person. The article describes the concept of appreciative intelligence, being presented different acceptances and opinions of the researchers. Appreciative intelligence is the ability to see the generative potential in any situation and actualize it. Teachers with high appreciative intelligence are able to visualize and create small sequential steps that build on each other, creating momentum for changing the behavior of students, which results in positive outcomes. Appreciation is defined as a self-explanatory behavioral construct of goodwill that brings positive influences over time in the teaching-learning-assessment process.
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Sauzet, Dominique. "A Transformative Appreciative Inquiry Experience." AI Practitioner 25, no. 3 (September 1, 2023): 49–56. http://dx.doi.org/10.12781/978-1-907549-56-4-16.

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Joel Richards. "Storytelling in Appreciative Inquiry." Storytelling, Self, Society 12, no. 2 (2016): 248. http://dx.doi.org/10.13110/storselfsoci.12.2.0248.

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Reed, Jan, and Neena Verma. "Appreciative Inquiry Research Notes." AI Practitioner 15, no. 1 (February 1, 2013): 55–58. http://dx.doi.org/10.12781/978-1-907549-14-4-13.

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Reed, Jan, and Neena Verma. "Appreciative Inquiry Research Notes." AI Practitioner 15, no. 2 (May 1, 2013): 66–69. http://dx.doi.org/10.12781/978-1-907549-15-1-10.

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Josefsson, Leif. "European Appreciative Inquiry Network." AI Practitioner 15, no. 2 (May 1, 2013): 35–40. http://dx.doi.org/10.12781/978-1-907549-15-1-5.

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Tan, Noel, and Fiona O'Shaughnessy. "Appreciative Inquiry in Asia." AI Practitioner 15, no. 3 (August 1, 2013): 1–91. http://dx.doi.org/10.12781/978-1-907549-16-8.

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Reed, Jan, and Neena Verma. "Appreciative Inquiry Research Notes." AI Practitioner 15, no. 3 (August 1, 2013): 75–79. http://dx.doi.org/10.12781/978-1-907549-16-8-10.

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Bhateja, Jaya. "Gratitude: An Appreciative Inquiry." AI Practitioner 22, no. 1 (February 3, 2020): 30–36. http://dx.doi.org/10.12781/978-1-907549-42-7-5.

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Patton, Michael Quinn. "Inquiry into appreciative evaluation." New Directions for Evaluation 2003, no. 100 (2003): 85–98. http://dx.doi.org/10.1002/ev.102.

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Johnston, Elizabeth. "Appreciative inquiry: Researching greatness." Journal of Leadership Studies 2, no. 3 (June 2008): 76–79. http://dx.doi.org/10.1002/jls.20075.

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Ameer, Iqra, and Aisha Zubair. "Dispositional Positive Emotions and Employee Engagement in University Teachers: Mediating Role of Appreciative Inquiry." Pakistan Journal of Psychological Research 35, no. 3 (September 11, 2020): 577–94. http://dx.doi.org/10.33824//pjpr.2020.35.3.31.

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The present research was conducted to explore the role of dispositional positive emotions and appreciative inquiry in employee engagement among university teachers and mediating role of appreciative inquiry in predicting employee engagement from positive dispositional emotions. A convenient sample (N = 237) of university teachers including both men and women with age ranged from 29 to 54 years (mean age = 39.22) was acquired. The major constructs of the study were assessed with Dispositional Positive Emotions Scale (Shiota, Keltner, & John, 2006), Appreciative Inquiry Scale (Clayton, 2015), and Employee Engagement Survey (Wilson, 2009). Results showed that dispositional positive emotions were positively associated with appreciative inquiry and employee engagement, while appreciative inquiry displayed positive association with employee engagement. Appreciative inquiry mediated the relationship between dispositional positive emotions and employee engagement. Findings further showed significant gender differences indicating that women were high on positive dispositional emotions, appreciative inquiry and employee engagement as compared to men. Group differences on job experience showed that employees with more work experience exhibited better dispositional positive emotions, appreciative inquiry, and work related engagement as compared to other groups. 2x2x3 analysis revealed that women teachers with more work experience displayed more dispositional positive emotions, appreciative inquiry and employee engagement.
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Pagès, Jean. "Patricia’s Story: Living Appreciative Inquiry." AI Practitioner 25, no. 3 (September 1, 2023): 30–31. http://dx.doi.org/10.12781/978-1-907549-56-4-8.

