Fair and Open Approach to Academic Publishing

The Journal Systemic Practice and Action Research (SPAR) aims to encourage into print authors and practitioners of systemic thinking and practice from all kinds of background. In this note we describe both the publishing world into which SPAR has emerged and the systemic and inclusive thinking behind the journal’s publishing policy. We set out our manifesto for a fair and open approach to academic publishing. “A rich and diverse set of potential bibliometric and scientometric predictors of research performance quality and importance are emerging today—from the classic metrics (publication counts, journal impact factors and individual article/author citation counts) to promising new online metrics such as download counts, hub/authority scores and growth/decay chronometrics. In and of themselves, however, metrics are circular: They need to be jointly tested and validated against what it is that they purport to measure and predict, with each metric weighted according to its contribution to their joint predictive power. The natural criterion against which to validate metrics is expert evaluation by peers; a unique opportunity to do this is offered by the 2008 UK Research Assessment Exercise, in which a full spectrum of metrics can be jointly tested, field by field, against peer rankings.” (Harnard 2008)     

How Systemic Inquiry Releases Citizen Knowledge to Reform Schools: Community Scorecard Case Studies

Despite the relevance of systemic practice for repairing broken public systems, documented instances where it empowers marginalised groups en masse to be action researchers are rare. Public school systems that fail to educate millions of pupils are ripe for systemic inquiry. Using evidence, this article identifies conditions under which such inquiry fosters school system accountability and increases pupil learning. By tracing the emergence of a type of community scorecard practice called Citizen Voice and Action (CV&A), it explains how and why marginalised groups use CV&A’s systems-enhanced participatory research to engage with and reform unresponsive public systems. It also shows how soft systems thinking and further action research enhanced scorecard methodology. Brief case studies of CV&A use in Ugandan primary schools illustrate and explain how communities reform schools by using CV&A to systematically foster accountability. Discussion identifies how processes free them to create and use systemic knowledge. This theorising helps explain conditions under which systemic inquiry into school and other public systems is being generalised and scaled up.     

A Fresh Look at The Systems Approach and an Agenda for Action: Peeking Through the Lens of Churchman's Aphorisms

This paper critically examines some important topics of systemic thinking to understand how our perception of problems can be enhanced and how the chances of deception can be mitigated while dealing with real-world problems. To achieve this objective, an attempt is first made to scrutinize some of the key issues of systemic thinking by looking through the lens of Churchman's aphorisms at: (1) the illusion of completeness and closure, (2) the meaning of holism, and (3) the concept of ‘Interbeing’. A preliminary ‘agenda for action’ is then laid out suggesting ways for increasing our perception and for minimizing the chances of being deceived in dealing with systems problems in practice.     

The Relationship of ‘Systems Thinking’ to Action Research

This article investigates the relationship of systems thinking to action research by reviewing the main developments in systems thinking and relating these to action research. There are two main lines of thought in systems thinking that lead to wholly different conceptions about action research. The first (systems thinking) advocates thinking about real social systems that it assumes exist in the world. The second (systemic thinking) supposes only that the social construction of the world is systemic. Greater emphasis is placed on systemic thinking consistent with its greater importance to contemporary action research. The article concludes that systemic thinking when taken to its practical conclusion from a critical perspective offers to action research a somewhat unique liberating praxis. Concern that any liberating praxis could remain hollow is addressed through a certain kind of ‘spiritual’ awareness that is suggested by wholeness.     

Systemic Research Practices Towards the Development of an Eco-Community in Vietnam: some Joint Post-Facto Reflections

In this article we discuss how an interdisciplinary research team partnered with a variety of stakeholders concerned with and/or affected by the impacts of climate change in the Red River Delta of Vietnam. The research, undertaken from 2016 to 2018, drew upon a wide range of methods to investigate systemically these impacts – with a view to the research inputting into the development of (more) sustainable ways of living. The research solicited various accounts of the experience of climate change in the community, set up learning processes in community meetings, and created an interface with government officials positioned at commune, district, provincial, and national levels. The intention was to offer support towards developing a learning process (broadly defined as including learnings/systemic inquiry across organizational levels of the society) to pursue options for sustainable living. The article offers our post-facto reflections which render more explicit (to ourselves and for the benefit of audiences) how the research team, with Hoang as lead researcher, facilitated the inquiry process towards developing a synthesis which underscored the assets for resilience to climate change and supported interventions to strengthen such (defined) assets.

