Janet J. McIntyre‐Mills, Patricia Lethole, Mphathe Makaulule, Rudolf Wirawan, Ida Widianingsih, Norma Romm
Abstract The paper reflects on the lessons from two case studies in order to discuss (1) how they address Ostrom's eight principles and (2) implications for social, economic and environmental challenges. The two case studies are of forest communities in Venda in South Africa and Ciptagelar, West Java, discussed in terms of their social, environmental and economic approaches. In both cases, the communities see themselves as related to nature; in the case of Venda, they express this as a totemic relationship and have been inspired to apply an ecological calendar that was taught to them during the time Mphatheleni Makaulule spent learning from Amazonian leaders. In the case of Ciptagelar, the nomadic way of life is based on a sense of being stewards who do not commodify rice, a sacred source of life, which is in turn dependent upon all the co‐existent creatures and ultimately the forest, which is their home. In both communities, the environment and people are priorities managed by observing the natural cycle. In both communities, an ecological calendar guides the planning and harvesting of crops. In Tshidzivhe Venda, a rigorous approach to crops, harvesting from the forest and re‐planting the forest, is observed, and the entire community act as caretakers and are required to ask permission before harvesting from the forest. In Ciptagelar, West Java, the chief reads the signs when it is time to move to another area and follows a careful approach to biodiversity ensuring that paddy is grown only for certain months so that other creatures can thrive in other months. The Balancing Individualism and Collectivism Special Integration Group has focused on learning by doing using an applied mixed methods approach. It is based on a community of practice spanning NGOs, community projects and university departments. It is supported by a small NRF fund, some funding from UNISA and in kind support from participants. We work together because of shared values and mutual respect.
{"title":"Towards eco‐systemic living: learning with Indigenous leaders in Africa and Indonesia through a community of practice: implications for climate change and pandemics","authors":"Janet J. McIntyre‐Mills, Patricia Lethole, Mphathe Makaulule, Rudolf Wirawan, Ida Widianingsih, Norma Romm","doi":"10.1002/sres.2976","DOIUrl":"https://doi.org/10.1002/sres.2976","url":null,"abstract":"Abstract The paper reflects on the lessons from two case studies in order to discuss (1) how they address Ostrom's eight principles and (2) implications for social, economic and environmental challenges. The two case studies are of forest communities in Venda in South Africa and Ciptagelar, West Java, discussed in terms of their social, environmental and economic approaches. In both cases, the communities see themselves as related to nature; in the case of Venda, they express this as a totemic relationship and have been inspired to apply an ecological calendar that was taught to them during the time Mphatheleni Makaulule spent learning from Amazonian leaders. In the case of Ciptagelar, the nomadic way of life is based on a sense of being stewards who do not commodify rice, a sacred source of life, which is in turn dependent upon all the co‐existent creatures and ultimately the forest, which is their home. In both communities, the environment and people are priorities managed by observing the natural cycle. In both communities, an ecological calendar guides the planning and harvesting of crops. In Tshidzivhe Venda, a rigorous approach to crops, harvesting from the forest and re‐planting the forest, is observed, and the entire community act as caretakers and are required to ask permission before harvesting from the forest. In Ciptagelar, West Java, the chief reads the signs when it is time to move to another area and follows a careful approach to biodiversity ensuring that paddy is grown only for certain months so that other creatures can thrive in other months. The Balancing Individualism and Collectivism Special Integration Group has focused on learning by doing using an applied mixed methods approach. It is based on a community of practice spanning NGOs, community projects and university departments. It is supported by a small NRF fund, some funding from UNISA and in kind support from participants. We work together because of shared values and mutual respect.","PeriodicalId":47538,"journal":{"name":"SYSTEMS RESEARCH AND BEHAVIORAL SCIENCE","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136014444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The paper presents a longitudinal exploration of identification with teams and multiteam systems (MTSs) in an organizational context that started using MTSs. Data were collected in five waves during the first 2 years in which the organization started the implementation of MTSs in order to aggregate teams in value streams as organizational units. The results show that there is a clear and distinct gap between team and MTS identification. This gap is greater in larger MTSs than smaller MTSs. This gap decreases in time mostly due to a rise in MTS identification in combination with a stable team identification across time. Additionally, our research showed that MTS identification is hindered when negative relations are present in the MTS. Finally, we show that identification with the team fosters innovative team performance and the identification with MTS moderates this positive association in a compensatory manner. The findings show important implications for the management of MTSs in modern organizations.
