By Wallace M., Fertig M., Schneller E.

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And Gaebler, T. (1992) Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector. Reading, MA: Addison-Wesley. Pollitt, C. and Bouckaert, G. (2000) Public Management Reform: A Comparative Analysis. Oxford: Oxford University Press. Rhodes, R. (1997) Understanding Governance: Policy Networks, Reflexivity and Accountability. Milton Keynes: Open University Press. Wallace, M. (2004) Orchestrating complex educational change. Journal of Educational Change, 5(1), 57–78. Wallace, M.

No, complexity theory is a reality; it is happening; it is working in practice, whether we like it or not. Though its message is unsettling, for it argues that long-range planning is futile, that control is a chimera and that the power of bosses is limited, it is descriptively accurate. One cannot play Canute and ignore it; it exists. It is a theory that explains how and why to practise particular leadership practices (Morrison 2002: 189). This most forceful of assertions comes from an enthusiastic advocate of complexity theory as the key to effective school leadership.

What they learn collectively from their cumulative experience of the earlier innovations will influence their beliefs and values, and so their range of responses to subsequent innovations. Second, complex change is componential. Its content is likely to consist of a diversity of sequential and overlapping components affecting different stakeholders at particular times. A single change may contain multiple components, implemented in phases. The variety of components will dictate that a multiplicity of differentiated but interrelated management tasks must be addressed.

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