Tag: Complexity

  • Embracing complexity in writing instruction

    Embracing complexity in writing instruction

    Key points:

    Early in our careers, when we were fresh-faced and idealistic (we still are!) the prepackaged curriculum and the advice of more experienced colleagues was the go-to resource. Largely, we were advised that teaching writing was a simple matter of having students walk through and complete organizers, spending about one day for each “stage” of the writing process. At the end of the writing unit, students had finished their compositions–the standardized, boring, recreated ideas that we taught them to write.

    As we matured and grew as teachers of writing, we learned that teaching writing in such simplistic ways may be easier, but it was not actually teaching students to be writers. We learned with time and experience that writing instruction is a complex task within a complex system.

    Complex systems and wicked problems

    Complexity as it is applied to composition instruction recognizes that there is more than just a linear relationship between the student, the teacher, and the composition. It juggles the experiences of individual composers, characteristics of genre, availability of resources, assignment and individual goals, and constraints of composing environments. As with other complex systems and processes, it is non-linear, self-organizing, and unpredictable (Waltuck, 2012).

    Complex systems are wicked in their complexity; therefore, wicked problems cannot be solved by simple solutions. Wicked problems are emergent and generative; they are nonlinear as they do not follow a straight path or necessarily have a clear cause-and-effect relationship. They are self-organizing, evolving and changing over time through the interactions of various elements. They are unpredictable and therefore difficult to anticipate how they will unfold or what the consequences of any intervention might be. Finally, they are often interconnected, as they are symptoms of other problems. In essence, a wicked problem is a complex issue embedded in a dynamic system (Rittel & Webber, 1973).

    Writing formulas are wicked

    As formulaic writing has become and remains prevalent in instruction and classroom writing activity, graphic organizers and structural guides, which were introduced as a tool to support acts of writing, have become a wicked problem of formula; the resource facilitating process has become the focus of product. High-stakes standardized assessment has led to a focus on compliance, production, and quality control, which has encouraged the use of formulas to simplify and standardize writing instruction, the student writing produced, and the process of evaluation of student work. Standardization may improve test scores in certain situations, but does not necessarily improve learning. Teachers resort to short, formulaic writing to help students get through material more quickly as well as data and assessment compliance. This serves to not only create product-oriented instruction, but a false dichotomy between process and product, ignoring the complex thinking and design that goes into writing.

    As a result of such a narrow view of and limited focus on writing process and purpose, formulas have been shown to constrain thinking and limit creativity by prioritizing product over the composing process. The five-paragraph essay, specifically, is a structure that hinders authentic composing because it doesn’t allow for the “associative leaps” between ideas that come about in less constrained writing. Formulas undermine student agency by limiting writers’ abilities to express their unique voices because of over-reliance on rigid structures (Campbell, 2014; Lannin & Fox, 2010; Rico, 1988).

    An objective process lens: A wicked solution

    The use of writing formulas grew from a well-intentioned desire to improve student writing, but ultimately creates a system that is out of balance, lacking the flexibility to respond to a system that is constantly evolving. To address this, we advocate for shifting away from rigid formulas and towards a design framework that emphasizes the individual needs and strategies of student composers, which allows for a more differentiated approach to teaching acts of writing.

    The proposed framework is an objective process lens that is informed by design principles. It focuses on the needs and strategies that drive the composing process (Sharples, 1999). This approach includes two types of needs and two types of strategies:

    • Formal needs: The assigned task itself
    • Informal needs: How a composer wishes to execute the task
    • “What” strategies: The concrete resources and available tools
    • “How” strategies: The ability to use the tools

    An objective process lens acknowledges that composing is influenced by the unique experiences composers bring to the task. It allows teachers to view the funds of knowledge composers bring to a task and create entry points for support.

    The objective process lens encourages teachers to ask key questions when designing instruction:

    • Do students have a clear idea of how to execute the formal need?
    • Do they have access to the tools necessary to be successful?
    • What instruction and/or supports do they need to make shifts in ideas when strategies are not available?
    • What instruction in strategies is necessary to help students communicate their desired message effectively?

