A Systems Thinking Approach to identify Leverage Points for Sustainability: A Case Study in the Cat Ba Biosphere Reserve, Vietnam

2012 ◽  
Vol 30 (2) ◽  
pp. 104-115 ◽  
Author(s):  
Nam C. Nguyen ◽  
Ockie J. H. Bosch
Keyword(s):  
Systems Thinking ◽  
Biosphere Reserve ◽  
Leverage Points ◽  
Systems Thinking Approach

scholarly journals SYSTEM DESIGN CANVAS FOR IDENTIFYING LEVERAGE POINTS IN COMPLEX SYSTEMS: A CASE STUDY OF THE AGRICULTURAL SYSTEM MODELS, CAMBODIA

2021 ◽  
Vol 1 ◽  
pp. 2901-2910
Author(s):  
Akinori Komaki ◽  
Akira Kodaka ◽  
Eri Nakamura ◽  
Yu Ohno ◽  
Naohiko Kohtake
Keyword(s):  
System Design ◽  
Systems Thinking ◽  
Design Tool ◽  
Agricultural System ◽  
Nonlinear Behaviour ◽  
Leverage Points ◽  
System Variables ◽  
Systems Thinking Approach ◽  
Present Case Study

AbstractThere has been a growing recognition that a systems thinking approach, which pays attention to the entire dynamic system, its constituent parts and the interactions among those parts, is an effective approach for tackling complex issues that exhibit nonlinear behaviour and involve multiple stakeholders. To understand a complex system, a systems thinking approach must identify the leverage points, which are non-intuitive and difficult to identify. This paper proposes a design tool called System Design Canvas, which supports the identification of system variables and leverage points from technological sensing data and human data while understanding stakeholders' mental model. The present case study confirms that System Design Canvas can identify system variables and leverage points that are required for the current agricultural system in Cambodia.

scholarly journals A Systems Thinking Approach to Address the Complexity of Agribusiness for Sustainable Development in Africa: A Case Study in Ghana

2014 ◽  
Vol 32 (6) ◽  
pp. 672-688 ◽  
Author(s):  
Kwamina E. Banson ◽  
Nam C. Nguyen ◽  
Ockie J. H. Bosch ◽  
Thich V. Nguyen
Keyword(s):  
Sustainable Development ◽  
Systems Thinking ◽  
Systems Thinking Approach

scholarly journals Silanes for Building Protection: A Case Study in Systems Thinking Approach to Materials Science Education

2020 ◽  
Vol 10 (7) ◽  
pp. 171
Author(s):  
Rosaria Ciriminna ◽  
Yael Albo ◽  
Alexandra Fidalgo ◽  
Laura Ilharco ◽  
Mario Pagliaro
Keyword(s):  
Systems Thinking ◽  
Doctoral Programs ◽  
Materials Science ◽  
Vapor Condensation ◽  
Microbiological Contamination ◽  
Research Topics ◽  
Water Vapor Condensation ◽  
Organically Modified ◽  
Systems Thinking Approach

Silanes, and organically modified silanes in particular, are commercially used to protect the built environment from deterioration and, in indoor applications, to minimize water vapor condensation and microbiological contamination. Increasing their uptake, we argue in this study, includes the need to adopt a systems-thinking view of this green chemistry technology. After identifying the key advantages of these coatings, we highlight important educational consequences to undergraduate courses and doctoral programs in chemistry and materials science which are common in many research topics, well beyond nanocoating science and technology.

scholarly journals A systems thinking approach for eliciting mental models from visual boundary objects in hydropolitical contexts: a case study from the Pilcomayo River Basin

2019 ◽  
Vol 24 (2) ◽  
Author(s):  
Riveraine S. Walters ◽  
Erin S. Kenzie ◽  
Alexander E. Metzger ◽  
William Jesse Baltutis ◽  
Kakali B. Chakrabarti ◽  
...  
Keyword(s):  
Mental Models ◽  
River Basin ◽  
Systems Thinking ◽  
Boundary Objects ◽  
Visual Boundary ◽  
Systems Thinking Approach

Applying systems thinking approach to accident analysis in China: Case study of “7.23” Yong-Tai-Wen High-Speed train accident

2015 ◽  
Vol 76 ◽  
pp. 190-201 ◽  
Author(s):  
Yunxiao Fan ◽  
Zhi Li ◽  
Jingjing Pei ◽  
Hongyu Li ◽  
Jiang Sun
Keyword(s):  
Systems Thinking ◽  
High Speed ◽  
Accident Analysis ◽  
High Speed Train ◽  
Systems Thinking Approach

scholarly journals Education for Sustainability at a Montessori Primary School: From Silos to Systems Thinking

