The purpose of this study was to explore the concept of mentoring amongst administrative women in higher education from an appreciative perspective. In 1985, Kathy Kram published her book on mentoring entitled, Mentoring at Work. This seminal work provided an initial body of knowledge that helped scholars conceptualize mentoring and encouraged a proliferation of research, in what was then an emerging topic for academic inquiry. However, twenty years after Kram advanced her understandings of mentoring, Chandler and Kram (2005) reported that [t]o date, multiple definitions of a mentor have been advanced, but researchers in the field have not unconditionally accepted any specific one (p. 5).<p> Mentoring has suffered from a lack of definitional and conceptual clarity. This lack of clarity has hampered research efforts and rendered research vulnerable to criticism. This lack of clarity has also made implementation of mentoring programs difficult with respect to whom or what exactly is providing the benefit.<p> This study explored the concept of mentoring through focus groups with administrative women in higher education. The study was conducted within a qualitative paradigm, adapting elements from the work on grounded theory by Corbin and Strauss (2008). Focus groups were used to gather the data, with the questions based on the appreciative inquiry method. The worldview underlying the methodological orientation and study design is best described as constructionist. A constructionist worldview assumes that knowledge is constructed as persons explain or try to make sense of their experiences in the context of conversing with others.<p> I anticipated the findings of this study would be significant to mentoring research in three ways. In the study, I addressed the lack of definitional and conceptual clarity of mentoring that have presented academic and practical challenges; I employed a methodological orientation and study design that focused on understanding the participants recollected experiences of relationships that have worked; and the population of interest (administrative women in higher education) was one that had been understudied in mentoring research.<p> In addition to my academic interest in mentoring I was intrigued by the myth behind mentoring. References to the mythical figure, Mentor, in Homers Odyssey abound and yet two important points about Mentor have gone largely unnoticed. First Mentor was actually a woman. Mentor was Athena. That Mentor embodied both male and female characteristics may be interpreted to suggest that features of both sexes are necessary to mentoring. The second point is that Mentor was only one of the disguises Athena wore in order to provide advice and guidance to Odysseus, Penelope, and Telemachus. The second point may be interpreted to suggest that it takes more than one kind of person or relationship to provide the full range of support that an individual requires over the course of their career. It was my hope that this study would help reconcile the myth of Mentor with the reality of mentoring.

Appreciative Inquiry (AI) has gained increasing popularity as a form of organisation development and action research worldwide, yet little research has been published outside of the USA and Canada. This thesis explores the application and evaluation of Appreciative Inquiry (AI) in the unique context of New Zealand through the perspectives of facilitators of AI. I conducted semi-structured, in-depth interviews with nine experienced AI facilitators in order to understand their perspectives on how AI works, under which circumstances it is most effective and how they evaluate AI. Facilitators tend to come from backgrounds that embrace humanistic values, a premise shared by AI. Participants in this study regard the underlying principles of AI as central, whereas they consider concrete processes, such as the 4D-cycle, to be useful but not essential. Facilitators are very concerned about the appropriate use of AI and clearly identified circumstances supportive or detrimental to AI processes. For example, AI may be inappropriate in situations where there is a pre-determined agenda or leadership is very autocratic. Facilitators are also concerned that AI as a methodology should be applied more wholesomely, acknowledging and working through negative emotions rather than suppressing them. Facilitators face a paradox: They embrace values that put the individual centre stage and regard people as human beings rather than human resources. At the same time, they are external service providers to clients who are at times more concerned with quick fixes, and do not want to invest the time necessary to engage in deep reflection on values and transformative change. Findings suggest that we need to reconsider our interpretation of AI towards embracing the underlying humanistic values more, rather than focusing on the concrete applications (e.g. 4D-cycle). The paradox between embracing humanistic values inherent in AI and bottom-line orientation in most organisations warrants further research.