{"title":"Mind the (identification) gap: Foci in multiteam systems and their impact on innovative work behaviours","authors":"Erik Eduard Cremers, Petru Lucian Curșeu","doi":"10.1002/sres.2978","DOIUrl":"https://doi.org/10.1002/sres.2978","url":null,"abstract":"Abstract The paper presents a longitudinal exploration of identification with teams and multiteam systems (MTSs) in an organizational context that started using MTSs. Data were collected in five waves during the first 2 years in which the organization started the implementation of MTSs in order to aggregate teams in value streams as organizational units. The results show that there is a clear and distinct gap between team and MTS identification. This gap is greater in larger MTSs than smaller MTSs. This gap decreases in time mostly due to a rise in MTS identification in combination with a stable team identification across time. Additionally, our research showed that MTS identification is hindered when negative relations are present in the MTS. Finally, we show that identification with the team fosters innovative team performance and the identification with MTS moderates this positive association in a compensatory manner. The findings show important implications for the management of MTSs in modern organizations.","PeriodicalId":47538,"journal":{"name":"SYSTEMS RESEARCH AND BEHAVIORAL SCIENCE","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135696247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Although the problem of category has traditionally been addressed by various scholars since Aristotle, Luhmann's epistemology has kept this matter in a suspended state, occasionally prioritizing some concepts (presumably categories) over others. However, for the sake of a consistent analysis of the semantics and societal self‐descriptions, it is better to have categorical constructs as focal points of systemic analysis manifested. Drawing upon resources of Luhmann's systems theory and Durkheim's sociology, this paper aims at elaborating the concept of category as an essential element of autopoietic analytical optics. It is shown that categories possess the following attributes: the highest degree of generalization and condensation, necessity, universality despite semantic variability, historicity and evolutionary characteristics. Amid a range of distinctions, system/environment, dis‐/similar, un‐/equal and distinction itself are considered to be categorical. These serve to carry out a primordial marking of ‘unmarked space’ and prepare the essential foundation for connectivity and other distinction generation.
{"title":"The question of category: A reconceptualization through Luhmann's systems theory","authors":"Konstantin Skoblik","doi":"10.1002/sres.2979","DOIUrl":"https://doi.org/10.1002/sres.2979","url":null,"abstract":"Abstract Although the problem of category has traditionally been addressed by various scholars since Aristotle, Luhmann's epistemology has kept this matter in a suspended state, occasionally prioritizing some concepts (presumably categories) over others. However, for the sake of a consistent analysis of the semantics and societal self‐descriptions, it is better to have categorical constructs as focal points of systemic analysis manifested. Drawing upon resources of Luhmann's systems theory and Durkheim's sociology, this paper aims at elaborating the concept of category as an essential element of autopoietic analytical optics. It is shown that categories possess the following attributes: the highest degree of generalization and condensation, necessity, universality despite semantic variability, historicity and evolutionary characteristics. Amid a range of distinctions, system/environment, dis‐/similar, un‐/equal and distinction itself are considered to be categorical. These serve to carry out a primordial marking of ‘unmarked space’ and prepare the essential foundation for connectivity and other distinction generation.","PeriodicalId":47538,"journal":{"name":"SYSTEMS RESEARCH AND BEHAVIORAL SCIENCE","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135744330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The Gaia hypothesis is often used as the basis for demonstrating environmental integrity in current arguments within the field of ecological philosophy. However, when citing the Gaia hypothesis, people are often vague when defining its connotations and extensions. By analysing the controversies surrounding the Gaia hypothesis, we can achieve an appropriate conception of its ontology, including the blindness of the strong theoretical approach and the rationality of the weak one. Gaia's naturalistic epistemology, holistic methodology and systematic values can thus be discriminated. Gaia has strong significance for allowing human beings to understand the Earth's ecological environment and is an effective ecological holistic theory.
