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Article
Publication date: 15 January 2013

Kerry L. Priest, Eric K. Kaufman, Kelsey Brunton and Megan Seibel

This practice paper describes how leadership education faculty and students at Virginia Tech have facilitated change through the use of appreciative inquiry (Ai) at the…

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Abstract

This practice paper describes how leadership education faculty and students at Virginia Tech have facilitated change through the use of appreciative inquiry (Ai) at the departmental level, program level, and project level. Appreciative inquiry has been found to be a useful tool for leadership educators, as its foundation in social constructionist philosophy aligns with contemporary leadership and learning theories. This paper outlines (a) the philosophy of Ai as it applies to organizational development (b) illustrates Ai practices associated with a five-stage model, and (c) highlights three examples that can be used as models for leading change in a variety of organizational situations. The authors suggest that leadership educators are uniquely positioned to serve academic communities as facilitators of change by bridging theory and practice in pursuit of new ways of knowing and working together.

Details

Journal of Leadership Education, vol. 12 no. 1
Type: Research Article
ISSN: 1552-9045

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Article
Publication date: 14 October 2009

Margaret Brunton and Jonathan Matheny

The purpose of this paper is to explore the way in which health professional (HP)‐based subcultures interpret reform‐based changes.

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Abstract

Purpose

The purpose of this paper is to explore the way in which health professional (HP)‐based subcultures interpret reform‐based changes.

Design/methodology/approach

A three‐phase study is carried out using thematic analysis to examine data from semi‐structured interviews held with 19 HPs to examine their responses to change. Also, responses from 639 self‐completion questionnaires and focus group interviews with 44 women provide insight into the influence of the change on end‐users of the service.

Findings

This study extends previous work through inductive examination of the interpretations of two subcultures, which reveal that acceptance of the strategic change objective is subsequently undermined by divergence in the way members of the subcultures interpret and seek to enact change – a divergent acceptance.

Research limitations/implications

The findings result from a single case‐study healthcare setting. Future studies can extend the research to other settings.

Practical implications

The insight into the way HP‐based subcultures interpret reform‐based changes may advance the public service that these health care organisations strive to provide; much more broadly, it may advance the understanding of change.

Originality/value

This paper shows that any significant change must accommodate existing assumptions and values and the way they colour the interpretation and enactment of change, even when agreement on superordinate objectives exists.

Details

Journal of Organizational Change Management, vol. 22 no. 6
Type: Research Article
ISSN: 0953-4814

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