some alternate foundations for leadership in learning and teaching at cquniversity
DESCRIPTION
Over recent years an increasing interest in improving the quality of university learning and teaching has driven a number of projects such as the ALTC, LTPF and AUQA. One of the more recent areas of interest has been the question of learning and teaching leaders. In 2006 and 2007 ALTC funded 20 projects worth about $3.4M around leadership in learning and teaching. Locally, there has been a series of CQUniversity L&T seminars focusing on the question of leadership in L&T. This presentation arises from a long-term sense of disquiet about the foundations of much of this work, an on-going attempt to identify the source of this disquiet and find alternate, hopefully better, foundations. The presentation will attempt to illustrate the disquiet and explain how insights from a number of sources (see some references below) might help provide alternate foundations. It will briefly discuss the implications these alternate foundations may have for the practice of L&T at CQUniversity. This presentation is very much a work in progress and is aimed at generating an on-going discussion about this topic and its application at CQUniversity. Some parts of that discussion and gathering of related resources is already occuring online at http://davidtjones.wordpress.com/2008/08/20/some-alternate-foundations-for-leadership-in-lt-at-cquniversity/TRANSCRIPT
Some alternate foundations for leadership in L&T at CQUniversity David Jones
http://cddu.cqu.edu.au/
http://flickr.com/photos/21596348@N05/2093445334/http://flickr.com/photos/21596348@N05/2093445334/
DisclaimerDisclaimer
http://flickr.com/photos/alicepopkorn/2736173495/http://flickr.com/photos/alicepopkorn/2736173495/
Journey to understandingJourney to understanding
http://flickr.com/photos/eggplant/3669546/http://flickr.com/photos/eggplant/3669546/
I have a problemI have a problem
The incumbent will work with…The incumbent will work with…iin the development of CQU as a n the development of CQU as a leader leader in flexible and online educationin flexible and online education
http://flickr.com/photos/rbowen/1149317580/in/set-72157601499872144/http://flickr.com/photos/rbowen/1149317580/in/set-72157601499872144/
Herding catsHerding cats
Concepts that have proven useful in ordering things easily achieve such authority over us that we forget their earthly origins and accept them as unalterable givens.
Concepts that have proven useful in ordering things easily achieve such authority over us that we forget their earthly origins and accept them as unalterable givens.
http://flickr.com/photos/dunechaser/567753250/http://flickr.com/photos/dunechaser/567753250/
Representation has a profound impact on designwork and how tasks and problems are conceived(Simon, 1996; Weber, 2003; Boland, 2002)
Representation has a profound impact on designwork and how tasks and problems are conceived(Simon, 1996; Weber, 2003; Boland, 2002)
http://flickr.com/photos/conceptworker/396871589/http://flickr.com/photos/conceptworker/396871589/
With the right representationsolution generation becomestrivial (Simon, 1996)
With the right representationsolution generation becomestrivial (Simon, 1996)
http://flickr.com/photos/conceptworker/396871589/http://flickr.com/photos/conceptworker/396871589/
Number scrabbleNumber scrabble
• Two players• Take turns to take a card• Aim to create a book• Three cards that add to 15
• Two players• Take turns to take a card• Aim to create a book• Three cards that add to 15
Player 1Player 1
Player 2Player 2
Player 1Player 1
Player 2Player 2
Player 1Player 1
Player 2Player 2
Player 1Player 1
Player 2Player 2
Player 1Player 1
Player 2Player 2
Player 1Player 1
Player 2Player 2
What’s a winning strategy?What’s a winning strategy?
How would you formulate one?How would you formulate one?
