Org Theory Reading Reflection 1: Loose coupling of educational systems

This summer I’m taking one class, Organizational Theory, and doing an independent reading credit with my advisor. My first writing assignment is already due tomorrow (summer classes go fast!). To be honest, it feels good to write for a class again and Org Theory is one of the classes I am most excited to take while I’m in graduate school. I know I know: #edugeek. And proud of it.

Educational Organizations as Loosely Coupled Systems, by Karl E. Weick.

Prior to the readings this week, I already associated the phrase “loose coupling” with Karl Weick, but had not read much about it. After the readings this week and last, I have a better idea both what is meant by it, its origins, and its application to the current state of public K-12 education. What I find most compelling is the way a term, meant to be descriptive of organizations, was taken up as negative and used to push remedies (as described in Firestone, 2015), perhaps without full consideration of whether it was actually a bad thing to begin with.

Weick, like organizational theorists before him, are attempting to describe what happens in organizations and predict outcomes based on actions. Rational descriptions and theories, predominant at the time, of how organizations function were incomplete and didn’t help people make sense of their experiences. The idea of “loose coupling” was meant to describe a mechanism by which we can understand “events that are responsive, but that each event also preserves its own identity and some evidence of its physical and logical separateness.” (p. 3) In other words, things happen that have a relation to each other, but it is not necessarily straightforward and logical in the way that can be rationalized. I see this as similar to thinking about multiple variables or systems thinking.

Educational organizations have a long track record of interventions or reforms that don’t go as planned. Loose coupling helps explain that, since we tend to plan with the assumption that what our intentions are going to have certain results, but if the elements are not rationally connected in reality, it doesn’t work.

It is easy to feel like loose coupling is a bad thing because it thwarts reform efforts. Nonetheless, Weick attempts to describe it in ways that are neutral or might actually be beneficial to the organization. He gives seven reasons why loose coupling might exist in an organization:

  1. “allows some portions of an organization to persist”
  2. “provide a sensitive sensing mechanism”
  3. “good system for localized adaptation”
  4. “retain a greater number of mutations and novel solutions than would be the case with a tightly coupled system”
  5. breakdowns are “sealed off” from the rest of the system
  6. “more room available for self-determination by the actors”
  7. “relatively inexpensive to run because it takes time and money to coordinate people”

To me, the most interesting of these is the benefit of localized adaptation. This allows teachers to adapt their instruction and the environment of their classroom to the needs of their individual students, but this has been much reduced with the movement towards standards and accountability. Firestone (2015) elaborates on this, describing the accountability movement as largely aimed at reducing the problems of loose coupling. I find it ironic that even as testing and sanctions have been applied to reduce the loose coupling, they themselves have not been as effective as hoped, as the policies were rationally designed and applied to a loosely coupled system, perhaps without full understanding of the system itself. To me, this leads to two conclusions: one, you have to focus on the people in the organization and how they learn, not just doing interventions to them, and two, you have to pay attention to context.

I think this is what I like so much about design-based research, in which feedback on the design is integral to the process, and what I like about the Networked Improvement Communities (Bryk, Gomez, Grunow, and LeMahieu, 2015), where feedback is gathered early and often, doing small testing in context and reducing variation in implementation by paying attention to what works when and where, rather than assuming something that is well designed will work. NICs also use root cause analyses to elucidate variables that contribute to the problem and then focus action on those variables and measure results. I can see now that this is essentially a strategy for improving interventions in a loosely coupled system. In some ways, you don’t have to know the mechanism for why the improvement works if you have measurements to show that it does and pay attention to context.

Also interesting is Weick’s sixth point that loose coupling may allow individual actors more self-determination, giving them autonomy and agency over their work, thereby a sense of professionalism and internal motivation. Again, Firestone’s article helps put this in relief, where this was good and bad: teachers want the autonomy but also feel isolated. Thus, teachers might want the movement towards “professional learning communities” or other programs that provide resources for collaboration and break down the silos of individual classrooms, but this comes along with threats to professionalism. Can you have both collaboration and individual agency? I think so, but perhaps not in the traditional school set up.

Firestone concludes that after 40 years of tightening the system, it isn’t working, except in exceptional cases. So my questions is then, is whether loose coupling, this idea that Weick wrote about 40 years ago, is actually helpful in the goals of educational research to understand organizations, predict how they will react, and thus shape them? Meyer and Rowan (1977) go into more depth why systems decouple as a result of the conflict between categorical rules and efficiency: “Thus, decoupling enables organizations to maintain standardized, legitimating, formal structures while their activities vary in response to practical considerations.” (p.357) Maybe loose coupling allows us insight into why things are the way they are, but is the theoretical construct of loose coupling really valuable if the practical considerations ultimately have more control over what actually happens?


