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.