Remember, with the right representation,the solution can be trivial
Remember, with the right representation,the solution can be trivial
Magic squareMagic square
1515
1515
1515
151515151515
Player 1Player 1 Player 2Player 2
Player 1Player 1 Player 2Player 2
Player 1Player 1 Player 2Player 2
Player 1Player 1 Player 2Player 2
Player 1Player 1 Player 2Player 2
http://flickr.com/photos/eggplant/3669546/http://flickr.com/photos/eggplant/3669546/
I have a problemI have a problem
The incumbent will work with…The incumbent will work with…iin the development of CQU as a n the development of CQU as a leader leader in flexible and online educationin flexible and online education
TheoryTheory
PracticePractice RealityReality
RepresentationRepresentation
http://flickr.com/photos/shinyredtype/349804601/http://flickr.com/photos/shinyredtype/349804601/
http://flickr.com/photos/rbowen/1149317580/in/set-72157601499872144/http://flickr.com/photos/rbowen/1149317580/in/set-72157601499872144/
Can alternate representationsCan alternate representations- Close the disconnectClose the disconnect- Suggest better solutions?Suggest better solutions?
Not all systems are the sameNot all systems are the same
http://flickr.com/photos/sharynmorrow/127184319/http://flickr.com/photos/sharynmorrow/127184319/
How we thinkHow we think
Implications for L&T @ CQUniImplications for L&T @ CQUni
Not all systems are the sameNot all systems are the same
http://flickr.com/photos/sharynmorrow/127184319/http://flickr.com/photos/sharynmorrow/127184319/
How we thinkHow we think
Implications for L&T @ CQUniImplications for L&T @ CQUni
http://flickr.com/photos/moopness/383109241/http://flickr.com/photos/moopness/383109241/
People are not rationalPeople are not rational
http://flickr.com/photos/autanex/808866285/http://flickr.com/photos/autanex/808866285/
How does the mind work?How does the mind work?
http://www.cognitive-edge.com/blogs/dave/2008/05/a_keynote_in_perth.phphttp://www.cognitive-edge.com/blogs/dave/2008/05/a_keynote_in_perth.php
http://flickr.com/photos/photograham/260939952/http://flickr.com/photos/photograham/260939952/
Kaplan’s Law of InstrumentKaplan’s Law of Instrument(Kaplan 1998)(Kaplan 1998)
http://flickr.com/photos/pbo31/162704071/http://flickr.com/photos/pbo31/162704071/
Pattern entrainmentPattern entrainment
http://flickr.com/photos/lumaxart/2137729430/http://flickr.com/photos/lumaxart/2137729430/
Tell people: What, Why and HowTell people: What, Why and How
But will they do it?But will they do it?
LeadershipLeadership
http://flickr.com/photos/rbowen/1149317580/in/set-72157601499872144/http://flickr.com/photos/rbowen/1149317580/in/set-72157601499872144/
Herding catsHerding cats
http://flickr.com/photos/dklinge/441370258/http://flickr.com/photos/dklinge/441370258/
Expectation to be toldExpectation to be told
But they do what But they do what ththey think bestey think best
FollowersFollowers
http://flickr.com/photos/mrs_eyepatch/2544399256/http://flickr.com/photos/mrs_eyepatch/2544399256/
If it don’t make senseIf it don’t make sense
They’ll do something elseThey’ll do something else
http://www.youtube.com/watch?v=3RVJMSdIYaQ
Wisdom of crowdsWisdom of crowds
Singing in a crowdSinging in a crowd
http://www.youtube.com/watch?v=3RVJMSdIYaQ
Sustained inattentional blindness
http://viscog.beckman.uiuc.edu/djs_lab/demos.html
http://en.wikipedia.org/wiki/Inattentional_blindness
http://flickr.com/photos/sbishop/205613851/
Knowledge can only be volunteered, not conscripted
We only know what we know,when we need to know it
We always know more than we can say andwe will always say more than we can write
(Snowden, 2005)
What’s this got to do with L&TWhat’s this got to do with L&T
http://flickr.com/photos/yewenyi/300115429/
(Trigwell, 2001)
Not all systems are the sameNot all systems are the same
http://flickr.com/photos/sharynmorrow/127184319/http://flickr.com/photos/sharynmorrow/127184319/
How we thinkHow we think
Implications for L&T @ CQUniImplications for L&T @ CQUni
Good leadership is not a one-size-fits-all propositionGood leadership is not a one-size-fits-all proposition(Snowden & Boone, 2007)(Snowden & Boone, 2007)
http://flickr.com/photos/jenny-pics/2387890046/http://flickr.com/photos/jenny-pics/2387890046/
http://flickr.com/photos/cntstpdrmn/2362207708/http://flickr.com/photos/cntstpdrmn/2362207708/
http://www.youtube.com/watch?v=3RVJMSdIYaQ
Sustained inattentional blindness
http://viscog.beckman.uiuc.edu/djs_lab/demos.html
http://en.wikipedia.org/wiki/Inattentional_blindness
Horses for coursesHorses for courses
http://flickr.com/photos/andree-debashish/227654323/http://flickr.com/photos/andree-debashish/227654323/
What types of “courses” exist?What types of “courses” exist?