    Now how do we do that?

    Working within a design framework that balances needs and strategies starts with understanding the type of composers you are working with. Composers bring different needs and strategies to each new composing task, and it is important for instructors to be aware of those differences. While individual composers are, of course, individuals with individual proclivities and approaches, we propose that there are (at least) four common types of student composers who bring certain combinations of strategies and needs to the composition process: the experience-limited, the irresolute, the flexible, and the perfectionist composers. By recognizing these common composer types, composition instructors can develop a flexible design for their instruction.

    An experience-limited composer lacks experience in applying both needs and strategies to a composition, so they are entirely reliant on the formal needs of the assigned task and any what-strategies that are assigned by the instructor. These students gravitate towards formulaic writing because of their lack of experience with other types of writing. Relatedly, an irresolute composer may have a better understanding of the formal and informal needs, but they struggle with the application of what and how strategies for the composition. They can become overwhelmed with options of what without a clear how and become stalled during the composing process. Where the irresolute composer becomes stalled, the flexible composer is more comfortable adapting their composition. This type of composer has a solid grasp on both the formal and informal needs and is willing to adapt the informal needs as necessary to meet the formal needs of the task. As with the flexible composer, the perfectionist composer is also needs-driven, with clear expectations for the formal task and their own goals for the informal tasks. Rather than adjusting the informal needs as the composition develops, a perfectionist composer will focus intensely on ensuring that their final product exactly meets their formal and informal needs.

    Teaching writing requires embracing its complexity and moving beyond formulaic approaches prioritizing product over process. Writing is a dynamic and individualized task that takes place within a complex system, where composers bring diverse needs, strategies, and experiences. By adopting a design framework, teachers of writing and composing can support students in navigating this complexity, fostering creativity, agency, and authentic expression. It is an approach that values funds of knowledge students bring to the writing process, recognizing the interplay of formal and informal needs, as well as their “what” and “how” strategies; those they have and those that need growth via instruction and experience. Through thoughtful design, we can grow flexible, reflective, and skilled communicators who are prepared to navigate the wicked challenges of composing in all its various forms.

    These ideas and more can be found in When Teaching Writing Gets Tough: Challenges and Possibilities in Secondary Writing Instruction.

    References

    Campbell, K. H. (2014). Beyond the five-paragraph essay. Educational Leadership, 71(7), 60-65.

    Lannin, A. A., & Fox, R. F. (2010). Chained and confused: Teacher perceptions of formulaic writing. Writing & Pedagogy, 2(1), 39-64.

    Rico, G. L. (1988). Against formulaic writing. The English Journal, 77(6), 57-58.

    Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169.

    Sharples, M. (1999). How we write : writing as creative design (1st ed.). Routledge. https://doi.org/10.4324/9780203019900

    Waltuck, B. A. (2012). Characteristics of complex systems. The Journal for Quality & Participation, 34(4), 13–15.

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  • Leading in complexity: Are higher education leaders ready for the age of austerity?

    Leading in complexity: Are higher education leaders ready for the age of austerity?

    by Robert Perich, Ladina Rageth, Danya He and Maryna Lakhno

    Higher education is at a crossroads. Across Europe and beyond, higher education institutions (HEIs) face increasing financial constraints, shifting political landscapes, and the growing challenge of digital transformation. In this turbulent environment, leadership is not just about managing institutions – it is about navigating uncertainty and ensuring that HEIs remain resilient, innovative, and globally competitive.

    Yet, are higher education leaders equipped for this challenge? A recent Swiss national study of senior leaders (detailed findings are available here) provides a reality check. Our study, the first of its kind in Switzerland, examined the career trajectories, competency sets, and strategic concerns of 312 leaders from 38 institutions. What it uncovered was both revealing and troubling: senior leaders felt largely unprepared for the mounting financial and structural pressures facing higher education.

    HEIs are no longer just institutions of knowledge – they are complex organisations requiring financial stewardship, strategic foresight, and the ability to manage significant institutional change. And yet, many senior leaders step into their roles with little to no formal management training. In a period where every budget decision can mean the difference between institutional sustainability and decline, this skills gap is more than an inconvenience – it is a challenge.