{"title":"Analysing the rationality of the Gaia hypothesis","authors":"Jianhua Xie","doi":"10.1002/sres.2980","DOIUrl":"https://doi.org/10.1002/sres.2980","url":null,"abstract":"Abstract The Gaia hypothesis is often used as the basis for demonstrating environmental integrity in current arguments within the field of ecological philosophy. However, when citing the Gaia hypothesis, people are often vague when defining its connotations and extensions. By analysing the controversies surrounding the Gaia hypothesis, we can achieve an appropriate conception of its ontology, including the blindness of the strong theoretical approach and the rationality of the weak one. Gaia's naturalistic epistemology, holistic methodology and systematic values can thus be discriminated. Gaia has strong significance for allowing human beings to understand the Earth's ecological environment and is an effective ecological holistic theory.","PeriodicalId":47538,"journal":{"name":"SYSTEMS RESEARCH AND BEHAVIORAL SCIENCE","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135458359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This conceptual paper explores the surprising impact exerted by third elements on the escalation and de‐escalation of conflicts in business families. To this end, we draw on core concepts of Batesonian cybernetic theory to perform a reconceptualisation of pertinent literature on changing conflict dynamics gathered in family business research and consultancy. Based on this reconceptualisation, we identify explanations and key mechanisms for the impact of third elements on conflict dynamics. Our study thus contributes to research at the interface of family business research, conflict research and cybernetic theory development.
{"title":"Theory of the third: A cybernetic approach to escalative conflict dynamics in business families","authors":"Lina Nagel, Steffen Roth, Heiko Kleve","doi":"10.1002/sres.2977","DOIUrl":"https://doi.org/10.1002/sres.2977","url":null,"abstract":"Abstract This conceptual paper explores the surprising impact exerted by third elements on the escalation and de‐escalation of conflicts in business families. To this end, we draw on core concepts of Batesonian cybernetic theory to perform a reconceptualisation of pertinent literature on changing conflict dynamics gathered in family business research and consultancy. Based on this reconceptualisation, we identify explanations and key mechanisms for the impact of third elements on conflict dynamics. Our study thus contributes to research at the interface of family business research, conflict research and cybernetic theory development.","PeriodicalId":47538,"journal":{"name":"SYSTEMS RESEARCH AND BEHAVIORAL SCIENCE","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135243174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In which ways is the subject of systems change ( s ), as a first‐class concept, distinct from a reduction into (i) systems and (ii) changes? For practice, theory and methods to be authentically rigourous, the philosophy underlying an approach to systems changes can be explicated. Through an appreciative systems framework, presumptions are surfaced as to (i) what are and are not systems changes; (ii) when, where and for whom, systems changes are prioritized for attention; and (iii) how systems changes should be addressed. Philosophies of (i) architectural design, (ii) ecological anthropology, (iii) Classical Chinese Medicine and (iv) rhythms are explored through multiparadigm inquiry and open theorizing. The resulting influence of these four philosophies is considered, leading to a philosophy of systems rhythms more explicitly proposed as a foundation on which to approach systems changes.
