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.

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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
Divisions :	Faculty of Arts and Social Sciences > Surrey Business School
Authors :	Name Email ORCID Willoughby, Glyn Tosey, Paul p.tosey@surrey.ac.uk
Date :	1 January 2007
DOI :	10.1177/1741143207081059
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.
Depositing User :	Mr Adam Field
Date Deposited :	27 May 2010 14:38
Last Modified :	06 Jul 2019 05:06
URI:	http://epubs.surrey.ac.uk/id/eprint/1191

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