1887
  1. Home
  2. e-Journals
  3. AILA Review
  4. Volume 34, Issue 1
  5. Article
Volume 34, Issue 1
  • ISSN 1461-0213
  • E-ISSN: 1570-5595
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Our contribution maps the journey towards setting up a transdisciplinary, interprofessional collaboration between coaching practitioners and coaching researchers from the fields of Applied Linguistics and Applied Psychology. The goal of such a project is to build a community of interest around a common cause, i.e., a practically relevant, language-based coaching problem (in our case, questioning practices in executive coaching), and to collaboratively solve the problem on the basis of assembling and integrating the various epistemes. The purpose of our contribution in the form of a travel report is twofold: firstly, to theoretically and conceptually discuss the challenges and affordances of aligning perspectives and assembling epistemes for such a transdisciplinary research project; Secondly, to present the available epistemic bases and offer first empirical results from our applied linguistic research and our cooperation with Applied Psychology that served as the basis for conceptualising the project (Graf, Spranz-Fogasy, & Künzli, 2020). We end this travel report by critically assessing the transdisciplinary character of the current project and by envisioning another kind of cooperation between coaching practice and coaching research as the future destination of our research journey.

© AILA
Loading

Article metrics loading...

/content/journals/10.1075/aila.20008.gra
2021-09-09
2024-10-13

  • From This Site

    /content/journals/10.1075/aila.20008.gra
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. De Haan, E.
    (2019) A systematic review of qualitative studies in workplace and executive coaching: The emergence of a body of research. Consulting Psychology Journal: Practice and Research, 71(4), 227–248. 10.1037/cpb0000144
     https://doi.org/10.1037/cpb0000144 [Google Scholar]
  2. (2021) What works in executive coaching. Understanding outcomes through quantitative research and practice-based evidence. Routledge. 10.4324/9781003127055
     https://doi.org/10.4324/9781003127055 [Google Scholar]
  3. Deplazes, S.
    (2016) KaSyCo: Kategoriensysteme zur Analyse von Coachingprozessen. Kassel University Press.
     [Google Scholar]
  4. Deplazes, S., Graf, E.-M., & Künzli, H.
    (2018) Das TSPP-Model. Eine Blaupause für die Coaching-Prozessforschung. Coaching Theor. Prax., 4, 69–82. doi:  10.1365/s40896‑018‑0025‑0
     https://doi.org/10.1365/s40896-018-0025-0 [Google Scholar]
  5. Fillery-Travis, A., & Cox, E.
    (2018) Researching coaching. InE. Cox, T. Bachirova, & D. Clutterbuck (Eds.), The complete handbook of coaching (3rd ed., pp.518–535). Sage.
     [Google Scholar]
  6. Fischer-Epe, M.
    (2012) Coaching: Miteinander Ziele erreichen. Rowohlt.
     [Google Scholar]
  7. Goodwin, C.
    (1994) Professional vision. American Anthropologist, 96(3), 606–633. 10.1525/aa.1994.96.3.02a00100
     https://doi.org/10.1525/aa.1994.96.3.02a00100 [Google Scholar]
  8. Graf, E.-M.
    (2019) The pragmatics of executive coaching. John Benjamins. 10.1075/pbns.303
     https://doi.org/10.1075/pbns.303 [Google Scholar]
  9. Graf, E.-M., & Dionne, F.
    (2021) Coaching research in 2020 – About destinations, journeys and travelers, Part I. International Coaching Psychology Review, 16(1), 36–50.
     [Google Scholar]
  10. Graf, E.-M., Dionne, F., & Spranz-Fogasy, T.
    (2020) How to investigate the local and global change potential of questioning sequences in executive coaching? A call for interdisciplinary research. Scandinavian Studies in Language, 11(1), 214–238. 10.7146/sss.v11i1.121368
     https://doi.org/10.7146/sss.v11i1.121368 [Google Scholar]
  11. Graf, E.-M., & Kabatnik, S.
    (under review). “[W]ie und was können Sie noch besser organisieren, um auch Freiräume sich zu sichern? […] Wo kann das irgendwie noch effektiver, ((1,2s)) ja, gestaltet werden?” – Lösungsorientierte Fragen im Führungskräfte-Coaching aus gesprächsanalytischer Perspektive. Zeitschrift für Angewante Linguistik.
     [Google Scholar]
  12. Graf, E.-M., & Spranz-Fogasy, T.
    (2018) Welche Frage, Wann und Warum? Eine qualitativ-linguistische Programmatik zur Erforschung von Frage-Sequenzen als zentrale Veränderungspraktik im Coaching. Coaching Theor. Prax., 4, 17–32. doi:  10.1365/s40896‑018‑0021‑4