     

Management Information Systems Education from A Systemic Viewpoint

As a proponent of systems thinking and as an MIS educator, I am interested in assuring that systems thinking is (and remains) incorporated into MIS education, not nominally but truly in spirit. This paper reviews some of the highlights of the history of MIS education, with a view toward the identification and preservation of its systemic spirit.     

Appreciative Inquiry: A Field Study of Community Development

The meaning of race, ethnicity, social class, and culture has rapidly changed within the last two decades. In addition to the tremendous growth of diverse populations in our neighborhoods, administrative policy changes have pushed community leaders to approach organizational engagement with diversity more comprehensively. Using Appreciative Inquiry method to achieve a high level of participation and to transform inner dialogue between the participants, this study is about doing systemic thinking and practice in a diverse inner-city setting in the United States. The results of this study indicate that Appreciative Inquiry method is an appropriate model for systemic practice in community development.     

Human inquiry: Steps towards emancipatory practice

In this paper we explore the contribution of work in Human Inquiry to the debate about what might constitute authentic emancipatory practice and about how such an ideal might be approached. We beghin by considering some key values, issues, and commitments which characterise this work and distinguish it from other established research traditions. A number of distinct approaches to the practice of human inquiry have been articulated. These are referred to but it is not our purpose to review particular approaches in detail here. Rather our aim is to move from this overview of human inquiry to consider some important implications for practice. In particular, we look at Bateson's theory of levels of learning and explore ways in which both the intellectual and the more personal frameworks of participants can contribute to, and at times impede, the kinds of mutual learning with which human inquiries are concerned. We illustrate this discussion by drawing on examples from our own work in human inquiry. Here we aim to highlight particular implications and issues that might arise within human inquiries. One source of illustrations is Peter's work with general and complementary practitioners in a primary health care centre, the other is Anne's work with UWE student groups acting as consultants for local community organisations. In each case we consider some origins, forms, and expressions of power differences and show how empowerment can occur as participants learn within and across Bateson's levels as inquiries progress. We conclude by summarising the evidence of and opportunities for empowerment in each case and by showing how a deeper appreciation of Bateson's levels of learning can further understanding of the nature of emancipatory practice. Finally, we make more general suggestions about the role of approaches to Human Inquiry in future emancipatory practice.     

An Approach to the Notion of Reflective Teacher and Its Exemplification on Mathematics Education

Within research into the teaching profession, there are two main areas of interest, which have been thoroughly defined and consolidated: teacher’s knowledge and teacher’s professional development. This paper considers the latter area, and specifically sets out to define the concept of the reflective teacher and to show how we have applied this concept in our research. It aims at defining a more precise notion of teachers’ professional development linked to the concept of a reflective teacher, drawing on information from different interdisciplinary sources so as to frame the concept clearly. We discuss the conditions which determine the reflective teacher, and report on how these were put to use in a training course for practising teachers in which participants reflected on challenging episodes from their professional experience. We hope that clarifying this term will enable different educational agents (school teachers, teacher trainers or researchers) to have an informed view that can be interpreted and critiqued, and that it will also be of value to initial teacher training and to in-service courses.     

Pupils' Research into School Culture: A Photographic Approach to Evaluation

Pupils are given a camera as a research instrument to explore the culture of their school as a learning organization. In researching through photographying they can become active participants in evaluation and development, and the results in the form of photo presentations offer valuable insights into how young people experience school life through the eyes of a camera. The pupils' photographic images convey a different meaning from what they would express verbally or answer in a questionnaire. Moreover, the pupils have to collaborate and work toward consensus building in deciding on images they find worth being photographed and form little communities of action researchers when they explore their daily school settings from a different perspective. By doing this kind of action research through taking photos, they have the opportunity to interrupt the usual school pattern teacher asks, pupil answers, teacher evaluates according to a right/wrong system. In this sense, photos used as a means of self-evaluation can become a valuable instrument leading to institutional change.     

