Critical Essay: Wicked problems in the Age of Uncertainty

We are, apparently, living in unprecedented times, an Age of Uncertainty, when wicked problems whirl all around as we struggle to cope with Covid-19, environmental catastrophe and the right-wing populism that threatens to unravel all kinds of international agreements. In this personal reflection, 15 years after I wrote an article on wicked problems and the social construction of leadership, I take a look back, and forward, to see whether there ever was an Age of Certainty when only tame problems temporarily troubled us, or whether our understanding of the world is itself a social construction, open to dispute and thus we have always lived in uncertain times. In the process of this evaluation, I consider whether collaborative leadership, often associated with wicked problems, is as ubiquitous and effective as some proponents make out, and if it isn’t, what this says about our ability to address such problems.

Wicked2 : The Increasing Wickedness of Educational Developers as DEI Cultural Influencers

The global pandemic that began in 2020 amplified the chasm between higher education’s stated goals to advance diversity, equity, and inclusion (DEI) and the systemic realities that many students, instructors, and staff grapple with on a daily basis. We contend that attenuating the barriers to DEI outcomes means first acknowledging that DEI is a wicked problem, in that it is impossible to solve because of often competing, conflicting, and complex sociocultural forces from within and outside our institutions. We also contend that educational developers (EDs) are particularly well-situated within the higher education ecology to be key cultural influencers in how to mitigate DEI-related wicked problems by tapping into our deep commitment to lifelong learning as a means for honing and modeling an equity mindset.

(Re)constructing Leadership

This chapter elucidates Keith Grint's model of leadership as a viable dynamic option in our complex world. By locating the model within a social constructionist frame, this chapter demonstrates how far we have come in the evolving stream of leadership research. Seven main characteristics of the Grint's model of leadership are discussed to demonstrate how the model can help us to understand wicked problems, such as the COVID-19 pandemic in Malaysia. The author also identifies two weaknesses of Grint's model: (1) organisational culture and (2) followership. Lastly, to address the two weaknesses, the author proposes an integrated model of leadership that combines the understanding of an adhocracy culture based on the competing value framework and Kelly's effective followership model. In conclusion, the integrative framework of leadership offers leadership researchers a model with more explanatory power in understanding the leadership phenomenon within the social constructionist supposition.

Enabling Systems Innovation in Climate Change Adaptation: Exploring the Role for MEL

Traditional monitoring, evaluation, and learning (MEL) approaches, methods, and tools no longer reflect the dynamic complexity of the severe (or “super-wicked”) problems that define the Anthropocene: climate change, environmental degradation, and global pandemics. In late 2019, the Adaptation Fund’s Technical Evaluation Reference Group (AF-TERG) commissioned a study to identify and assess innovative MEL approaches, methods, and technologies to better support and enable climate change adaptation (CCA) and to inform the Fund’s own approach to MEL. This chapter presents key findings from the study, with seven recommendations to support a systems innovation approach to CCA: Promote and lead with a CCA systems innovation approach, engaging with key concepts of complex systems, super-wicked problems, the Anthropocene, and socioecological systems. Engage better with participation, inclusivity, and voice in MEL. Overcome risk aversion in CCA and CCA MEL through field testing new, innovative, and often more risky MEL approaches. Demonstrate and promote using MEL to support and integrate adaptive management. Work across socioecological systems and scales. Advance MEL approaches to better support systematic evidence and learning for scaling and replicability. Adapt or develop MEL approaches, methods, and tools tailored to CCA systems innovation.

Black, White, and Grey

This study seeks to extend wicked problems analysis within the context of a library’s support for virtual reality (VR) and the related extended reality (XR) emerging technologies. The researchers conducted 11 interviews with 13 librarians, embedded IT staff, and/or faculty members who were involved in administering, managing, or planning a virtual reality lab or classroom in a library (or similar unit) in a higher education setting. The qualitative analysis of the interviews identified clusters of challenges, which are categorized as either emergent (but solvable) such as portability and training; complicated (but possible) such as licensing and ethics: and/or wicked (but tameable). The respondents framed their role in supporting the wickedness of VR/XR in three basic ways: library as gateway, library as learning partner, and library as maker. Five taming strategies were suggested from this research to help librarians wrestle with these challenges of advocating for a vision of VR/XR on their respective campuses. This research also hints at a larger role for librarians in the research of technology diffusion and what that might mean to their role in higher education in the future.

Computational Communication Science: Lessons from Working Group Sessions with Experts of an Emerging Research Field

This chapter provides an overview of computational communication science (CCS) as an emerging and exemplary subfield of computational social science. Based on lessons from working group sessions with 34 experts, we address recent challenges and desiderata of CCS research while reflecting upon its future development and expansion. Four major fields of action proved particularly relevant in these discussions: First, challenges related to a reflected but integrated CCS methodology; second, challenges related to a further elaboration on the theoretical perspectives on CCS; third, challenges related to the formation and further institutionalization of CCS as fundamental basis for further scientific exchange, progress and standardization; and fourth, implications for empirical communication research, particularly highlighting the relevance of wicked problems as research incubators driving further progress.