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Collaborative Inquiry fuelled by Reflexive Learning: Changing Change

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Collaborative Inquiry fuelled by Reflexive Learning: Changing Change. / Antonacopoulou, Elena; Bento, Regina; Edward, Gareth et al.
In: The Journal of Applied Behavioral Science, Vol. 59, No. 4, 31.12.2023, p. 740 - 777.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Antonacopoulou, E, Bento, R, Edward, G, Hawkins, B, Moldjord, C, Rigg, C, Sklaveniti, C, Soh, WG & Stokkeland, C 2023, 'Collaborative Inquiry fuelled by Reflexive Learning: Changing Change', The Journal of Applied Behavioral Science, vol. 59, no. 4, pp. 740 - 777. https://doi.org/10.1177/00218863231183217

APA

Antonacopoulou, E., Bento, R., Edward, G., Hawkins, B., Moldjord, C., Rigg, C., Sklaveniti, C., Soh, W. G., & Stokkeland, C. (2023). Collaborative Inquiry fuelled by Reflexive Learning: Changing Change. The Journal of Applied Behavioral Science, 59(4), 740 - 777. https://doi.org/10.1177/00218863231183217

Vancouver

Antonacopoulou E, Bento R, Edward G, Hawkins B, Moldjord C, Rigg C et al. Collaborative Inquiry fuelled by Reflexive Learning: Changing Change. The Journal of Applied Behavioral Science. 2023 Dec 31;59(4):740 - 777. Epub 2023 Jun 26. doi: 10.1177/00218863231183217

Author

Antonacopoulou, Elena ; Bento, Regina ; Edward, Gareth et al. / Collaborative Inquiry fuelled by Reflexive Learning : Changing Change. In: The Journal of Applied Behavioral Science. 2023 ; Vol. 59, No. 4. pp. 740 - 777.

Bibtex

@article{690f6ef2eace49d79858dfc89373185b,
title = "Collaborative Inquiry fuelled by Reflexive Learning: Changing Change",
abstract = "In this paper, we dig deeper into the reflexive learning that fuels collaborative inquiry by examining the unique ways in which changing itself takes place. We draw on two examples of collaborative inquiry, offering autoethnographic insights from our own lived experiences of changing change. These insights are underpinned by reflexive learning which we capture in textual form to show how learning in collaborative inquiry involves {\textquoteleft}impacting with{\textquoteright} rather than {\textquoteleft}impacting on{\textquoteright}. Our analysis reveals that reflexivity is not a homogenous or static experience but consists of several dynamically changing entangled {\textquoteleft}dimensions{\textquoteright} of practice. Through dimensions relating to the process, content, and impact of reflexive learning, collaborators can arrive at a {\textquoteleft}stance{\textquoteright} – a fluid, loosely shared basis for action that enables organizational practices to be reconfigured or preserve key principles. ",
author = "Elena Antonacopoulou and Regina Bento and Gareth Edward and Beverley Hawkins and Christian Moldjord and Clare Rigg and Chrysavgi Sklaveniti and Soh, {Woon Gan} and Christina Stokkeland",
year = "2023",
month = dec,
day = "31",
doi = "10.1177/00218863231183217",
language = "English",
volume = "59",
pages = "740 -- 777",
journal = "The Journal of Applied Behavioral Science",
issn = "0021-8863",
publisher = "SAGE Publications Inc.",
number = "4",

}

RIS

TY - JOUR

T1 - Collaborative Inquiry fuelled by Reflexive Learning

T2 - Changing Change

AU - Antonacopoulou, Elena

AU - Bento, Regina

AU - Edward, Gareth

AU - Hawkins, Beverley

AU - Moldjord, Christian

AU - Rigg, Clare

AU - Sklaveniti, Chrysavgi

AU - Soh, Woon Gan

AU - Stokkeland, Christina

PY - 2023/12/31

Y1 - 2023/12/31

N2 - In this paper, we dig deeper into the reflexive learning that fuels collaborative inquiry by examining the unique ways in which changing itself takes place. We draw on two examples of collaborative inquiry, offering autoethnographic insights from our own lived experiences of changing change. These insights are underpinned by reflexive learning which we capture in textual form to show how learning in collaborative inquiry involves ‘impacting with’ rather than ‘impacting on’. Our analysis reveals that reflexivity is not a homogenous or static experience but consists of several dynamically changing entangled ‘dimensions’ of practice. Through dimensions relating to the process, content, and impact of reflexive learning, collaborators can arrive at a ‘stance’ – a fluid, loosely shared basis for action that enables organizational practices to be reconfigured or preserve key principles.

AB - In this paper, we dig deeper into the reflexive learning that fuels collaborative inquiry by examining the unique ways in which changing itself takes place. We draw on two examples of collaborative inquiry, offering autoethnographic insights from our own lived experiences of changing change. These insights are underpinned by reflexive learning which we capture in textual form to show how learning in collaborative inquiry involves ‘impacting with’ rather than ‘impacting on’. Our analysis reveals that reflexivity is not a homogenous or static experience but consists of several dynamically changing entangled ‘dimensions’ of practice. Through dimensions relating to the process, content, and impact of reflexive learning, collaborators can arrive at a ‘stance’ – a fluid, loosely shared basis for action that enables organizational practices to be reconfigured or preserve key principles.

U2 - 10.1177/00218863231183217

DO - 10.1177/00218863231183217

M3 - Journal article

VL - 59

SP - 740

EP - 777

JO - The Journal of Applied Behavioral Science

JF - The Journal of Applied Behavioral Science

SN - 0021-8863

IS - 4

ER -