Theorising schools as organisations: Isn’t it all about complexity?

Research output: Contribution to conferencePaper

79 Downloads (Pure)

Abstract

The daily work of organising in schools both configures and is configured by the nature of schools as complex organisations. However, the organisational complexity of schools is often omitted in normative and analytical accounts of schools as organisations. In this paper, we seek to redress that omission and to bring organisational complexity to the fore in theorising about educational organisations and organising. Using a meta-ethnographic approach, we analyse the literature on organisational complexity and loose coupling. We develop and explain the elements of a perspective on schools as complex, evolving, loosely linked systems (CELLS). Using this perspective, we consider significant aspects of schools from this perspective with the intention of establishing its validity and relevance to organisation theory in education.
Original languageEnglish
Number of pages19
Publication statusPublished - 2016
EventAmerican Educational Research Association Annual Meeting - US, Washington, USA United States
Duration: 8 Apr 201612 Apr 2016

Conference

ConferenceAmerican Educational Research Association Annual Meeting
CountryUSA United States
CityWashington
Period8/04/1612/04/16

Fingerprint

school
organization theory
education
literature

Keywords

  • School leadership
  • School management
  • School organisation
  • Organisational complexity
  • Loose coupling
  • Complex, evolving, loosely linking systems
  • CELLS

Cite this

Hawkins, M., & James, C. (2016). Theorising schools as organisations: Isn’t it all about complexity?. Paper presented at American Educational Research Association Annual Meeting, Washington, USA United States.

Theorising schools as organisations: Isn’t it all about complexity? / Hawkins, Melissa; James, Chris.

2016. Paper presented at American Educational Research Association Annual Meeting, Washington, USA United States.

Research output: Contribution to conferencePaper

Hawkins, M & James, C 2016, 'Theorising schools as organisations: Isn’t it all about complexity?' Paper presented at American Educational Research Association Annual Meeting, Washington, USA United States, 8/04/16 - 12/04/16, .
Hawkins M, James C. Theorising schools as organisations: Isn’t it all about complexity?. 2016. Paper presented at American Educational Research Association Annual Meeting, Washington, USA United States.
Hawkins, Melissa ; James, Chris. / Theorising schools as organisations: Isn’t it all about complexity?. Paper presented at American Educational Research Association Annual Meeting, Washington, USA United States.19 p.
@conference{0641e5b37f89427595a915d8db243af0,
title = "Theorising schools as organisations: Isn’t it all about complexity?",
abstract = "The daily work of organising in schools both configures and is configured by the nature of schools as complex organisations. However, the organisational complexity of schools is often omitted in normative and analytical accounts of schools as organisations. In this paper, we seek to redress that omission and to bring organisational complexity to the fore in theorising about educational organisations and organising. Using a meta-ethnographic approach, we analyse the literature on organisational complexity and loose coupling. We develop and explain the elements of a perspective on schools as complex, evolving, loosely linked systems (CELLS). Using this perspective, we consider significant aspects of schools from this perspective with the intention of establishing its validity and relevance to organisation theory in education.",
keywords = "School leadership, School management, School organisation, Organisational complexity, Loose coupling, Complex, evolving, loosely linking systems, CELLS",
author = "Melissa Hawkins and Chris James",
year = "2016",
language = "English",
note = "American Educational Research Association Annual Meeting ; Conference date: 08-04-2016 Through 12-04-2016",

}

TY - CONF

T1 - Theorising schools as organisations: Isn’t it all about complexity?

AU - Hawkins, Melissa

AU - James, Chris

PY - 2016

Y1 - 2016

N2 - The daily work of organising in schools both configures and is configured by the nature of schools as complex organisations. However, the organisational complexity of schools is often omitted in normative and analytical accounts of schools as organisations. In this paper, we seek to redress that omission and to bring organisational complexity to the fore in theorising about educational organisations and organising. Using a meta-ethnographic approach, we analyse the literature on organisational complexity and loose coupling. We develop and explain the elements of a perspective on schools as complex, evolving, loosely linked systems (CELLS). Using this perspective, we consider significant aspects of schools from this perspective with the intention of establishing its validity and relevance to organisation theory in education.

AB - The daily work of organising in schools both configures and is configured by the nature of schools as complex organisations. However, the organisational complexity of schools is often omitted in normative and analytical accounts of schools as organisations. In this paper, we seek to redress that omission and to bring organisational complexity to the fore in theorising about educational organisations and organising. Using a meta-ethnographic approach, we analyse the literature on organisational complexity and loose coupling. We develop and explain the elements of a perspective on schools as complex, evolving, loosely linked systems (CELLS). Using this perspective, we consider significant aspects of schools from this perspective with the intention of establishing its validity and relevance to organisation theory in education.

KW - School leadership

KW - School management

KW - School organisation

KW - Organisational complexity

KW - Loose coupling

KW - Complex, evolving, loosely linking systems

KW - CELLS

M3 - Paper

ER -