Complexity Thinking and Methodology: The Potential of 'Complex Case Study' for Educational Research

Abstract

Complexity theories have in common perspectives that challenge linear methodologies and views of causality. In educational research, relatively little has been written explicitly exploring their implications for educational research methodology in general and case study in particular. In this paper, I offer a rationale for case study as a research approach that embodies complexity, and I explore the implications of a ‘complexity thinking’ stance for the conduct of case study research that distinguishes it from other approaches. A complexity theoretical framework rooted in the key concepts of emergence and complexity reduction, blended using a both/and logic, is used to develop the argument that case study enables the researcher to balance the open-ended, non-linear sensitivities of complexity thinking with the reduction in complexity, inherent in making methodological choices. The potential of this approach is illustrated using examples drawn from a complexity theoretical research study into curriculum change.

The Complex Experience of Learning to Do Research

“…Any complex system is an “organized whole” (Alhadeff-Jones, 2008) that is identifiably separated from and yet interacting with the other systems around it (Rasmussen, 2010). Maturana and Varela (1992) use the term operational closure to describe how complex systems cannot operate outside of their own boundaries (e.g., a biological cell), yet they are also open in that they interact with and are influenced by their environment (Doll, 2008; Hetherington, 2013). A defining characteristic of complex systems is that when two or more interact, they mutually influence and shape each other: systemic interactions effect change in both systems (Ricca, 2012).…”

Perspectives on Complexity, Its Definition and Applications in the Field

“…Over the past decade, the term complexity has readily made inroads into the educational literature, which now includes references to complexity in the discussion of educational change at the school and district level (Lemke & Sabelli, 2008;Trombly, 2014), learning systems (Davis & Sumara, 2006), curriculum (Doll, Jr., 2008;Hussain, Conner, & Mayo, 2014;Smitherman, 2005), pedagogy (Phelps, 2005), research methodology (Hetherington, 2013;Koopmans, 2014), epistemology (Alhadeff-Jones, 2008;Gilstrap, 2011;Le Moigne, 2013), classroom dynamics (Semetsky, 2005), English as a second language writing (Nelson, 2004), spirituality (Low, 2008), creativity (Trueit, 2005) and ethics (Bai & Banack, 2006).…”

Bifurcation and Hysteresis Effects in Student Performance: The Signature of Complexity and Chaos in Educational Research

“…The same trend has also appeared in education literature, where complexity-informed analyses supported alternative approaches to research, teaching or curriculum development (e.g. Fleener, 2000;Hetherington, 2013;Ricca, 2012). However, descriptions and the use of NDS concepts have stayed at the metaphorical level.…”