Complexity Theory

Effective Collaborative Practices 

Complexity Leadership Theory can enhance effective collaboration practice by offering a framework that acknowledges education's dynamic and unpredictable nature.  Instead of viewing education as a linear process with predetermined outcomes, complexity theory recognises the interconnectedness of factors and the emergence of patterns and possible solutions.  Jāppinen (2014) suggests studying education leadership “from the viewpoint of collaborative nonlinear human interaction when people aim at making sense of the complexity around them” (p. 66). 

The Complexity Leadership Theory approach emphasises the need for educators to adapt to both internal and external uncertainties within the political, social, and economic landscape, according to Beabout, 2021.  Fostering thinking and enhancing adaptivity and creativity in problem-solving as a strength of a complexivist mindset, through collaboration, teams are encouraged to adapt and respond flexibly to changing circumstances, as seen in Figure 1. This approach encourages a shift from rigid hierarchies that promote distributed leadership to decentralised decision-making (Bltaci & Balci, 2017; Uhl-bien, Marion & McKelvey, 2007). 

Reference: Fabricatore & Lopez, 2015

Collaborative teams take a proactive approach to problem-solving, identifying challenges early and developing contingency plans. They “continuously assess and refine your strategies, adapt to changing circumstances, and invest in the growth and development of your team members” (Orange Group, 2024). Understanding complexity theory could enhance continuous learning, foster a growth mindset and promote adaptability.  

Meeting the needs of diverse Learners 

Catering to diverse learners can be supported by the 'entanglement' of complexity leadership theory. For example, diverse learners must be identified through testing, assessments, and other formal practices administered by SENCO or the classroom teacher. Somewhere in this meeting of minds, 'entanglement' is enacted to identify and then, with more information, bureaucratic approaches and support would be put in place.  “A role of enabling leadership at the strategic level (Jaques, 1989), then, is to manage the coordination rhythms, or oscillations, between the relative importance of top-down, hierarchical dynamics and emergent complex adaptive systems” (Thomas, Kaminska-Labbé and McKelvey, 2005, cited in Uhl-Bien, et al 2007).

Complexity Leadership Theory acknowledges that learning and leading as a nonlinear process can accommodate the diverse learning needs of ākonga in Aotearoa.  Māori and Pasifika cultures often prioritise a holistic approach through, for example, Mātauranga Māori, where interconnectedness and relationship are central and acknowledge the spiritual world.  Moreover, Māori knowledge systems parallel those of collaborative approaches informed by complexity theory.  “... a relationship can emerge in which both stories are heard or indeed is a process where a new story is created by all the participants” (Bishop, Berryman, Cavanagh & Teddy, 2009).

Effective Learning Environments 

In today's world, complexity theory has become increasingly relevant, particularly in the education setting. Traditionally, education has often been teacher-centred, with a fixed curriculum dictating the learning process. “Even as the demands of a knowledge-based society call for more sophisticated teaching of much more complex skills, we have seen a return to the factory model of the early 19th century, with the hiring of underprepared teachers linked to the use of scripted curriculum intended to compensate for their lack of skills” (Darling-Hammond, 2010, p. 38).  The growing recognition of learning anywhere, anytime, through self-determined learning has been rising.  One challenge of Complexity Leadership Theory here is how we use the concept of heutagogy, which was first proposed in the early 2000s, to support the effective setting up of the learning environment.  According to Hase and Kenyon, 2007 “...capable people are more likely to be able to manage the world envisaged by complexity theory” (p. 114).

Culturally Responsive Solutions for Authentic Contextual Challenges 

Complexity Leadership Theory acknowledges the complex connections between factors like cultural backgrounds, socioeconomic status, and educational outcomes. By understanding these connections, kaiako can develop holistic solutions that consider the most appropriate learning conditions, such as our Learn, Create, Share pedagogy, and culturally responsive practices, i.e., getting to know the learner by sharing a bit about yourself with them.  In the context of an area school with diverse populations, strengths of Complexity theory could address the needs of Māori ākonga to achieve as Māori; disrupting the status quo on how teachers present at whānau hui, according to Hargreaves, 2022 “research indicates that 20-25 minutes of discussion is appreciated by Māori whānau, as compared to a five-minute slot” (n.p).  

References: 

Baltaci, A, & Balci, A. (2017). Complexity leadership: A theoretical perspective. International Journal of Educational Leadership and Management, 5(1), 30-58.

Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2009). Te kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teaching and teacher education, 25(5), 734-742.

Darling-Hammond, L. (2010). Teacher education and the American future. Journal of teacher education, 61(1-2), 35-47.

Fabricatore, Carlo & Lopez, Ximena. (2015). Higher education in a complex world: nurturing “chaordic” influencers. 10.13140/RG.2.1.3943.4644/1. 

Hargraves, V. (2022). Seven principles to effectively support Māori students as Māori. The Education Hub.

Jäppinen, A. K. (2014). Collaborative educational leadership: The emergence of human interactional sense-making process as a complex system. Complicity: an international journal of complexity and education, 11(2).

