Dual-Lens Sensemaking in Higher Education Leadership Transition: Integrating Weick’s Theory and the Cynefin Framework

Abstract

This convergent parallel mixed-methods study used dual-lens framework aimed at determining sensemaking engagement, examining contextual sensemaking triggers, exploring the interpretation of leadership transition, and identifying emerging constructs expanding the sensemaking framework. Quantitative surveys and qualitative narratives were collected from 26 middle managers from a Philippine state university.

Quantitative results showed strong sensemaking engagement through retrospection, ongoing process, and plausibility that showed respondents’ preference for coherence, dialogue, and trust. Narrative analysis, referenced with the Cynefin framework, revealed shifting domains from Clear or Chaotic toward Complex domain where negation and collaboration were necessary to maintain institutional alignment. Further, using Weick’s sensemaking properties, seven themes were generated by Reflexive Thematic Analysis - Identity as an Adaptive Self, Retrospection as Negotiated Reality, Situated Intentional Action, Collaboration through Dialogue as Core the Core of Sensemaking, Sensemaking as an Ongoing Engagement, Cues as Cornerstone of Meaning Construction, and Plausibility as Pragmatic Truth.

The integration of contextual and interpretive dimensional frameworks refined sensemaking scholarship by advancing the idea of adaptative sensemaking and collaborative actions as theoretical enhancements in dealing with uncertainty during leadership transition in an academic context.