     https://doi.org/10.1365/s40896-018-0021-4 [Google Scholar]
  13. Graf, E.-M., Spranz-Fogasy, T., & Künzli, H.
    (2020) Questioning sequences in coaching. DACH-research project funded by the FWF, DFG and SNF.
     [Google Scholar]
  14. Grant, A. M., & Gerrard, B.
    (2019) Comparing problem-focused, solution-focused and problem-focused/solution-focused coaching approach. Coaching: An International Journal of Theory, Research and Practice, 13(1). doi:  10.1080/17521882.2019.1599030
     https://doi.org/10.1080/17521882.2019.1599030 [Google Scholar]
  15. Grant, A. M., & O’Connor, S.
    (2010) The differential effects of solution-focused and problem-focused coaching questions: A pilot study with implications for practice. Industrial and Commercial Training, 42(2), 102–111. 10.1108/00197851011026090
     https://doi.org/10.1108/00197851011026090 [Google Scholar]
  16. Grant, A. M. & O’Connor, S.
    (2019) A brief primer for those new to coaching research and evidence-based practice. The Coaching Psychologist, 15(1), 3–10.
     [Google Scholar]
  17. Greif, S., & Benning-Rohnke, E.
    (2015) Konsequente Umsetzung von Zielen durch Coaching: Praktisch nützliche Erkenntnisse aus der Grundlagenforschung und ihre Anwendung. Coaching Theor. Prax., 1(1), 25–35. 10.1365/s40896‑015‑0003‑8
     https://doi.org/10.1365/s40896-015-0003-8 [Google Scholar]
  18. Köller, W.
    (2004) Perspektivität und Sprache: Zur Struktur von Objektivierungsformen in Bildern, im Denken und in der Sprache. De Gruyter. 10.1515/9783110919547
     https://doi.org/10.1515/9783110919547 [Google Scholar]
  19. Kramer, U., & Stiles, W. B.
    (2015) The responsiveness problem in psychotherapy: A review of proposed solutions. Clinical Psychology: Science and Practice, 22(3), 277–295. 10.1111/cpsp.12107
     https://doi.org/10.1111/cpsp.12107 [Google Scholar]
  20. Loebbert, M., & Wilmes, C.
    (2013) Coaching als Beratung. InM. Loebbert (Ed.), Professional coaching. Konzepte, Instrumente, Anwendungsfelder (pp.17–48). Schäffer Poeschel.
     [Google Scholar]
  21. Peltier, B.
    (2010) The psychology of executive coaching. Theory and application. Routledge.
     [Google Scholar]
  22. Pennycook, A.
    (2018) Applied linguistics as epistemic assemblage. AILA Review, 31, 113–134. 10.1075/aila.00015.pen
     https://doi.org/10.1075/aila.00015.pen [Google Scholar]
  23. Peräkylä, A.
    (2019) Conversation analysis and psychotherapy: Identifying transformative sequences. Research on Language and Social Interaction, 52(3), 257–280. 10.1080/08351813.2019.1631044
     https://doi.org/10.1080/08351813.2019.1631044 [Google Scholar]
  24. Perrin, D.
    (2018) On, for and with practitioners. A transdisciplinary approach to text production in real-life settings. AILA Review, 31, 53–80. 10.1075/aila.00013.per
     https://doi.org/10.1075/aila.00013.per [Google Scholar]
  25. Perrin, D., & Kramsch, C.
    (2018) Introduction: Transdisciplinarity in applied linguistics. AILA Review, 31, 1–13. 10.1075/aila.00010.int
     https://doi.org/10.1075/aila.00010.int [Google Scholar]
  26. Roberts, C., & Sarangi, S.
    (2003) Uptake of discourse research in interprofessional settings: Reporting from medical consultancy. Applied Linguistics, 24(3), 338–359. 10.1093/applin/24.3.338
     https://doi.org/10.1093/applin/24.3.338 [Google Scholar]
  27. Ryle, G.
    (1949) The Concept of Mind. Penguin.
     [Google Scholar]
  28. Sarangi, S.
    (2002) Discourse practitioners as a community of interprofessional practice. InC. N. Candlin (Ed.), Research and practice in professional discourse (pp.95–135). City University of Hong Kong Press.
     [Google Scholar]
  29. (2005) The conditions and consequences of professional discourse studies. Journal of Applied Linguistics, 2(3), 371–394. 10.1558/japl.v2i3.371
     https://doi.org/10.1558/japl.v2i3.371 [Google Scholar]
  30. (2015) Experts on experts: Sustaining ‘communities of interest’ in professional discourse studies. InM. Gotti, S. Maci, & M. Sala (Eds.), Insights into medical communication (pp.25–47). Peter Lang.
     [Google Scholar]
  31. Sarangi, S., & Candlin, C. N.
