Applying Complexity Theory to a Hospital Complex Patient Care Program

Increasingly, complexity science concepts are informing health care design and practice. The present paper describes the implementation of early complexity science principles in a Complex Care Program with the aim of strengthening the provision of integrated care. Grounded in cybernetic network theory, Stafford Beer’s Viable Systems Model [1] provided the guiding principles for the program’s redesign. The Viable Systems Model with its broadly applicable principles [1], is now the conceptual model of information management in the program. Beer’s framework has enabled a relatively small number of clinicians to coordinate care for a large cohort of patients with significant clinical complexity, and a multitude of providers, in the community setting

Exploring leadership influence within data-informed decision-making practices in Australian independent schools

There is increasingly strong pressure on schools to use data within their decision-making processes; the pressure comes not just from high-stakes testing but also from the subsequent comparative analysis conducted in the international, national, state, and local jurisdictions that represent the educational systems responsible for ensuring that students continue to receive quality education (Harris & Jones, 2017). There is paucity in empirical research within Australia on the practice of data use within schools; research is lacking on data interactions among school leaders in their workplace settings (Coburn & Turner, 2012). This study contributes toward this identified gap in Australian research literature on the practice of data-informed decision making (DIDM) in schools. Using a case-study approach at two K-12 independent schools in Victoria, Australia, the study sought to understand the "how" and "why" of DIDM systems that are currently in use within Australian independent schools in order to better understand what data-informed school improvement processes are being used in practice in this sector of Australian schooling. Based on the findings, we offer recommendations for developing improved system capabilities that make schools data literate and numerate and identify the important transformational role that senior and middle-level school leaders play in building up data-informed collaborative school cultures within their schools.There is increasingly strong pressure on schools to use data within their decision-making processes; the pressure comes not just from high-stakes testing but also from the subsequent comparative analysis conducted in the international, national, state, and local jurisdictions that represent the educational systems responsible for ensuring that students continue to receive quality education (Harris & Jones, 2017). There is paucity in empirical research within Australia on the practice of data use within schools; research is lacking on data interactions among school leaders in their workplace settings (Coburn & Turner, 2012). This study contributes toward this identified gap in Australian research literature on the practice of data-informed decision making (DIDM) in schools. Using a case-study approach at two K-12 independent schools in Victoria, Australia, the study sought to understand the "how" and "why" of DIDM systems that are currently in use within Australian independent schools in order to better understand what data-informed school improvement processes are being used in practice in this sector of Australian schooling. Based on the findings, we offer recommendations for developing improved system capabilities that make schools data literate and numerate and identify the important transformational role that senior and middle-level school leaders play in building up data-informed collaborative school cultures within their schools

The effectiveness of total quality management as a school improvement process

Purpose The purpose of this study was to evaluate the contribution that Total Quality Management (TQM) programs have made in the provision of quality education within schools in Victoria, Australia. Through case-study analysis, two state primary schools in Victoria who have made use of TQM programs within their school improvement processes were studied. Design/Methodology/Approach In order to investigate the experiences of the two case-study schools, a mixed-methods approach was used. This study has been designed as a retrospective, instrumental, organisational case-study using mainly qualitative methods such as in-depth interviews, content analysis, document analysis and semi-structured observations as well as one quantitative method that involved using a Self-Assessment Quality Checklist. Grounded theory methods were used for data-coding and the Australian Business Excellence Framework was used as the main data analysis tool. The participants from each case-study school included: The principal, a middle ¬management member -coordinator, a teaching staff member, an administrative staff member, the Total Quality Management consultant and a school council member using a multi-level data collection approach. The analysis determined the extent to which TQM programs can be used as valuable contributors towards school improvement processes conducted in state primary schools within Victoria, Australia. It looked at the effect these particular TQM programs have had on the overall teaching and learning process and studied significant aspects of these programs which have assisted the case-study schools in developing a culture for continuous improvement. Findings The findings of this study indicate that there are a number of positive implications for the application of Total Quality Management philosophy and programs within educational organisations such as primary schools. Through this study, it was found that TQM programs have a definite impact on the leadership system, the organisational culture and the mechanisms of continuous improvement within schools. It was also found that there are serious implications for the application of TQM programs within state primary as well as state secondary schools in Victoria, Australia. Originality/Value As a synthesis form of the analysis, a model for school improvement that focuses on schools being strategically-oriented learning organisations through an effective leadership system has been suggested. Also, recommendations on the use of the Australian Business Excellence Framework as a self-assessment auditing tool by schools in Victoria, Australia have been made

The effectiveness of total quality management as a school improvement process

Purpose The purpose of this study was to evaluate the contribution that Total Quality Management (TQM) programs have made in the provision of quality education within schools in Victoria, Australia. Through case-study analysis, two state primary schools in Victoria who have made use of TQM programs within their school improvement processes were studied. Design/Methodology/Approach In order to investigate the experiences of the two case-study schools, a mixed-methods approach was used. This study has been designed as a retrospective, instrumental, organisational case-study using mainly qualitative methods such as in-depth interviews, content analysis, document analysis and semi-structured observations as well as one quantitative method that involved using a Self-Assessment Quality Checklist. Grounded theory methods were used for data-coding and the Australian Business Excellence Framework was used as the main data analysis tool. The participants from each case-study school included: The principal, a middle ¬management member -coordinator, a teaching staff member, an administrative staff member, the Total Quality Management consultant and a school council member using a multi-level data collection approach. The analysis determined the extent to which TQM programs can be used as valuable contributors towards school improvement processes conducted in state primary schools within Victoria, Australia. It looked at the effect these particular TQM programs have had on the overall teaching and learning process and studied significant aspects of these programs which have assisted the case-study schools in developing a culture for continuous improvement. Findings The findings of this study indicate that there are a number of positive implications for the application of Total Quality Management philosophy and programs within educational organisations such as primary schools. Through this study, it was found that TQM programs have a definite impact on the leadership system, the organisational culture and the mechanisms of continuous improvement within schools. It was also found that there are serious implications for the application of TQM programs within state primary as well as state secondary schools in Victoria, Australia. Originality/Value As a synthesis form of the analysis, a model for school improvement that focuses on schools being strategically-oriented learning organisations through an effective leadership system has been suggested. Also, recommendations on the use of the Australian Business Excellence Framework as a self-assessment auditing tool by schools in Victoria, Australia have been made

Engaged but Ambivalent: A Study of Young Indigenous Australians and Democratic Citizenship

In 2016, data was collected from eighty-one Indigenous young people in Australia through surveys and focus groups, which provide insight into the experiences of citizenship and democracy by young Indigenous Australians. This paper examines the attitudes of these young Indigenous Australians in relation to conventional political, economic and cultural domains of citizenship. Discussion highlights young Indigenous Australians’ perceptions of their spheres of influence, as well as their perceptions of the barriers and enablers to influence their worlds. The findings are used to critically interrogate the concept of democratic citizenship through recent scholarly lenses including the following: affective and spatial dimensions of citizenship; resilience and identity; and daily acts of citizenship. Connection to the local community is important to many of the young Indigenous participants in this study. This sends a powerful message to educational practitioners and policy makers: The local is a key site in positively shaping the democratic citizenship of young people, with an opportunity for schools and educational activities in local settings to play a central role