Systems Thinking for Studying International Professional Program Participants’ Thoughts

Studying the experiences of participants in international professional programs requires conceptual frameworks that take into account the complex systemic nature of the intercultural journeys. This article explores the thoughts of a prospective teacher related to a field experience abroad. The purpose is to understand the narratives of experience and demonstrate how systems thinking facilitated a deep study of this case. The focal case is that of a prospective teacher from the US who participates in a professional program in Ecuador for 2 months. Systems mapping, critical and soft systems criteria, and correspondence analysis help explore the contexts of the international professional program and the thoughts of the participant. Results show that the participant developed an awareness of cultural systems which is also reflected in her culturally sensitive practices after her completion of the program. Both worldviews and social interactions abroad had a significant place in the participant’s narratives of experience.     

Community Service Learning and the Emergence of Systems Thinking: A Teacher Education Project in an Urban Setting in Turkey

This study explores how community service learning experiences are reflected in the cognition of prospective teachers. Initial thoughts related to the experience are analyzed in relation the emerging thoughts throughout and after the experience. The study explored the thoughts of 15 prospective foreign language teachers related to their participation in a community project. The participants tutored students with visual disabilities at a learning center in an urban setting in Turkey. As part of the community-based field experience, participants worked with the learners with visual disabilities over a 16-week period. For this study, multiple reflective narratives of experience were collected from each individual. The goal for the collection and analysis of these narratives was explore the participants’ thinking patterns throughout the project and encourage them to reflect on their experience. The analysis of participants’ discourse relied on analysis of co-occurring lexemes in sample utterances text with descending hierarchical classification and correspondence analysis. The main themes that reflected the thoughts of the participants were related to (a) visions for community service, (b) teaching students with visual disabilities, (c) reflections in action, (d) awareness through interactions with difference, (e) interactions with people during community service, and (f) efforts to contribute to the project site. These themes were discussed in relation to the contribution of community service learning and the emergence of systems thinking among program participants.     

Dynamic Isomorphism and Decision Maker Attributes

This research seeks to contribute to neo-institutionalism by connecting cognitive variables of the decision maker to the decision maker’s ability to take non-isomorphic action. The insights developed in this article are based on the study of a business school in India, and the case study method has been adopted with participant observer technique. The study shows that organisations are sometimes exposed to more than one of the isomorphic forces—coercive, mimetic, and normative, the forces acting together or against each other. In such situations the decision maker is sometimes required to adopt non-isomorphic actions, which signify a departure from the dominant force. I have used the concepts of institutional theory and stakeholder-agency theory, and the evidence in the case, to argue that the decision maker needs the cognitive ability of systems thinking in order to adopt non-isomorphic actions. Two attributes, moral agency and self-efficacy, act as moderators in influencing the decision maker’s ability for non-isomorphic action. A model has been developed based on the above propositions.     

Conclusion: New Directions Through Extending Deliberative Democracy to Enhance Representation and Accountability

Two way, systemic dialogue enables new ideas to emerge. Rorty (1989) in ‘Contingency, irony and solidarity’ argues that we need to ask questions that acknowledge solidarity with other human beings who suffer. He asks us to consider the consequences for humanity by widening our sense of solidarity or links with others. Considering their pain should be our starting point for drawing ever widening circles of solidarity. The issue is not idealism versus pragmatism as Rorty argues; it is about widening our understanding of the consequences of our thinking and our practice. We need to understand that the environment of which we are part has been shaped by our social, cultural, political and economic decisions and that it will in turn shape our thinking and practice. This is the principle of co-determination that has been developed by systems thinkers such as Maturana and Varela and understood by recent thinkers such as Tim Flannery (2007) and Ulrich Beck (1992, 1997).

Managerial Effectiveness from a System Theoretical Point of View

This paper defines managerial effectiveness as the ability to answer three questions: (1) Given sparse knowledge of a problematic situation, how is it possible to extract information from it?; (2) If such information can indeed be extracted, how can it be structured in a way which enables rigorous problem definition?; and (3) If a problem can indeed be defined rigorously, how can this definition be used to inform a systemic approach toward resolution? Managerial effectiveness, in other words, is understood as the ability to make systemic decisions in the absence of clear facts. A configuration of Soft Systems Methodology (SSM) is presented, and it is argued that this configuration addresses the three questions and facilitates useful and practical systemic results in the face of partial information. Overall, the paper provides a theoretical basis for discussing managerial effectiveness, a decision making model which renders the theory operational, a teaching and training tool for disseminating SSM, and a blueprint from which to begin considering software support for the methodology.     

