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The paper aims to offer the notion of “taking an attitude of inquiry” as a quality process in research, enabling researchers to be aware of and articulate the complex processes of interpretation, reflection and action they engage in. The purpose is to consider this as a quality process that complements more procedural approaches.

Drawing on 25 years experience in an action research community – in which the authors have developed theory and practice in the company of colleagues – to articulate and illustrate what “taking an attitude of inquiry” can mean. The paper seeks to make quality practices thus developed available to a wider community of researchers.

Two schema with illustrations are offered. Qualities that enable taking an attitude of inquiry are suggested: curiosity, willingness to articulate and explore purposes, humility, participation and radical empiricism. Disciplines of inquiring practice are identified as: paying attention to framing and its pliability; enabling participation to generate high quality knowing, appreciating issues of power; working with multiple ways of knowing; and engaging in, and explicating, research as an emergent process.

Research is depicted as both disciplined and alive. Researchers are invited to engage fully in self‐reflective practice to enhance quality and validity.

An articulation of a depth view of quality in self‐reflective research practice which has been developed in an action research context and can be applied to research more generally.

The presence and practice of individual and organizational humility has the power to enable organizational growth and change. Humility drives behaviors associated with learning and the ability to embrace the value of existing mental models while valuing the insights offered by new perspectives and approaches. This paradox-savvy practice, observed in humble individuals and organizations, allows them to appropriately value what is working about the existing system while simultaneously embracing the need for change. Our research finds humble behaviors emerging within psychologically safe environments that foster an attitude of inquiry, kinship, extraordinary collaboration, and professional excellence. Humble behaviors, at every organizational level, appear to enhance both individual and group capabilities that drive long term strategic advantage. Five capabilities were identified in our research: diverse networks, shared values, flexibility and adaptability, judgment and decision-making, and organizational learning. We bring these concepts to life by synthesizing established and emerging research, as well as diving deeply into an empirical case study that leverages humble practices in order to effectively drive organizational change. We argue that humility can impact organizing at all levels (individuals, leaders, followers, teams, executives, and organizations) and in so doing create the conditions in which sustainable organizational change can flourish.

The purpose of our research is to better understand inquiry-based pedagogy in the context of leadership education. Specifically, we sought to learn about how leadership learning is characterized in an immersive inquiry course, and how inquiry-based pedagogy is experienced by students engaged in interdisciplinary leadership learning.

We used a case study approach as an overarching methodology. The research methods employed to collect data were World Cafe and episodic narrative interview. Further, we used collocation analysis and systematic text condensation as analytical strategies to interpret data.

Our findings led us to four primary conclusions: (1) inquiry-based learning helps to foster an inquiry mindset amongst leadership education students; (2) the challenges and tensions associated with inquiry-based learning are worth the learning gains for leadership students; (3) the opportunity to learn in relationship is beneficial for leadership development outcomes and (4) students’ experiences of inquiry-based learning in leadership education often included instances of transformation.

Limitations of the research were: (1) it is a case study situated within a unique, particular social and educational context; (2) demographic data were not collected from participants, so results cannot be disaggregated based on particular demographic markers and (3) the small sample size involved in the study makes it impossible to generalize across a broad population.

This research has enabled a deep understanding of structural and relational supports that can enable effective inquiry-based learning in leadership education. It also offers evidence to support institutional shifts to inquiry-based pedagogy in leadership education.

Our research demonstrates that use of inquiry-based pedagogy in leadership education has long-lasting positive effects on students' capacity for applied leadership practice. Consequently, participants in this type of leadership learning are better positioned to effectively lead social change that is pressing in our current global context.

There is scant (if any) published research that has focused on using inquiry-based pedagogies in leadership education. This research makes a significant contribution to the scholarship of leadership education.

This paper presents an overview of the action research methodology and asserts its suitability as an approach to enquiry and practice in the field of information literacy (IL). An experience of action research is briefly presented and some strengths and weaknesses of this methodological approach are critically discussed.

Action research was adopted for investigating the impact of an IL programme on a homogeneous group of students at the University of Parma (Italy). The project consisted of a cycle of four stages: observing, planning, acting, evaluating. Peer observation was adopted both as a validation method and as a support for the reflection on the research process.

Action research is a suitable approach for teaching librarians, as it allows them to experience the role of teacher, researcher and reflective practitioner all together, thus favouring reflection on the complex, “multitask” role that they are playing today. Moreover, action research puts teaching librarians in an attitude of learning from the educational context in which they work, encourages sharing of experiences and promotes change in library context.

This contribution could encourage teaching librarians to adopt action research as a new approach to enquiry and practice and as a way to investigate their context, reflect on their actions and promote change in the field of IL.

The purpose of this paper is to contribute to the advancement of research methods in management spirituality by proposing a novel and innovative approach for generating empirical material on issues relevant for practitioners.

The approach introduced is designed as a one-year group process based on Schein’s concept of clinical inquiry, primarily aimed at helping the participating managers to address challenging issues that they face in real life. When this helping process is successful, empirical material on these issues is revealed, as the participants share information to receive help themselves.

Findings illustrate how the approach generates extensive, rich and broad data, guided by what becomes important for the participating managers as the process unfolds. A strong holding environment allows for urgent matters to be shared straight from the heart.

As this activity is based on the belief that the managers know best the issues relevant to them, a deviation from the assumed research direction should be seen as help to focus on relevant issues, rather than an obstacle of following an original plan.