ABSTRACT The aim of the study was to examine Graduate Students’ perceptions of their most positive leadership experiences, unearth what gives life to their leadership, and to identify the ways in which they conceptualize leadership development. The objective was to arrive at concepts of exemplary leadership that may be used to inform change strategies and create a framework for a student leadership development program. Responding to this issue required a methodological approach which was participatory, co-constructive, and dialogical. As a result, in order to adequately investigate the phenomena of leadership and leadership development from the participants’ point of view, and to arrive at their perceptions of positive leadership, I used a qualitative case study which was conducted through an Appreciative Inquiry (AI) process. The main data collection methods were individual and focus group appreciative interviews. A sample of five Graduate Student Leaders from a university in a Western Canadian province was used in this study. As the participants shared their perceptions of their most positive leadership experiences six key findings emerged. First, positive leadership experiences for the participants resided in the confluence of “being,” “learning,” and “doing.” Leadership was a co-active process in which expressing emotions, receiving affirmations, acquiring new knowledge, and producing life affirming results acted as a force for elevated performance. Second, positive leadership experiences of the participants were framed around collective and interactive efforts to build interpersonal relationships in the community in which the leadership process was taking place. Third, the participants perceived leadership as an emotional process whereby leaders gain knowledge of followers’ emotions through listening, appraising, and expressing authentic care. Fourth, the expression of emotions in leadership for the participants enhanced the leadership relationship and acted as an energizing and actualizing force in personal development. Fifth, the participants viewed empathy as a fundamental leadership strength that yielded multiple interrelated benefits such as the facilitation of individual growth and social connections. Significantly, another interpretation that was gleaned from the data was that the industrial notion of leadership of the “man at the top” lingers and functions as a predictor of leadership success. The participants’ conceptualizations of leadership development revealed two major findings. Primarily, leadership development is an interplay between self-development and institutional initiatives. Additionally, leadership development and self-development were inextricably embedded; understanding oneself as a leader involved the reflective process of understanding oneself as a person. Consistent with the objective of this study, a framework for a leadership development program was proposed based on an incorporation of the perceptions of the Graduate Student Leaders’ most positive leadership experiences and their understanding of leadership development. The framework presented is accompanied by explanations of the choice of each concept within the framework and justification based on previous research findings, as well as excerpts from the participants’ responses. Having taken an appreciative and positive approach to understanding Graduate Students’ leadership experiences I conclude that the concepts that emerged are powerful arguments for nurturing the student voice, and that there is much more to be discovered for the expression and framing of leadership in organizational life, academia, and the community. Furthermore, I submit that we need to deliberately engage appreciative processes so as to enhance our capacity to create leaders who articulate optimistic organizational relations and a deep appreciation of self and others.

This organizational leadership thesis explored the implementation of a community of practice (CoP) within the Provincial Chronic Disease Management (CDM) team, Alberta Health Services (AHS). This inquiry adhered to research ethics policies of Royal Roads University and the Community Research Ethics Board of Alberta. Applying an appreciative stance within an action research methodology, this inquiry examined how a CoP could facilitate knowledge sharing. Understandings and experiences of CoPs were examined through interviews with AHS Knowledge Management employees. A focus group focused on how the Decision Support and Evaluation Leads of the Provincial CDM Team perceived the potential role of a CoP for the purposes of knowledge sharing and the necessary supports needed for the implementation of a CoP. The following recommendations emerged and were presented to the organization: encourage a learning culture that values relationships and networks, develop a strategy for the implementation of a CoP, and enhance leadership knowledge.

Thesis (M.A.P.S.)--Catholic Theological Union at Chicago, 2008. / Vita. Includes bibliographical references (leaves 79-81).

Thesis (M.A.P.S.)--Catholic Theological Union at Chicago, 2008. / Vita. Includes bibliographical references (leaves 79-81).

Thesis (M.A.P.S.)--Catholic Theological Union at Chicago, 2008. / Vita. Description based on Microfiche version record. Includes bibliographical references (leaves 79-81).

Digital technology has not become commonplace in teaching and learning despite the considerable growth, availability and use in society. Moreover, when digital technology is used in education, the digital technology itself seems to take precedence over pedagogy. In physical education (PE), research shows that there is little knowledge as to how and why teachers in the UK use digital technology in their teaching. Subsequently, the purpose of this thesis is to explore PE teachers understanding and experiences regarding how and why they use digital technology in their practice. Guided by an appreciative inquiry (AI) philosophy, this thesis employs a case study methodology in order to explore how and why PE teachers use digital technology. This study pays particular attention to the teachers perspective and the previously under-considered factors that enable, develop and influence their use of DigiTech, rather than the often-reported barriers and constraints. Data were gathered over a 12-month period, involving four teachers from schools across England. Methods of data gathering include AI interviews, interviews with headteachers, senior leadership team members, PE staff, heads of department and IT Managers, and lesson observations, document analysis and field notes. The collected data were analysed using a constructivist approach to grounded theory and the findings collated into four chapters; each of which explores the views, experiences and uses of digital technology by one of the four teachers. These chapters are structured by the three themes constructed from the data analysis. The first theme, developing an embedded culture , explores the teachers perceptions of developing an individual, department and whole school approach towards how digital technology is used. This theme explores the factors promoting the teachers use of DigiTech and the role of the school in shaping their digital technology use. The second theme, keeping tasks simple , details the simple techniques and practices the teachers used to aid their teaching with digital technology. The third theme, establishing routines , describes the ways in which the teachers sought to develop and sustain their use of digital technology, to ensure regularity of use and confidence with digital technology. Drawing on the work of Casey et al. (2017a), this thesis concludes by suggesting that the three-dimensional categorisation of pedagogy (in the form of teachers and teaching, learners and learning and knowledge in context - Armour, 2011) should be used as a lens for further discussion about digital technology use in PE. By using pedagogy as the starting point, we can begin to unpick and formulate future ways in which digital technology can support teachers delivery of PE.

