Complexity Theory in the Contemporary Organization
The Development of Web-based Education at a University in the United States
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Most observers still adhere to the belief thatsingle, heroic leaders initiate major change incontemporary human organizations. This "greatperson" paradigm seems especially strong when suchchange implements a new method of meeting theorganization''s central goals. Huck seeks to test thisparadigm by studying the implementation of web-basededucation at a university in the United States.Huck''s findings, based on ethnographic fieldresearch, tend to refute the "myth" of change by aprincipal authority in the organization. Instead,Huck finds that the constructs of Complexity Theorybetter explain the ...
Most observers still adhere to the belief that
single, heroic leaders initiate major change in
contemporary human organizations. This "great
person" paradigm seems especially strong when such
change implements a new method of meeting the
organization''s central goals. Huck seeks to test this
paradigm by studying the implementation of web-based
education at a university in the United States.
Huck''s findings, based on ethnographic field
research, tend to refute the "myth" of change by a
principal authority in the organization. Instead,
Huck finds that the constructs of Complexity Theory
better explain the processes and outcomes of change
in human groups. Huck argues that change in the
contemporary U.S. university is the product of
individual interactions that are usually inductive
and parochial, but which retain the potential to
cascade across an organization and transform it.
single, heroic leaders initiate major change in
contemporary human organizations. This "great
person" paradigm seems especially strong when such
change implements a new method of meeting the
organization''s central goals. Huck seeks to test this
paradigm by studying the implementation of web-based
education at a university in the United States.
Huck''s findings, based on ethnographic field
research, tend to refute the "myth" of change by a
principal authority in the organization. Instead,
Huck finds that the constructs of Complexity Theory
better explain the processes and outcomes of change
in human groups. Huck argues that change in the
contemporary U.S. university is the product of
individual interactions that are usually inductive
and parochial, but which retain the potential to
cascade across an organization and transform it.
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