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Trinh, Mai P., Chantal van Esch, Hector A. Martinez, and Tracey Messer. "Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning." Journal of Management Education 45, no. 5 (January 29, 2021): 786–819. http://dx.doi.org/10.1177/1052562920980125.

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Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb’s experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.
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Pagès, Jean. "Appreciative Inquiry: The Movement of Living." AI Practitioner 25, no. 1 (February 1, 2023): 5–19. http://dx.doi.org/10.12781/978-1-907549-54-0-1.

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‘Appreciative Inquiry is not about being or thinking positively or negatively. Its call is to transcend this polarity. It is not about positive versus negative human experience, but the choice to inquire into what life is: the task of AI is the penetrating search for what gives life, what fuels developmental potential, and what has deep meaning – even in the midst of the tragic.’ David L. Cooperrider and Ronald Fry, 2020
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Bäckström, Ingela, and Pernilla Ingelsson. "Measuring Appreciative Inquiry, Lean and Perceived Co-worker Health." Quality Innovation Prosperity 20, no. 2 (December 31, 2016): 105. http://dx.doi.org/10.12776/qip.v20i2.744.

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<p><strong>Purpose:</strong> The purpose of this paper is to present a developed questionnaire which measure Appreciative Inquiry, Lean values and co-workers health. The purpose is also to explore if and how Appreciative Inquiry correlates with Lean values and co-workers’ perceived health in an organisation working with Lean.<strong></strong></p><p><strong>Methodology/Approach:</strong> To investigate the relationship between Lean, Appreciative Inquiry and perceived co-worker health, a questionnaire was developed based on two previously tested questionnaires. The new questionnaire was answered by 841 co-workers at a Swedish municipality and was then analysed to explore in what way Appreciative Inquiry correlates with a number<br />of Lean values as well as perceived co-worker health.<strong></strong></p><p><strong>Findings:</strong> All variables were found to be significantly correlated with the variable ‘Appreciative Inquiry’. The variable ‘Continuous improvements’ relates most to ‘Appreciative Inquiry’ followed by ‘Eliminating Waste’ as those variables can be considered to have a large positive relationship. ‘Supportive Leadership’ and ‘System view’ have a medium positive relation to ‘Appreciative Inquiry’ and the variables ‘Health’ and ‘Customt.er focus’ have a small relation to Appreciative Inquiry in this contex.</p>
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Rachmawati, Ani Wahyu. "Socialization Model of Tacit-Tacit Transfer Knowledge through Appreciative Inquiry Approach." International Journal of Management, Entrepreneurship, Social Sciences, and Humanities 1, no. 1 (April 20, 2018): 14. http://dx.doi.org/10.31098/ijmesh.v1i1.14.

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The aims of study is to describe combination of two big theory between Socialization model of tacit-tacit transfer knowledge and appreciative inquiry approach conceptually. This research idea comes to find better ways in tacit-tacit transfer of knowledge in knowledge management theory. This research is conceptual research and the limitation is about empirical study itself. The result of conceptual paper combine the process of tacit-tacit tansfer knowledge and appreciate inquiry in mental model, creative dialogue and develop mutual trust. Appreciative inquiry as a method to increase positive sense in tranfer knowlegde can be applied in tacit-tacit transfer knowledge phase in SECI Model.
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Rachmawati, Ani Wahyu. "Socialization Model of Tacit-Tacit Transfer Knowledge through Appreciative Inquiry Approach." International Journal of Management, Entrepreneurship, Social Science and Humanities 1, no. 1 (June 27, 2017): 7–14. http://dx.doi.org/10.31098/ijmesh.v1i1.4.

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The aims of study is to describe combination of two big theory between Socialization model of tacit-tacit transfer knowledge and appreciative inquiry approach conceptually. This research idea comes to find better ways in tacit-tacit transfer of knowledge in knowledge management theory. This research is conceptual research and the limitation is about empirical study itself. The result of conceptual paper combine the process of tacit-tacit tansfer knowledge and appreciate inquiry in mental model, creative dialogue and develop mutual trust. Appreciative inquiry as a method to increase positive sense in tranfer knowlegde can be applied in tacit-tacit transfer knowledge phase in SECI Model.
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Carr-Stewart, Sheila, and Keith Walker. "Learning leadership through Appreciative Inquiry." Management in Education 17, no. 2 (April 2003): 9–14. http://dx.doi.org/10.1177/08920206030170020301.