Looked after children (LAC) have been identified as one of the most vulnerable and disadvantaged members of our education system (Sempik, Ward, & Darker, 2008); they are at risk of failing to achieve the Every Child Matters outcomes (DFES, 2004), and, there are particular concerns regarding low levels of academic achievement (DCSF, 2009). Much of the research regarding LAC is from a deficit perspective and attempts to justify the poor outcomes reported; only recently has attention been paid to identifying what works well in schools to promote achievement. Appreciative Inquiry (AI) proposed by Cooperrider & Srivastva (1987) is an affirmatively focused method of research and development which challenges traditional problem-solving approaches (Grant & Humphries, 2006); it seeks to discover the existing strengths and successes within an organisation to inspire change (Espinosa, Roebuck, & Rohe, 2002). Whilst the efficacy of AI has been demonstrated within organisational and healthcare settings there is a dearth of literature evidencing the efficacy of AI in educational settings. AI has not been used with LAC, or the professionals who work with them, and this approach has the potential to provide a new lens on this historically problematic area. This thesis proposed to identify key factors which have the greatest positive impact on the school experience of LAC, in secondary schools, through the use of AI. In doing so, this thesis also sought to explore the efficacy of AI as a research tool for working with LAC and school staff, and, to explore its potential for creating change. A single case study design was used involving one local authority secondary school. Participants attended semi-structured interviews aligned with the AI 4-D cycle; this was followed by a workshop session to explore findings and agree future actions. Further data was also collated through content analysis of the research interviews, participant evaluations and a research diary. Key themes were identified including: effective adult support, engaging learning opportunities, rewarding school systems, a safe and secure environment, good quality relationships, and the importance of normalising the school experience. A number of supplementary themes were also identified. AI was found to be an effective method of research; it appears to be an interactive and enabling approach, which considers both organisational successes and concerns. During the workshop a number of actions were identified to further improve the school experience and there is a high likelihood that change will occur. Implications for EP practice and areas for future research are also considered.

The aim of this study was to ensure that the Sefton Educational Psychology and Portage Service (SEPPS) maintained a high quality service to very young children, their families and settings while responding to the national changes in Children’s Services prompted by Every Child Matters (ECM) (DfES, 2003) and changes in team structure and personnel at a local level. The methodology used was based on the appreciative inquiry (AI) 4-D cycle described by Coghlan, Preskill and Catsambas, (2003) and consisted of four phases which were implemented over a period of eighteen months: Discovery, Dream, Design and Destiny. During the Discovery phase of the project, three educational psychologists (EPs) provided rich narratives illustrating what drives them to work with very young children, families and settings and the contribution that they think EPs make to this area of work. Individual EP’s views of their own skills were corroborated by interviews with parents and analysis of all seven parental stories confirmed that the service that they received met the EPs’ expectations of best practice. In Phase Two, (Discovery/Dream) a workshop was held with representatives of the EP team’s other early years stakeholders to introduce them to AI and to elicit their perceptions of best practice in partnership working. The findings from the inquiry were then used to inform the work of the team during the period from April 2009 to February 2010 (Design/Destiny). Progress was tracked both formally and informally. At the end of the Destiny phase, the stakeholders involved in Phase Two of the project were interviewed to gather evidence on whether they had been able to apply AI in their own work and whether they had noticed any differences in the early years’ work of EPs since attending the initial workshop. The data collected by the author and other members of the EP team (who acted as co-researchers) included interview transcripts, worksheets, flipcharts, reflection/evaluation sheets and minutes of meetings. Each of these elements was analysed individually and collectively by the author according to the principles of thematic analysis, as described by Attride-Stirling (2001), Carter (2004) and Braun and Clarke (2006).At the end of the project, some of the stakeholders interviewed reported that the AI workshop had transformed their way of working from a deficit model to a strengths based model. There was also evidence that attendance at the workshop had changed participants’ perceptions of the role of the EP, facilitating improved channels of communication and the development of a shared vision. Each member of the early years EP team was mentioned in at least one positive story, indicating that high standards of service delivery were maintained during a period of considerable change. The extent to which AI contributed to this process and the challenges presented by this methodology are also discussed.