Chris Francovich, Ed.D.

Associate Professor of Leadership Studies

I study, teach, and write about questions and situations related to learning, knowing, and understanding. My formal academic training is in education with an emphasis on epistemology and design. I research various frameworks for describing and coming...

Dr. Chris Francovich

Contact Information

Education & Curriculum Vitae

Ed.D., Curriculum & Instruction, Boise State University

BB.A., Quantitative Business Analysis, Gonzaga University

Courses Taught

DPLS 701: Organizational Theory

DPLS 700: Leadership Theory

DPLS 774: The Art & Practice of Dialogue

DPLS 772: Complexity and Leadership

DPLS 779: Emergent Organizational Change

DPLS 722: Quantitative Methods

DPLS 723: Qualitative Methods

I study, teach, and write about questions and situations related to learning, knowing, and understanding. My formal academic training is in education with an emphasis on epistemology and design. I research 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 seen through the lens of phenomenology, ecological psychology, symbolic interactionism, situated theory, apprenticeship models of learning & knowing, and post-structural interpretations of culture.

Francovich, C. (2017) A Meadian Approach to Radical Bohmian Dialogue. Journal for the Theory of Social Behaviour, 47: 98–128.

Francovich, C. (2015) Transdisciplinarity, Autopoiesis, and Dialogue: An Educational Project. The International Journal of Interdisciplinary Educational Studies, 10(2) 1-11.

Smith, S, Hill, W., Francovich, C., Morris, M., Robbins, B., Robins, L., & Turner, A. (2014) Diagnostic Reasoning across the Medical Education Continuum. Healthcare, 2, pp. 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.

Smith CS, Morris M, Francovich C, Tivis R, Bush R, Sanders SS, 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

Smith, CS., Hill, W., Francovich, C., Morris, M., Langlois-Winkle, F., Caverzagie, K., & Iobst. W. (2011). Developing a Cultural Consensus Analysis Based on the Internal Medicine Milestones (M-CCA) Journal of Graduate Medical Education Jun 2011, Vol. 3, No. 2 (June 2011) pp. 246-248

Francovich, C. (2010) An Interpretation of the Continuous Adaptation of the Self/Environment Process. International Journal of Interdisciplinary Social Science, 6(3), 307-322.

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), e41-51.

Francovich, C. (2008) Exploring Leadership Influence Behaviors in the Context of Behavior Settings. International Journal of Leadership Studies, 4(1), 38-50.

Smith CS, 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 CS, 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. J Gen Intern Med; 21:152-157.

Smith CS, 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 CS, 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 CS, Francovich C, Gieselman J. (2000). Pilot Test of an Organizational Culture Model in a Medical Setting. Health Care Manager, 19:68-77.

Smith CS, 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.

Other Scholarly Work

Francovich, C., Reina, M., Reina, D., Dilts, C. (March 2008) Trust Building Online: Virtual Team Collaboration and the Development of Trust in: Nemiro, J., Beyerlein, M., Bradley, L., Beyerlein, S. (Eds). Book Chapter in The Handbook of High-Performance Virtual Teams. San Francisco: Jossey-Bass.

Francovich, C. (2008, July) Dualism, reflexivity, systems and paradox: My Response. In C. Francovich (Chair) Dualism, reflexivity, systems and paradox. First DPLS Interdisciplinary Symposium conducted at Gonzaga University July 29, 2008.

Francovich. C. (2008) [Review of the book Here Comes Everybody by Clay Shirky] International Journal of Servant Leadership. 4(1) (pp. 373-378)

Francovich, C. (2007) Interactionism. International Encyclopedia of Organization Studies. Sage Publications: Newbury Park, CA.

Francovich, C. (1997). Teaching and Learning in a Medical Community of Practice. Unpublished Doctoral Dissertation, Boise State University. Boise, Idaho USA.

  • Fall Sabbatical. GH Mead Archival Research – University of Chicago- September 2014
  • Smieja, J. et. al., National Science Foundation ADVANCE grant for Advancing the Careers of Women in Science, Technology, Engineering and Math (STEM) at Predominantly Undergraduate Institutions thought Professional Networks. I am the internal evaluator for this 5-year project.
  • Francovich, C. Teaching Dialogue: Investigating the phenomena of suspension. Ongoing unfunded research (2011-Present). The purpose of this study is to investigate the process and consequences of teaching dialogue skills through the development of proprioceptive self-awareness. This type of self-awareness is primarily cultivated through the dialogic principle of ‘suspension’. Suspension involves the intentional bracketing of affective responses to verbal stimulus in a dialogue group setting. Data for this study is comprised of participant reflections taken from one course, post course reflections, course notes, and the author’s own reflections on participating in the seminar and facilitating the practice of dialogue.
  • Smith, CS, Francovich, C. Hill, W. Morris, M & Winkle, F. 2010/2012 A Study of Narrative as the Cognitive Process Underlying Diagnostic Reasoning. NIHIAHRQ Award 1R03HS018063-01. Involved in design, analysis, and coding of data on this 2 year funded research project.