Dealing with complexity through course design

Purpose The purpose of this paper is to propose an approach to managing complexity in postgraduate teaching by increasing the variety of educational provisions and creating opportunities for individualisation of learning. Design/methodology/approach This case study examines an approach to course design and delivery based on the attenuation‐amplification metaphor of resolving complexity. Findings The results of the study suggest that a balanced approach to managing complexity can be effective is helping students develop their personal learning path through the course, making postgraduate study more relevant and meaningful. Originality/value This approach offers an alternative to the reductionist approach in dealing with complexity in the tertiary study context

Complexity management · Context (archaeology · Course (navigation · Data science · Epistemology · Knowledge management · Machine learning · Management · Management science · Metaphor · Originality · Reductionism · Value (mathematics · Variety (cybernetics · Complex Systems and Decision Making · Computer Science · Engineering · Online and Blended Learning · Organizational Learning and Leadership · Psychology · Social Psychology · Artificial Intelligence

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