    (2011) Professional and organisational practice: A discourse/communication perspective. InS. Sarangi & C. N. Candlin (Eds.), Handbook of communication in organisations and professions (pp.3–58). De Gruyter. 10.1515/9783110214222.3
     https://doi.org/10.1515/9783110214222.3 [Google Scholar]
  32. Schegloff, E.
    (2007) Sequence organization in interaction: A primer in conversation analysis. Cambridge: CUP. 10.1017/CBO9780511791208
     https://doi.org/10.1017/CBO9780511791208 [Google Scholar]
  33. Schermuly, C. C.
    (2019) Erfolgreiches Business-Coaching. Positive Wirkungen, unerwünschte Nebenwirkungen und vermeidbare Abbrüche. Beltz.
     [Google Scholar]
  34. Schön, D.
    (1983) The reflective practitioner. How professionals think in action. Basic Books.
     [Google Scholar]
  35. Schreyögg, A.
    (2012) Coaching. Eine Einführung für Praxis und Ausbildung (2nd ed.). Campus Verlag.
     [Google Scholar]
  36. Spence, G. B.
    (2007) GAS powered coaching: Goal attainment scaling and its use in coaching research and practice. International Coaching Psychology Review, 2, 155–167.
     [Google Scholar]
  37. Spranz-Fogasy, T.
    (2020) Fragen und ihre Funktionen in psychotherapeutischen Gesprächen. InH. Gruber, J. Spitzmüller & R. de Cillia (Eds.), Institutionelle und organisationale Kommunikation. Theorie, Methodologie, Empirie und Kritik (pp.39–69). Vandenhoeck & Ruprecht. 10.14220/9783737011259.39
     https://doi.org/10.14220/9783737011259.39 [Google Scholar]
  38. Spranz-Fogasy, T., Graf, E.-M., Ehrenthal, J. C., & Nikendei, C.
    (2019) Beispiel-Nachfragen im Kontext von Veränderung: Elitizierungs- und Prozessierungsstrategien in Psychotherapie und Coaching-Gesprächen. InE.-M. Graf, C. Scarvaglieri, & T. Spranz-Fogasy (Eds.), Pragmatik der Veränderung. Problem- und lösungsorientierte Kommunikation in helfenden Berufen (pp.177–209). Gunter Narr.
     [Google Scholar]
  39. Stokoe, E., & Sikveland, R.
    (2016) Formulating solutions in mediation. Journal of Pragmatics, 105, 101–113. 10.1016/j.pragma.2016.08.006
     https://doi.org/10.1016/j.pragma.2016.08.006 [Google Scholar]
  40. Theeboom, T., Beersma, B., & van Vianen, A. E. M.
    (2016) The differential effects of solution-focused and problem-focused coaching questions on the affect, attentional control and cognitive flexibility of undergraduate students experiencing study-related stress. The Journal of Positive Psychology, 11(5), 460–469. 10.1080/17439760.2015.1117126
     https://doi.org/10.1080/17439760.2015.1117126 [Google Scholar]
  41. Tracy, K., & Robles, J.
    (2009) Questions, questioning, and institutional practices: An introduction. Discourse Studies, 11(2), 131–152. 10.1177/1461445608100941
     https://doi.org/10.1177/1461445608100941 [Google Scholar]
  42. Vehviläinen, S.
    (1999) Structures of counselling interaction. A conversation analytic study of counselling encounters in career guidance training. University of Helsinki.
     [Google Scholar]
  43. Voutilainen, L., Peräkylä, A., & Ruusuvuori, J.
    (2011) Therapeutic change in interaction: conversation analysis of a transforming sequence. Psychotherapy Research, 21(3), 348–365. 10.1080/10503307.2011.573509
     https://doi.org/10.1080/10503307.2011.573509 [Google Scholar]
  44. Whitehouse, M., Rahm, H., & Wozniak, S.
    (2021) Developing shared languages: The fundamentals of mutual learning and problem solving in transdisciplinary collaboration. AILA Review, 34(1), 1–18. 10.1075/aila.00038.int
     https://doi.org/10.1075/aila.00038.int [Google Scholar]
  45. Whitworth, L., Kimsey-House, K., Kimsey-House, H., & Sandahl, P.
    (1998) Co-active coaching. New skills for coaching people toward success in work and life. Davis Black.
     [Google Scholar]
  46. Widdowson, H. G.
    (2018) Applied linguistics as transdisciplinary practice: What’s in a prefix?AILA Review, 31, 135–142. 10.1075/aila.00016.wid
     https://doi.org/10.1075/aila.00016.wid [Google Scholar]
/content/journals/10.1075/aila.20008.gra
Loading
‘Knowing that’, ‘knowing why’ and ‘knowing how’
AILA Review 34, 57 (2021); https://doi.org/10.1075/aila.20008.gra
/content/journals/10.1075/aila.20008.gra
/content/journals/10.1075/aila.20008.gra
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): applied psychology; epistemic assemblage; executive coaching; questioning sequences; transdisciplinarity

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error