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AbstractThis article develops a new application of the concept of Impostor Phenomenon (IP) to entire organizations, as opposed to individuals, and outlines the ways in which library environments may be particularly susceptible to experiencing IP. Considering organizational challenges through the lens of IP may help libraries to overcome perceived obstacles and better celebrate collective successes. The authors use the mechanism of Organizational Anthropomorphism (OA) alongside sensemaking and systems thinking to develop the concept of Organizational Impostor Phenomenon (OIP), and then provide a practical guide for identifying possible signs of OIP and introduce strategies to address OIP in the library setting. [ABSTRACT FROM AUTHOR]

AbstractDisparities in adolescent sexual and reproductive health (SRH) outcomes in rural areas of the USA persist as a concern in achieving health equity for youth. A growing body of literature recognises that improving adolescents’ health necessitates systems thinking to address the culture and environment in which adolescents live. This paper uses systems thinking to identify leverage points to improve adolescent SRH in rural Latino communities in California. We conducted focus group discussions with 22 young people and interviewed 10 adult stakeholders to centre the perspectives of youth and youth-serving professionals. Transcripts were coded and analysed using systems thinking. Five themes were developed: (1) community and cultural norms can be a source of both support and stigma for youth; (2) families are key to supporting health education and services; (3) rural schools provide a central hub for programme delivery; (4) community-based organisations can work to serve rural youth, but limited resources and transport are challenges; and (5) youth face considerable barriers accessing SRH services in their communities. Using systems thinking to identify leverage points and gaps in interactions between system components influencing youth can aid in the development of more holistic and culturally responsive approaches for rural youth SRH. [ABSTRACT FROM AUTHOR]

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Amidst societal, demographic and educational changes, teachers are expected to engage in professional development and learning (PDL) throughout their careers. This study explores school teachers' mental models about their work in the framework of Senge's learning organisation, aiming to support their PDL during curriculum reform and organisational changes. The study's data comprise 41 semi-structured interviews with each teacher in one school community. These interviews were analysed using qualitative, data-driven yet theory-informed content analysis. In the first analysis phase, fragments of mental models concerning teachers' work and their school community were explored. These fragments included themes such as school rules, principal's role and working with colleagues. The findings show that the teachers' mental models regarding their work and school community can be characterised as contradictory and even opposite. In the second phase, these fragments were brought together to form a systemic, holistic picture of the school community, consisting of mental models on system management, teaching community, classroom, students and leadership. Finally, the teachers' mental models are discussed vis-à-vis their importance in individually and socially supporting teachers' PDL when the school community is undergoing diverse changes. [ABSTRACT FROM AUTHOR]

This article outlines how the international push for inclusive education cannot be aligned with current education systems centred on neoliberal ideals of individualism, measurement, and competition. The way that these systems are organised means that a proportion of (usually marginalised) students are necessarily excluded. In order to meaningfully address the global education crisis, that sees millions of children and young people either out of school or unengaged with learning, this ontological misalignment must be acknowledged, and discourse and engagement around it must be promoted. Drawing from the work of Donella Meadows, I argue that 'high leverage points' (information flows, rules, system goals, mindsets) are crucial places to intervene in education systems. Intervention at such points, while challenging, has the potential to lead to transformational and sustainable change; change that current 'low leverage point' initiatives fail to produce. I conclude with a call for further discourse and research into an examination of 'high leverage points' within education systems, how they interact, and how the development of an associated framework would be beneficial for researchers and development partners. [ABSTRACT FROM AUTHOR]

Data-driven marketing has become a prominent strategic marketing approach, but it is prone to complex challenges, often referred as its dark side. The literature on data-driven marketing is dominated by its positive aspects, but there is an emerging literature stream focussing on its challenges. This study aims at contributing to this literature stream by providing an empirical study involving a holistic analysis of the undesirable effects of data-driven marketing using a systems thinking approach. The challenges faced by a New Zealand university in its international marketing using data-driven marketing is used as a case. Using 23 interviews, a systems model was developed, capturing the underlying structure behind these challenges. Eight interacting feedback loops were identified in the model, responsible for these complex challenges. A focus group was used to formulate three strategic interventions to address the complex challenges facing this organisation involved in data-driven marketing. [ABSTRACT FROM AUTHOR]

AbstractThrough Target 4.7 of SDG4 on ‘quality education’, Agenda 2030 invites governments to take ownership of progress towards ensuring ‘Education for Sustainable Development’ (ESD) becomes embedded into all levels of education. However, conceptual analysis suggests an ongoing blindspot related to the significance of systems literacy in fostering the many learning outcomes associated with the broader sweep of ‘education for the Sustainable Development Goals’. These include (i) the challenges of providing learners with explicit support for key cross-cutting sustainability competencies that integrate cognitive, socio-emotional, and behavioural domains, and (ii) ensuring citizens can move beyond acquiring basic familiarity with elements of systems thinking towards engaging in authentic lifelong learning about ‘healthy’ and ‘problematic’ systems, including their prominence and sustainability within society at large. The analysis offered in this ‘long form’ article helps address such challenges by reviewing key conceptions of systems literacy. It also proposes a model based on weaving together three literacy elements familiar to environmental and sustainability education (ESE): the functional, cultural, and critical. The article concludes with illustrations of the model in terms of its implications for practices of ESE, and a discussion of the model’s potential for supporting efforts that further constructive engagement by educators with the SDGs. [ABSTRACT FROM AUTHOR]

