ABSTRACT
Murphy’s Law states that if a thing can go wrong, it will. Even in the best-organized department or programme, problems or crises can blow up suddenly like a squall at sea, taking everyone by surprise. This is partly because of the inherent complexity of teaching, described in the previous section; it is difficult to be aware of everything that is happening and what everyone is feeling. It is also because of the basic unpredictability of a process that is by definition about change (ie, learning) and that involves people negotiating meanings and relationships with one another in a charged environment. Not for nothing has teaching been described as a ‘hot’ activity (see Notes). Then there is the impact of external changes in funding, regulations, curricula and qualifications, some of which are rapid and difficult to foresee. Crises are thus fairly normal; what matters is how you and the department or institution respond to them.
