Complexity and action research: exploring the theoretical and methodological connections

Abstract

Complexity theory is essentially a formal attempt to question how coherent and purposive wholes emerge from the interactions of simple and sometimes non-purposive components. Explicit recognition of complexity can provide a fresh and enlightening perspective on action research. Through an expository discussion of the foundational postulates of complexity theory this article demonstrates the theoretical and methodological connections between complexity and action research, with particular emphasis on the relevance of complexity in educational and workplace contexts. Complexity is an emerging theoretical perspective, which presents possibilities for revolutionising approaches to action research, as well as strengthening arguments promoting the value of action research in a wide range of contexts. Complexity, it is argued, can provide a valuable theoretical underpinning for action research.Furthermore, action research provides a valid methodological approach to the study of complexity. This article is primarily theoretical and attempts to demonstrate the application of complexity to a specific action research project will be left to future publication(s). Rather, this article explores the general applicability of complexity as both theory and metaphor in action research. The article begins with a brief exploration of the theory, particularly focusing on its application in the social sciences. The theoretical and methodological connections between complexity and action research are discussed through several of the foundational postulates of complexity, how these manifest in action research and how they add to our understanding of action research itself.

A sociomaterial model of the teaching-learning continuum

“…This last point is reminiscent of action research, and in fact this approach exhibits substantial similarities with Complexity Theory. Among others, action research accepts the inherent unpredictability, the emergent nature of change, the role of agent interaction and of self-organization in open systems (Phelps & Hase, 2002;Phelps & Graham, 2010). Complexity Theory in turn offers a solution to old problems of traditional theories, e.g.…”

Stroke units: the implementation of a complex intervention

“…However, in keeping with the philosophy of complexity theory, which is characterised by a combination of non-linear interactive components, unpredictability and emergent phenomena (Phelps & Hase, 2002), it was not possible to isolate any one cause of improvement in stroke care. Nonetheless, through the in-depth study and systematic tracking of the process over time the project has enabled an understanding of how good stroke care can be implemented in practice.…”

“…The move towards becoming a stroke team can be viewed in complexity theory as introducing a 'noise', as it is a deliberate action that will promote a situation of disequilibria before attaining a new configuration (Phelps & Hase, 2002).This is part of being a complex adaptive system, i.e. a collection of individual agents with freedom to act in ways that are not always totally predictable, and whose actions are interconnected so that one agent's actions changes the context for the other agents (Plsek & Greenhalgh, 2001 However, the situation was resolved itself, as with complexity theory, with the individual team members adapting and aligning with each other through a process of discussion and improved understanding of each other's roles (Lee, 1997).…”

Translating change into improved practice

“…Nevertheless, both Lara and Max were determined to persist and build upon the added interest that some colleagues and senior management staff were showing in physical education in their schools. As they reflected on their personal vision of physical education, developed through the PGCPPE and their specific school contexts, ideas and concepts emerged (Phelps and Hase, 2002) which led them to take on responsibility for organising and presenting continuous professional development sessions. Max has organized whole school sessions on developmental physical education over a two year period while Lara is currently working under the auspices of local authority based quality improvement staff in organizing and running courses on new approaches to games teaching and sport education.…”