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The complexity sciences as an emerging organizational paradigm in higher education: An exploratory study.

机译：复杂性科学作为高等教育中新兴的组织范式：一项探索性研究。

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摘要

Paradigms are central to our ability to organize and make sense of everyday life. Embodying fundamental ontological truths, paradigms establish the boundaries of a particular view of reality—determining socially acceptable mindsets, expected behaviors, appropriate practice, and possible actions. In every field, current paradigms give way periodically to new paradigms in momentous transformations called paradigm shifts.; The complexity sciences, based on new understandings about the quantum nature of the physical and biological world, are causing paradigm shifts in fields as varied as finance, supply chain management, public relations, and medicine. It is not clear, however, if and how the complexity sciences might influence in higher education.; The purpose of this naturalistic, interpretive study was to explore the influence of the complexity sciences on organizational paradigms in higher education. Executive managers and senior faculty at one major institution in the Midwest were interviewed as part of this qualitative study. Snowball sampling was used to identify 14 participants who participated in semi-structured, open-ended interviews. The data were analyzed to uncover themes associated with participants' perspectives on the complexity sciences in higher education. Reflexive journaling, peer debriefers, and an external reviewer were employed to establish the study's credibility, based on the criteria of coherence, consensus, and instrumental utility. The study's findings were reported in thick, descriptive detail.; The major findings were: (1) Ideas about organizational change were met with skepticism, as participants felt that true paradigmatic shifts were rare in higher education; (2) While present and future interpretations of the complexity sciences were forthcoming, none of the participants believed that a complexity sciences paradigm is or would become the dominant paradigm in higher education; (3) Dimensions of organizational life were not uniformly thought to be influenced by the complexity sciences now, or considered open to the influence of the ideas in the future; (4) In both the present and the future, complexity science concepts were not consistently interpreted as having an influence on organizational life in higher education; (5) A few participants believed that the current organizational paradigm and a complexity sciences organizational paradigm co-exist in higher education today and that this co-existence would continue into the future; (6) If the complexity sciences were to become the dominant paradigm in higher education, participants believed that managing the human dimensions of perpetual change would be a challenge; and (7) In a complexity sciences organizational paradigm, approaches to leadership and management would be significantly different.
机译：范式对于我们组织和理解日常生活的能力至关重要。范式体现了基本的本体论真理，确定了特定现实视图的边界，确定了社会可接受的思维方式，预期的行为，适当的实践以及可能采取的行动。在每个领域，当前的范式都会在称为范式转换的重大转变中周期性地让位给新范式。基于对物理和生物世界的量子性质的新理解的复杂性科学正在引起金融，供应链管理，公共关系和医学等领域的范式转变。但是，尚不清楚复杂性科学是否会影响高等教育以及如何影响高等教育。这项自然主义，解释性研究的目的是探索复杂性科学对高等教育组织范式的影响。作为定性研究的一部分，对中西部一所主要机构的执行经理和高级教师进行了采访。使用雪球采样来识别14名参加半结构化开放式访谈的参与者。分析数据以发现与参与者对高等教育复杂性科学观点有关的主题。基于连贯性，共识和工具效用的标准，采用了反思性日记，同行汇报者和外部审阅者来建立研究的可信度。该研究的发现以详尽的描述性细节报告。主要发现是：（1）有关组织变革的想法遭到怀疑，因为参与者认为真正的范式转变在高等教育中很少见; （2）尽管即将对复杂性科学进行现在和将来的解释，但没有一个参与者相信复杂性科学范式已经成为或将成为高等教育中的主导范式; （3）组织生活的维度并没有统一地认为现在受复杂性科学的影响，或者被认为对未来思想的影响开放; （4）在现在和将来，复杂性科学概念并没有被一致地解释为对高等教育的组织生活有影响; （5）一些参与者认为当前的组织范式和复杂性科学组织范式在当今的高等教育中共存，并且这种共存将持续到未来; （6）如果复杂性科学成为高等教育的主导范式，则参与者认为管理永久变化的人文因素将是一个挑战; （7）在复杂性科学的组织范式中，领导和管理的方法将大不相同。

著录项

  • 作者

    Doberneck, Diane M.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Education Sociology of.; Education Higher.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 209 p.
  • 总页数 209
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 社会学;高等教育;
  • 关键词

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