Acceso usuarios
Noé Chávez Hernández
Objective: This study aims to reflect on the application of the positive change model and appreciative inquiry as strategic approaches to strengthen organizational dynamics and foster improved practices within a public higher education institution in Mexico, with the specific goal of advancing toward recognition by the Programa Nacional de Posgrados de Calidad (PNPC—National Program for Quality Graduate Programs).
Theoretical Framework: The study is grounded in the paradigm of positive organizational development, integrating Cummings’ positive change model and Ivancevich, Konopaske, and Matteson’s 4-D appreciative inquiry methodology. Both frameworks emphasize organizational strengths, successful practices, and the co-creation of a shared vision as catalysts for transformative change.
Method: A personal axiological narrative with a qualitative orientation was employed, focusing on the lived experience of a 14-member academic faculty during a two-week intensive workshop. Data was collected through participant observation, documentation of group discussions, and analysis of workshop-generated materials, including strategic plans, mission-vision statements, and action commitments.
Results and Discussion: The combined application of both methodologies enabled the team to identify institutional strengths, align expectations, co-develop a strategic action plan, and strengthen mutual trust and collective commitment. Findings demonstrate that an appreciative approach effectively mobilizes positive emotions and synergies, facilitating organizational adaptation—even in resource-constrained public-sector contexts.
Research Implications: The results provide a replicable roadmap for public higher education institutions seeking to enhance performance through human-centered change strategies. Implications span key domains including organizational change management, collaborative leadership, and the cultivation of a positive academic culture.
Originality/Value: This study contributes an empirically grounded, context-specific account from Mexico’s public technological university system, illustrating the feasibility and impact of positive change approaches within bureaucratic educational settings. Its value lies in bridging theory and practice through a reflective narrative that enriches the scholarly discourse on organizational change in public higher education.