Byrk, A., Gomez, L., Grunow, A., LeMahieu, P. (2015). Learning to Improve: How America’s Schools Can Get Better at Getting Better. Harvard Education Publishing.

Firestone, W. (2015). Loose coupling: The “condition” and its solutions? Journal of Organizational Theory in Education. 1(1).

Meyer, J. Rowan, B. (1977). Institutionalized Organizations: Formal Structure as Myth and Ceremony. American Journal of Sociology. 83(2): 340-363.

Weick, K. (1976). Educational Organizations as Loosely Coupled Systems. Administrative Science Quarterly, 21(1): 1-19.


GLS11 – Reflections

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I FINALLY made it to the Games+Learning+Society Conference! I heard about it probably 4 or 5 years ago and it was always held right at the end of the school year. GLS was a big reason that I wanted to come to Madison to graduate school.

My takeaways:

  • I love the people and the ideas and discussions they have. Game designers, academics, teachers, and lots who bridge all three communities. That said, games are not a core piece of my research, so I was able to do the “slow conference” thing: not rushing to every session, picking sessions at the last minute, not furiously taking notes to remember everything that was said.
  • My reading list just got longer. First, Seymour Papert’s Connected Family. Also, Ready Player One by Ernest Cline (on audiobook narrated by Wil Wheaton???). And maybe, The Game Believes in You, by Greg Toppo.
  • Definitely a thread running through the conference about whether schools are the answer or the problem. Clearly some have given up on schools as a place to create change, which is disheartening. (Someone said: “[It’s] such a pain to get technology in the classroom.”) My question to them: If you don’t think schools, then who? You? The game design companies? Maybe schools aren’t universally where we want them to be, and goodness knows change is hard, but I still think they are a critical player (pun intended) worth paying attention to in making society better.
  • The keynotes were great – Sean Dikkers on Tuesday, Nichole Pinkard on Wednesday, and Brenda Romero on Thursday:
    • Seann‘s presentation reminded me that I really need to start crafting my personal story that translates the importance and drive of my professional work. The most compelling talks always seem to come through these personal stories (“When I was a kid…”). I also need to dig out some good (read: embarrassing) pictures of me as a kid.
    • Nichole spoke about her work with YouMedia in Chicago. As I’ve become more interested in the Cities of Learning initiatives, it was exciting to hear her take on using informal learning spaces to create pathways for learning across content and sites. She proposed three questions:
      – How do we follow the opportunities, follow the kids, and try to connect them?
      – How do we understand organizations and how they connect? Because kids can only go to things that exist.
      – How do we know what kids are doing, particularly in out of school time? Digital badges?
    • Brenda was funny, serious, and real. She talked about being a game designer and being a woman. The most interesting part, though, was sitting behind three white guys clearly uncomfortable with how to react or process the (sometimes) rant, particularly when she mentioned breastfeeding, pregnancy, or reproductive parts. There were eye rolls and sideways glances to each other while they read their email and surfed the web.

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Book Notes & Thoughts: Communities of Practice, Part II


Part II took me a lot longer to read than the reading schedule I had laid out for myself in June. I got bogged down reading the epilogue and life just kept getting in the way!

Wenger uses great examples to illustrate his concepts throughout, whether from his vignettes about the claims processors or everyday life, but the final chapter on education really brought everything together for me with the concepts coalescing around a concrete application. When you view legacy schools through this lens, it is clear how they are lacking possibilities for mutual engagement, material to support imagination, and participatory alignment. (p.183) In contrast, I see many positive connections with the personalized learning environments I have observed in Wisconsin, places where students define their trajectories, explore their identities, and participate in a communities of learning. “Indeed, the mutuality of engagement is a mutuality of learning.” (p.277)

What I liked about the identity component of communities of practice (CoP) is that it explains a lot of my observations and gives them a coherent nature. For example, I worked at a school where my work spanned multiple communities: the middle school teacher, the technology department, the boarding program, and sometimes all-school committees. I could feel my behavior shift in each situation, everything from how I participated in meetings to how I dressed. I negotiated a multimembership identity (and loved it) and brokered many conversations across these communities. (p.255) I could see too how I carried ideas from one to the other, where the technology department meetings almost served as an innovation zone where we shared what happened in other divisions and brought those back to ours. “Boundaries are inevitable and useful. They define a texture for engaged identities, not vague identities that float at the level of an abstract, unfathomable organization.” (p.254)
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