You are not logged in.
Openly accessible

Evaluation of a large group method in an educational Institution : the World café versus Large Group facilitation.

Fullarton, Christie and Palermo, Josephine 2008, Evaluation of a large group method in an educational Institution : the World café versus Large Group facilitation., Journal of Institutional research, vol. 14, no. 1, pp. 109-117.

Attached Files
Name Description MIMEType Size Downloads
fullarton-evaluationoflarge-2008.pdf Published version application/pdf 172.99KB 289

Title Evaluation of a large group method in an educational Institution : the World café versus Large Group facilitation.
Author(s) Fullarton, Christie
Palermo, Josephine
Journal name Journal of Institutional research
Volume number 14
Issue number 1
Start page 109
End page 117
Publisher AAIR
Place of publication Clayton [Vic.]
Publication date 2008-11
ISSN 1443-2110
Keyword(s) Large Group methods
World café
evaluation
educational institution
Summary This article reports on the use of a large group method, theWorld Café, compared to large group facilitation in an educational institutional setting in Oman. Change is central to many educational institutions as they aspire to ensure quality procedures and processes are implemented and maintained. One of the difficulties of introducing change within this context is the number of stakeholders involved, as well as the inherent hierarchical nature of these settings. Large group methods (LGM) are one such intervention for change that seeks to involve a maximum number of stakeholders and minimise hierarchies, while at the same time encouraging participation and creating engagement. To evaluate LGM within this setting, the study compared two different workshop techniques: one workshop was run using the LGM theWorld Café, while the other was conducted using large group facilitation (LGF). Results indicated that theWorld Café was superior to LGF in terms of increases in participant knowledge and understanding. Participants who took part in the LGM were also significantly more likely to indicate that the technique was beneficial to their learning, compared to those who took part in the LGF. Qualitative data in the form of comments also provide support for LGM. Further research is needed to assess the applicability of the findings in educational settings in other countries. Moreover, more stringent research is required to assess over time, changes in behaviours occurring following LGM, to provide further evidence as to their value in facilitating change in institutional settings.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 170107 Industrial and Organisational Psychology
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2008, AAIR
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30021361

Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 644 Abstract Views, 289 File Downloads  -  Detailed Statistics
Created: Mon, 14 Dec 2009, 16:34:51 EST by Gabrielle Lamb

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.