Explanation of natural phenomena at one level of biological organisation almost always involves causes that are found at other levels. Although scientists thinking across levels find it easy to explain physiological phenomena, students often perceive this as a challenge. We developed a new graphic organiser called Zoom Map, which is a mode for structuring biological information along the levels of biological organisation and is designed to guide biology students when they need to consider the levels of organisation. The aim of this study is to examine how Zoom Map helps students explain a common phenomenon in plant physiology: leaves that are upright or wilted. Accordingly, we designed a teaching experiment covering 13 students. During the experiments, the students were videotaped. We used qualitative content analysis to examine the explanations. Our findings indicate that Zoom Map improved students' explanations of the phenomenon across multiple levels of organisation: The students used more levels than before, and they referred to lower levels that were lacking previously. Therefore, it can be concluded that students who use Zoom Map are supported in their ability to explain a biological phenomenon across the levels of biological organisation. [ABSTRACT FROM AUTHOR]

The Campbellian validity typology has been used as a foundation for outcome evaluation and for developing evidence-based interventions for decades. As such, randomized control trials were preferred for outcome evaluation. However, some evaluators disagree with the validity typology's argument that randomized controlled trials as the best design for outcome evaluation, and with its strategy to maximize internal validity at the expense of external validity. The debates over these issues have been ongoing and intensive. This paper proposes a fresh idea for approaches to address this controversy, by bringing problem-solving philosophies into discussions. Three problem-solving philosophies have been used to develop intervention programs: reductionism, systems thinking, and pragmatic synthesis. This paper argues the validity typology is appropriate for evaluating reductionism-based programs only, but not systems thinking- or pragmatic synthesis-based programs. Mismatched applications of research designs in evaluation are sources of confusion and controversies. This insight indicates a pressing need for developing evaluation theories and approaches for systems thinking and pragmatic synthesis. Because the majority of community programs are pragmatic synthesis-based programs, this paper devotes to developing such solutions. [ABSTRACT FROM AUTHOR]

A multitude of global challenges that society grapples with, including climate change, social injustices, and economic disparities, persist largely due to the shortcomings of effectively responding to complex systems. In this article, we consider adopting systems literacy as a comprehensive educational approach to navigate in complex systems. We advocate for a systems literacy pedagogy that employs an affective-relational-cognitive (ARC) framework for learning, emphasizing active engagement and intervention in the world. The concept of systems beings is rooted in both ontological education and systems literacy, and we propose the ARC framework as both a pedagogical theory and practice to further understand and engage with it. This is further explored through an educational example of a transdisciplinary doctoral pilot project focused on the climate emergency. [ABSTRACT FROM AUTHOR]

Contemporary US and European approaches to ecosystems and mental health have left many feeling disempowered in the face of the climate crisis. This article advocates for holistic approaches to supporting natural complex systems with contemplation and care. It explores how environmental metaphors and nature-based art therapy can foster human-nature connections, call for deep listening, reshape practitioner perceptions, and enhance understandings of internal and external worlds. Further, how existing frameworks such as the Expressive Therapies Continuum (ETC), can highlight the therapeutic qualities of nature-based art therapy and the potential for adaptation through the expressed paradigm shift. This article proposes that responsive mental health care can be adapted to better address the necessary changes required to support the global community and environment as we listen and adapt to climate change. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic added an additional layer of pressure onto an already stressed housing system in Southeast Queensland (SEQ). Housing is a complex system and we argue that thinking about the separate components of housing in isolation, we are unable to consider the resiliency of housing as a whole system. The purpose of this paper is to inform and help structure resilient housing policy and strategy development in SEQ. Using qualitative methodologies, data were collected by conducting semi-structured interviews with 18 participants associated with the housing sector in SEQ, during the pandemic period. Participants were invited from five groups: community, government, consultants, developers and peak housing bodies. We found that rather than relying on reactive mechanisms, there needs to be a commitment from governments to work with other sectors to strategically plan for proactive and resilient-led approaches and policies to prepare for shocks. There is an opportunity at local, state and federal level governments to learn from this study to better understand what makes a housing system more resilient. [ABSTRACT FROM AUTHOR]

Sport and sports research are inherently complex systems. This appears to be somewhat at odds with the current research paradigm in sport in which interventions are aimed are fixing or solving singular broken components within the system. In any complex system, such as sport, there are places where we can intervene to change behaviour and, ideally, system outcomes. Meadows influential work describes 12 different points with which to intervene in complex systems (termed "Leverage Points"), which are ordered from shallow to deeper based on their potential effectiveness to influence transformational change. Whether research in sport is aimed at shallow or deeper Leverage Points is unknown. This study aimed to assess highly impactful research in sports science, sports nutrition/metabolism, sports medicine, sport and exercise psychology, sports management, motor control, sports biomechanics and sports policy/law through a Leverage Points lens. The 10 most highly cited original-research manuscripts from each journal representing these fields were analysed for the Leverage Point with which the intervention described in the manuscript was focused. The results indicate that highly impactful research in sports science, sports nutrition/metabolism, sports biomechanics and sports medicine is predominantly focused at the shallow end of the Leverage Points hierarchy. Conversely, the interventions drawn from journals representing sports management and sports policy/law were focused on the deeper end. Other journals analysed had a mixed profile. Explanations for these findings include the dual practitioner/academic needing to "think fast" to solve immediate questions in sports science/medicine/nutrition, limited engagement with "working slow" systems and method experts and differences in incremental vs. non-incremental research strategies [ABSTRACT FROM AUTHOR]

Using social constructivist theories of adult learning, the Faculty Pedagogical Development (PD) Programme was designed to offer faculty a unique professional learning experience at one university in Qatar. This study reports on the evaluation of this PD programme that involved 24 participants from different colleges in its first round of implementation. Data collection methods included pre- and post-interview data and multiple journal entries submitted at specific intervals during the PD programme by participants. Through adopting a systems-thinking perspective, this study reveals participants' perceptions of their professional learning, conceptualised as the change to student-centred beliefs and/or practices, as well as the factors that supported or hindered their learning and change within individual, socio-cultural and structural systems. The conclusion is drawn that PD efforts should consider the systems of influences on faculty professional learning, with implications for the design of PD programmes advocating student-centred approaches in higher education contexts, particularly those locked into traditional teaching approaches. [ABSTRACT FROM AUTHOR]

