Appreciative inquiry in management education: measuring the success of co-created learning

Taking Nothing for Granted in Management Education: A Systemic Perspective on the Role of Reflective Questioning

“…This requires a facilitating, supportive intervention style from management educators. As such, a coach makes students responsible for their own learning by allowing them to control and set their own learning goals (DeFillippi & Milter, 2009;Conklin & Hart, 2009). In this way, students learn to construct meaning from their own point of view, which helps them to grow personal skills in dealing with and adapting to complex, real-world challenges (DeFillippi & Milter, 2009).…”

Perceived trends in viewing the future by Croatian and Slovenian business students

“…AI does not put teachers in the dominant role in a learning process (Eow et al, 2010). A study researching the impact of AI on creating classrooms desired by the participants showed a significant relationship between the course high priorities and students' assessment of achievement and their contribution to that achievement (Conklin et al, 2009). 2004) as a storytelling method (Stefaniak, 2007:43).…”

Using Appreciative Inquiry to Frame the Appraisal of an Australian Initial Teacher Education Program

“…AI begins by identifying what is positive and connecting it in ways that heighten energy, vision, and action for change. (Cooperrider et al, 2008, p. xv) It is viewed as a contemporary, strengths-based approach to management that provides a structured focus on reflection, collaboration and envisioning, signifying a move away from those more conventional models that emphasise ways to overcome existing weaknesses and deficiencies (Conklin & Hart, 2009;Fifolt & Stowe, 2011). It also has the potential to leverage the placebo principle-that people respond positively to attention (Mellish, 1999)and the pygmalion effect, whereby individuals perform up to the high expectations held of them (Conklin & Hart, 2009).…”

“…(Cooperrider et al, 2008, p. xv) It is viewed as a contemporary, strengths-based approach to management that provides a structured focus on reflection, collaboration and envisioning, signifying a move away from those more conventional models that emphasise ways to overcome existing weaknesses and deficiencies (Conklin & Hart, 2009;Fifolt & Stowe, 2011). It also has the potential to leverage the placebo principle-that people respond positively to attention (Mellish, 1999)and the pygmalion effect, whereby individuals perform up to the high expectations held of them (Conklin & Hart, 2009). Importantly for this program review, it can be used to generate change through "ignit[ing] the collective imagination" (Watkins & Mohr, 2001, p. 14) and promoting dialogues that can help collectively shape people's realities and their vision for the future (Maritz & Coetzee, 2012).…”

“…For the purposes of our work, we applied the AI model through the "4-D" (discovery, dream, design and destiny) Cycle (Cooperrider et al, 2008). Rather than approaching each of the four phases in a strictly sequential or linear manner, as has occurred in other appraisals (see, e.g., Conklin & Hart, 2009), we moved on occasion back and forth between the phases, believing this would facilitate stronger participant engagement. In the discovery phase, participants discover, appraise and value what "gives life" (Cooperrider et al, 2008, p. 6) to the program when it is functioning at its best, focusing on the positive qualities that they identify and affirming them as instrumental to future progress.…”