Framing the Messy Middle of Implementation at Scale

• In Event: The Messy Middle of Implementation at Scale

Proposal

This paper explores the concepts of innovation, implementation, and scale, framing the innovation implementation process as the “messy middle.” It examines the intricate interactions between innovations and the existing education ecosystem, highlighting the complexity of the implementation stage, occurring after an innovation is piloted but before it is institutionalized into the broader fabric of a system. Drawing on Everett Rogers’ Innovation Diffusion Theory, the paper defines innovation as a new or modified practice/technology leading to meaningful improvements, and implementation as the process of putting an innovation into use as part of a decision-making process toward full adoption of the innovation by a teacher, organization or system (2003). The authors also use Michele-Lee Moore, Darcy Riddell, and Dana Vocisano’s three dimensions of scale: scaling out, scaling deep, and scaling up. While many focus on scaling out, the authors emphasize the influence on working culture (scaling deep) and policymaking (scaling up) (2015).

Education systems are human, complex, and political, making it crucial to understand and manage the inherent complexities involved in introducing and implementing innovations. The paper emphasizes the importance of processes, steps, and mechanisms that allow implementers to navigate the complexities, make sense of the situation, and manage the emotional dimension of change. Regular opportunities for pivoting, mechanisms for dialogue, dissent, and disagreement are necessary. It also acknowledges that the implementation process takes time, often spanning years, and institutionalization or systems change cannot be guaranteed.

This topic is relevant to CIES 2024 as it contributes to existing work by expanding the understanding of innovation implementation. It builds on Rogers’ theory and Moore, Riddell, and Vocisano’s dimensions of scale, offering a nuanced perspective on the messy middle. The theoretical contribution focuses on both universal and contextual challenges of innovation implementation in education systems across low-, middle- and high-income contexts.

By highlighting the complexities and challenges of the messy middle, the paper can inform the development of more effective practices, policies, and theories to promote innovation in education systems worldwide. The paper explores the experiences of innovators and collaborators from around the world and sheds light on the role of middle-layer actors and change agents in the implementation process. The paper emphasizes the need for time, change management, and flexibility in navigating the complex dynamics of innovation implementation. These insights enrich the understanding of implementation at scale and provide guidance to researchers, practitioners, and policymakers involved in education innovation.

Authors

• Lauren Ziegler, HundrED.org

• Crystal Green, HundrED.org