In recent decades, uncertainty management has increasingly elicited attention in construction management research due to increasing project complexity. However, existing management methods have not been able to solve the issues around risk and uncertainty, and regardless of the proposed network-based risk modeling approaches, there are insufficiencies in contemporary methods, such as their practical applicability. This study examined the current state and issues of uncertainty and risk management and proposed a novel uncertainty network model (UNM) as a solution. The uncertainty network model was designed and validated using design science methodology (DSM), drawing on literature and empirical data from interviews, questionnaires, case observations, and case testing. The UNM visually presents project risks, uncertainties, and their interconnections and criticality transforming project stakeholders' tacit knowledge into an explicit, systematic representation of a project's uncertainty and risk architecture. Applied to a real-world construction project, the model received positive feedback, demonstrating its effectiveness in enhancing practitioners' understanding of networked risks and the potential to guide cost-effective risk-control activities by applying a systemic lens to project management. This practical validation showcases the model's potential in addressing the shortcomings of existing methods and improving construction project risk management. [ABSTRACT FROM AUTHOR]

Aligning investments with Sustainable Development Goals (SDGs) has been a longstanding ambition for many private investors. The assessment of corporate impact on the SDGs is not a trivial task, and most present-day attempts often overlook SDG interactions, and lack scientific anchoring and transparency. We present an evidence-based review approach for investors to assess sector-level impacts on individual SDGs, and score these using a traffic-light system. Our initial review documents impacts of 81 economic sectors on SDGs 1-16. Results show that environmental SDGs are impacted negatively by most economic sectors, and that primary sector activities negatively impact the highest number of SDGs. Using the agricultural sector as a case, we draw on Causal Loop methodology to illustrate spillovers resulting from SDG interactions. Our findings point to three key considerations of relevance for sustainable investment strategies; the necessity to capture 'impact shadows', spillovers across SDGs, and the hierarchical nature of the SDGs. [ABSTRACT FROM AUTHOR]

The systems thinking approach requires understanding and interpreting complex systems. This review investigated how the systems thinking approach in science education is positioned in peer-reviewed empirical research articles and to identify the trends used in the current literature. A systematic review of open-access, empirical peer-reviewed articles indexed in the Web of Science database from first mention through the end of 2022 was conducted to analyze the studies on systems thinking in science education. This qualitative study used a content analysis approach to identify trends in the research area of systems thinking in science education. The results revealed that research on systems thinking in science education has increased in recent years, mainly from the United States and Germany. Most studies focused on middle and high school students, and ecosystems were the most frequently addressed domain-specific topic. More than half of the reviewed articles used complexity, relationships, components, interactions, interrelationships, and dynamics as characteristics of systems thinking. The results showed that there was uncertainty in the use of the characteristics, skills, and abilities of systems thinking, and that these three terms were used interchangeably. This research can provide evidence-based indications of areas that need further investigation in future research. [ABSTRACT FROM AUTHOR]

In modern complex societies with profoundly interlinked sectors and sub-sectors, policymakers and scholars need to adopt systemic thinking as an analytical lens for mapping the intersections and interdependencies between social systems and their related vulnerabilities. This paper argues for an integrated governance approach to manage the risks and opportunities arising from the interactions between human mobility (HM) and disaster risk (DR). The analysis of HM and DR governance frameworks at the international and national levels (including through the case study lens of Bangladesh) shows that some progress has been made in integrating aspects of HM into DR governance and vice versa. Although respective frameworks have been integrated to a certain extent, further points of convergence and overlap still need to be adequately addressed. The policy integration process can be guided and facilitated by combining two conceptual frameworks originating in the HM and DR governance fields: the human mobilities perspective and the systemic risk approach. The paper concludes by proposing an HM-DR governance framework informed by these perspectives and steered by an interagency standing committee. [ABSTRACT FROM AUTHOR]

The use of performance enhancing substances and methods (known as “doping”) in sport is an intractable issue, with current anti-doping strategies predominantly focused on the personal responsibility and strict liability of individual athletes. This is despite an emerging understanding that athletes exist as part of a broader complex sports system that includes governance, policymakers, media, sponsors, clubs, team members, and athlete support staff, to name a few. As such, there is a need to examine the broader systemic factors that influence doping in sport. The aim of this systematic review was to identify and synthesise the factors contributing to doping and doping behaviours, attitudes, and beliefs and the extent to which this knowledge extends beyond the athlete to consider broader sports systems. The review followed PRISMA guidelines with risk of bias and study quality assessed by the Mixed Methods Appraisal Tool, and identified contributory factors synthesised and mapped onto a systems thinking-based framework. Overall, the included studies were determined to be of high quality. Support personnel, the coach, and the coach-athlete relationship represent key influences on the athletes’ decisions to dope. From the evidence presented, doping is an emergent property of sport systems and represents a complex systemic problem that will require whole-of-system interventions. The implications for this and the focus of future research are discussed. [ABSTRACT FROM AUTHOR]

Systems thinking abilities are needed to help solve complex food systems problems. However, high-school instruction does not typically support students in developing these abilities, and most students have limited knowledge and awareness of food and its significance. In this study, we used sustainable food systems as the context for the learning experience to offer complex and relatable content to students. We used a qualitative case study design to describe how students demonstrated systems thinking during the learning experience. Participants in this case study were six high-school students located in the suburban area of Indiana. They participated in the learning experience using self-directed lessons, worksheets, reflections, real-world examples, and hands-on activities. We collected data from pre- and posttest assignments and interviews and analyzed data using qualitative coding techniques. Findings suggested that systems thinking is a combination of abilities in three domains: describing a system, understanding a system, and viewing a system, rather than one domain or hierarchical. Students extensively explained about a food system’s complexity, wholeness, changeability, cyclic nature, and feedback loops in temporal and spatial dimensions using multiple perspectives and making connections with other systems. We also shared the attributes of systems thinkers and the model for practical implications. [ABSTRACT FROM AUTHOR]