{"title":"Appreciating systems changes via multiparadigm inquiry: Architectural design, ecological anthropology, Classical Chinese Medicine and systems rhythms","authors":"David Ing","doi":"10.1002/sres.2973","DOIUrl":"https://doi.org/10.1002/sres.2973","url":null,"abstract":"Abstract In which ways is the subject of systems change ( s ), as a first‐class concept, distinct from a reduction into (i) systems and (ii) changes? For practice, theory and methods to be authentically rigourous, the philosophy underlying an approach to systems changes can be explicated. Through an appreciative systems framework, presumptions are surfaced as to (i) what are and are not systems changes; (ii) when, where and for whom, systems changes are prioritized for attention; and (iii) how systems changes should be addressed. Philosophies of (i) architectural design, (ii) ecological anthropology, (iii) Classical Chinese Medicine and (iv) rhythms are explored through multiparadigm inquiry and open theorizing. The resulting influence of these four philosophies is considered, leading to a philosophy of systems rhythms more explicitly proposed as a foundation on which to approach systems changes.","PeriodicalId":47538,"journal":{"name":"SYSTEMS RESEARCH AND BEHAVIORAL SCIENCE","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135244585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The paper reviews the evolution of Interactive Management, later referred to as Structured Democratic Dialogue, starting from the early 1970s up to this date. The authors propose a generational classification scheme consisting of five periods based primarily on whether some or all stages of the process were implemented synchronously or asynchronously and whether the participants' presence was physical, virtual or hybrid. Other aspects such as modifications in the steps of the process; the evolution of the software; domains of applications; file management; methods of collecting or recording contributions, votes, clarifications and preparation of reports; and key players are also considered and reported within the context of the primary scheme. The paper considers key advances achieved at each generational stage in terms of process or software, discusses associated challenges and concludes with a view towards the future of the emerging fifth generation.
{"title":"Multi‐stakeholder structured dialogues: Five generations of evolution of dialogic design","authors":"Yiannis Laouris, Kevin Dye","doi":"10.1002/sres.2971","DOIUrl":"https://doi.org/10.1002/sres.2971","url":null,"abstract":"Abstract The paper reviews the evolution of Interactive Management, later referred to as Structured Democratic Dialogue, starting from the early 1970s up to this date. The authors propose a generational classification scheme consisting of five periods based primarily on whether some or all stages of the process were implemented synchronously or asynchronously and whether the participants' presence was physical, virtual or hybrid. Other aspects such as modifications in the steps of the process; the evolution of the software; domains of applications; file management; methods of collecting or recording contributions, votes, clarifications and preparation of reports; and key players are also considered and reported within the context of the primary scheme. The paper considers key advances achieved at each generational stage in terms of process or software, discusses associated challenges and concludes with a view towards the future of the emerging fifth generation.","PeriodicalId":47538,"journal":{"name":"SYSTEMS RESEARCH AND BEHAVIORAL SCIENCE","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135016098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract How to understand the relation between design and research is a longstanding question in design theory and practice. It is also a question in design pedagogy, especially in taught postgraduate programmes where students are expected to engage with and conduct research in formal ways, often for the first time. In this article, we discuss a curriculum that we have developed for introducing research literacy to taught postgraduate students in architecture and design disciplines. The curriculum draws both explicitly and implicitly on an analogy between designing and researching developed through the lens of cybernetics, a transdisciplinary field that relates to both design and science. When cybernetics has been invoked in the context of design, it has usually been as a form of explanatory theory, contributing to the theoretical foundations of design research and its relations with other disciplines. Our approach instead positions cybernetics as a mode of transdisciplinary engagement within students' own learning where an unfamiliar topic (research) is approached through analogy to a familiar one (design). We begin by contextualizing the curriculum and introducing the rationale for this approach in the context of design research. We then summarize key moments in the curriculum and our observations of its impact in students' work. We conclude by speculating on the extent to which enacted analogies such as the example presented here may be taken up in other practical situations, and the potential value of doing so in reformulating cybernetics in ways that are practiced (rather than abstract) and methodological (not just explanatory).