Cynefin FrameworkCynefin Framework
http://flickr.com/photos/hugovk/320686889/http://flickr.com/photos/hugovk/320686889/
http://en.wikipedia.org/wiki/Cynefinhttp://en.wikipedia.org/wiki/Cynefin
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceivableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceivableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
What we care most about is how peopleperceive and make sense of situations inorder to make decisions
What we care most about is how peopleperceive and make sense of situations inorder to make decisions
(Kurtz and Snowden, 2003)(Kurtz and Snowden, 2003)
Simple - CharacteristicsSimple - CharacteristicsBest practice and processre-engineeringBest practice and processre-engineering
Command and control worksCommand and control works
Functions can be automatedFunctions can be automated
Sense-Categorise-RespondSense-Categorise-Respond
http://flickr.com/photos/22281745@N04/2250926800/http://flickr.com/photos/22281745@N04/2250926800/
Simple - ProblemsSimple - Problems
http://flickr.com/photos/22281745@N04/2250926800/http://flickr.com/photos/22281745@N04/2250926800/
Incorrect classificationIncorrect classification
Entrained thinkingEntrained thinking
ComplacencyComplacency
Systems thinkingSystems thinking
Complicated - characteristicsComplicated - characteristics
Place for expertsPlace for experts
http://flickr.com/photos/28481088@N00/292898253/http://flickr.com/photos/28481088@N00/292898253/
Sense-Analyse-RespondSense-Analyse-Respond
Good practiceGood practice
Balanced scorecardBalanced scorecardLearning organisationLearning organisation
Expert – entrained thinkingExpert – entrained thinking
Complicated - problemsComplicated - problems
http://flickr.com/photos/28481088@N00/292898253/http://flickr.com/photos/28481088@N00/292898253/
Analysis paralysisAnalysis paralysis
Complex - characteristicsComplex - characteristics
http://flickr.com/photos/aeioux/57188708/http://flickr.com/photos/aeioux/57188708/
Patterns perceived, not predictedPatterns perceived, not predicted
Expert pattern matching doesn’t workExpert pattern matching doesn’t work
Cause & effectCause & effect No single causeNo single cause
Probe-Sense-RespondProbe-Sense-Respond
ChaosChaos
No perceivable cause & effect relationshipsNo perceivable cause & effect relationships
Not time to investigateNot time to investigate
http://flickr.com/photos/pchweat/516336421/http://flickr.com/photos/pchweat/516336421/
Act-Categorise-RespondAct-Categorise-Respond
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceiveableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceiveableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
Ordered
Cause and effect areperceptible
Right answers can bedetermined based onfacts
Ordered
Cause and effect areperceptible
Right answers can bedetermined based onfacts
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceiveableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
Ordered
Cause and effect areperceptible
Right answers can bedetermined based onfacts
Ordered
Cause and effect areperceptible
Right answers can bedetermined based onfacts
Unordered
No immediate relationshipbetween cause and effect are
Move forward basedon emerging patterns
Unordered
No immediate relationshipbetween cause and effect are
Move forward basedon emerging patterns
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceivableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
Truly adept leaders will know not only how to identify the context they’re working in at any given time but also how to change their behavior and their decisions to match that context
Truly adept leaders will know not only how to identify the context they’re working in at any given time but also how to change their behavior and their decisions to match that context
(Snowden and Boone, 2007)(Snowden and Boone, 2007)
http://flickr.com/photos/aesopsfables/240517889/
Organising a birthday partyOrganising a birthday party
Complex?Complex? Complicated?Complicated?
