Enabling educational innovation through complexity leadership? Perspectives from four Dutch universities

Tertiary Education and Management, vol. 29, pp. 471–490

Abstract

Abstract Leadership in higher can influence the structurally embedding of educational technologies in higher education institutions. However, HEIs are complex pluralistic organizational environments with loosely coupled systems, diffused power and goal ambiguity which makes governance of educational innovations a wicked problem in which they have to balance dynamic complex interactions while also setting out a clear vision and enacting this vision towards organizational goals. This paper analyses four qualitative case studies with a focus on the choices made by leaders in four Dutch universities that aim to contribute to organisational educational innovation. We investigated the data through the lens of complexity leadership theory in which three types of leadership play an important role: administrative leadership (i.e. top-down oriented), adaptive leadership (i.e. bottom-up oriented) and enabling leadership that emerges as a leadership type between administrative and adaptive leadership and contributes to governing innovation in complex environments. This study sheds light on how, in the case of HEIs as complex environments, leaders made strategic choices and followed up on them to enable the innovative potential of the organisation.

Authors 5

1. Martine Schophuizen corresponding

   National Initiative for Education Research

   Affiliation as printed

   The Netherlands Initiative for Education Research (NRO), The Hague, The Netherlands

2. Aodhán Kelly

   Maastricht University

   Affiliation as printed

   Faculty of Arts and Social Sciences, Maastricht University, Maastricht, The Netherlands

3. Caitlin Utama Aachen

   Leiden University

   Affiliation as printed

   Leiden University, Leiden, Netherlands

4. Marcus M. Specht

   Delft University of Technology

   Affiliation as printed

   Centre for Education and Learning, Delft University of Technology, Delft, The Netherlands

5. Marco Kalz

   Heidelberg University of Education · Open University of the Netherlands

   Affiliation as printed

   Faculty of Management, Science and Technology, Open University of the Netherlands, Heerlen, The Netherlands

   Institute for Arts, Music and Media, Heidelberg University of Education, Heidelberg, Germany