2012 ◽  
Vol 28 (2) ◽  
pp. 162-164 ◽  
Author(s):  
Elaine Lewis ◽  
Simone Volet ◽  
Catherine Baudains ◽  
Caroline Mansfield
Keyword(s):  
Teacher Perceptions ◽  
Systems Thinking ◽  
Professional Learning ◽  
Community Involvement ◽  
Education For Sustainability ◽  
Longitudinal Case Study ◽  
Whole School ◽  
Systems Thinking Approach ◽  
Whole Systems

AbstractThis research investigated Education for Sustainability (EfS) at an independent Montessori primary school, located in the Perth metropolitan area of Western Australia. A longitudinal case study involving analysis of data from a 20-year period was conducted to determine the effectiveness of EfS. Historical information about EfS at the school from 1990 to 2005 was examined, with the main focus of the study being on the impact of the Australian Sustainable Schools Initiative (AuSSI) between 2005 and 2009. AuSSI promotes a whole school, whole systems thinking approach to EfS.Three school-based issues in EfS were studied. First, the research aimed to determine what elements of EfS were in operation in the school prior to involvement in AuSSI. Second, student outcomes including engagement with whole systems thinking, attitudes and values, knowledge and understandings, and skills and behaviours related to EfS, were investigated during the first 5 years of participation in AuSSI. Third, teacher perceptions of the EfS program, including engagement with whole systems thinking, were examined during this same time period.A case study approach was employed to enable in-depth investigation of EfS in the life of the school prior to, during and post implementation of AuSSI. This approach facilitated revelation of participants’ lived experiences, their perceptions and understandings of EfS, as well as detailed information about student outcomes in EfS. Case study methodology was also compatible with the culture and processes of the participating school and provided an opportunity for utilising a whole systems thinking approach. Data was gathered from a range of sources, through surveys, interviews, observation and document analysis over a 5-year period. The total participants included 11 teachers and 75 students.The research identified particular antecedents of EfS in the Montessori method of education that existed in the school prior to AuSSI, including the whole child approach, together with the Montessori learning environment, curriculum and values. Following participation in AuSSI, student attitudes and values, knowledge and understandings, and skills and behaviours related to EfS were enhanced for all year levels. However, after 3 years, when specific EfS actions and projects ceased, student EfS outcomes were limited. Furthermore, students’ thinking and behaviour indicated a ‘silo’, rather than whole systems thinking approach to EfS. Teachers perceived the EfS program as highly effective in the initial 3 years after joining AuSSI. Key elements that enhanced EfS included EfS staff champions who had access to EfS networks, leadership support, and active school community involvement in all EfS processes. However, after 3 years of being an AuSSI school, the culmination of reduced leadership support for EfS, lack of staff training, vague designation of staff with EfS responsibilities and inadequate community involvement, resulted in cessation of the EfS program. Teacher perceptions on whole systems thinking revealed alignment between Montessori philosophy, EfS and whole system thinking was more in theory than in practice.Through an in-depth longitudinal case study of a school this research highlighted the importance of whole school EfS professional learning, embedding EfS and whole systems thinking across the curriculum at all year levels, whole school support, and the usefulness of a sustainability continuum that recognises the complex, dynamic interplay of issues involved in a school's EfS journey. It is strongly recommended that improvements to pre-service teacher education in EfS are implemented, and a review of the AuSSI toolkit is conducted to refine EfS evaluation processes and to target the specific EfS needs of teachers at different stages of schooling, as well as to enhance understanding and implementation of the whole systems thinking approach. Finally, EfS professional learning for all school staff in all schools is warranted to enhance depth of EfS engagement.

scholarly journals Growing Our Own Timber! Lived Experiences of Five School Principals in Using a Systems Thinking Approach for School Development

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402090206
Author(s):  
Thamsanqa Thulani Bhengu ◽  
Bongani Sibusiso Mchunu ◽  
Sibusiso Douglas Bayeni
Keyword(s):  
Systems Thinking ◽  
Group Discussion ◽  
School Development ◽  
Structured Interviews ◽  
Kwazulu Natal ◽  
Adequate Understanding ◽  
Multiple Case ◽  
Systems Thinking Approach ◽  
School Issues

This article presents and discusses the findings from five principals about their experiences of using systems thinking approach to school development. This was an ethnographic multiple case study that was conducted in KwaZulu-Natal, South Africa. Literature demonstrates the efficacies of using systems thinking as an approach in dealing with complex school issues. Data were gathered by way of qualitative semi-structured interviews, focus group discussion, and shadowing techniques. Evidence suggests that participants had adequate understanding of systems thinking and were able to use it to the benefit of their respective schools. Furthermore, the findings point to the value of developing a holistic and multimethodological approach to systemic school development, particularly in deprived school contexts.

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