Still Another Approach to Administration: Chaos Theory

Abstract

This article examines one approach to theory and research that has recently cut across a number of different fields of inquiry in physical and social sciences, linguistics, and literature. The literature on chaos theory or chaotic systems modeling was reviewed, and some general concepts that characterize this research approach developed from the review. Chaotic systems concepts then were used to analyze a case study of rapid growth and conflict in a school district in search of insight into the utility of chaotic modeling for research in educational administration. The authors conclude that difficulties arising from the need for very precise initial measurements, data in forms that lend themselves to pattern modeling, and precise meanings for chaotic systems concepts limit its application to research in educational administration.

Conceptual Models and Theory‐Embedded Principles on Effective Schooling

“…Chaos Theory "Chaos theory" or dynamical systems theory is concerned with "the exploration of patterns emerging from apparently random events within a physical or social system" (Griffith, Hart, & Blair, 1991). The qualification "apparently" is crucial in this definition, because the very objective in this branch of systems theory is to discover patterns that may be very complex but can nevertheless be visualized.…”

A Faculty Building Exercise

“…' ,i Real and Apparent Change ** Moch & Bartunek's (1980) case study is one of many possible examples of an attempt to replace autocratic with participative working style which failed because of deep level resistance to change within the cognitive frameworks of those involved. Griffiths (1991) proposes personality operates as an anchor against change to an organisation. Svyantek & De Schon (1993) extend the idea of anchor personality to a notion of organisational culture.…”

Governing Chaos: Postmodern Science, Information Technology and Educational Administration

“…The rehabilitation of chaos into popular systems of meaning, and its apparent capacity to inform a wide range of disciplinary fields, has given rise to various expressions of curiosity about these ideas in domains which have been relatively untouched. In educational administration, three recent papers (Geller & Johnston 1990, Griffiths et al 1991, Sungaila 1990) offer a range of reactions and commentary on the ideas associated with the rise of non-linear science. Like PoincarC, the authors of these papers, seeing footprints in the beach sand, have recognised that something significant has occurred.…”