Dealing with complexity: theory of change evaluation and the full service extended schools initiative

In today’s world of global wicked problems, constraints and imperatives imposed by an external and uncertain environment render strategic action a quite complex endeavour. Since the 1990s, within community initiatives and philanthropic projects, the construct of Theory of Change has been used to address such complexity. Theory of Change can be defined as the systematic and cumulative study of the links between the activities, outcomes, and context of an intervention. The area of focus for this paper is to explore whether Theory of Change can support more strategic approaches in design. In particular, the paper examines how Theory of Change was applied to DESIGNSCAPES - a project oriented, among other things, toward offering a supporting service for all those city actors interested in using design to develop urban innovation initiatives that tackle complex issues of broad concern.

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A Theory of Learning for the Creation and Management of Knowledge in Learning Communities and Organizations

Systems Approaches to Knowledge Management, Transfer, and Resource Development ◽

10.4018/978-1-4666-1782-7.ch003 ◽

2013 ◽

pp. 28-44

Author(s):

Ton Jörg

Keyword(s):

Social Sciences ◽

Learning Communities ◽

Complexity Theory ◽

Theory Of Change ◽

New Paradigm ◽

The Past ◽

Communities Of Learners ◽

Educational Crisis ◽

Fundamental Challenge ◽

Long Time

Social sciences have been in crisis for a long time, partly by being the captive of the Newtonian paradigm, and partly through the effects of this paradigm on practice. This crisis was recognized in the past by the Russian psychologist and philosopher Lev Vygotsky, and continues to this day. The educational crisis is just one instance. It is hard to imagine how to escape this crisis, and a real shift of paradigm is needed. In this article, such a shift toward the paradigm of complexity is advocated. The shift implies a reframing of complexity and a new kind of thinking in complexity. The new paradigm implies the development of a causally generative complexity theory of change and development. Ultimately, the fundamental challenge is to harness the complexity of complex, generative learning in the communities of learners in learning organizations.

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An examination of evaluation users’ preferences for program- and actor-oriented theories of change

Evaluation ◽

10.1177/1356389017699544 ◽

2017 ◽

Vol 23 (2) ◽

pp. 172-191 ◽

Cited By ~ 3

Author(s):

Yuval Ofek

Keyword(s):

Public Sector ◽

Complexity Theory ◽

Theory Of Change ◽

Academic Literature ◽

Simulation Based ◽

Public Sector Employees ◽

Methodological Considerations ◽

Theories Of Change ◽

Evaluation Approaches

As programs and policies have grown in complexity, theory of change evaluation approaches and methods have become increasingly popular. While the academic literature often adheres to program-oriented theories of change, it is gradually being exposed to actor-oriented theories of change, which aim to enhance the flexibility of evaluations in order to adapt to growing complexity. Aside from the methodological considerations of when to use which approach, it is generally accepted that to increase their influence, evaluation approaches and methods should be suited both to the evaluated program and the preferences of intended users. But do we really know what approaches intended users prefer? Using a simulation-based survey and interviews with 148 public-sector employees in Israel, this article aims to provide an initial answer to this question. The results suggest that there is room to reconsider current perceptions of what intended users think. The findings have implications for the types of theories of change evaluators can suggest to intended users, with the ultimate goal of increasing the influence of evaluations.

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A Theory of Learning for the Creation and Management of Knowledge in Learning Communities and Organizations

International Journal of Knowledge and Systems Science ◽

10.4018/jkss.2010010103 ◽

2010 ◽

Vol 1 (1) ◽

pp. 27-42 ◽

Cited By ~ 4

Author(s):

Ton Jörg

Keyword(s):

Social Sciences ◽

Learning Communities ◽

Complexity Theory ◽

Theory Of Change ◽

New Paradigm ◽

The Past ◽

Communities Of Learners ◽

Educational Crisis ◽

Fundamental Challenge ◽

Long Time

Social sciences have been in crisis for a long time, partly by being the captive of the Newtonian paradigm, and partly through the effects of this paradigm on practice. This crisis was recognized in the past by the Russian psychologist and philosopher Lev Vygotsky, and continues to this day. The educational crisis is just one instance. It is hard to imagine how to escape this crisis, and a real shift of paradigm is needed. In this article, such a shift toward the paradigm of complexity is advocated. The shift implies a reframing of complexity and a new kind of thinking in complexity. The new paradigm implies the development of a causally generative complexity theory of change and development. Ultimately, the fundamental challenge is to harness the complexity of complex, generative learning in the communities of learners in learning organizations.

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Editorial: COVID-19 Chaos and Complexity in Universities

Journal of African Languages and Literary Studies ◽

10.31920/2633-2116/2021/v2n3a0 ◽

2021 ◽

Vol 2 (3) ◽

pp. v-vii

Author(s):

Jairos Kangira ◽

Judith Hall

Keyword(s):

Higher Education ◽

School Leadership ◽

Complexity Theory ◽

Higher Education Institutions ◽

Strong Relationship ◽

Theory Of Change ◽

Turbulent Environments ◽

The World

When the devastating COVID-19 pandemic struck the world, universities had to pragmatically deal with change and adaptation in order to survive. Up to now, our universities are still adapting to the change in every respect because of the pandemic which is still amongst us. We have witnessed remarkable ways in which students, staff and stakeholders have adapted to the complexities brought by the pandemic. It has been established that in organisations, there is a strong relationship between evolution, adaptation and survival. Keith Morrison in the ‘School Leadership and Complexity Theory’ discussion (2002) suggests ‘Complexity to be a theory of change and adaptation detailing how change occurs in systems as well as the principles and mindsets needed to flourish in turbulent environments’ that has not changed since 2002. Morrison’s theory is applicable to the situations our higher education institutions are in, especially now during the troubled time of the COVID-19 pandemic.

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