The proposed approach may be of particular interest to researchers who not only want to contribute to academic knowledge but also wish to work with people and facilitate transformation.

This paper advances understandings of generating empirical material in the field of management spirituality through an innovative, client-centered research approach, rooted in well-established theories.

The purpose of this paper is to review action research approaches to changing practice through reflection, identifying themes, issues and questions relevant to a broader community of research practitioners. It invites additional layering in concept, enactment and account.

A framework for considering interwoven dimensions of action research as first‐, second‐ and third‐person inquiry is presented. The paper then works through stories to explore the complementarities of action research with other genres of research, addressing developments of practice through reflection. Questions of general relevance are identified.

Action research is a richly diverse range of approaches having much in common with a broader community who seek to develop embodied practice and practical knowing, work in collaboration, respect multiple ways of knowing, and influence change in social systems. Frames, approaches, practices and questions from action research can be applied more generally. The paper articulates a profusion of questions. These include inviting attention to researchers' reflective practices, to different ways of exploring issues of power, and to questioning (organizational) contexts in which interventions are set.

Practices of inquiry and intervention for social and organizational change are explored. Attention is drawn to issues of power and how they might affect action with a participatory intent. Ways of developing understandings and enactments are offered.

This paper offers a companion language and set of practices from which to view other genres of research/intervention interested in developing practice through reflection.

The purpose of this paper is to explore and explain public preferences for different public procurement practices. The paper looks into public support for cost-effectiveness, discriminatory procurement in favour of domestic suppliers and sustainable procurement.

This study uses Eurobarometer public opinion data on 26.836 EU citizens from 27 EU countries.

This paper shows that EU citizens want public authorities to evaluate multiple aspects of any procurement offer in their public procurement decisions. It also found that, although cost-effectiveness and domestic favouritism are still important to EU citizens, citizens are most supportive of the objectives of sustainable procurement. Some associations between citizens’ procurement preferences and their social characteristics and political attitudes were found, but these only explain citizen procurement preferences to a limited extent. Country of residence has the strongest association with citizens’ acceptance of the objectives of sustainable procurement.

Even though the data contain information on the procurement preferences of a large number of EU citizens, it is a topic of inquiry that is sensitive to social desirability bias.

This paper contributes to the empirical understanding of public attitudes towards public procurement. It is one of few studies on citizen attitudes towards different public procurement practices.

The purpose of the self-study is two-fold: first, to aid in redressing the lack of attention given to the professional development i.e., the building of practical or work-related knowledge of examination invigilators and second, to forward the idea that engaging the examination invigilation process reflectively is an effective form of self-directed professional development.

The report uses reflective journaling based on Minott (2017) reflective approach to teaching practicum debriefing strategy to show the practical or work-related knowledge built by the author.

The report shows how the author built practical or work-related knowledge about critical aspects of the invigilation process: adaptability/flexibility, leading humanely and “thinking on your feet”/reflection-in-action.

This paper shows (through a critical discussion of the literature, coupled with the author’s personal professional experiences displayed in reflective journal entries) that an attitude of self-directed inquiry combined with reflective journaling can enable professional development i.e. the development of practical or work-related knowledge.

At the nexus of mindfulness and parenting lies the fusion of two influential yet contradictory epistemologies, the Eastern contemplative practices with the Western parenting research. Mindful parenting is a parenting style, which has grown in popularity in recent times to support parents during pregnancy, birth and beyond. The current study is the third stage of a mixed methods study on mindful parenting. The first stage of the study design conducted a systematic review of mindful parenting. The second stage summarized the change processes identified in the systematic review. The aim of this pilot study is to clarify four clinicians’ perceptions of cognitive change processes associated with mindful parenting, particularly how theory is translated to practice. Interpretative Phenomenological Analysis (IPA) was used to analyze semi-structured interviews. The six higher-order change processes were conceptualized as an anchor. Cognitive processes included intention, attention, attitude, and reflective functioning. Given its methodological limitations, the next future work needs is to survey a large sample of both clinicians and parents to verify the model. This paper makes an important contribution to the development of a more comprehensive theoretical model of mindful parenting.

This study aims to explore the augmented reality (AR) effectiveness of museum visiting.

Based on the AR marketing of the motivation model and the inspiration model, the critical mental process and AR were revealed that could increase museum visits. The mixed-methods approach was adopted to analyze the qualitative research and test the model hypotheses to understand the perceptions of the increasing AR marketing of museum visits.

The authors found that inspiration and perceived quality AR are critical to enhancing the attitudinal of museum visits. AR developers can thus focus on utilitarian and hedonic benefits in perceptual augmentation quality to inspire users’ willingness to visit museums.

This study extended the inspiration model through a mixed-methods approach to investigate how AR technologies encourage and leverage visitor experience to increase museum visit intention psychologically.

本研究旨在探索增强现实（AR）对博物馆参观的影响。

基于AR营销的动机模型和启发模型, 本研究揭示了能够增加博物馆参观动机的关键心理过程和AR技术。本研究采用混合方法分析定性研究并测试模型假设, 以了解对增加AR营销的博物馆参观的感知。

我们发现, 启发和感知质量的AR技术对提升参观博物馆的态度至关重要。因此, AR开发者可以将注意力集中在实用和享乐的益处上, 通过提升感知质量来激发用户参观博物馆的意愿。

本研究通过混合方法扩展了启发模型, 研究了如何通过AR技术在心理上鼓励和利用游客体验来增加参观博物馆的意愿。