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceivableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
Where does the use of IT in L&T @ CQU fit?Where does the use of IT in L&T @ CQU fit?
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceivableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
What tasks does the use of IT in L&T @ CQU involve?What tasks does the use of IT in L&T @ CQU involve?
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceivableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
What does the use of IT in L&T @ CQU involve?What does the use of IT in L&T @ CQU involve?
Assigning user accountsAssigning user accounts
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceivableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
What does the use of IT in L&T @ CQU involve?What does the use of IT in L&T @ CQU involve?
Assigning user accountsAssigning user accounts
Solving problems with LMSSolving problems with LMS
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceivableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
What does the use of IT in L&T @ CQU involve?What does the use of IT in L&T @ CQU involve?
Assigning user accountsAssigning user accounts
Solving problems with LMSSolving problems with LMS
Designing a courseDesigning a course
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceivableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
What does the use of IT in L&T @ CQU involve?What does the use of IT in L&T @ CQU involve?
Assigning user accountsAssigning user accounts
Solving problems with LMSSolving problems with LMS
Designing a courseDesigning a course Designing a courseDesigning a course
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceivableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
What does the use of IT in L&T @ CQU involve?What does the use of IT in L&T @ CQU involve?
Assigning user accountsAssigning user accounts
Solving problems with LMSSolving problems with LMS
Designing a courseDesigning a course
InnovationInnovation
Designing a courseDesigning a course
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceivableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
Truly adept leaders will know not only how to identify the context they’re working in at any given time but also how to change their behavior and their decisions to match that context
Truly adept leaders will know not only how to identify the context they’re working in at any given time but also how to change their behavior and their decisions to match that context
(Snowden and Boone, 2007)(Snowden and Boone, 2007)
Not all systems are the sameNot all systems are the same
http://flickr.com/photos/sharynmorrow/127184319/http://flickr.com/photos/sharynmorrow/127184319/
How we thinkHow we think
Implications for L&T @ CQUniImplications for L&T @ CQUni
http://flickr.com/photos/eggplant/3669546/http://flickr.com/photos/eggplant/3669546/
I have a problemI have a problem
The incumbent will work with…The incumbent will work with…iin the development of CQU as a n the development of CQU as a leader leader in flexible and online educationin flexible and online education
ComplexComplex ComplicatedComplicated
SimpleSimpleChaosChaos
Cause & effect only coherentin retrospect and do not repeat
Pattern management
Probe-Sense-Respond
Cause & effect separated overtime and place
Analytical/Reductionist
Sense-Analyze-Respond
Cause & effect relations repeatable, perceivableand predictable
Legitimate best practice
Sense-Categorise-Response
No cause & effectrelationships perceivable
Stability-focused intervention
Act-Sense-Respond
This is a complex taskThis is a complex task
Assigning user accountsAssigning user accounts
Solving problems with LMSSolving problems with LMS
Designing a courseDesigning a course
InnovationInnovation
Designing a courseDesigning a course
Complex - characteristicsComplex - characteristics
http://flickr.com/photos/aeioux/57188708/http://flickr.com/photos/aeioux/57188708/
Patterns perceived, not predictedPatterns perceived, not predicted
Expert pattern matching doesn’t workExpert pattern matching doesn’t work
Probe-Sense-RespondProbe-Sense-Respond
ComplicatedComplicated
http://flickr.com/photos/28481088@N00/292898253/http://flickr.com/photos/28481088@N00/292898253/
Idealistic approachesIdealistic approaches
Experts analyse & interpretExperts analyse & interpret
Leaders identify ideal stateLeaders identify ideal state
Diagnosis separate from interventionDiagnosis separate from intervention
Process aims to get there from hereProcess aims to get there from here
http://flickr.com/photos/industry_is_virtue/2651168521/http://flickr.com/photos/industry_is_virtue/2651168521/
NaturalisticNaturalistic
Emergent meaning @ ground levelEmergent meaning @ ground level
Understand sufficiencyStimulateMonitor emergent patterns
Understand sufficiencyStimulateMonitor emergent patterns
Research and intervention entwinedResearch and intervention entwined
http://flickr.com/photos/adambrock/377577951/http://flickr.com/photos/adambrock/377577951/
http://flickr.com/photos/b-tal/116220689/http://flickr.com/photos/b-tal/116220689/
http://flickr.com/photos/ohhector/456611804/http://flickr.com/photos/ohhector/456611804/
Attention deferral and contextual insensitivity may appear to be unproblematic in the face of the overwhelming “proof” afforded by the larger community’s rush toward the innovation.
