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The purpose of this paper is to provide a review of the innovation literature, with special focus on studies applying a complexity perspective. As a contribution in its own right to the innovation literature, the review clarifies the concept of complexity, explores possible points of relevance and the “added value” gained from complexity theory (CT) to the study of innovation, and identifies some of the applications of the theory.

A literature search was conducted which yielded 20 relevant articles. These articles were analyzed by focusing on the key concepts of complexity and studying their applications in the context of innovation research.

Based on the approach adopted, the literature was divided into three categories, namely research focusing on microdynamics, macrodynamics, and leadership and management. The key complexity concepts identified in the innovation literature were “edge of chaos”, “phase shift”, “emergence and self-organization”, “(co)evolution”, and “complexity regulation”. The articles reviewed differed in terms of their perspectives on complexity and, accordingly, their operationalization of the complexity concepts. Key areas of development suggested by the authors include forging a stronger link with existing innovation theory and giving greater weight to empirical evidence.

While a systematic review strategy was adopted to identify all relevant research on “open innovation” and complexity, a selective snowball strategy was deemed the only feasible approach to cover research conducted on “innovation” and complexity.

Practitioners can learn to put CT-based research in context and also learn to recognize the value of CT for innovation management. The authors distilled three important lessons for practice from the research done: embracing complexity, embracing ambidexterity, and embracing failure.

To the best of the authors’ knowledge no review has as yet been undertaken to encapsulate the current state of applications of CT to innovation research.

The purpose of this paper is to describe the conditions that give rise to and support self‐organizing learning and creativity in blended learning environments. Particular attention is given to theoretical and practical suggestions and the roles of on‐ and offline working environments.

Iterative grounded theory methodology is used to provide a case analysis of a course held at the University of Helsinki in 2010 in conjunction with theoretical discussions.

Practical advice is provided for organizers of blended learning courses and a theoretical model for self‐organizing in blended learning settings is proposed. Three key considerations of self‐organizing – space, knowledge, and agency –were located and each of them is discussed with a focus on practical recommendations.

More research is needed, especially in a “classroom” context, in order to further clarify the links of different on‐ and offline learning environments and to reach a better understanding of the interplay between them.

The approach presented here can be useful for implementing web‐based blended learning methods in universities and other educational organizations.

Technology‐ and teacher‐oriented views of learning are not successful in the context of blended learning. Conditions for self‐organizing and creativity are needed.