Amanda is an experienced learning practitioner with over 18 years’ experience in corporate, not-for-profit, and higher education sectors. Amanda was awarded a Doctor of Philosophy (PhD) degree by the University of Technology Sydney in 2018 researching the experience of learners within complex adaptive organisations. This research adopts complex adaptive systems theory as a theoretical framework through which to investigate workplace learning. This research has provided exciting insights into the experience of learning within complex adaptive organisations and the critical importance of emergence, context and social learning within them. A key area of interest is in how an improved understanding of workplace and professional learning through complexity may support more meaningful business and learner outcomes.
At UTS, Amanda teaches into the Master of Education (Learning and Leadership) degree in the School of Education, Faculty of Arts and Social Sciences. She teaches designing innovative learning, leading learning, evaluating learning, and organisational learning.
Professionally, Amanda has worked across a wide variety of learning and organisational development roles from instructional and curriculum design and facilitation through to developing and implementing strategic learning and knowledge management frameworks. She continues this work consulting to a wide range of organsiations about their complex learning and organisational development needs.
Amanda’s tertiary qualifications in adult education, psychology, sociology, and social policy along with numerous professional certificates and certifications provide a sound theoretical base for her work. This complements her extensive experience with, and knowledge of, instructional and curriculum design, learning and organisational development strategy, learning needs analysis, developing and delivering learning and organisational development solutions in a corporate environment for both teams and individuals, informal and blended learning strategies, eLearning development and implementation, innovative facilitation techniques, training package and competency development and management, and evaluation and implementation of programs.
Fellow of the Australian Institute of Training and Development (FAITD)
Workplace learning, complex adaptive organisations, blended learning, learning and organisational development
- Workplace learning
- Designing innovative learning
- Instructional and program design
- Leading learning
- Learning and organsiationla development
- Organisation theory
- Evaluating learning
- Organisational learning
Lizier, JT, Harré, MS, Mitchell, M, DeDeo, S, Finn, C, Lindgren, K, Lizier, AL & Sayama, H 2018, 'An interview based study of pioneering experiences in teaching and learning Complex Systems in Higher Education', Complexity, pp. 1-11.View/Download from: Publisher's site
Due to the interdisciplinary nature of complex systems as a field, students studying complex systems at university level have diverse disciplinary backgrounds. This brings challenges (e.g., wide range of computer programming skills) but also opportunities (e.g., facilitating interdisciplinary interactions and projects) for the classroom. However, little has been published regarding how these challenges and opportunities are handled in teaching and learning complex systems as an explicit subject in higher education and how this differs in comparison to other subject areas. We seek to explore these particular challenges and opportunities via an interview-based study of pioneering teachers and learners (conducted amongst the authors) regarding their experiences. We compare and contrast those experiences and analyze them with respect to the educational literature. Our discussions explored approaches to curriculum design, how theories/models/frameworks of teaching and learning informed decisions and experience, how diversity in student backgrounds was addressed, and assessment task design. We found a striking level of commonality in the issues expressed as well as the strategies handling them, for example, a significant focus on problem-based learning and the use of major student-led creative projects for both achieving and assessing learning outcomes.
skills) but also opportunities (e.g. facilitating interdisciplinary
interactions and projects) for the classroom. However, there is little
published regarding how these challenges and opportunities are handled in
teaching and learning Complex Systems as an explicit subject in higher
education, and how this differs in comparison to other subject areas. We seek
to explore these particular challenges and opportunities via an interview-based
study of pioneering teachers and learners (conducted amongst the authors)
regarding their experiences. We compare and contrast those experiences, and
analyse them with respect to the ed...
© 2017, © Emerald Publishing Limited. Purpose: The purpose of this paper is to outline an empirical study of how professionals experience work and learning in complex adaptive organisations. The study uses a complex adaptive systems approach, which forms the basis of a specifically developed conceptual framework for explaining professionals’ experiences of work and learning. Design/methodology/approach: Semi-structured interviews were conducted with 14 professionals from a variety of organisations, industry sectors and occupations in Sydney, Australia. The transcripts were subjected to an adapted phenomenographic analysis, and an analysis using the complex adaptive organisations conceptual framework (CAOCF). Findings: The findings indicated that professionals experienced learning mainly through work, where work was experienced as fluid and influenced by varying degrees of emergence, agency, complex social networks and adaptation. Further, the greater the degree of work fluidity, the greater the impetus towards learning through work, empirically indicating that the experience of learning in contemporary organisations is entwined with work. Originality/value: This study used the concept of complex adaptive organisations as a conceptual framework, coupled with an adapted phenomenographic methodology, to investigate individual professionals’ experiences of work and learning. The adoption of the concept of complex adaptive organisations provided a rigorous way to adopt a complexity approach. In particular, the concept of emergence provides insights into how organisational complexity influences work and, subsequently, learning and adaptation.
Lizier, A & Reich, A 2019, 'Workplace learning and structured learning and development systems and practices in complex adaptive organisations', 11th International Conference on Research Work & Learning (RWL11), Giessen, Germany.
Lizier, AL 2015, 'Learning in complex adaptive organisations', Conference Website Abstracts and Papers, Researching Work and Learning 9, School of the Arts, Singapore, Singapore, pp. 1-20.
The globalised economy is characterised by constant change and an increased
imperative to work across networks within and between organisations (Drucker,
1988; Sargut & McGrath, 2011). In this context, where change is regarded as
continuous, the ability to learn and adapt is critical (Hislop, Bosley, Coombs, &
Holland, 2014). This paper takes up complexity, specifically complex adaptive
systems, in order to investigate individual experiences of learning at work in this
Complexity is increasingly being used to frame studies of organisations and
organisational learning (Desai, 2010; Fenwick, 2012a; Stacey, 2003). In this paper, I
outline complex adaptive organisations as interconnected networks of individuals
and communities that adapt through the actors’ interactions within and outside of the
organisation. Describing organisations in this way provides greater opportunities to
look at learning as both part of a system and an activity of individuals which is
shaped by that system.