Metasystems Learning Design Theory: Educational Management,
administration and leadership
Abstract
Educational management has benefited significantly from general
systems theory. However, the foundation for educational management,
namely the classical management theory, has largely relied on principles
put forward more than 70 years ago. Recent societal challenges and
diversification of learning environments have highlighted the need for a
new learning design theory, which highlight the importance of
leadership. This article describes the issues in educational management
from the perspective of Metasystems Learning Design Theory. It defines
data-driven educational management and provides two hypotheses, namely
that educational management is a meta-science and that the educational
management theory has been evolving since the first industrial
revolution onward to data-driven leadership. These hypotheses tie
together concepts from philosophy, pedagogy, psychology, cybernetics,
and management to prove the emergence of novel concepts: metadata,
metacybernetics, and metapsychology. Conclusions underscore that
data-driven leadership allows anticipate and respond to global
challenges and green preferences of life-long learners. The implications
are that future studies should apply data to inform instructional design
of learner-centered systems & environments