Abstract
Practice, policy and management constitute complex and interdependent domains of theory and action in contemporary educational settings. This is certainly the case in schools, which are widely recognised as sites of ongoing change (Connolly, James, & Beales, 2011; Holmes, Clement, & Albright, 2013; Spiro & Crisfield, 2018), and as the intersection of competing priorities and pressures (Hardy, 2013; Petriwskyj, 2013; Pollock & Winton, 2012). Likewise, universities exhibit continuing change (Christensen, Gornitzka, & Ramirez, 2019; Goedegebuure & Schoen, 2014), and operate in environments of uncertainty (Gayle, Tewarie, & White, 2003).