(Swanson and Ramiller, 2004)
http://flickr.com/photos/kt/31511354/
contextual immersion
http://flickr.com/photos/riccarducci/1296459990/
Solutions
http://flickr.com/photos/suzanneandsimon/378705610/
Solutions
http://flickr.com/photos/suzanneandsimon/378705610/
Immerse in contextImmerse in context
Narrative inquiryNarrative inquiry
attractors, barriers, identities, dissent, environmentattractors, barriers, identities, dissent, environment
ABIDEABIDE
Social Network StimulationSocial Network Stimulation
Conversation is not...a contest where a winner gets a prize...; it is an endless, unrehearsed, intellectual adventure in which in imagination we enter a variety of modes of understanding the world and ourselves. And, we are not disconcerted by the differences, or dismayed by the inconclusiveness of it all."
Conversation is not...a contest where a winner gets a prize...; it is an endless, unrehearsed, intellectual adventure in which in imagination we enter a variety of modes of understanding the world and ourselves. And, we are not disconcerted by the differences, or dismayed by the inconclusiveness of it all."
http://flickr.com/photos/unaciertamirada/2499086247/
Michael OakeshottMichael Oakeshott
A university is defined by the quality of its academic conversations, not by the technologies that service them
A university is defined by the quality of its academic conversations, not by the technologies that service them
http://flickr.com/photos/eye2eye/50892860/
Diana LaurillardDiana Laurillard
Leaders are an emergent aspectof a complex systemLeaders are an emergent aspectof a complex system
Gabriele LakomskiGabriele Lakomski
Cannot control, at bestinfluenceCannot control, at bestinfluence
References
Snowden, D. and M. Boone (2007). A leader's framework for decision making. Harvard Business Review 85(11): 68-76http://www.harvardbusiness.com/hbsp/hbr/articles/article.jsp?ml_action=get-article&articleID=R0711C
Lakomski, G. (2005). Managing without Leadership: Towards a Theory of Organizational Functioning, Elsevier Science.http://www.amazon.com/Managing-without-Leadership-Organizational-Functioning/dp/0080433529/
Davis, B. and D. Sumara (2006). Complexity and education: Inquiries into learning, teaching, and research. Mahwah, New Jersey, Lawrence Erlbaum Associateshttp://www.amazon.com/Complexity-Education-Inquiries-Learning-Teaching/dp/0805859357/
Kurtz, C. and D. Snowden (2003). “The new dynamics of strategy: Sense-making in a complex and complicated world.” IBM Systems Journal 42(3): 462-483http://www.research.ibm.com/journal/sj/423/kurtz.html
De Martino, Kumaran, Seymour, Dolan (2006). Frames, Biases, and Rational Decision-Making in the Human Brain, Science, 313(5787): 684-687http://www.sciencemag.org/cgi/content/abstract/313/5787/684
Abraham Kaplan (1998) The Conduct of Inquiry, Transaction Publishershttp://books.google.com.au/books?id=ks8wuZHSKs8C
Dave Snowden (2005) From Atomism to Networks in Social Systems, The Learning Organisation, 12(6)http://www.cognitive-edge.com/articledetails.php?articleid=45