Beyond organisational agendas: using boundary critique to facilitate the inclusion of societal concerns in information systems planning

Cordoba, José; Midgley, Gerald

doi:10.1057/ejis.2008.4

Cited by 46 publications

(27 citation statements)

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“…This understanding of CST has been applied in a number of organizational, multi‐agency and community development projects (e.g. Midgley et al ., ; Gregory and Midgley, ; Midgley, ; Boyd et al ., ; Córdoba and Midgley, , ; Midgley, ; Boyd et al ., ; Foote et al ., ; Midgley et al ., ; Shen and Midgley, ; Barros‐Castro et al ., ), and it provided us with useful ideas for evolving our systemic mediation approach.…”

Section: Systemic Mediationmentioning

confidence: 98%

Systemic Mediation: Moral Reasoning and Boundaries of Concern

Midgley

Pinzón

2013

Syst. Res.

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This paper outlines a new systemic mediation approach, based on the idea that the most important thing for many participants in mediation is to have their moral reasoning understood and appreciated. This is frequently more important to people than financial reparation. We compare our mediation approach with others to demonstrate that many previous approaches share the assumption that once the interests of a participant have been identified, these should not be questioned. In contrast, our systemic mediation approach encourages participants to explore their own and other people's moral frameworks to enable critical reflection on their interests. Indeed, the concept of an ‘interest’ can be reframed as the boundary that a participant uses to delimit his or her concerns, and boundaries can be shifted in response to moral reasoning. Our mediation approach aims to generate both personal insights and improvements in mutual understanding. The mediator plays a facilitative role but cannot be neutral: the morality of the mediator unavoidably influences his or her facilitative interventions. Therefore, personal reflection by the mediator on his or her own moral framework is essential, so that its influences can be made visible and the facilitator can thereby be held accountable for them in dialogue with his or her peers. Tools are provided in our systemic mediation approach to support reflection on moral frameworks and boundaries of concern, and a practical example of their use in Colombian mediation practice is provided. Copyright © 2013 John Wiley & Sons, Ltd.

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Section: Systemic Mediationmentioning

confidence: 98%

Systemic Mediation: Moral Reasoning and Boundaries of Concern

Midgley

Pinzón

2013

Syst. Res.

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“…We should acknowledge some of the previous literature that has informed the development of the generic questions proposed in Table :Checkland and Scholes (), who proposed questions to evaluate decision and implementation processes in social projects.Mingers (), who proposed questions regarding relations (i) between practitioners (agents) and intellectual resources (available theories and methodologies), (ii) between practitioners and the problem situation and (iii) between the problem situation and intellectual resources. Here, special attention is focused on categories (i) and (ii), questioning the practitioners' identities, their knowledge and their motivations, amongst other things.Wenger (, ), who proposed dimensions and questions to guide a design for learning in communities of practice (CoP).Midgley (), who proposed some questions to guide a systemic intervention (especially questions focusing on boundaries, issues and knowledge).Reynolds (), who proposed questions to evaluate expert support in systemic improvement exercises, considering the skills that practitioners bring (or fail to bring) regarding objectivity, participation and reflection.Córdoba and Midgley (), who proposed questions that are designed to make information systems research more critical.…”

Section: Methodological Design: Questions and Methods For Systemic Csmentioning

confidence: 99%

Systemic Intervention for Computer-Supported Collaborative Learning

2013

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This paper presents a systemic intervention approach as a means to overcome the methodological challenges involved in research into computer-supported collaborative learning applied to the promotion of mathematical problem-solving (CSCL-MPS) skills in schools. These challenges include how to develop an integrated analysis of several aspects of the learning process; and how to reflect on learning purposes, the context of application and participants' identities. The focus of systemic intervention is on processes for thinking through whose views and what issues and values should be considered pertinent in an analysis. Systemic intervention also advocates mixing methods from different traditions to address the purposes of multiple stakeholders. Consequently, a design for CSCL-MPS research is presented that includes several methods. This methodological design is used to analyse and reflect upon both a CSCL-MPS project with Colombian schools, and the identities of the participants in that project. Copyright © 2013 John Wiley & Sons, Ltd.Keywords computer-supported collaborative learning; mathematical problem-solving; critical systems thinking; systemic intervention; methodological design INTRODUCTION In today's world, the use of information and communication technologies (ICTs) to assist learning processes is on the increase. One of the main purposes of ICT use in learning processes is to facilitate collaboration and, therefore, improve learning by means of sharing and distributing knowledge. This purpose has been pursued through a new educational paradigm called 'computersupported collaborative learning' (CSCL) (Lipponen, 2002;Lehtinen, 2003), which has raised fresh theoretical and methodological issues for researchers Systems Research and Behavioral Science Syst. Res. 32, 86-105 (2015) Published online 20 September 2013 in Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/sres.2220 because of the complexity of analysing different factors in this type of learning process. For example, research has to consider analyses at both the individual and group levels; the nature of interactions between learners; students' attitudes; technological aspects; and the school's context. Considering these factors in a coherent and reflective manner is a methodological challenge for CSCL research (Dillenbourg, 1999;Daradoumis et al., 2006;De Laat et al., 2006;Stahl et al., 2006;Arbaugh et al., 2010, Arjava, 2011Strijbos, 2011).Currently, CSCL researchers are proposing several different methodologies to analyse CSCL processes, such as the triangulation of quantitative methods (e.g. social network analysis, statistics and surveys) with qualitative methods (e.g. interviews and content analysis) (Daradoumis et al., 2006;De Laat et al., 2006;Cho et al., 2007;Rienties et al., 2009;Gress et al., 2010). Also, some analysis of the context of CSCL activities is beginning to be included alongside the analyses of processes (Arnseth and Ludvigsen, 2006;Arjava, 2011). Although these methodological developments are improving the way CSCL ...

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“…The use of critical systems thinking techniques in IT projects has been rare (e.g. Cordoba & Midgley, 2008). We believe the CSH approach can make multiple contributions to IT project governance.…”

Section: Ideal Mapping Of the Casementioning

confidence: 99%

Improving IT project governance: A reflective analysis based on critical systems heuristics

Johnstone

Tate

2017

AJIS

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IT project governance involves establishing authority structures, policies and mechanisms for IT projects. However, the way governance arrangements are implemented can sometimes exclude or marginalise important stakeholders. In this paper, we use critical systems thinking, and the notions of boundary critique and entrenched structural conflict, to inform a critical reanalysis of a case study where the governance proved relatively ineffective. We use the 'twelve questions' from the critical systems heuristics (CSH) approach to diagnose problems with governance arrangements and suggest solutions. Based on this, we suggest the CSH approach has theoretical and practical efficacy for improving IT project governance in general.

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Beyond organisational agendas: using boundary critique to facilitate the inclusion of societal concerns in information systems planning

Cited by 46 publications

References 58 publications

Systemic Mediation: Moral Reasoning and Boundaries of Concern

Systemic Mediation: Moral Reasoning and Boundaries of Concern

Systemic Intervention for Computer-Supported Collaborative Learning

Improving IT project governance: A reflective analysis based on critical systems heuristics

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