Orange Group, 2024. Building a Resilient and Agile Team in Times of Uncertainty. LinkedIn

Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The Leadership Quarterly, 18(4), 298-318.

Hargraves, V. (2022). Seven principles to effectively support Māori students as Māori. The Education Hub.

Cross-cultural Collaboration

Enhancing Collaborative Practices

Building connections through cross-cultural collaboration can enhance members' relationships with different members of the team by presenting both similarities and differences they have in common.  Fostering a common goal builds a shared understanding while acknowledging that communication with members will be challenged so that the best solution can be found within the team.  According to Salazar and Salas (2013), a commitment to open communication and sustainable change, as well as acknowledging differences in biases and communication styles, can lead to misunderstandings or conflicts. Essentially, cross-cultural collaboration has the potential to accelerate intellectual and social growth.

Meeting the Diverse Needs of Learners through Cross-Cultural Collaboration

Collaboration across cultures provides diverse learners with the chance to express their thoughts verbally before documenting them in writing (O’Connor and McDonald, 2015, cited in Kumi-Yeboah, 2018).  Providing opportunities for students to get to know who you are as their teacher and to learn about what similarities and differences we have could enhance building relationships (Howard, Ilyashenko, & Jacobs, 2023; Kumi-Yeboah, 2018).  Another strength of cross-cultural collaboration is its ability to bring awareness to stereotyping and bias and shift the focus by acknowledging similarities and differences.  Using this common ground to enhance the diverse needs of the group fosters a more inclusive group mentality and breaks down stereotypes. A challenge may present itself by ensuring that open and transparent relationships have, first of all, been established. A continuous exchange of ideas can meet the needs of diverse learners.

Pedagogy

An inclusive, localised curriculum creates a foundation for diversity by encompassing perspectives, cultures, and histories related to the student’s context. Localised curriculum ensures students have access to comprehensive educational experiences.  Culturally responsive pedagogy enhances the learning process by aligning teaching methods with diverse student cultural backgrounds. Acknowledging and integrating this diversity within collaborative teams builds strong social relationships, a potent predictor of learning. “Hommes et al. (2012) highlighted social relationships with peers as a powerful predictor for learning” (cited in Mittelmeier, Rienties, Tempelaar, & Whitelock, 2018).  The design of collaborative learning spaces should be in consultation with the school community. These spaces are intentionally crafted to facilitate interaction, communication, and shared learning experiences. By breaking down physical and metaphorical barriers, collaborative learning spaces encourage students to work together, share perspectives, and appreciate the diversity that arises from cross-cultural collaboration, according to Sylvester, García, Ashencaen, Man & Parker ( 2020) and Putnam et al., (2011).

Culturally Responsive Solutions 

As a precursor, inclusive curriculum, culturally responsive pedagogy, community engagement, and collaborative learning spaces create an educational ecosystem where cross-cultural collaboration can thrive. It can prepare tamariki to navigate a globally interconnected world but also to value respect, empathise, and be open-minded, which enhances intercultural interactions (Luo & Jamieson-Drake, 2013).  This is reflected in our Coastal vision, “Ma te whānau, te tamaiti e pua—through collaboration,  our learners will thrive” (Coastal Taranaki School, 2018), which is enacted through the localised curriculum, CTS values, learner profiles, and the ‘tangas’: Kotahitanga, Taranakitanga and Maanakitanga.

Through the Manaiakalani Network, cross-cultural collaboration is utilised to enhance teacher knowledge through robust, authentic professional development, along with offering kaiako opportunities to use the Design Thinking Model and collaboration to solve authentic educational problems.  Actively engaging with the local community enriches learning experiences and fosters strong connections among kura, tamariki, whānau, and the wider community.

References

Howard, B., Ilyashenko, N., & Jacobs, L. (2023). Cross-cultural collaboration through virtual teaming in higher education. Perspectives in Education, 41(1), 74-87.

Kumi-Yeboah, A. (2018). Designing a cross-cultural collaborative online learning framework for online instructors. Online Learning, 22(4), 181-201.

Luo, J., & Jamieson-Drake, D. (2013). Examining the educational benefits of interacting with international students. Journal of International Students, 3(2), 85-101.

Mittelmeier, J., Rienties, B., Tempelaar, D., & Whitelock, D. (2018). Overcoming cross-cultural group work tensions: Mixed student perspectives on the role of social relationships. Higher Education, 75, 149-166.

Putnam, J. W., Putnam, D. E., Jerome, B., & Jerome, R. (2011). Cross-cultural collaboration for locally developed indigenous curriculum. International Journal of Multicultural Education, 13(2).

Salazar, M., & Salas, E. (2013). Reflections of cross-cultural collaboration science. Journal of Organizational Behavior, 34(6), 910-917.

Sylvester, O., García Segura, A., Ashencaen Crabtree, S., Man, Z., & Parker, J. (2020). Applying an Indigenous methodology to a North–South, cross-cultural collaboration: successes and remaining challenges. AlterNative: an international journal of indigenous peoples, 16(1), 45-54.

‌