    Who runs Swiss HEIs today?

    The study reveals a leadership demographic that is surprisingly homogeneous. Despite years of diversity initiatives, Swiss HEI leadership remains overwhelmingly male (68%) and Swiss (80%). The average senior leader is in their mid-50s, has spent nearly 14 years at their institution, and was more likely than not promoted from within. Internal hires outnumber external appointments (55% vs 45%), and critically, almost 40% of senior leaders entered their positions without prior general management experience.

    This reliance on internal promotion, while preserving institutional knowledge, raises an uncomfortable question: Are HEIs prioritising academic credentials and institutional loyalty over strategic and managerial competence? As budget cuts tighten and HEIs are forced to make hard choices, is it enough for leaders to understand academic culture, or must they also master the art of institutional strategy and financial sustainability?

    The gap: what competencies do leaders need – and what are they lacking?

    Swiss HEIs, like their counterparts worldwide, are complex ecosystems requiring a balance of academic credibility and managerial acumen. Yet, when surveyed, senior leaders overwhelmingly ranked leadership and strategic design capabilities as the most essential competencies, both of which require years of cultivation. They also emphasised managing organisational change, a competency that will become even more critical as institutions face increasing financial pressures and demands for efficiency.

    The study highlights a concerning discrepancy between the skills leaders find most important and those in which they feel prepared. Many respondents wished they had received more targeted training in financial management, change leadership, and navigating the political landscape of higher education. Given that nearly half of respondents had never participated in formal leadership training before assuming their roles, it is clear that HEIs have largely relied on a ‘learn on the job’ approach to leadership development.

    The perils of academic self-governance

    One of the study’s most compelling findings is the tension between traditional academic self-governance and the need for growing professionalisation of higher education leadership. Research universities, in particular, still operate on a model where deans and department heads rotate through leadership roles while maintaining their academic careers. While this system ensures academic legitimacy, it creates discontinuity and limits long-term strategic vision.

    By contrast, universities of applied sciences, where leadership positions are more commonly filled through open application processes, exhibit a different pattern: leaders tend to have more professional experience and stronger management backgrounds. This divergence begs an essential question: Is the tradition of academic self-governance still fit for purpose in an era that demands more decisive, financially savvy and agile leadership?

    Budget cuts and the leadership challenge ahead

    Financial sustainability is now the defining challenge of higher education leadership. The study underscores that senior leaders see budget constraints as the most pressing issue their institutions face, followed closely by digital transformation and the rising demand for research excellence and collaboration. While leaders anticipate increasing demands in these areas over the next decade, many institutions lack systematic training programmes to equip their leaders for these challenges. The findings suggest that without structured leadership development – particularly in financial strategy, political negotiation, and crisis management – HEIs risk falling into reactive rather than proactive decision-making.

    Rethinking leadership development in higher education

    The data from Swiss HEIs mirror trends seen globally: while the challenges facing HEIs have evolved dramatically, leadership preparation has remained largely static. The fact that nearly 40% of leaders entered their roles with no formal management experience is a stark indicator that institutions must do more to develop leadership talent early in academic careers.

    Structured executive education programmes, mentorship initiatives, and cross-institutional leadership networks are critical. The study also raises the question of whether Switzerland – and other countries – should consider national leadership training programmes, similar to those in the Netherlands and Sweden, to systematically equip future leaders with the skills they need.

    Indeed, other countries have already taken significant steps in this direction. For instance, the UK has developed a comprehensive suite of leadership development programmes through Advance HE, targeting leaders at various career stages across the higher education sector. Such initiatives provide a valuable model for how leadership can be systematically cultivated, and they underscore the importance of moving beyond ad hoc, institution-specific training efforts.

