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Working with Complexity: Leading School Networks in Aotearoa New Zealand and England

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Title: Working with Complexity: Leading School Networks in Aotearoa New Zealand and England
Language: English
Authors: Toby Greany (ORCID 0000-0003-3045-7047), Annelies Kamp
Source: Educational Management Administration & Leadership. 2024 52(5):1047-1061.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Elementary Education
Secondary Education
Early Childhood Education
Descriptors: Foreign Countries, Educational Cooperation, Leadership Effectiveness, Barriers, Leadership Styles, Educational Innovation, Networks, Difficulty Level, Elementary Schools, Parents, Secondary Schools, Early Childhood Education, Teacher Collaboration, Teacher Leadership, Teacher Attitudes, Student Diversity, Social Change
Geographic Terms: New Zealand, United Kingdom (England)
DOI: 10.1177/17411432221124746
ISSN: 1741-1432
1741-1440
Abstract: Inter-school networks have been promoted in many school systems globally to facilitate: knowledge generation and dissemination; responsiveness to increasingly diverse student and societal needs; and emotional and practical peer support for educational professionals. In understanding contemporary education as a 'wicked' problem, this paper explores case studies of inter-school networks in Aotearoa New Zealand (New Zealand) and England through the lens of complexity theory. We focus on how the conditions necessary for complex emergence identified by Davis and Sumara operate and how these conditions, along with their 'enabling constraints', facilitate the emergence of new perspectives and practices that enable the achievement of network objectives. This analysis indicates that where particular forms of leadership are in place, challenges -- such as fragmentation, competition and the absence of social capital -- can be overcome. We argue that network leaders need to balance and bridge three overlapping leadership approaches: operational leadership, entrepreneurial leadership and enabling leadership. We conclude by exploring the implications and insights for school, network and system leaders.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440205
Database: ERIC
FullText Text:
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  Data: Working with Complexity: Leading School Networks in Aotearoa New Zealand and England
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  Data: <searchLink fieldCode="AR" term="%22Toby+Greany%22">Toby Greany</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3045-7047">0000-0003-3045-7047</externalLink>)<br /><searchLink fieldCode="AR" term="%22Annelies+Kamp%22">Annelies Kamp</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Management+Administration+%26+Leadership%22"><i>Educational Management Administration & Leadership</i></searchLink>. 2024 52(5):1047-1061.
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  Label: Availability
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 15
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  Data: 2024
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Effectiveness%22">Leadership Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Innovation%22">Educational Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Networks%22">Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Change%22">Social Change</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1177/17411432221124746
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  Group: ISSN
  Data: 1741-1432<br />1741-1440
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Inter-school networks have been promoted in many school systems globally to facilitate: knowledge generation and dissemination; responsiveness to increasingly diverse student and societal needs; and emotional and practical peer support for educational professionals. In understanding contemporary education as a 'wicked' problem, this paper explores case studies of inter-school networks in Aotearoa New Zealand (New Zealand) and England through the lens of complexity theory. We focus on how the conditions necessary for complex emergence identified by Davis and Sumara operate and how these conditions, along with their 'enabling constraints', facilitate the emergence of new perspectives and practices that enable the achievement of network objectives. This analysis indicates that where particular forms of leadership are in place, challenges -- such as fragmentation, competition and the absence of social capital -- can be overcome. We argue that network leaders need to balance and bridge three overlapping leadership approaches: operational leadership, entrepreneurial leadership and enabling leadership. We conclude by exploring the implications and insights for school, network and system leaders.
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  Label: Entry Date
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  Data: 2024
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  Label: Accession Number
  Group: ID
  Data: EJ1440205
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        Value: 10.1177/17411432221124746
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      – Text: English
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        PageCount: 15
        StartPage: 1047
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Educational Cooperation
        Type: general
      – SubjectFull: Leadership Effectiveness
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      – SubjectFull: Barriers
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Parents
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      – SubjectFull: Secondary Schools
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Teacher Leadership
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Student Diversity
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      – SubjectFull: Social Change
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      – SubjectFull: New Zealand
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Working with Complexity: Leading School Networks in Aotearoa New Zealand and England
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              Y: 2024
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