Constructive Critical Conversations: An Approach Toward Quality

Author: Marcia Johnson

Supervisors: Glenys Ker Martin Andrew

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28 May 2026

Johnson, M. (2026). Constructive Critical Conversations: An approach toward quality [Doctoral thesis, Otago Polytechnic]. Research Bank. https://doi.org/10.34074/thes.7311

Abstract

This study investigates the essence of the concept of Constructive Critical Conversations (CCC). The word ‘critical’ differentiates the concept from the HR term ‘constructive conversations’ in that it focuses on critical thinking brought into a collaborative moment to improve quality outcomes. The concept of CCC includes all levels of reflective criticality.

Two research questions were posed:

• How relevant are constructive critical conversations to professional development for individuals?
• How and why are constructive critical conversations relevant to quality outcomes in organisations?

While much research exists regarding systems and distinct aspects of quality in isolation, there is a gap in literature regarding the individuals who take practical action within a system, how their understanding develops, and what impact that has on organisational outcomes. The gap reinforces a need to investigate Constructive Critical Conversations (CCC) to contribute to a wider understanding of quality improvement. Individual professional practices in education have the potential to impact many organisations over the span of a career, including the practices of other professionals, and an untold number of learners.

My experiences, observations, and reflective practice in New Zealand academic roles over the past 30 years underpin this investigation into the human aspect of education quality systems. In my experience, quality in education environments is often approached through compliance-driven processes and can fall short of achieving deeper quality outcomes that emerge through learning-oriented approaches. This study positions CCC as a mechanism that can enable a shift toward learning-based improvement. However, the potential of CCC can only be realised if the concept is more clearly understood and articulated - a contribution this study provides.

This Doctor of Professional Practice (DProfPrac) research utilises a mix of autoethnography and organisational inquiry by combining my experiences with the narratives of 16 other ‘quality practitioners’ - individuals who are responsible and accountable within a quality system to ensure compliance or improvement of quality outcomes within a context, such as tertiary education.

Iterative qualitative descriptive analysis reveals key findings of the essence of CCC as intentionality, criticality, and co-construction.
This project contributes a learning approach to the individual’s self-directed professional development in the workplace and therefore a learning approach to the organisation’s continual quality improvement.

The research defines and theorises the construct of CCC, revealing three principles which organisations can use to improve quality outcomes and providing a practical tool for quality practitioners to use in the workplace.

The strength of a CCC approach to quality lies in the endless potential for experiential learning. As individuals learn, change, and adapt, they become prepared for future challenges. Organisations benefit from individuals' continuously expanding skills and the wider community of practice achieves an enhanced ability to navigate an ever-changing environment through continual improvement.

Keywords

tertiary education quality, quality enhancement, workplace development, learning approach, co-construction, constructive critical conversations

Licence

A copy of the thesis is publicly available under a Creative Commons Attribution Non-Commercial No Derivatives licence CC BY-NC-ND 4.0 International license. This licence applies except where otherwise indicated, especially for images.