Appreciative Inquiry for Strategic Planning: An Evaluative and Exploratory Case Study of Two Colleges
This case study attempts to analyze and assess the experiences of two colleges, both of which have chosen and used Appreciative Inquiry (AI) as their strategic planning methodology. These institutions are The College of the North Atlantic/Qatar (CNAQ)—in Doha, Qatar—and Northern Essex Community Coll...
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Online Access: | http://hdl.handle.net/11023/424 https://doi.org/10.11575/PRISM/24978 |
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ftunivcalgary:oai:prism.ucalgary.ca:11023/424 2023-08-27T04:11:04+02:00 Appreciative Inquiry for Strategic Planning: An Evaluative and Exploratory Case Study of Two Colleges Saretsky, Kelly Patterson, Margaret 2013 application/pdf http://hdl.handle.net/11023/424 https://doi.org/10.11575/PRISM/24978 eng eng Graduate Studies University of Calgary Calgary Saretsky, K. (2013). Appreciative Inquiry for Strategic Planning: An Evaluative and Exploratory Case Study of Two Colleges (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/24978 http://dx.doi.org/10.11575/PRISM/24978 http://hdl.handle.net/11023/424 University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Education--Higher Appreciative Inquiry Strategic Planning Higher Education Organizational Development doctoral thesis 2013 ftunivcalgary https://doi.org/10.11575/PRISM/24978 2023-08-06T06:22:44Z This case study attempts to analyze and assess the experiences of two colleges, both of which have chosen and used Appreciative Inquiry (AI) as their strategic planning methodology. These institutions are The College of the North Atlantic/Qatar (CNAQ)—in Doha, Qatar—and Northern Essex Community College (NECC)—in Haverhill, Massachusetts. The specific purposes of this study were to collect empirical data as an objective assessment of AI’s overall effectiveness; to isolate and define the recurring themes which seemed to have contributed to the success—or the lack of success—of this planning methodology; to identify other impacts that AI may have had on these two college’s communities and campus cultures; and, to look for factors that could potentially lead to the expanded and sustained us of AI within these different environments. The results of the study indicate that Appreciative Inquiry has been an effective strategic planning process as experienced by these two colleges: 91% of NECC survey respondents and 90% of CNAQ survey respondents (90% overall) felt that the process resulted in meaningful future directions for the colleges. A large majority of participants (85% for NECC, 75% for CNAQ, 79% overall) also responded favorably to the planning process itself: they felt that the process was a good use of their time; that they could see their contributions in the plan; that they learned something new and valuable about their colleagues; that the process helped them feel excited about the future of the college; and, that they had sufficient opportunity to participate. The major themes which seem to have contributed to the success of the methodology included AI’s inclusive and collaborative nature; the positive, strengths-based and solution-focused mind set; and, the energy and enthusiasm created through working collaboratively toward a preferred future. Finally, a model is presented at the conclusion of the study, which attempts to define the most critical factors necessary for the effective utilization of AI—to ... Doctoral or Postdoctoral Thesis North Atlantic PRISM - University of Calgary Digital Repository |
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PRISM - University of Calgary Digital Repository |
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ftunivcalgary |
language |
English |
topic |
Education--Higher Appreciative Inquiry Strategic Planning Higher Education Organizational Development |
spellingShingle |
Education--Higher Appreciative Inquiry Strategic Planning Higher Education Organizational Development Saretsky, Kelly Appreciative Inquiry for Strategic Planning: An Evaluative and Exploratory Case Study of Two Colleges |
topic_facet |
Education--Higher Appreciative Inquiry Strategic Planning Higher Education Organizational Development |
description |
This case study attempts to analyze and assess the experiences of two colleges, both of which have chosen and used Appreciative Inquiry (AI) as their strategic planning methodology. These institutions are The College of the North Atlantic/Qatar (CNAQ)—in Doha, Qatar—and Northern Essex Community College (NECC)—in Haverhill, Massachusetts. The specific purposes of this study were to collect empirical data as an objective assessment of AI’s overall effectiveness; to isolate and define the recurring themes which seemed to have contributed to the success—or the lack of success—of this planning methodology; to identify other impacts that AI may have had on these two college’s communities and campus cultures; and, to look for factors that could potentially lead to the expanded and sustained us of AI within these different environments. The results of the study indicate that Appreciative Inquiry has been an effective strategic planning process as experienced by these two colleges: 91% of NECC survey respondents and 90% of CNAQ survey respondents (90% overall) felt that the process resulted in meaningful future directions for the colleges. A large majority of participants (85% for NECC, 75% for CNAQ, 79% overall) also responded favorably to the planning process itself: they felt that the process was a good use of their time; that they could see their contributions in the plan; that they learned something new and valuable about their colleagues; that the process helped them feel excited about the future of the college; and, that they had sufficient opportunity to participate. The major themes which seem to have contributed to the success of the methodology included AI’s inclusive and collaborative nature; the positive, strengths-based and solution-focused mind set; and, the energy and enthusiasm created through working collaboratively toward a preferred future. Finally, a model is presented at the conclusion of the study, which attempts to define the most critical factors necessary for the effective utilization of AI—to ... |
author2 |
Patterson, Margaret |
format |
Doctoral or Postdoctoral Thesis |
author |
Saretsky, Kelly |
author_facet |
Saretsky, Kelly |
author_sort |
Saretsky, Kelly |
title |
Appreciative Inquiry for Strategic Planning: An Evaluative and Exploratory Case Study of Two Colleges |
title_short |
Appreciative Inquiry for Strategic Planning: An Evaluative and Exploratory Case Study of Two Colleges |
title_full |
Appreciative Inquiry for Strategic Planning: An Evaluative and Exploratory Case Study of Two Colleges |
title_fullStr |
Appreciative Inquiry for Strategic Planning: An Evaluative and Exploratory Case Study of Two Colleges |
title_full_unstemmed |
Appreciative Inquiry for Strategic Planning: An Evaluative and Exploratory Case Study of Two Colleges |
title_sort |
appreciative inquiry for strategic planning: an evaluative and exploratory case study of two colleges |
publisher |
Graduate Studies |
publishDate |
2013 |
url |
http://hdl.handle.net/11023/424 https://doi.org/10.11575/PRISM/24978 |
genre |
North Atlantic |
genre_facet |
North Atlantic |
op_relation |
Saretsky, K. (2013). Appreciative Inquiry for Strategic Planning: An Evaluative and Exploratory Case Study of Two Colleges (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/24978 http://dx.doi.org/10.11575/PRISM/24978 http://hdl.handle.net/11023/424 |
op_rights |
University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. |
op_doi |
https://doi.org/10.11575/PRISM/24978 |
_version_ |
1775353536567050240 |