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The purpose of this paper is to propose an approach to managing complexity in postgraduate teaching by increasing the variety of educational provisions and creating opportunities for individualisation of learning.

This case study examines an approach to course design and delivery based on the attenuation‐amplification metaphor of resolving complexity.

The results of the study suggest that a balanced approach to managing complexity can be effective is helping students develop their personal learning path through the course, making postgraduate study more relevant and meaningful.

This approach offers an alternative to the reductionist approach in dealing with complexity in the tertiary study context.