ERIC Number: EJ1058787
Record Type: Journal
Publication Date: 2014-Sep
Abstractor: As Provided
Reference Count: 82
Appreciative Inquiry and Autonomy-Supportive Classes in Business Education: A Semilongitudinal Study of AI in the Classroom
Conklin, Thomas A.; Hartman, Nathan S.
Journal of Experiential Education, v37 n3 p285-309 Sep 2014
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.
Descriptors: Business Administration Education, Class Activities, Inquiry, Student Surveys, Personal Autonomy, Longitudinal Studies, Curriculum Development, Student Motivation, College Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A