Spending time in nature during childhood can improve mental and physical health, support academic success, and cultivate pro-environmental attitudes and behaviors. Increasing outdoor time during school can enhance the likelihood of those outcomes for all students. However, in practice incorporating outdoor time into the school day can be challenging. This study reports on barriers identified during the development phase of an action research project that aimed to increase outdoor time as a regular, repeated part of the elementary school day. Teachers (n = 22) and administrators (n = 3) in one school district in the Northeastern United States were asked to describe the barriers that limited their opportunities to take students outside. Data indicated 33 discrete barriers and 5 themes that cut across the barriers. Interactions and overlap across barriers increased the challenges encountered by teachers. A systems thinking approach is suggested to increase outdoor time in schools. [ABSTRACT FROM AUTHOR]

Systems thinking and interprofessional collaborative practice competencies are critical to inculcate in students of health professions programs. The purpose of this study was to evaluate the impact that an interprofessional education (IPE) experience consisting of an educational game, Friday Night at the ER (FNER), and structured debriefing had on students' systems thinking and self-assessed interprofessional socialization and teamwork skills. Systems thinking was evaluated using the Systems Thinking Scale (STS), and interprofessional socialization and teamwork were evaluated using a modified Interprofessional Socialization and Valuing Scale-9 (ISVS-9) and Interprofessional Collaboration Competency Attainment Scale (ICCAS) question #21. This single-center study targeted students in 13 health professions programs. In the cohort (N of 626), Systems thinking increased significantly. Interprofessional socialization increased significantly, with a large effect size, and 485 (78%) students indicated their interprofessional collaborative practice competencies improved. Program evaluation data revealed students highly valued the experience and would recommend it to their peers. Based on our findings, an IPE experience consisting of FNER gameplay and structured debriefing can improve systems thinking and interprofessional socialization and teamwork in a large, diverse group of students of health professions programs. [ABSTRACT FROM AUTHOR]

Great works of literary fiction seem to mirror life and its complexity. This paper claims that engaging in reading fiction can be beneficial for OR practitioners as it enhances systems thinking and understanding of complex human affairs. Using the experience of reading a fiction book, we applied Causal Mapping (CM) to Reading Labs, where participants read and share their views of fiction literature to appreciate the complexity of multiple and differing reading perspectives. The approach we adopt hinges on the relationship between literature and OR, two disciplines which belong to different fields of knowledge (humanities and science, respectively), but when examined in more detail, connect in meaningful ways. We explore this connection to identify potential gains of increasing systemic thinking awareness in the reading groups' context. The findings of this interdisciplinary study show that use of CM (i) enhances systemic thinking by producing a synthesis and shared views on what was meaningful and useful; and (ii) translates the subjectivity produced by the shared reading experience into new actions strengthened by systemic thinking awareness. These results should be of interest to Soft/OR practitioners using CM and systems practitioners working on encouraging the use of systems thinking in systemic interventions. [ABSTRACT FROM AUTHOR]

Starting from a resilience assessment of Harare's water supply, the system interactions of the city's water management arrangements are explored through a series of causal loop diagrams. These are based on economic, physical, commercial, environmental, and social subsystems and the reinforcing and balancing loops that influence key variables of interest in each are identified. The analysis identifies a series of shortcomings including a weak provider-customer relationship, limited governance capacity, inadequate coordination and integration between key players, shortfalls in physical supply and critical infrastructure, environmental degradation, and a lack of disaster response and recovery measures. A series of strategies are proposed as intervention actions that target the areas of potential leverage identified in the causal loop analysis, including improving customer-provider relationships; increasing coordination, collaboration, and integration; developing physical and informational infrastructure and enhancing environmental protection and rehabilitation. The impacts of these strategies are highlighted as strengthening key elements of the causal loop diagrams and addressing the resilience gaps identified. The systems mapping approach reveals that key issues are large-scale, cross-sectoral, and compounding. Remediation strategies must therefore also be multi-faceted and holistic in scope. [ABSTRACT FROM AUTHOR]

Purpose: We sought to explore the common challenges across stakeholder groups and also to recognize interactions among them to improve the Iranian prosthetics and orthotics (P&O) sector. Materials and methods: Interviews were performed from January to June 2019. Participants, including 13 prosthetists/orthotists and six P&O faculty members, were selected using purposive and snowball sampling. The collected data were analyzed using the framework analysis method. Additionally, a systems thinking approach was applied to theorize potential leverage points to improve P&O services in Iran. Results: Challenges in leadership and governance included lack of united stewardship, inappropriate inter-sectoral cooperation, and poor awareness among decision-makers. Financing challenges included high out-of-pocket payments, inadequate insurance coverage, and insufficient governmental funding. Service delivery challenges included lack of prosthetists and orthotists in hospitals and medical centers, corrupt activities and a weak referral system. Human resource challenges included insufficient practical skills of graduates, misalignment of theoretical and clinical training, and inadequacy of continuing education courses. Conclusions: This study provides the groundwork to develop and implement national strategies to address modifiable barriers and improve prosthetic and orthotic services. [ABSTRACT FROM AUTHOR]

