Maturity Models for Systems Thinking

Buckle, Pamela

doi:10.3390/systems6020023

Cited by 13 publications

(13 citation statements)

References 66 publications

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“…There are also notable research efforts on systems thinking education. One such effort is from Buckle [30] who introduced the significant idea of maturity models for competence in systems thinking. This work has outlined many fundamental questions that need to be answered to understand how to create more systems thinkers.…”

Section: Systems Thinking Educationmentioning

confidence: 99%

“…One question proposed is "by what means could these competencies be measured?" [30] (p. 14), which potentially refers to a method for assessing a person's learning of systems thinking. Other questions are proposed to define what immature and mature systems thinking are, or what systems thinking competencies exist for people with low and high levels of systems thinking expertise.…”

Section: Systems Thinking Educationmentioning

confidence: 99%

“…Thus, this research study addressed the opportunity to bridge the gap between the underlying systems thinking skills described by the DSRP framework from Cabrera [21] and a systems thinking learning process. The systems literacy roadmap, discussed in the next section, represents a potential learning process to make this connection possible, and it might help provide answers to the questions posed by Buckle [30] on maturity models for systems thinking.…”

Section: Systems Thinking Educationmentioning

confidence: 99%

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A Method for Measuring Systems Thinking Learning

Taylor

Calvo‐Amodio

Well

2020

Systems

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The myriad of problems facing the world today are increasingly complex, dynamic, and transcend multiple domains. This necessitates the need for trans-disciplinary approaches capable of providing a framework to help solve these problems. Systems thinking provides the skills necessary for people to approach these types of problems. However, a lack of awareness and understanding of systems thinking hinders a potential systems-literate and systems-capable society. Systems thinking is comprised of four underlying concepts or skills: distinction-making, organizing systems, inter-relating, and perspective-taking. The path to becoming a systems thinker follows a process comprised of three levels—sensibility (awareness of systems), literacy (knowledge of systems), and capability (understanding of systems)—repeated across multiple learning phases. During this research study, a method was defined to measure whether non-experts learned the underlying systems thinking concepts according to this learning process. An experiment was conducted with 97 middle and high school students who were asked to draw a fish-tank system before and after being taught to apply the systems thinking concepts as skills for identifying elements, interactions, and roles/purposes. The results provide evidence to conclude that student learning of systems thinking significantly increased from the first drawing to the second drawing.

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Section: Systems Thinking Educationmentioning

confidence: 99%

Section: Systems Thinking Educationmentioning

confidence: 99%

Section: Systems Thinking Educationmentioning

confidence: 99%

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A Method for Measuring Systems Thinking Learning

Taylor

Calvo‐Amodio

Well

2020

Systems

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“…Lavi and Dori (2019) argued that students' systems thinking can be assessed through conceptual models created using a modelbased-systems engineering methodology. Buckle (2018) argued that systems thinking competence is reflected in the orientation toward causality, logic, explicit and implicit structures, subjectivity, and self-reflection. Argued that contextual awareness, a core engineering competency emphasized in the Accreditation Board for Engineering and Technology criteria, is largely overlooked in existing definitions of systems thinking.…”

Section: Proposed Model For Systems Thinking Competency Assessmentmentioning

confidence: 99%

Measuring the Value of Systems Thinking for Design-Centric Engineering Education

Varadarajan

2020

Proc. Des. Soc.: Des. Conf.

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Systems thinking, design thinking and strategic thinking have been identified as important competencies for future engineers. Many institutions have introduced these subjects into their engineering courses. However, there is need for a deeper appreciation of the underlying assumptions behind these strands of thinking and ways to measure their impact. This paper draws on a four-year experience in implementing systems thinking in a design-centric engineering program in India. It presents the approach adopted and a complexity-based measure to track development in systems thinking competence.

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“…The more engineering disciplines and organisations are involved, the more complex the system will be [17]. System engineering methods are frequently applied to solve complex system problems [18]. System engineering methods comprise of a set of mixed methods and processes that synthesise issues of a target system to understand how its components interact with its stakeholders, considering the goal of facilitating system integration and social acceptance such as system analysis [19].…”

mentioning

confidence: 99%

Adopting an Actor Analysis Framework to a Complex Technology Innovation Project: A Case Study of an Electric Road System

Wang

Hauge²,

Meijer

2019

Sustainability

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An electric road system (ERS) is a transportation solution that provides electricity for fully electric vehicles while in motion. This solution might contribute to sustainable transportation by overcoming range anxiety problems that fully electric vehicles, especially heavy vehicles, have encountered due to battery technology limitations. However, large-scale ERS implementations are challenging, both technically and socially. An ERS is not only an engineering project, but also a complex technology innovation system composed of multiple subsystems and stakeholders, which requires an interdisciplinary means of aligning relations, problems, and solutions. In the policy analysis domain, researchers have developed actor analysis methods to support policy making processes. Actor analysis methods can provide an analytical reflection in solving complex multi-actor policy making challenges that ERSs are also facing. To uncover the complexity of multiple subsystems and stakeholders involved in an ERS, this paper applied a method to align system characteristics with the stakeholders’ perceptions to understand multi-stakeholder contexts in complex technology innovation projects. Desk research was first conducted to summarise ERS characteristics. Then, the dynamic actor network analysis method framework was adopted to establish an action, factor, goal (AFG) list, which was revised by independent researchers. Next, the AFG list was used to collect the perceptions of the ERS stakeholders, expressed as AFG selections and causal links through stakeholder interviews. The resulting AFG list was iterated through two rounds of interviews and then validated in a Swedish ERS case workshop. The results from this methodology showed that the actor analysis method can not only be applied to policy analysis domains, but can also be applied to technology innovation complex systems, using the electric road system as a case study, to help uncover the ERS complexity from the concerns of stakeholders and to secure a pathway towards sustainable technology implementation.

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Maturity Models for Systems Thinking

Cited by 13 publications

References 66 publications

A Method for Measuring Systems Thinking Learning

A Method for Measuring Systems Thinking Learning

Measuring the Value of Systems Thinking for Design-Centric Engineering Education

Adopting an Actor Analysis Framework to a Complex Technology Innovation Project: A Case Study of an Electric Road System

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