Complexity Theory, School Leadership and Management: Questions for Theory and Practice

Morrison, Keith

doi:10.1177/1741143209359711

Cited by 77 publications

(47 citation statements)

References 78 publications

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“…Morrison, 2010;Uhl-Bien, Marion & McKelvey, 2007), but it is not likely to mention the same for strategy focused studies on complexity management. It is clear that the existing studies have mostly aimed to highlight theoretical similarities between real life organizations and complex adaptive systems with the help of the complexity perspective (e.g.…”

Section: Discussionmentioning

confidence: 99%

Managing schools as complex adaptive systems: A strategic perspective

Fidan

2017

iejee

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This conceptual study examines the analogies between schools and complex adaptive systems and identifies strategies used to manage schools as complex adaptive systems. Complex adaptive systems approach, introduced by the complexity theory, requires school administrators to develop new skills and strategies to realize their agendas in an ever-changing and complexifying environment without any expectations of stability and predictability. The results indicated that in this period administrators need to have basic skills such as (a) diagnosing patterns emerging from complexity, (b) manipulating the environment by anticipating potential patterns organizations may evolve into, (c) choosing organizational structures compatible with an ever-changing and complexifying environment and (d) promoting innovation to create and manage organizational changes. Although these skills enable administrators to reduce complexity into a manageable form to some extent, stakeholders' having a common perspective regarding their schools and environments, and executing their activities in accordance with a shared vision are required to turn these skills into complexity management strategies.

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Section: Discussionmentioning

confidence: 99%

Managing schools as complex adaptive systems: A strategic perspective

Fidan

2017

iejee

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“…That is quality improvement does not only positively affect the targeted customer or process, but instead it also helps the organization itself (Morrison, 2010;Okechukwu & Okechukwu, 2011;Schwantz, 2012). In Chain Reaction Theory, improvement results in lower cost and better productivity, on this note the reaction or outcome of embracing quality improvement is lower cost and increased productivity and in the long run it causes long term competitive strength (Sousa & Voss, 2012).…”

Section: Deming's Chain Reaction Model: An Imperative For Continuous mentioning

confidence: 99%

Quality Administration and Management in Higher Education in Nigeria: Implications for Human Resource Development

Akinyemi¹,

Abiddin²

2013

IES

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The dynamic changes in today's world have made countries of the world masters of their own destinies. In this light, it has become noted today that 'the affluence or penury of nations depends largely on the quality of higher education'. This is informed by the fact that higher education systems of a nation is the 'machinery of manpower creation' of the nation and as a result nations have to embrace quality on a continuous basis to be able to be in touch with the realities of today's change in technological, sociological and economical dimensions. Quality higher education system will produce quality skills and quality human capacity. Therefore, in adjustment to needs for development countries such as Nigeria should embrace and implement Continuous Quality Improvement (CQI), Total Quality Management (TQM) in the universities and Higher Education administration for the purpose of all-round Human Resource Development. TQM and CQI implementation in the university system will go a long way in expanding the skills and capacity of the academic staffs and consequently that of the students. In effect, there will be increase in Human Capital Development across the nation and the attendant economic growth, technological growth, innovation and general Human Resource Development towards National Development. Thus, this article reviewed the literatures on quality administration and management in higher education in Nigeria with the aims of highlighting the implication of human resource development.

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“…This brief will begin by defining what is meant by complexity. The term itself is fraught with myriad interpretations and little academic consensus regarding exactly what is meant in a governance and reform context (Morrison, 2010). This current state of affairs makes it necessary to define a complex approach as distinct from other ways of conceptualising interrelated systems.…”

Section: Introductionmentioning

confidence: 99%

“…Iterative feedback is often limited in this approach, and flexibility is not often a high priority in the initiative's design. What this misses is that complex problems cannot be adequately captured via such linear approaches (Morrison, 2010;Duit et al 2010 (2008, p. 5-6).…”

Section: Introductionmentioning

confidence: 99%

The Simple, the Complicated, and the Complex: Educational Reform Through the Lens of Complexity Theory

Snyder

2013

OECD Education Working Papers

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Complexity Theory, School Leadership and Management: Questions for Theory and Practice

Cited by 77 publications

References 78 publications

Managing schools as complex adaptive systems: A strategic perspective

Managing schools as complex adaptive systems: A strategic perspective

Quality Administration and Management in Higher Education in Nigeria: Implications for Human Resource Development

The Simple, the Complicated, and the Complex: Educational Reform Through the Lens of Complexity Theory

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