Systemic Cognition During the Sub-Prime Crisis: Lessons and Research Implications

This paper uses the example of the global financial crisis (GFC) of 2008?C2009 to demonstrate how patterns of systemic cognition influenced outcomes during the crisis. This paper focuses on systemic patterns that emerged during the sub-prime crisis. By reviewing systemic patterns and reflecting on the assumptions of actors it is believed that further insight for research potential could be revealed. I argue that patterns of systemic ??cognition?? that emerge during complex social events can be captured and reflected on. This provides useful insight into the interpretative structures of messy problems that in turn reveals previously undiscovered systemic thinking. The paper uses this illustration of the GFC to structure a debate about future research possibilities.     

Effect of Supervision on Stress and Burnout in School Counsellors: A Case of Action Research

School counsellors are permanently in action, the success of which depends on their systemic approach to their action. Due to the difficulty, complexity and scope of their work, school counsellors are often under a lot of stress, which may eventually develop into occupational burnout. Thus, it is very important that school counsellors can use appropriate i.e. systemic, i.e. requisitely holistic ways of coping with stress and occupational burnout. Recently, after many years, supervision has been gaining importance as an action in the form of professional help to school counsellors to enable them to cope effectively with stress and to prevent occupational burnout. The primary purpose of the reported-about study is to determine how supervision, in accordance with the relational family model, affects the perception of stress and occupational burnout. The sample included 30 school counsellors in Slovenia. They were divided into an experimental group (with the presence of supervision) and a control group (without supervision). Results show a positive effect of supervision, in accordance with the relational family model, on the school counsellors’ perception of stress, since stress decreased after supervisory meetings, while the school counsellors’ perception of their professional burnout after supervisory meetings did not change significantly.     

Toward Fostering Systems Learning in Organizational Contexts

This article explores the ways in which the process of systems learning can be nurtured in organizational contexts. I posit that in order to mobilize systems learning at the individual, group, and organizational levels, an integrated, holistic approach must be pursued. It is suggested that the challenge of not only teaching the systems thinking concepts but also using their actual applications in practice is more than just an issue of pedagogical improvement. The cultural and material issues integral to the use of systems thinking must be taken into consideration as well. I argue that our efforts to improve our pedagogical practices to foster systems learning in organizational contexts can benefit from the social constructivist perspective, which represents a system of ideas about learning. The qualities of systems pedagogy resided in social constructivism are proposed as a framework to think with in designing the meaningful systems learning activities. This article also discusses how to create the cultural and material environments in which the process of systems learning can be nurtured.     

Project Management Supports (Requisitely) Holistic: Socially Responsible Action in Business Systems

This article emphasizes the role of projects and project management in assuring socially responsible acting of contemporary business systems, presenting some practical applications in the field of tourism. With arising number of projects in business systems and their growing strategic importance, the role of project management has radically been changing for the last two decades. Managing organizations, as a central topic among seven crucial topics in ISO 26000 on social responsibility, is strongly associated with managing projects. Projects have important influence on the established as well as on establishing ongoing operations and are important tools in assuring business systems’ strategic development, by exposing interdependences and supporting the requisitely holistic approach. This article tries to fill the gap we detected in literature on social responsibility where projects and project management seem not to have a proper role. Four different links and interdependencies between project management and systems theory (which ISO 26000 reinforces) are exposed: (1) systemic treatment of project management, (2) systematical treatment of projects as holistic works, (3) systemic treatment of projects as parts of BSs’ strategies, (4) systemic treatment of projects throughout their entire life cycle.     

自然科学与社会科学协调发展的自组织机制

当代系统思维具有整体性、关联性、协调发展性、多目标性及人的主体性等全新特征。而生态化技术创新的形成、内涵、构成要素及其目标都充分体现了系统思维的上述特征,所以说生态化技术创新本质上属于系统思维创新观,是系统思维在社会实践领域中作用的具体体现。