Complex adaptive systems (CASs) theory provides a framework for understanding how systems of multiple, independent, and intelligent agents interact with each other in a nested and overlapping set of environments to create both a whole that has an identity apart from any of its individual components as well as a setting in which simple cause‐and‐effect relationships are rarely linear or predictable. CASs are resilient and ever‐evolving, adapting both to internal and external stimuli according to both tacit and explicit rule structures to move continually toward the better realization of an ideal state as defined by those rules. Managing change within CAS requires capitalizing on moments of disruption, sometimes referred to as the edge of chaos, to guide the system toward a different, more desired state. Higher education institutions and systems can easily be described as meeting the criteria for CAS, containing multiple layers of both hierarchical and collegial networks that seem at times to stubbornly resist transformative change, while simultaneously adapting and evolving. This article will use Minnesota State's Equity 2030 strategic priority and efforts to implement a shared understanding of data democratization as examples to explain the application of CAS theory to higher education and discuss how applying transition management approaches from the CAS literature has the potential to lead to long‐term and sustainable structural change.

Building and maintaining relationships within the institution with shared goals for preserving compliance and presenting an accurate portrait of the institution is critical for effective external reporting. It can also provide immeasurable internal benefit to information stakeholders.

In June 2019, Minnesota State set a critical goal: By 2030, eliminate the educational equity gaps at each of the 30 colleges and 7 universities that comprise the system. To achieve the goal of Equity 2030, and empower actors at every level of Minnesota State, system and campus leaders need to fully embrace data democratization. Without access to data that can guide discovery of equity gaps within the context of their own work, faculty and staff lack critical information. When educators use data to guide inquiry and action, they can check any assumptions or biases they may have as well as understand if a change they are making is effective in closing the gap or addressing the need. Data security and ethical and responsible use must be emphasized, but data democratization calls for intentional examination of institutional policies to ensure people have the information they need to identify, implement, and evaluate changes in their approaches to create more equitable outcomes. To advance the work of Equity 2030, Minnesota State is working to review policies and practices around data sharing, specifically with faculty and staff, as well as working to create resources and training to support ethical and appropriate use of data to support student success. This article will establish the current state of efforts at the system office level, including an upcoming multi‐year transition to a new system‐wide enterprise resource planning platform and complications arising from the centralized collection and maintenance of institution‐level data within the system office, as well as outline the strategic and tactical approach to democratizing data while maintaining security and confidentiality.

No abstract

No abstract