Higher education plays an important role in preparing future citizens and leaders with the capacity to address systemic issues behind complex problems such as climate change. There have however been few attempts to assess systems-related competencies in the context of complex problems. This study adapted an existing scenario-based assessment tool to measure Taiwanese undergraduate students' systems thinking competency in the context of climate change. This tool included a climate-related problem scenario and eight follow-up prompts along with a scoring rubric. The scenario was set in a contextual setting familiar to students in Taiwan. Using this tool and an additional knowledge survey, we investigated undergraduate students' (N = 110) systems thinking competency and its relationship to their content knowledge, and further examined the effect of an interdisciplinary climate change course on students' systems thinking and content knowledge. Data analysis revealed a modest level of systems thinking competency among the students, and a significant, positive association between the competency level and content knowledge. Participating in the semester-long course positively influenced student learning outcomes. However, the effect was focused on STEM students. These results provide important implications for teaching and learning of systems thinking competency in the context of complex issues. [ABSTRACT FROM AUTHOR]

An instructional intervention was introduced to enhance critical thinking skills, in the aspects of interdisciplinary and systems thinking, in an undergraduate Operations Management course at Nanyang Technological University, Singapore. The intervention included a newly developed visual-based mapping tool to induce deliberate divergent-convergent thinking (imagination and judgement). It was supported by a design-based problem as a formative assessment, with learning outcomes underlined by a set of assessment rubric. To evaluate its effect on the students’ critical thinking abilities, a quasi-experimental study was conducted with data collected from survey instruments, semi-structured interviews, and academic scores. The survey results indicate improvements in students’ abilities in consciously monitoring their cognitive activities, reflecting on their reasoning, and making self-assessment (self-regulation) as well as in assessing credibility, relevance, and logical strength of information (evaluative reasoning). Results from the interviews and academic scores complemented the survey findings. The largely positive results suggest the effectiveness of the intervention. [ABSTRACT FROM AUTHOR]

Sustainability of school infrastructure and resilience of educational communities to natural hazards are of paramount importance to provide the safety and protection against various natural and man-made threats children face. The 2015 Nepal earthquake and its impact on schools confirms this approach at multiple levels, since schools are built as structures, supported as financial entities by the state, and function as social clusters within each community. In the literature, there are various guidelines and frameworks for safety and resilience of schools. Notable amongst these, the UNISDR's Comprehensive School Safety Framework consists of three pillars including safe school facilities, school disaster management and risk reduction education. A systems perspective requires a holistic approach to resilience of schools incorporating the safety of school buildings, governance and funding, provision of supporting infrastructure, school curriculum and more importantly, the resourcefulness of educational communities. The purpose of this paper is two-fold: first, to present a quantifiable, holistic framework for the resilience of schools, and second, to demonstrate how the framework is rooted in a systems thinking perspective. The novelty of the proposed framework lies in resilience assessment using a participatory, multi-disciplinary and holistic approach tailored to the salient features of a low-income country. This work is part of a Special Issue on Systems Perspectives: Clarity through Examples (see Dias 2023). [ABSTRACT FROM AUTHOR]

This paper describes research asking what is required to overcome entrenched obstacles to accessibility and inclusivity in an Australia regional city, in particular for those living with disability. A transdisciplinary, systems thinking approach allowed a range of stakeholders, including many with lived experiences of disability, to create a collective plan of action. This plan included interdependent interventions, independent and ahead of national governance, connecting urban planning policy to education, public transport, housing provision, co-design of public buildings, community infrastructure and inclusive employment practices. Interdisciplinarity and transdisciplinarity within regional planning research was seen as impacting the process and outcomes. [ABSTRACT FROM AUTHOR]

Training and riding directly effects horse welfare, highlighting the potential for training methods to improve both horse welfare and human safety. Learning theory is considered the most appropriate scientific foundation for horse training methods, yet equestrians' knowledge of learning theory is reportedly low. The relationship between equestrians' knowledge of learning theory terminology (LT) and horse welfare and rider safety was investigated to determine if rider knowledge of LT contributes to improved horse welfare and human safety. A sample of 394 Australian recreational and sport horse riders completed an online survey. Ridden horse welfare was assessed using validated husbandry and behavioral indicators. Rider safety was assessed by asking participants about ridden accidents and injuries. Rider knowledge of LT was assessed by asking participants to correctly identify scenarios that depicted three key operant conditioning terms: negative and positive reinforcement, and punishment. Only 24.6% of the sample correctly identified all three terms (the criteria for having a basic knowledge of LT), suggesting knowledge of LT has increased among equestrians but remains low. However, rider knowledge of LT was not significantly related to improved horse welfare or rider safety. It is uncertain why knowledge of LT remains so low among equestrians and why rider knowledge of LT did not translate to welfare and safety benefits as predicted. In facilitating the development of workable solutions to address the dual issues of poor horse welfare and human safety, we explore several possibilities, including a proposed new horse training framework that may enable learning theory to be leveraged more fully and deliver expected benefits. [ABSTRACT FROM AUTHOR]

This study investigated how pre-service biology teachers perceived the concepts of 'system' – as the basic component of the systems thinking approach – and 'biological system' specific to biology. The most important characteristics of a system appear as elements, interactions, interconnections, hierarchy, purpose and forming a whole. The data of the study were collected from students who were studying at the Faculty of Education of a state university in Ankara. The study employed the basic qualitative research approach. A questionnaire consisting of open-ended questions and interviews was utilised to collect the data. The sample consisted of 150 pre-service teachers for the questionnaire and 15 pre-service teachers for the interviews. The collected data were subjected to thematic analysis. It was determined that the pre-service teachers had a general perception of a 'system' and a 'biological system', but this perception was not as strong as a perception that they could apply in their own educational processes. Systems thinking approach and system concept are critical not only for pre-service biology teachers but also for all other fields. It is considered that it is necessary to positively contribute to the perception of pre-service teachers who are the teachers of the future towards these concepts. [ABSTRACT FROM AUTHOR]

