Complex adaptive systems (CASs) theory provides a framework for understanding how systems of multiple, independent, and intelligent agents interact with each other in a nested and overlapping set of environments to create both a whole that has an identity apart from any of its individual components as well as a setting in which simple cause-and-effect relationships are rarely linear or predictable. CASs are resilient and ever-evolving, adapting both to internal and external stimuli according to both tacit and explicit rule structures to move continually toward the better realization of an ideal state as defined by those rules. Managing change within CAS requires capitalizing on moments of disruption, sometimes referred to as the edge of chaos, to guide the system toward a different, more desired state. Higher education institutions and systems can easily be described as meeting the criteria for CAS, containing multiple layers of both hierarchical and collegial networks that seem at times to stubbornly resist transformative change, while simultaneously adapting and evolving. This article will use Minnesota State's Equity 2030 strategic priority and efforts to implement a shared understanding of data democratization as examples to explain the application of CAS theory to higher education and discuss how applying transition management approaches from the CAS literature has the potential to lead to long-term and sustainable structural change.