University of Surrey

Test tubes in the lab Research in the ATI Dance Research

Imagine `Meadfield'. Appreciative Inquiry as a Process for Leading School Improvement

Willoughby, Glyn and Tosey, Paul (2007) Imagine `Meadfield'. Appreciative Inquiry as a Process for Leading School Improvement Educational Management Administration & Leadership, 35 (4). pp. 499-520. ISSN 1741-1432

[img]
Preview
PDF
fulltext.pdf

Download (97Kb)

Abstract

This article examines an application of appreciative inquiry (AI), a contemporary approach to organisational change that is increasingly evident in the business world, as a participative means of school improvement. AI appears relevant to contemporary themes in literature on school improvement such as self-evaluation, capacity-building and distributed forms of leadership.

Appreciative inquiry is introduced and its literature reviewed, with reference to its growing use both in business and in American schools. The authors then report on `Imagine Meadfield ’, the first known large-scale appreciative inquiry undertaken in an English secondary school, with particular reference to the experience of the head teacher (first author) who led this process. The article critically reviews this experience in order to assess the potential of AI for school improvement.

Item Type: Article
Additional Information: The final, definitive version of this article has been published in the Journal Educational Management Administration & Leadership , 35 (4), 499-520 (2007). © 2007 © 2007 BELMAS. All rights reserved.
Divisions: Faculty of Business, Economics and Law > Surrey Business School
Depositing User: Mr Adam Field
Date Deposited: 27 May 2010 14:38
Last Modified: 23 Sep 2013 18:31
URI: http://epubs.surrey.ac.uk/id/eprint/1191

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year


Information about this web site

© The University of Surrey, Guildford, Surrey, GU2 7XH, United Kingdom.
+44 (0)1483 300800