Several frameworks, concepts and indicators have been developed in the past decades to help policy makers and water managers improve the sustainability of urban water systems, but overall progress has been slow. Water-related challenges have been increasing, with the number of cities suffering from lack of access to safe water and sanitation expected to soar, exacerbated by population increases and dwindling availability. While it is widely acknowledged that these challenges require systemic solutions to address them in a more integrated way, the concept, in current urban water literature, remains ambiguous. Here, we examine the potential of systems thinking in addressing urban water challenges and review the shortcomings of conventional paradigms and current management practices. System thinking allows for understanding of the web of interrelations that create these challenges and rethinking assumptions about how change happens. We highlight its potential to empower policymakers, water managers, urban planners and other stakeholders to address the root causes of urban water challenges, to shape and influence the broader enabling environment and conditions for the uptake of sustainable practices leading to the sustainability transformation of urban water systems. [ABSTRACT FROM AUTHOR]

Online food delivery has transformed the last-mile of food and grocery delivery, with unnoticed yet often significant impacts upon the transport and logistics network. This new model of food delivery is not just increasing congestion in urban centers though, it is also changing the contours and qualities of those doing delivery—namely through gig economy work. This new system of food consumption and provision is rapidly gaining traction, but assessments around its current and future sustainability tend to hold separate the notions of social, environmental and economic sustainability—with few to date working to understand how these can interact, influence and be in conflict with one another. This paper seeks to work with this broader understanding of sustainability, whilst also foregrounding the perspectives of gig economy couriers who are often marginalized in such assessments of the online food delivery system. We make use of systems thinking and Campbell's conflict model of sustainability to do this. In assessing the online food delivery in this way, we seek to not only provide a counternarrative to some of these previous assessments, but to also challenge those proposing the use of gig economy couriers as an environmentally sustainable logistics intervention in other areas of last-mile logistics to consider how this might impact the broader sustainability of their system, now and in the future. [ABSTRACT FROM AUTHOR]

The systems thinking tenets were developed based on a synthesis of contemporary accident causation theory, models and approaches and encapsulate 15 features of complex systems that interact to create both safety and adverse events. Whilst initial testing provided supportive evidence, the tenets have not yet been subject to formal validation. This article presents the findings from a three-round Delphi study undertaken to refine and validate the tenets and assess their suitability for inclusion in a unified model of accident causation. Participants with expertise in accident causation and systems thinking provided feedback on the tenets and associated definitions until an acceptable level of consensus was achieved. The results reduced the original 15 tenets to 14 and 10 were identified as important to include in unified model of accident causation. The refined systems thinking tenets are presented along with future research directions designed to facilitate their use in safety practice. Practitioner summary: This article presents a refined and validated set of systems thinking tenets which describe features of complex systems that interact to create adverse events. The tenets can be used by practitioners to proactively identify safety leading indicators and contributory factors during adverse event analysis. [ABSTRACT FROM AUTHOR]

Formal risk assessment is a component of safety management relating to hazardous manual tasks (HMT). Systems thinking approaches are currently gaining interest for supporting safety management. Existing HMT risk assessment methods have been found to be limited in their ability to identify risks across the whole work system; however, systems thinking-based risk assessment (STBRA) methods were not designed for the HMT context and have not been tested in this area. The aim of this study was to compare the performance of four state-of-the-art STBRA methods: Net-HARMS, EAST-BL, FRAM and STPA to determine which would be most useful for identifying HMT risks. Each method was independently applied by one of four analysts to assess the risks associated with a hypothetical HMT system. The outcomes were assessed for alignment with a benchmark analysis. Using signal detection theory (SDT), overall STPA was found to be the best performing method having the highest hit rate, second lowest false alarm rate and highest Matthews Correlation Coefficient of the four methods. Practitioner summary: A comparison of four systems thinking risk assessment methods found that STPA had the highest level of agreement with the benchmark analysis and is the most suitable for practitioners to use to identify the risks associated with HMT systems. [ABSTRACT FROM AUTHOR]

This paper presents a reflection on the experience of obtaining a PhD degree in Participatory Healthcare Systems amid the COVID-19 pandemic. The paper first introduces the PhD research and how the methodology was adjusted during the pandemic. Then, the reflections are presented considering the benefits/advantages (the good), the barriers/difficulties (the bad) and the struggles (the ugly). The topics presented show that positive aspects were overshadowed by the emotional burdens and increasing limitations of data collection and study design. Learnings from this experience indicate that designing a more resilient methodology that integrates creative methods, supporting PhD students to pause the research, fostering a culture of care that rethinks what a successful PhD is, and a greater focus on the Mental Health of PhD students is advisable. [ABSTRACT FROM AUTHOR]

It is evident there is an urgent need for tourism companies to build highly responsive learning systems to adapt to COVID-19 threats and beyond. As such, only learning tourism companies that promote inquiry, challenging current actions, and departing away from adopted assumptions will be able to survive. However, there is paucity of studies exploring effective learning methods in tourism companies to adapt to unpredictable crisis consequences. This study argues that systems thinking approach for service delivery design can operationalize double loop learning in tourism companies of finding alternative service offerings. An exploratory case study was conducted in a leading cruise group company in Vietnam. Results show that systems thinking activated double-loop learning by promoting three different drivers: systematic judges and acts, problem-based task force teams, and service innovation. This paper theorizes systems thinking with double-loop learning as an organizational means to help tourism companies survive during COVID-19 global tragedy, and to transform their service offerings. It also extends current understanding of tourism companies' organisational learning by incorporating double loop learning with structural design issues based on the lens of organic structures and introduces managers of tourism companies to the significance of organic structures for competitive advantage creation during crisis. [ABSTRACT FROM AUTHOR]

Systems thinking is a powerful concept in biology which can help students understand how the diversity of contexts in the biology curriculum all have similar underlying characteristics. However, it is not currently a common feature in secondary education as it is not part of the National Curriculum of England. Research on systems thinking has suggested that students struggle with systems thinking in secondary school biology but there is little consensus on how systems thinking can be implemented in schools. Most research focuses on developing pedagogical activities that function as stand-alone units. In this article I complement this work by suggesting that systems thinking needs to be an integrated component of the entire biology curriculum and I offer a simple framework for analysing the extent of systems thinking in curricula, assessments, and student thinking. The intention is that with the creation of pragmatic frameworks and simple pedagogy for systems thinking, the latter will become more prevalent in secondary school biology curricula. [ABSTRACT FROM AUTHOR]

