I study, teach, and write about questions and situations related to learning, knowing, and understanding. I explore various frameworks for describing and coming to understand embodiment, self-consciousness (or reflective consciousness), and the social...
Ed.D., Curriculum & Instruction, Boise State University
BB.A., Quantitative Business Analysis, 91勛圖厙 University
DPLS 700 Leadership Theory
DPLS 701 Organizational Theory
DPLS 722 Quantitative Data Analysis
DPLS 723 Qualitative Research Theory & Design
DPLS 774 The Art & Practice of Dialogue
DPLS 772 Complexity and Leadership
DPLS 779 Emergent Organizational Change
I study, teach, and write about questions and situations related to learning, knowing, and understanding. I explore various frameworks for describing and coming to understand embodiment, self-consciousness (or reflective consciousness), and the social construction of “reality” as they relate to dialogue and the practice and theory of leadership. I am interested in how individuals, groups, and organizations reflect leadership practice as interpreted philosophically and through the broad lens of social theory. I am also deeply committed to studying and teaching both qualitative and quantitative methodologies in the service of transdisciplinary leadership studies research.
Francovich, C. (2007). Interactionism. International Encyclopedia of Organization Studies. Newbury Park, CA: Sage Publications.
Francovich, C., Reina, M., Reina, D., Dilts, C. (2008). Trust Building Online: Virtual Team Collaboration and the Development of Trust. In J. Nemiro, M. Beyerlein, L. Bradley, & S. Beyerlein (Eds), The Handbook of High Performance Virtual Teams (pp.153-176). Jossey-Bass.
Francovich, C. (2008). Dualism, reflexivity, systems and paradox: My Response. In C. Francovich Dualism, reflexivity, systems and paradox. First DPLS Interdisciplinary Symposium conducted at 91勛圖厙 University July 29, 2008.
Francovich, C. (2022). Recontextualizing reflective consciousness: A Meadian approach to relational care. Journal of Theoretical and Philosophical Psychology. https://doi.org/10.1037/teo0000216
Frankovich, C. (2019). Leadership Studies in the Cross Roads. Journal of Leadership Education, 19(4), 163-179. https://doi.org/10.12806/v19/i4/t2
McGrath, C., Francovich, C., Smieja, J. A., Cronin, C., Lacueva, G., Sabin, R. E., Song, J. Y., Voltzow, J., & Zhong, X. (2019). Building a Framework to Advance the Careers of Women in STEM at Predominantly Undergraduate Institutions. ADVANCE Journal. https://doi.org/10.5399/osu/advjrnl.1.2.1
Francovich, C. (2016). A Meadian Approach to Radical Bohmian Dialogue. Journal for the Theory of Social Behaviour, 47(1), 98–128. https://doi.org/10.1111/jtsb.12114
Francovich, C. (2015). Transdisciplinarity, Autopoiesis, and Dialogue: An Educational Project. The International Journal of Interdisciplinary Educational Studies, 10(2), 1–11. https://doi.org/10.18848/2327-011x/cgp/v10i02/53280
Smith, S, Hill, W., Francovich, C., Morris, M., Robbins, B., Robins, L., & Turner, A. (2014) Diagnostic Reasoning across the Medical Education Continuum. Healthcare, 2, 253-271.
Francovich, C. (2013). Developing Proprioceptive Body Awareness in a Dialogue Circle. The International Journal of Interdisciplinary Social and Community Studies, 7(1), 13–23. https://doi.org/10.18848/2324-7576/cgp/v07i01/53498
Smith, C.S., Morris, M., Francovich, C., Tivis, R., Bush, R., Sanders S.S., Graham, J., Niven A, Kai M, Knight, C., Hardman, J., Caverzagie, K., & Lobst, W. (2013). A multi-site validation of the ACGME competencies with five stakeholder groups. Academic Medicine, 88(7), 997-1001. https://doi.org/10.1016/j.gie.2016.10.036.
Smith, C.S., Hill, W., Francovich, C., Morris, M., Langlois-Winkle, F., Caverzagie, K., & Lobst. W. (2011). Developing a Cultural Consensus Analysis Based on the Internal Medicine Milestones. Journal of Graduate Medical Education, 3(2), 46-248. https://doi.org/10.4300/jgme-d-10-00198.1.
Francovich, C. (2010). An Interpretation of the Continuous Adaptation of the Self/Environment Process. The International Journal of Interdisciplinary Social Sciences: Annual Review, 5(3), 307–322. https://doi.org/10.18848/1833-1882/cgp/v05i03/51629.
Smith, CS., Morris, M., Langois-Winkle, F., Hill, W., Francovich, C. (2010) A pilot study using Cultural Consensus Analysis to measure Systems-Based Practice performance. International Journal of Medical Education, 1, 15-18.
Rushton, C., Reina, M., Francovich, C., Naumann, P., & Reina, D. (2010). Application of the Reina trust and betrayal model to the experience of pediatric critical care clinicians. American Journal of Critical Care, 19(4), 41-51.
Francovich, C. (2008) Exploring Leadership Influence Behaviors in the Context of Behavior Settings. International Journal of Leadership Studies, 4(1), 38-50.
Francovich, C. (2008). [Review of the book Here Comes Everybody by Clay Shirky] International Journal of Servant Leadership, 4(1), 373-378.
Smith, C.S., Morris, M., Hill, W., Francovich, C., & Christiano, J. (2006). Developing and Validating a Conceptual Model of Recurring Problems in Teaching Clinic. Advances in Health Sciences Education, 11, 279-288
Smith, C. S., Morris, M., Hill, W., Francovich, C., McMullin, J., Christiano, J., Chavez, L., Roth, C., Vo, A., Wheeler, S., & Milne, C. (2006). Testing the Exportability of a Tool for Detecting Operational Problems in VA Teaching Clinics. Journal of General Internal Medicine, 21(2), 152–157. https://doi.org/10.1007/s11606-006-0250-5
Smith, C.S., Morris, M., Hill, W., Francovich, C., McMullin, J., Chavez, L., & Rhoads, C. (2004). Cultural Consensus Analysis as a Tool for Clinic Improvements. J Gen Intern Med, Special Issue on Education, 19, 512-516.
Smith, C.S., Francovich, C., Morris, M., Hill, W., & Gieselman, J. A. (2004). Qualitative Study of Resident Learning in Ambulatory Clinic. The Importance of Exposure to ‘Breakdown’ in Settings that Support Effective Response. Advances in Health Sciences Education, 4(2), 93-105.
Smith, C.S, Francovich, C., & Gieselman, J. (2000). Pilot Test of an Organizational Culture Model in a Medical Setting. Health Care Manager, 19, 68-77.
Smith, C.S., Francovich, C., Gieselman, J. (2000). Description of an Experiential Empathy and Self-Awareness Curriculum for Medical Residents. Annals of Behavioral Science and Medical Education, 7(1), 5-12.
Smith CS, Francovich C, Gieselman J, Servis M. (1998) A Broader Theoretical Model for Feedback in Ambulatory Care. Advances in Health Sciences Education, 3, 133-140.
Francovich, C. (1997). Teaching and Learning in a Medical Community of Practice. (Doctoral Dissertation, Boise State University).