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Fostering connections for student success: using Appreciative Inquiry to promote positive growth in a university course

Allen, J. M. and Innes, M. 2012, Fostering connections for student success: using Appreciative Inquiry to promote positive growth in a university course, in HERDSA 2012 : Connections in Higher Education : Proceedings of the 35th HERDSA Annual International Conference, HERDSA, Hobart, Tas., pp. 1-1.

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Title Fostering connections for student success: using Appreciative Inquiry to promote positive growth in a university course
Author(s) Allen, J. M.
Innes, M.
Conference name Higher Education Research and Development Society of Australasia. Conference (35th : 2012 : Hobart, Tas.)
Conference location Hobart, Tas.
Conference dates 2-5 Jul. 2012
Title of proceedings HERDSA 2012 : Connections in Higher Education : Proceedings of the 35th HERDSA Annual International Conference
Editor(s) [unknown]
Publication date 2012
Conference series Higher Education Research and Development Society of Australasia Annual International Conference
Start page 1
End page 1
Total pages p.
Publisher HERDSA
Place of publication Hobart, Tas.
Keyword(s) higher education
pre-service teacher course
master of teaching
program evaluation
appreciative inquiry
Summary This paper reports on a study of the review process of the first iteration of a recentlyimplemented higher education program. Specifically, the paper discusses the inaugural review of a two-year graduate level pre-service teaching program at an urban Australian university. The aims of the study into this Master of Teaching program were twofold. First, it sought to gain an understanding of the strengths and limitations of the program from the perspectives of the staff members involved and to explore avenues for positive growth. Second, it examined the extent to which the application of Cooperrider, Whitney, Stavros and Fry’s (2008) Appreciative Inquiry (AI) framework can be used effectively in the review of higher education program reviews to foster connections for student success. The AI model promotes collegial reflective practice and the generation of positive resolutions and thus aligned with the purposes of the review which were to foster collaboration, strengthen staff morale and, subsequently, build a stronger program for students. This paper provides a perceptual account of the AI review process as reported by the three facilitators involved. The discussion and findings included in this paper contribute to international literature in the areas of higher education program evaluation, organisational reform and Appreciative Inquiry.
Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 930301 Assessment and Evaluation of Curriculum
HERDC Research category E2.1 Full written paper - non-refereed / Abstract reviewed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30064527

Document type: Conference Paper
Collection: Faculty of Arts and Education
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Created: Tue, 17 Jun 2014, 17:37:19 EST by Jeanne Allen

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