Structural reform of society is imperative, if governments are to be equipped to navigate the existential crises that threaten humanity. A new paradigm of governance is proposed, illuminated by Ukraine's need to "build back better" after the war. The twin pillars of property rights and fiscal policies support the current social model. The knowledge required to reform these pillars has featured in the economic literature for more than two centuries. The theory for the alternative paradigm has been empirically tested in culturally diverse parts of the world for more than a century. Policy-makers and the international financial institutions, however, persist with taxes on earned incomes which damage the wealth and welfare of nations. If the post-war aspirations of the people of Ukraine are to be realised, sub-optimal funding policies need to be set aside to accelerate renewal on terms that would inspire other nations. [ABSTRACT FROM AUTHOR]

In recent decades, a global consensus has emerged that acknowledges that Early Childhood Education and Care (ECEC) requires systemic, cross-sectoral approaches. In this context, integrated early childhood approaches are flourishing in South America. Although these policies have been successful in many aspects, ECEC provision in the region continues to be fragmented. In this exploratory article, we analyse the role of ECEC curricula in the conceptual integration of ECEC systems in South America. We focus on the 'regulative intent' of curriculum frameworks to explore the extent to which these policy instruments support systemic change. Our analysis draws on an extensive revision of documentary sources and interviews with key local informants in Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Paraguay, Peru and Uruguay. We reconstruct the institutional architecture of ECEC provision in each country and examine curricula against this background. Our findings highlight the emergence of a new curricular wave in the region that contributes to integrated approaches. Recent curriculum frameworks move away from sectoral intents and towards more comprehensive and cohesive regulative intents. We call for a reconceptualisation of ECEC curricula from a whole-systems perspective that supports the holistic nature of the education and care of young children. [ABSTRACT FROM AUTHOR]

Transformational system change is required to respond to the current climate emergency and the COVID-19 induced structural break presents an opportunity to progress such change. While the tourism industry accepts the need for change, how this may look like remains unclear. This article contributes to identifying pathways by presenting critical reflections on the research process and findings from a three-year research project on reducing climate change risk in Vanuatu. The approach is anchored in systems thinking and draws on the concept of leverage points. Seven points are identified for intervening in the tourism system to reduce climate change risk and achieve varying levels of systemic change. Each is explored in the context of Vanuatu before its broader relevance is discussed. The findings highlight the importance of engaging with deeper influences of risk and unsustainable system outcomes. This has implications for how decision-makers approach crisis management and what 'tourism recovery' means, especially when considering that system resilience might stand in the way of more profound transformational change required to address long-term risks. [ABSTRACT FROM AUTHOR]

For a sustainable future, equipping sustainability change agents with relevant sustainability competencies is crucial. Among these competencies is system thinking competence – the understanding of complex interrelationships among the dimensions of sustainable development and the impacts of the interrelationships. Learning approaches relevant to fostering sustainability competencies have been studied. However, research is rare on fostering systems thinking competence by simultaneously using multiple, real-world, and innovative learning approaches. To address this gap, we conducted a pre-test–post-test exploratory experimental study involving higher education students (n = 36). The study explored the contributions of field trips and collaborative learning in combination with mobile learning and paper-and-pencil note taking. The study simultaneously implemented a combined set of learning approaches in a real-world environment. The results suggest that the learning approaches and the real-world environment contribute to fostering the systems thinking competence of participants by exposing them to complex real-world systems and enabling the exchanging of diverse ideas among collaborating participants. As such, our study contributes to social constructivist learning discourses in education for sustainable development by indicating specific combinations of learning approaches and environments that facilitate the meaningful engagement and motivation of learners through self-regulated learning. [ABSTRACT FROM AUTHOR]

We sought to design a micro-curriculum to structure supervised clinical placements for junior medical students within a variety of community-based settings of differing clinical disciplines. Given the gaps in the literature, this paper reflects on the opportunities and challenges of our design, implementation, and evaluation strategies in constructing an integrated task-based micro-curriculum for interprofessional community-based learning in year 2 of a four-year graduate entry program. The design was informed by a systems thinking framework and guided by contemporary curricular theories on self-directed and interprofessional learning. Extensive consultations with stakeholders were undertaken. Alignment with relevant national level documents and curricular frameworks was ensured. The systems thinking approach provided first, an experience of applying thinking tools for a deeper understanding of how various parts of this micro-curriculum and subsystems should be integrated. Second, applying the toolkit uncovered tension points on which leverage could optimise future enhancements. Eighteen types of health professions were recruited including 105 general practitioners and 253 healthcare practitioners from a range of disciplines. Systems thinking allows for the identification of various interacting elements within the curriculum to be considered as part of an integrated whole. Insights from this model could inform the design of similar innovative curricula. [ABSTRACT FROM AUTHOR]

Ingredients in nail polish and polish removers are the primary causes of occupational health problems manicurists frequently face. Several key concepts of green chemistry can be taught to an undergraduate audience using nail polish removers as a case study. Students generated green profiles of various nail polish removers available on the market based on the 12 principles of green chemistry. This study also quantified the concentration of active ingredients in each nail polish remover using a greener analytical technique: the standard addition NMR method. The amount of nail polish remover needed for lethality in manicurists was calculated. It was determined that lethality is not the only factor to be considered in toxicology but routes of exposure are equally if not more important. Finally, a discussion of ethics and economics of the nail industry was included to create a holistic approach to the analysis and understanding of a consumer issue. [ABSTRACT FROM AUTHOR]

