Chaos Theory

Since reading about the chaos and complexity theory,  I have continued thinking about them and their impact on leadership in higher education. Often I've said "trust the process" and enduring themes always produce a solid product. I believe there may be more chaos theory at work, at least in my world, than I realized.

Or maybe I'm like the Charlie Brown character, Pig Pen and I just create the chaos?  Or am attracted to the chaos......

Today I was reading more of Kezar (my hero) and it stated: from a research perspective, complexity and chaos have proved difficult to study.....As noted quantitative studies of complexity often lack external validity and practical application (Streufert, 1997) In describing the importance of appropriate research methods in the study of complexity, Marion and Uhl-Bien (2001)  explain the value of qualitative approaches such as ethnography in analyzing complex interactions. They note qualitative methods reach beyond the scope of quantitative studies to capture complicated multidimensional interactions. More studies from a qualitative perspective may help to shed more light on chaos and complexity and their relationship to leadership.

I think I may be "converting" as I seem to now be experiencing cognitive dissonance in a sense-searching for reassurance!

I like that Kezar noted a need for the study of leadership in a way that isn't measured via a survey-that allows for the stories to dictate the learning. I know that of the four individuals that came to work with me at the new school, we all have vivid, powerful stories to tell about an encounter with the strengths-based philosophy. Often it is the looking through the lens of the strengths that transformation happened. These are the stories I want to tell-and ultimately positively impact the practice of leadership and use of a strengths-based philosophy!

Yvonna S. Lincoln & Five Dollar Foot Longs

As I've talked to others and indicated that this semester I'm taking qualitative research they tend to yell out "Lincoln & Guba" as though they are saying "FIVE, FIVE DOLLAR FOOT LONG" so I'm deducting (as an astute qualitative researcher would) that Lincoln & Guba are pretty important. 

So, I looked them up. Turns out Lincoln is an Aggie!  Here she is.

This is how I spent my day. Typically throwing up (thanks to the lapband) is a sport in which I excel. However today I seem to have caught some stupid bug going around. I was supposed to be in the telephone interviews for the provost and I threw up twice so I had to leave.  I'm pretty bummed about that because I really, really wanted to be in them.  I then slept from 1 - 5. Wow.  

Reflexive Reading; Creswell Chapter 8

The Data Analysis Spiral

I am thinking about the spiral. It is quite different than quantitative research where one tries to work down to the point; in qualitative I need to work upwards and it is ok to spin around, bouncing back and forth in the spiral. Bouncing back and forth actually allows the reseacher (me) to be immersed in the data gathering the details and the broad themes.  As opposed to the quantitative feel where one seems to want precision and to move down to the sterile point, qualitative spiraling is comfortable with the messiness.

I'm still trying to get comfortable with being comfortable in the messiness.

I liked the discussion about not counting passages so as not to even hint of being quantitative but I also think that it is interesting to go to such lengths to avoid being associated with "those people!" I agree though that a qualitative researcher has to really study the data so the weight of individual passages can be determined because it could be that one passage is the key to understanding the full context of the data.

Creswell provides a nice overview of each of the five approaches and how the spiral applies to the approach. Thus, Creswell discusses how data is analyzed for a narrative, phenomenology, grounded theory, ethnography, and case study. Each approach has a unique way data should be approached.  For my own study, a phenomenological approach, Creswell suggests:

• Describe personal experiences with the phenomenon. This not only gives a description but identifies the views of the researcher. One of the important aspects of qualitative research is putting the personal biases on the table so this allows me to indicate right away that I am a pro-strengths-based philosophy person.
• Develop a list of significant statements about how others experienced the phenomena.
• Group statements into larger units called "meaning units."
• Write a description of what the participants experienced with the phenomena. This is the "textural description."
• Write the "how" the experienced happened. This is the "structural description" which is a reflection on the setting and context.
• The last aspect is to write the composite description which is the culminating of the descriptions which ultimately is the essence of the experience. The pro and con of this is that it is usually a long paragraph. So luckily it isn't a dissertation in itself. Unfortunately sometimes the hardest things to write are the shorter items.

Creswell's information actually puts me more at ease with this study as it gives me some of the structure I need being the OCD individual I am!

At the end of the chapter Creswell provides an overview of some of the software options available to qualitative researchers. Of the ones he lists only one is Mac Friendly!  Bummer.

I thought that some of the pros/cons of the list of computer programs were stretching to have a point.

Theoretical Memo; Pondering Leadership in Higher Education

My qualitative study is a phenonmological and takes a look at the strengths-based philosophy in place at a "private, faith-based institution in the Southwest."

While reading Kezar, Carducci, and Contreras-McGavin (2006) I was challenged in my thinking of the culture created during the time I was employed.  The reading stated the following things that captured my attention:

• Few of the new concepts have been examined, however, and reflect important areas for future research and examination by practitioners.
• Higher education would benefit as a field if more studies would use critical and postmodern paradigms to uncover new ways to conceptualize leadership; 
• explore empirical studies of specific cultural phenomena that affect leadership in higher education such as symbols or story telling (p. xi).

I believe that a strengths-based leadership perspective is a "specific cultural phenomena" that affects leadership. I believe it will be interesting to delve into the experience through the perspective of those who worked directly (up-close and personal) in the University but at various levels. One thing that I want to examine as I explore the strengths-based philosophy is how much the leader is mentioned or how much of the leadership is attributed to having the specific leader that was in place.  

Kezar, Carducci, and Contreras-McGavin (2006) suggests "Leaders who foster learning can create change" (p. xi).

Being introduced to a strengths-based philosophy introduced a completely new level of learning for many individuals. Not only did "strengths" provide a common vocabulary, it provided a foundation for exploring calling and set in motion exploration of self and other giftedness which leads credibility to the quote above. I am of the opinion that during my employment at the University, our division was a learning organization and ultimately more change occurred during the years 2002 - 2006 than had in the previous 20 years.

So, is this passage urging me to explore the phenomena of a strengths-based philosophy?  I hope so!!!!

Faith

This is an awesome text:

Now to him who is able to keep you from falling, and to make you stand without blemish in the presence of his glory with rejoicing, to the only God our Savior, through Jesus Christ our Lord, be glory, majesty, power, and authority, before all time and now and forever. Amen.
Jude 1:24-25

This was the scripture for the devotional at d365.org. I go to this site daily and love the writings there. Each week is a new author, a seminary student from across the United States. I think the writing are contemporary and thought-provoking.

Today this scripture really resonated with me as I strive to balance home, work, and school. I am very fortunate to be at a place where my daughter is older so she doesn't need me home for things like a bath or dressing her in the morning. Although her bi-polar condition does demand a higher level attention that others her age and I often feel she is developmentally about at 13, she can still feed, cloth, and manager herself for the most part.

However work is demanding more and more from me lately. On Friday the Director for the Center for Diversity Initiatives was fired. 

In this class and in Leading Change I often feel I'm shooting in the dark and don't know if I'm doing ok. Frankly this class scares the daylights out of me. I am so afraid I'm not going to do well. I'm reading and working on understanding but honestly it will come down to a grade and that is what scares me. I worry. Alot. I'm anxious. Alot. I have so much to do yet am feeling overwhelmed and paralyzed.

So, spending time thinking about Jesus keeping me from falling and making sure I am blemish free is wonderful. I call upon the concept of grace OFTEN and am so thankful that my salvation has already been guaranteed and I am forgiven. Even when I stumble, even when I make a remark that I want to grab and stuff back into my mouth, even when that pride glares at me in the mirror, or that competitive spirit overtakes me, I can lean back and feel Christ encompasse me. Relax and know I am blemish free thanks to His grace.