Abstract
The case study presented reflects on the experiences of three academics in the leadership role of Head of School who followed one another in this role in the School of Teacher Education over a period of time when a significant culture shift was required. The paper will provide a brief introduction to complexity theory to highlight how it was used as a strategic thinking approach, demonstrate how the School is a complex adaptive system, and then highlight key pressure points and experiences we each had as Head of School. Finally we consider how complexity theory can be used in practice as a method to underpin analysis and action, as illustrated by our work to affect institutional culture change.
Organisational culture and structures have been identified as some of the greatest challenges in higher education (Fumasoli & Stensaker, 2013). The three authors led the School at a period of time when staff morale was low due to consecutive years of an organisational culture that was particularly demoralising. Considering that practices evident within an institution send strong signals about what is valued (Norton, Sonnemann & Cherastidtham, 2013), the practices that had existed within the School were less than ideal.
This study is positioned within a qualitative paradigm (Denzin & Lincoln, 2011). It involved three participant-researchers with the aim of the research being to discover the reality and understandings of our experiences as a Head of School.
The study used a case study approach. Case studies are used when in-depth investigation of an issue is required and therefore sits well with this project. A case study focuses on the unique attributes of an individual case or cases, investigates a contemporary phenomenon within its real-life context and uses multiple methods of data collection and evidence sources (Richards & Morse, 2013). A case study approach allowed the researchers to explore the dynamics of
relationships, interactions and decisions made. This case study utilised purposive sampling (Fitzpatrick, Sanders & Worthen, 2012) as it took place in a particular context with a specific leadership group selected for their expertise and experience of the role of Head of School.
Two key data collection methods were used: document analysis and semi-structured interviews. Institutional documents most accurately reflect
the work done by a Head of School week to week. A cursory document analysis was completed in order to determine the various activities a Head
of School is involved in while semi-structured interviews with the three participant-researchers were undertaken to compare and contrast
experiences. The use of complexity theory has emerged from the study of chaotic, nonlinear and dynamic behaviour of systems. As Hubbard, Rice & Galvin
(2015) suggest, complexity theory allows for an investigation of “ …the elements of the system of organisations and environment in which the
particular organisation exists” (p. 15). Complexity theory has been used broadly as an explanatory metaphor for the study of social systems and
change in complex human environments (Davis & Sumara, 2012, 2006).
The researchers were interested in the specific phenomena of self-organisation where the typical hierarchical approach taken in management
and leadership was turned on its head. The knowledge of each individual is recognised and appreciated and the organisation is driven by
distributed and local practice. This was particularly reflective of the approach to be taken in this project where the three of us worked collectively
and strategically to change the culture of the School.
Organisational culture and structures have been identified as some of the greatest challenges in higher education (Fumasoli & Stensaker, 2013). The three authors led the School at a period of time when staff morale was low due to consecutive years of an organisational culture that was particularly demoralising. Considering that practices evident within an institution send strong signals about what is valued (Norton, Sonnemann & Cherastidtham, 2013), the practices that had existed within the School were less than ideal.
This study is positioned within a qualitative paradigm (Denzin & Lincoln, 2011). It involved three participant-researchers with the aim of the research being to discover the reality and understandings of our experiences as a Head of School.
The study used a case study approach. Case studies are used when in-depth investigation of an issue is required and therefore sits well with this project. A case study focuses on the unique attributes of an individual case or cases, investigates a contemporary phenomenon within its real-life context and uses multiple methods of data collection and evidence sources (Richards & Morse, 2013). A case study approach allowed the researchers to explore the dynamics of
relationships, interactions and decisions made. This case study utilised purposive sampling (Fitzpatrick, Sanders & Worthen, 2012) as it took place in a particular context with a specific leadership group selected for their expertise and experience of the role of Head of School.
Two key data collection methods were used: document analysis and semi-structured interviews. Institutional documents most accurately reflect
the work done by a Head of School week to week. A cursory document analysis was completed in order to determine the various activities a Head
of School is involved in while semi-structured interviews with the three participant-researchers were undertaken to compare and contrast
experiences. The use of complexity theory has emerged from the study of chaotic, nonlinear and dynamic behaviour of systems. As Hubbard, Rice & Galvin
(2015) suggest, complexity theory allows for an investigation of “ …the elements of the system of organisations and environment in which the
particular organisation exists” (p. 15). Complexity theory has been used broadly as an explanatory metaphor for the study of social systems and
change in complex human environments (Davis & Sumara, 2012, 2006).
The researchers were interested in the specific phenomena of self-organisation where the typical hierarchical approach taken in management
and leadership was turned on its head. The knowledge of each individual is recognised and appreciated and the organisation is driven by
distributed and local practice. This was particularly reflective of the approach to be taken in this project where the three of us worked collectively
and strategically to change the culture of the School.
| Original language | English |
|---|---|
| Publication status | Published - 11 Sept 2019 |
| Event | British Education Research Association Annual Conference 2019: BERA 2019 - University of Manchester, Manchester, United Kingdom Duration: 10 Sept 2019 → 12 Sept 2019 https://www.bera.ac.uk/conference/bera-conference-2019 (Conference website) |
Conference
| Conference | British Education Research Association Annual Conference 2019 |
|---|---|
| Country/Territory | United Kingdom |
| City | Manchester |
| Period | 10/09/19 → 12/09/19 |
| Other | It is a great pleasure to write my first welcome to a BERA Annual Conference. Manchester is known throughout the world as the birthplace of the industrial revolution with a proud of history in science, politics, music, arts and sport. The people of Manchester pride themselves on their warm welcome to visitors and so we look forward to returning to this vibrant, modern city. BERA goes from strength to strength. Membership of BERA continues to grow. The range of activities of BERA has never been so rich and wide ranging. The Annual Conference also continues to grow and develop and is a great opportunity to disseminate research and network with like-minded colleagues. The success of BERA conference is a tribute to all involved, particularly the BERA office staff. We look forward to seeing you in Manchester. Dr Mhairi C Beaton Conference and Events Committee Chair |
| Internet address |
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