As an emerging information technology, the Internet of Medical Things (IoMT) has the capability to contribute toward sustainable healthcare, but its adoption in emerging economies is challenging. This research was undertaken to conduct a holistic analysis of the complexities associated with the adoption of IoMT in emerging economies like India using a systems thinking approach. Three qualitative phases of the systems thinking and modeling methodology, namely, problem structuring, causal loop modeling, and developing strategic interventions, were used in this study by collecting data from 24 interviews and secondary research. The reference mode developed in the study captured the system behavior, showing IoMT adoption increasing in tier I Indian cities but struggling in tier II/III cities and rural Indian communities. The qualitative systems model developed explained this behavior by capturing the underlying system structure using six interconnected feedback loops. Three strategic interventions were then formulated to change the system structure that can improve the adoption of IoMT in an emerging economy like India, thereby contributing to the journey toward sustainable healthcare. Implications for similar emerging economies in Latin America are also discussed in this article. Overall, this study provides a holistic analysis of the complexities involved in the adoption of IoMT using a systems thinking approach. [ABSTRACT FROM AUTHOR]

Sustainability marketing addresses market-related issues that threaten quality of life. While its major research strands belong to the same research domain, its theoretically fragmented approach hinders the field's ability to successfully address the systemic nature of sustainability issues. To help remedy this situation, this paper positions critical realism as a metatheoretical framework to integrate, bridge and extend the sustainability marketing field. It argues critical realism's ontological approach can reconcile the field's fragmented approach as well as generate systemic insights into the multiscalar, interdependent, emergent and non-linear issues caused by marketing systems. As such, this realist contribution provides an inclusive metatheoretical foundation to deliver a more realistic whole systems approach. This would enable sustainable marketing to generate systemic theories of change to both understand and potentially emancipate society from its unsustainable trajectories. [ABSTRACT FROM AUTHOR]

This article combines a constructivist grounded theory approach with a focus on structuration theory to propose a new mental model for understanding motivation in the context of solving complex problems in contemporary business-to-business (B2B) settings. This study uses the interpretative tradition of qualitative research to conduct in-depth interviews of 24 B2B sales professionals and subsequently analyze their lived experiences. Findings indicate that intrinsic motivation stems attitudinally from a need to foster an identity of helping customers, introducing a concept called "interpersonal identification" with customers. That identity motivates the development of more cognitively intense sales proposals using a more holistic proposal development process - referred to herein as "systems-savvy selling." While interpersonal relationships have long been components of B2B relationships, this study challenges laypeople's stereotypes of salespeople who use interpersonal relationships to improve business outcomes. Instead, systems-savvy selling helps salespeople build interpersonal relationships and use business outcomes as feedback to strengthen interpersonal relationships and their identification with customers. Unexpectedly, it also finds that dual-role sales managers, who have roles both in selling and managing, confront a paradox of self versus others when managing systems-savvy selling processes. By sampling within an industry in which the research team benefits from significant expertise, the constructivist grounded theory approach relying on semistructured, in-depth interviews used herein leverages the research team's expertise while controlling for industry-level effects. [ABSTRACT FROM AUTHOR]

Private dance studios exist outside the scope of K-12 institutions in the United States and serve students within their local communities. Many of them strive to benefit underrepresented groups fthrough community engagement initiatives. This mixed-method study scrutinizes the various community engagement practices of private dance studios through a grounded theory approach to investigate the following research questions: 1) What are the different ways private studios engage with community engagement practices? 2) How are the concepts of ‘community’ and ‘engagement’ perceived and manifested within dance studio practices? 3) How do community contexts and external environments influence the management of community engagement practices of dance studios? By engaging systems thinking and existing literature on arts-based civic engagement, we propose a three-level community engagement conceptual framework for dance programs and studios to better understand their communities and apply systems thinking to leverage resources and constraints within and beyond programs and organizations. [ABSTRACT FROM AUTHOR]

The maritime industry could face major changes the coming decade. Technology development opens for new ways of operating vessels and autonomy is argued to revolutionise design and operations. However, despite a large focus on autonomy for several years, no autonomous concepts have become operational. In our paper, we suggest an initial step towards autonomy using unmanned automated vessels. To explore this, we utilize the coherence between the systems thinking and participatory design thinking process. We frame the project to focus on the Vessel Traffic Services (VTS) traffic regulation and organisation measures in a 2025 scenario. The study shows that the standardisation of traffic would be beneficial for the present MTS with only conventional vessels, it will be a prerequisite for a future MTS with automated vessels. Further, we identify that the VTS need to change their role from solving situations ad-hoc to assume a tactical responsibility in traffic planning and to resolve situations at an earlier stage. A prototype of the future MTS shows that the identified challenges are considered possible to solve within a short time frame and is summed up in one statement from a plenary discussion: 'this is not difficult, we could do it tomorrow'. [ABSTRACT FROM AUTHOR]

Systems thinking and analysis from the civil and environmental engineering communities have been highly successful in mitigating the effects of natural and man-made hazards. Not surprisingly, the United Nations Human Development Index shows steady improvement for every nation since its implementation in 1990. The world has never been healthier, wealthier, or more educated than at the present. Climate change and sustainability remain as significant challenges to be faced. It will be shown, though, that economic and life-safety losses from climate change are often exaggerated and do not reflect wealth creation, human capital, and new improved technologies. There is an urgent need for systems-led approaches and there is a proud record of accomplishments in the past that should equally as well translate into the future. This paper will discuss these issues, as well as briefly describe the importance of systems engineering in dealing with new and emerging threats, as well as the political imperative. The paper will also highlight that there is much to be optimistic about the future, and in the ability of systems thinking to meet any challenges. And to quote Monty Python we should try to 'Always Look on the Bright Side of Life'. [ABSTRACT FROM AUTHOR]