Leading Transformation with Digital Innovations in Schools and Universities: Beyond Adoption

Abstract

Digital innovations in schools and universities matter. New leadership approaches and new organization knowledge are necessary for leaders to realize long-term school and university transformations afforded by important digital innovation experiments. This chapter takes a hard look at leadership and organization theory and practice, along with a critical look at innovation adoption to help digital school and university innovation teams find more sustainable, impactful innovations. First, we examine research and theory on formal leadership and organization to argue that classical, formal leaders separate people from the work of others, limiting innovation teamwork. We also examine formal organizations as “houses,” finding that these over-structure people and power in vertical functional “boxes” in bureaucracies that limit school or university readiness to adapt—even when great digital innovations offer transformation potential. Less formal leadership and organization is then explored with evidence from the author’s research on leading complex adaptive teams as more adaptable organization network forms. We conclude that less formal leadership and less formal organizing structures offer more innovation potential by creating adaptive spaces for digital innovations. We present a new theory and guidelines for leading and participating in high-impact digital innovation networks working to lead learning organization emergence (transformation) via digital innovations.

Need for Postdigitalization in (South) Africa: Role(s) of Education Leaders

“…Reviews of the works of different scholars show that education leaders play various roles consciously and unconsciously in promoting digitalization (Baydar, 2022), (Kowch, 2021), (Tiekam, 2019). Moreover, many institutions continue to seek various ways by which they can be digitally transformed (Tiekam, 2019).…”