Appreciative inquiry for leading in complex systems: Supporting the transformation of academic nursing culture

Roseanne C. Moody, Sara Horton-Deutsch, Daniel J. Pesut

Research output: Contribution to journalArticlepeer-review

21 Scopus citations

Abstract

Increasingly complex environments in which nurse educators must function create distinct challenges for leaders in nursing education. Complexity is found in the presence of knowledgedriven economies, advancements in technology, and the blurring of campus boundaries created by online learning versus traditional classroom education. A dual bureaucracy of faculty and administration coexists in nursing education. The transformation of bureaucratic culture is a strategic challenge for academic leaders who strive to move dichotomous groups toward a collective vision of a preferred future. This article advocates for the affirmative administrative process of appreciative inquiry for academic nursing leadership, in nudging the dual bureaucracy toward transformational change. The intent and characteristics of appreciative inquiry are discussed, appreciative leadership strategies and actions are explained, methods for leading cultural paradigm shift are outlined, and an exemplar of the actualization of appreciative inquiry is presented.

Original languageEnglish (US)
Pages (from-to)319-324
Number of pages6
JournalJournal of Nursing Education
Volume46
Issue number7
DOIs
StatePublished - Jul 2007

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