Toward a Pedagogy of Appreciation

Yballe, Leodones; O'Connor, Dennis J.

doi:10.1016/s1475-9152(04)01008-7

Cited by 12 publications

(8 citation statements)

References 1 publication

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“…Within management education, its positive framing and dynamic process have been successfully applied in the context of seminars and small classes. For example, AI has been used to design management courses, facilitate class discussions, and implement course evaluations (Conklin, 2009; Conklin & Hart, 2009; Conklin & Hartman, 2014; Neville, 2008; O’Connor & Yballe, 2007; Scandura, 2017; Yballe & O’Connor, 2000, 2004). While promising, these examples have been limited to just a few examples in applied research (Cooperrider, 2013; Hart et al, 2008; Neville, 2008), case studies (Dematteo & Reeves, 2011; Haizlip & Plews-Ogan, 2010; Saha, 2020), and theory (Eow et al, 2010).…”

Section: Leveraging Appreciative Inquiry To Transform Large Classesmentioning

confidence: 99%

Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning

Trinh

Esch

Martinez

et al. 2021

Journal of Management Education

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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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Section: Leveraging Appreciative Inquiry To Transform Large Classesmentioning

confidence: 99%

Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning

Trinh

Esch

Martinez

et al. 2021

Journal of Management Education

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“…Case studies as an appreciative activity can help participants practice leadership through simulations and group discussions to foster change beyond the training context (Yballe & O'Connor, 2004). Accordingly, the group was randomly divided into four sub-groups and given one of four potential camp scenarios to work on.…”

Section: Description Of Applicationmentioning

confidence: 99%

Women’s Leadership Development Training for [Program]

Kelinsky¹,

Anderson²

2016

Journal of Leadership Education

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“…There are numerous studies cataloging AI’s viability in helping organize the functions of higher education (Adamson, Samuels, & Willoughby, 2002; Bloom & Martin, 2002; Bushman & Buster, 2002; Henry, 2005; Stetson, 2005; Stetson & Miller, 2003; Torres & Weisenberger, 2001). AI as a classroom approach has also been addressed by the academic community (Conklin, 2009; Conklin, & Hart, 2009; Neville, 2008; O’Connor & Yballe, 2007; Yballe & O’Connor, 2000, 2004). AI appears to foster AS classrooms, as mentioned above, which then contribute to the evolution of growth mind-sets (Dweck, 1999, 2006).…”

Section: Ai and Higher Educationmentioning

confidence: 99%

Appreciative Inquiry and Autonomy-Supportive Classes in Business Education

Conklin

Hartman

2013

Journal of Experiential Education

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In this article, we describe 10 separate classroom experiences where an appreciative inquiry (AI) exercise was used for course creation. Post-exercise surveys of students showed that the AI exercise was perceived to be a successful practice. Students indicated putting effort toward reaching their peak learning experience and were satisfied with the course. Because students aided in the design of how the course material would be covered, they were more motivated to participate and thus helped construct an autonomy-supportive classroom. Implications for practice and issues for how collective course construction can foster growth mind-sets and release students’ imaginations toward what was possible in the classroom are discussed.

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Toward a Pedagogy of Appreciation

Cited by 12 publications

References 1 publication

Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning

Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning

Women’s Leadership Development Training for [Program]

Appreciative Inquiry and Autonomy-Supportive Classes in Business Education

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