Journal of Nursing Education

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Educational Innovations 

Appreciative Inquiry for Leading in Complex Systems: Supporting the Transformation of Academic Nursing Culture

Roseanne C. Moody, PhD, RN; Sara Horton-Deutsch, PhD, APRN; Daniel J. Pesut, PhD, APRN, BC, FAAN

  • Journal of Nursing Education. 2007;46(7)
  • Posted July 1, 2007

Abstract

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 knowledge-driven 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.

AUTHORS

Received: November 19, 2004

Accepted: December 6, 2005

Dr. Moody is Senior Scientific Communications Associate, Regulatory, Eli Lilly & Company, and Dr. Horton-Deutsch is Associate Professor and Dr. Pesut is Professor and Associate Dean for Graduate Programs, Department of Environments for Health, Indiana University School of Nursing, Indianapolis, Indiana. At the time this article was written, Ms. Moody was a predoctoral fellow, Department of Environments for Health, Indiana University School of Nursing, Indianapolis, Indiana.

Address correspondence to Roseanne C. Moody, PhD, RN, Senior Scientific Communications Associate, Regulatory, Eli Lilly & Company, Faris Campus 510-01 DC 6015, Indianapolis, IN 46285; e-mail: Moody_Roseanne_F@Lilly.com.

Abstract

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 knowledge-driven 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.

AUTHORS

Received: November 19, 2004

Accepted: December 6, 2005

Dr. Moody is Senior Scientific Communications Associate, Regulatory, Eli Lilly & Company, and Dr. Horton-Deutsch is Associate Professor and Dr. Pesut is Professor and Associate Dean for Graduate Programs, Department of Environments for Health, Indiana University School of Nursing, Indianapolis, Indiana. At the time this article was written, Ms. Moody was a predoctoral fellow, Department of Environments for Health, Indiana University School of Nursing, Indianapolis, Indiana.

Address correspondence to Roseanne C. Moody, PhD, RN, Senior Scientific Communications Associate, Regulatory, Eli Lilly & Company, Faris Campus 510-01 DC 6015, Indianapolis, IN 46285; e-mail: Moody_Roseanne_F@Lilly.com.

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 knowledge-driven 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.

AUTHORS

Received: November 19, 2004

Accepted: December 6, 2005

Dr. Moody is Senior Scientific Communications Associate, Regulatory, Eli Lilly & Company, and Dr. Horton-Deutsch is Associate Professor and Dr. Pesut is Professor and Associate Dean for Graduate Programs, Department of Environments for Health, Indiana University School of Nursing, Indianapolis, Indiana. At the time this article was written, Ms. Moody was a predoctoral fellow, Department of Environments for Health, Indiana University School of Nursing, Indianapolis, Indiana.

Address correspondence to Roseanne C. Moody, PhD, RN, Senior Scientific Communications Associate, Regulatory, Eli Lilly & Company, Faris Campus 510-01 DC 6015, Indianapolis, IN 46285; e-mail: Moody_Roseanne_F@Lilly.com.

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