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Ravalier, Jermaine, Andrew McVicar, and Carol Munn-Giddings. "Appreciative Inquiry for stress management." Qualitative Research in Organizations and Management: An International Journal 14, no. 3 (August 29, 2019): 260–79. http://dx.doi.org/10.1108/qrom-05-2017-1525.

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Purpose The purpose of this paper is to demonstrate the innovative application of an Appreciative Inquiry (AI) approach for the design and implementation of organizational stress management interventions, alongside a case study of the successful design and implementation of the approach. By utilizing the AI methodology to develop a “local stress theory” for the participating organization, the authors propose a model which can be utilized in other similar organizations. Design/methodology/approach Stage 1: 35 participants completed up to ten daily logs by answering four positively framed questions regarding their working day. Stage 2: semi-structured interviews (n=13). The interview schedule was designed to further elaborate log findings, and begin looking into feasible organizational changes for improvement of stress. Stage 3: two focus groups (Stage 3, total 13 employees) verified interventions from logs and interviews and discuss how these can be implemented. Findings The log phase identified two key themes for improvement: managerial/organizational support and communication. From these, interviews and focus groups led to workable proposals for simple but likely effective changes. The authors reported findings to management, emphasizing organizational change implementation, and these were subsequently implemented. Research limitations/implications The study demonstrated the effectiveness of AI to identify and implement relatively simple but meaningful changes. The AI cycle was completed but allocating lengthy follow-up time for evaluation of outcomes was not possible, although initial responses were favorable. There are also issues of generalizability of the findings. Originality/value This is the among first studies to utilize an AI approach for the design of stress management interventions.
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Grant, Suzanne, and Maria Humphries. "Critical evaluation of appreciative inquiry." Action Research 4, no. 4 (December 2006): 401–18. http://dx.doi.org/10.1177/1476750306070103.

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Bushe, Gervase R., and Aniq F. Kassam. "When Is Appreciative Inquiry Transformational?" Journal of Applied Behavioral Science 41, no. 2 (June 2005): 161–81. http://dx.doi.org/10.1177/0021886304270337.

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Sandars, John, and Deborah Murdoch-Eaton. "Appreciative inquiry in medical education." Medical Teacher 39, no. 2 (November 17, 2016): 123–27. http://dx.doi.org/10.1080/0142159x.2017.1245852.

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Keefe, Maureen R., and Daniel Pesut. "Appreciative inquiry and leadership transitions." Journal of Professional Nursing 20, no. 2 (March 2004): 103–9. http://dx.doi.org/10.1016/j.profnurs.2004.02.006.

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Shohet, Robin, and Ben Fuchs. "Using Appreciative Inquiry with Journalists." Self & Society 33, no. 6 (May 2006): 36–38. http://dx.doi.org/10.1080/03060497.2006.11086281.

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Tan, Noel, and Fiona O'Shaughnessy. "Appreciative Inquiry in Asia Introduction." AI Practitioner 15, no. 3 (August 1, 2013): 4–6. http://dx.doi.org/10.12781/978-1-907549-16-8-1.

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Moehle, Matthew R., Roopa Nandi, and Hardik Shah. "Appreciative Inquiry Resources February 2014." AI Practitioner 16, no. 1 (February 1, 2014): 63–67. http://dx.doi.org/10.12781/978-1-907549-18-2-13.

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Moehle, Ph.D., Matthew R. "Appreciative Inquiry Resources February 2015." AI Practitioner 17, no. 1 (February 1, 2015): 66–69. http://dx.doi.org/10.12781/978-1-907549-20-5-13.

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Moehle, Ph.D., Matthew R. "Appreciative Inquiry Resources August 2015." AI Practitioner 17, no. 3 (August 1, 2015): 72–76. http://dx.doi.org/10.12781/978-1-907549-24-3-10.

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Moehle, Ph.D., Matthew R. "Appreciative Inquiry Resources November 2015." AI Practitioner 17, no. 4 (November 1, 2015): 71–77. http://dx.doi.org/10.12781/978-1-907549-25-0-11.

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Crous, Freddie. "My Life with Appreciative Inquiry." AI Practitioner 21, no. 1 (February 1, 2019): 11–16. http://dx.doi.org/10.12781/978-1-907549-38-0-3.

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