    The future of higher education leadership: a critical juncture

    HEIs are facing a defining moment. Financial constraints, political pressures, and the complexities of global education demand leaders who are not just respected scholars but also strategic visionaries. The findings from our study highlight the urgent need for HEIs to rethink how they identify, train, and support their leaders. Will higher education rise to this challenge? Or will institutions continue to rely on traditional models of leadership selection, hoping that academic merits alone will make their leaders fit for the complexities ahead?

    Prof Dr Robert Perich is Academic Director, Swiss School of Public Governance SSPG, D-MTEC, ETH Zurich. He was CFO of ETH Zurich for 20 years and, as Vice President for Finance and Controlling, was responsible for financial strategy, budget management, asset management, risk management and the digitalisation of central processes. After completing his studies and doctorate at the University of St. Gallen (HSG), he gained 12 years of experience in various management roles at a major Swiss bank. In addition to earlier teaching activities at the University of St. Gallen, he currently lectures at D-MTEC and the University of Zurich (CHESS). He is also Deputy Chairman of the University Council of the University of Cologne.

    Dr Ladina Rageth is Executive Director, Swiss School of Public Governance SSPG, D-MTEC, ETH Zurich. She is a social scientist with extensive experience in research and project management in the academic, public and private sectors. She completed her Master’s degree in Sociology at the University of Zurich and her PhD at ETH Zurich at the Chair of Educational Systems. Her research focuses on the sociology of education, labour market outcomes and the institutionalisation of education systems, with a current emphasis on the functioning and management of HEIs.

    Danya He is Research Assistant, Swiss School of Public Governance SSPG, D-MTEC, ETH Zurich. She completed her Masters in Media and Communication Governance at the London School of Economics and Political Science (LSE) and worked as a research and teaching associate at the University of Zurich specialising in media and internet governance before joining the SSPG. She brings a wealth of experience in public institutions, media relations and legal affairs and has been recognised for her achievements in educational simulations such as the National Model United Nations.

    Dr Maryna Lakhno is the Programme Coordinator at the ETH Swiss School of Public Governance (SSPG), where she manages the school’s continuing education portfolio and oversees its communication. Maryna also contributes to the design of the curriculum and programme activities and is actively involved in research projects within the school. Her doctorate in Public Policy under the Yehuda Elkana Doctoral Fellowship at Central European University in Vienna focused on integrating the United Nations Sustainable Development Goals within higher education. She was awarded the Swiss Government Excellence Scholarship for Foreign Scholars in 2022/23. She co-authored a comprehensive report for the Global Observatory on Academic Freedom.

    Author: SRHE News Blog

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  • Outsourcing Managed IT Services for Higher Ed: Navigating Complexity, Cost, and Control Concerns

    Outsourcing Managed IT Services for Higher Ed: Navigating Complexity, Cost, and Control Concerns

    College administrators know that technology can be a powerful tool for improving operations and boosting student success. However, given the rapid pace of technological change and the shrinking pool of qualified IT professionals, getting a real return on IT investments can be a major challenge.

    One way to deal with these challenges is to outsource IT management and operations, and explore managed IT services for higher education.

    While change can seem daunting, IT outsourcing can significantly improve overall IT management and strategic focus while mitigating risk and reducing cost. It’s about more than just maintaining IT infrastructure and operations –– it’s about using technology strategically to create better student experiences and drive institutional success.

    One of the primary concerns I hear from administrators is the perceived complexity of moving to an outsourced IT model. Such a move impacts people, processes, and technology – so if not managed thoughtfully, unintended consequences could occur.

    However, a well-structured transition plan significantly simplifies the process and minimizes risk to business operations during the transition. At Collegis, we employ a phased approach, starting with a thorough assessment of an institution’s current IT ecosystem, including resources, processes, financials, systems, infrastructure, projects, operations, etc. This assessment forms the foundation of a customized transition plan designed around the institution’s unique needs, outlining each step – from stabilization and standardization to technology optimization and, finally, transformation.

    A key element of our approach is the stabilization phase, where we address immediate pain points and ensure that systems are secure and able to support day-to-day operations with no disruptions. This initial phase creates the foundation from which to build on and, ultimately, a level of confidence that sets the stage for longer-term improvements.

