Reimagining complexity: Exploring organizational ambidexterity as a lens for policy research

Abstract

For years, policy implementation scholars have recognized the trend of school improvement policies converging on public schools in such a way that these policies create a paradox – policies aimed at school improvement have often been represented as in such a state of incoherence, that they have been unmanageable. This convergence of reforms asks educators to manage multiple demands – learning and implementing new reforms and ways of teaching, while also leveraging current resources and capabilities. The concept of organizational ambidexterity captures this tension and complexity, giving a name to an organization’s ability to effectively balance conflicting pressures and to simultaneously take advantage of existing capabilities and explore possible innovative practices to increase both efficiency and efficacy. We argue that drawing on the research on organizational ambidexterity and conceptualizing new ways for schools to develop ambidextrous practices may be a critical step toward answering how schools manage environmental pressures and toward educational change.

Using the future to transform the design logic of schooling: Consensus statements from an expert panel

“…Foresight approaches impact on policy development by highlighting a complexity view that moves away from a linear understanding of policy development (Ansell et al, 2017;Miller, 2018;Warnke and Heimeriks, 2008). In the case of schooling, Bingham and Burch (2019) argue that there is a tension with improvement and narrow reform policies because they can add to the level of incoherence in schools as different change ideas are layered on top of current practice and other change ideas. They argue that researchers and policy makers should develop an environment for reform which embraces complexity and acknowledges that schools are required to be 'ambidextrous' (Bingham and Burch, 2019: 405) as they continue to maximise the value of current strategies whilst seeking ways to innovate.…”

“…Self-interests preventing change include companies who are currently making money out of curriculum support (Law, 2014;Trilling and Fadel, 2009), or families and authorities who believe they are in an advantaged position under current systems which they do not want to put at risk (Law, 2014). A lack of alignment between system and classroom means that even ideas that are adopted as concepts of change may not lead to significant difference in practice (Bingham and Burch, 2019;Elmore, 1996;Law, 2014;Lee and Hung, 2016). To be effective, change needs to occur at both a policy and practice level (Elmore, 1996;Harris and Jones, 2019).…”

دور الممارسات القیادیة فی بناء البراعة التنظیمیة دراسة تطبیقیة على معلمی المدارس الخاصة بمدینة المنصورة

“…‫ا‬ ‫أ#'(‬ ‫/ف‬ ‫وظ‬ . ‫ا‬ ‫د‬P P/ ‫ا‬ ‫و‬P P‫ھ‬ ‫ل‬ P P 3 ‫ا‬ ‫د‬P P/ ‫ا‬ ‫‪P‬ذي‬ P ‫ل‬P ‫دا?‪P‬‬ ‫ن‬ ' P P ‫ا‬ %P P .P P ‫إ‬ ‫ت‬ P P1<# ‫ن‬ ‫و‬P P* (P P'# ‫‪P‬درة‬ P ‫ا‬ ‫ك‬P P' (P P'# ‫/م‬ P P ‫ا‬ P P ‫ا‬ P P ‫ظ‬ ‫ا‬ ‫خ‬ P P ‫وا‬ ‫ن،‬ ' P P ‫ا‬ ‫أداء‬ ‫ر‬ ‫و‬P P‫ط‬ P P, ‫ل‬ P P , ‫دور‬ ‫ن‬P P ‫ك‬ ‫ذ‬P P P P ،.P P ‫ظ‬ ‫ا‬ Bingham and Patricia, 2018;Hoholm et al, 2018;Sollander et al, 2018 Gibson andBirkinshaw, 2004; ( ‫أن‬ ‫‪P‬ول‬ ‫‪P‬دور‬ .P ‫ظ‬ ‫ا‬ ‫را#‪.P‬‬ ‫ا‬ ‫,*‪P‬رة‬ ‫أن‬ (P ‫إ‬ ‫ب‬ ‫وا‬ ‫ت‬ 1 ‫ا‬ ‫ن‬ ‫د‬ ‫د‬ ‫ا‬ ‫3رض‬ ‫ط.‬ ‫ا‬ ./ ‫ا‬ ‫ل‬P .P Y P ‫ل‬P ‫ا‬ ) ‫‪P‬وارد‬ ‫ا‬ "P ‫و‬ . ' P P!…”

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“…‫ا7!‬ ‫:در‬ ‫وا‬ ، . Martin et al, 2019;Bingham and Patricia, 2018;Hoholm et al, 2018;Jansen et al, 2008;Bierly and Dlay, 2007 ( ‫را#‪.P‬‬ ‫ا‬ ‫س‬ P ‫رات‬ P # ‫ر‬ ‫ط‪P‬و‬ ‫م‬P P1‫ر‬ ‫‪P‬دول‬ P ‫ا‬ JP P ‫و‬ ‫و‬ ،.P P ‫ظ‬ ‫ا‬ ) ٢ ( ‫ل‬P P* ‫س‬ P P .P P: ? ‫ا‬ .…”