{"title":"Design's secret partner in research: Cybernetic practices for design research pedagogy","authors":"Ben Sweeting, Sally Sutherland","doi":"10.1002/sres.2974","DOIUrl":"https://doi.org/10.1002/sres.2974","url":null,"abstract":"Abstract How to understand the relation between design and research is a longstanding question in design theory and practice. It is also a question in design pedagogy, especially in taught postgraduate programmes where students are expected to engage with and conduct research in formal ways, often for the first time. In this article, we discuss a curriculum that we have developed for introducing research literacy to taught postgraduate students in architecture and design disciplines. The curriculum draws both explicitly and implicitly on an analogy between designing and researching developed through the lens of cybernetics, a transdisciplinary field that relates to both design and science. When cybernetics has been invoked in the context of design, it has usually been as a form of explanatory theory, contributing to the theoretical foundations of design research and its relations with other disciplines. Our approach instead positions cybernetics as a mode of transdisciplinary engagement within students' own learning where an unfamiliar topic (research) is approached through analogy to a familiar one (design). We begin by contextualizing the curriculum and introducing the rationale for this approach in the context of design research. We then summarize key moments in the curriculum and our observations of its impact in students' work. We conclude by speculating on the extent to which enacted analogies such as the example presented here may be taken up in other practical situations, and the potential value of doing so in reformulating cybernetics in ways that are practiced (rather than abstract) and methodological (not just explanatory).","PeriodicalId":47538,"journal":{"name":"SYSTEMS RESEARCH AND BEHAVIORAL SCIENCE","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This work describes a novel and transformational educational curriculum and strategy, designed to calibrate human consciousness and cognition to the generativity of living complex phenomena. It is an approach that seeks to displace the outdated mechanistic paradigm within education in favour of the deep complexity paradigm. Towards this aim, a patterns‐based curriculum and educational strategy called Complexity Patterning was implemented in a research project with four cohorts of university students. The approach proved to be a sound basis for developing conscious metacognition of self and world as relational co‐generative complex phenomena. This understanding forms the foundation for the teaching and learning of complexity‐focused knowledge and skills, which are of vital importance to all young people as they engage with the increasingly complex challenges of the 21st century.
{"title":"<scp>Complexity Patterning</scp>: A patterns‐based design and strategy for transformational education","authors":"Shae L. Brown","doi":"10.1002/sres.2975","DOIUrl":"https://doi.org/10.1002/sres.2975","url":null,"abstract":"Abstract This work describes a novel and transformational educational curriculum and strategy, designed to calibrate human consciousness and cognition to the generativity of living complex phenomena. It is an approach that seeks to displace the outdated mechanistic paradigm within education in favour of the deep complexity paradigm. Towards this aim, a patterns‐based curriculum and educational strategy called Complexity Patterning was implemented in a research project with four cohorts of university students. The approach proved to be a sound basis for developing conscious metacognition of self and world as relational co‐generative complex phenomena. This understanding forms the foundation for the teaching and learning of complexity‐focused knowledge and skills, which are of vital importance to all young people as they engage with the increasingly complex challenges of the 21st century.","PeriodicalId":47538,"journal":{"name":"SYSTEMS RESEARCH AND BEHAVIORAL SCIENCE","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Researchers have acknowledged the usefulness of metaphors to understand organizational phenomena. More than fancy linguistic ornaments, metaphors can provide a rich understanding of the situation under investigation; demonstrate how individuals think, feel and behave; and be used as a diagnostic tool to help analyse organizational problems. Notwithstanding the importance of metaphor analysis, how system thinking principles can be applied to understand the elicited nature of metaphor in the context of information technology (IT) project management practices remains to be explored in greater detail. Drawing on the field of applied linguistics, coupled with complexity theory, a complex systems metaphor perspective is put forward as a fresh lens to understand IT project management practices. This perspective is illustrated through a discourse analysis of a large IT project in the National Health Service (NHS) in England.
{"title":"When huskies bite back: A complex systems metaphor perspective on information technology project management","authors":"Stephen Jackson","doi":"10.1002/sres.2972","DOIUrl":"https://doi.org/10.1002/sres.2972","url":null,"abstract":"Researchers have acknowledged the usefulness of metaphors to understand organizational phenomena. More than fancy linguistic ornaments, metaphors can provide a rich understanding of the situation under investigation; demonstrate how individuals think, feel and behave; and be used as a diagnostic tool to help analyse organizational problems. Notwithstanding the importance of metaphor analysis, how system thinking principles can be applied to understand the elicited nature of metaphor in the context of information technology (IT) project management practices remains to be explored in greater detail. Drawing on the field of applied linguistics, coupled with complexity theory, a complex systems metaphor perspective is put forward as a fresh lens to understand IT project management practices. This perspective is illustrated through a discourse analysis of a large IT project in the National Health Service (NHS) in England.","PeriodicalId":47538,"journal":{"name":"SYSTEMS RESEARCH AND BEHAVIORAL SCIENCE","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43595852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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