    By breaking the transition into manageable phases and providing clear communication throughout the process, we alleviate much of the anxiety associated with change. Instead of a big “lift and shift,” the multi-year transition plan means current systems and processes continue to be supported. Administrators often express relief once they understand our structured approach and how it addresses their specific needs.

    For example, our managed IT services solution for Saint Francis University involved stabilizing the core technology and infrastructure, standardizing expectations through strong IT governance (including installing a virtual CIO), and optimizing business processes and infrastructure for increased efficiency. This identified $200,000 in budgetary waste that was able to be reallocated toward technology upgrades.

    Cost is, of course, a major factor in any IT outsourcing decision. Administrators are understandably concerned about the financial implications of outsourcing.

    Studies show that many higher education institutions spend more than 75% of their IT budgets on basic support and technology maintenance. This is partially due to the technology debt that accrues after years of neglect and a lack of the precise skill sets needed to address deficiencies and create more efficient and effective operations. Just think of the impact technology could make if schools could reduce this amount by 25%+ and reallocate these dollars to improving student experiences or driving institutional cost savings.

    Outsourcing can free up these valuable financial resources, enabling institutions to focus on projects that drive growth and enhance the student experience. Collegis partners typically experience:

    • Predictable budgeting: We offer all standard IT management services through a clear and transparent fixed fee mutually determined for the life of the partnership so institutions know exactly what they spend for IT management every year. There are no surprises.
    • Access to top IT talent: While Collegis goes out of its way to assess existing staff and rebadge those who have the needed skill sets and cultural fit, we also bring a team of more than 185 IT professionals to our partnerships, ensuring schools have access to the right skillsets at the right time.
    • Better contract negotiations: Schools benefit from Collegis’s expertise in IT contract negotiations and cross-institutional expertise during all technology contract negotiations. We have long-term relationships with third-party vendors and can negotiate from a position of strength because we support dozens of similar institutions.
    • Lower cybersecurity costs: We handle network, application, and data security, reducing a school’s need for additional resources or security solutions. Our partnerships have also helped many schools successfully stabilize or even reduce their cybersecurity insurance premiums.
    • Elimination of consulting fees: Our model also eliminates the need for expensive consultants to fill staffing gaps or deliver strategic projects.

    Most schools find that an IT managed services partnership with Collegis either saves them money or is cost-neutral. Our economies of scale enable us to provide expert services at a lower cost than most institutions could achieve in-house. Plus, we provide clear service level agreements (SLAs) to ensure accountability.

    Beyond cost savings, outsourcing can also improve ROI by ensuring technology investments deliver their intended value. By leveraging the expertise of a dedicated IT partner, institutions can optimize their systems and ensure they are getting the most out of their technology investments.

    Some administrators worry about losing control when they outsource IT. They’re concerned about relinquishing oversight of critical systems and data. However, a well-designed outsourcing agreement includes clear governance structures and communication channels, ensuring they retain control.

    One way we’ve addressed this concern is by establishing a steering committee for IT governance that includes representatives from the institution’s leadership and fosters collaboration and shared decision-making.

    Data security is paramount, and we understand the sensitivity of institutional data. We are a SOC 2-compliant organization that undergoes regular external audits to ensure the security and integrity of the data we manage.

    Our dedicated information security officers (CISOs) work closely with each institution to implement best practices and address any security concerns. We also proactively monitor systems for potential threats, leveraging our experience working with multiple institutions to identify and mitigate risks before they escalate.

    Outsourcing IT management in higher education can be a game-changer for institutions looking to navigate the complexities of the evolving IT landscape. Working with a partner that focuses on open communication, a phased approach to transitioning, a stronger cybersecurity posture, and leveraging your technology’s true potential can eliminate concerns about complexity, cost, and control while enabling schools to achieve strategic goals.

    Finally, when considering IT outsourcing, institutions cannot underestimate the importance and value of cultural fit. Finding a partner who shares your values and can be trusted to run a critical function for your institution is just as important as any of the other considerations I’ve highlighted above.

    — Kim Fahey, CEO Collegis Education

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