Complexity Theory and the Social Sciences : The state of the art

By D. Byrne, Gillian Callaghan. 2013

562 citations recorded by the source corpus.

Subfields: Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/46d6b9315a4cc9e6efdd8f2bdfb5eef29ef7c372

How researchers see this paper

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In Management Science and Operations Research

1. Andrew J. Nelson
2. K. Rajagopalan
3. Christopher S. Hayter
4. Alastair Henry

Citations in the corpus

• Examining an experiential learning approach to prepare students for the volatile, uncertain, complex and ambiguous (VUCA) work environment (2019, background): “…(Millar, 2016) and are pivotal in producing students with the right mind-set and relevant problem solving and critical decision making skills (Byrne & Callaghan, 2013; Adams & Steward, 2015; Millar, 2016) that are necessary in the 21st century workforce to deal with the VUCA environment…”
• Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, background): “…of detected relationships on teachers' instruction and student learning, future research could go beyond what Opfer and Pedder (2011) describe as “process-product logic” (p. 384) and apply a complexity theory lens (Byrne & Callaghan, 2014; CochranSmith et al., 2014; Opfer & Pedder, 2011).”
• Conceptualizing academic entrepreneurship ecosystems: a review, analysis and extension of the literature (2018, background): “Co-evolution is a critical tenet of systems and complexity-oriented theories (e.g. Byrne and Callaghan 2013) and is likely at play within a multi-level systems context such as academic entrepreneurship, including within and among individual, organizational, and regional levels.”
• Conceptualizing Teacher Identity as a Complex Dynamic System (2016, methodology): “However, because the trajectories of complex dynamic systems will be influenced by “unknown unknowns”—things which have an influence but about which nothing is currently known—future development is impossible to predict (Byrne & Callaghan, 2014, p. 166).”
• The Routledge handbook of English language teaching (2018, background): “A transformative approach also aims to document and explain not only learners’ behaviour (i.e. their performance) but also, and more importantly, to capture the dynamics of their conceptual development as mediated through language in reflective activity.”