Systemic Practice and Action Research最新文献

In this article, we present what we believe to be the fundamental problem of production systems in Colombia: the domination relationships inherited from colonial structures. We introduce the theoretical foundations of the Community of Learning approach, which we have been developing over the past decades as an option to overcome this issue. We argue that, in the contemporary Latin American context, these relationships are intertwined with the training of individuals for integration into the productive system and its close association with technological tools. This results in the establishment of a domineering sociotechnical system linked to coloniality which some authors associate with modernity. The theoretical foundation of the learning communities approach stems from a philosophical tradition that seeks to examine from a systemic point of view the relationships of domination that produce the alienation of the subject. Our proposal is to establish a pedagogical space for transcending relations of domination, where individuals can explore their identities through interactions with others. In this approach, we aim to foster spaces for collective world-building by affirming one’s own subjectivity within interactions with the environment. We view the technical dimension as inherently linked to these interactions. We term this approach the Community of Learning model, wherein we collectively shape the world through practices that are seen as meaningful actions transforming relationships into learning processes. This approach can be regarded as a means to transcend the domineering aspects of technological practices while concurrently engaging in learning and world-building endeavors. We present, as an example, the results obtained in several cases applying this approach and some proposals that can contribute to effective practices when implementing the Community of Learning approach.

Implementing Industry 4.0 is hindered by the absence of a strategic focus on integrating digital technologies with traditional manufacturing. An inadequate Industry 4.0 implementation framework prevents practitioners from successfully transitioning to an Industry 4.0-enabled industrial environment. Thus, to achieve long-term Triple bottom line (TBL) benefits, the Industry 4.0 implementation framework should be carefully planned, designed, and aligned to effectively manage and optimize company resources (digital and physical infrastructure, human resources, technical processes, and technology systems). This paper proposes an Industry 4.0 framework to manage the key implementation issues using soft system methodology (SSM). A symptom map, rich picture, CATWOE for root definition, initial conceptual model, final implementable model, and Industry 4.0 implementation framework were developed from expert perspectives from multiple functional domains. The proposed framework consists of three main components: the implementation management system, which encompasses the technological framework system, recruitment and retention system, and governing system; the Industry 4.0 enabled manufacturing system; and the digital preparedness evaluation system. This paper offers a comprehensive understanding of the implementation issues linked with Industry 4.0 both at the organizational level and functional domain level.

This article reflects on the complexity of co-generative learning processes between a university and regional actors, drawing on the author’s experience facilitating an action research course. The course engages students in collaborating with regional practitioners on real-life territorial development challenges. Through glimpses into the co-generation process from student exam papers, the article highlights the challenges students face in navigating ambiguity and complexity when exposed to real-life territorial issues. Concepts such as regional complexity, Bildung, interiority, and democratic dialogue are used to analyze how structured reflection and facilitation through participation with regional actors can enhance students’ critical capacities for reflection and action. The main theoretical contribution is extending the concept of co-generative learning of Morten Levin and action research for territorial development by integrating students as reflective, facilitative actors in educational and regional development processes. Action research for territorial development provides a framework for accompanying the social transformations needed to address complex challenges. The article shows that by engaging in real-life issues through participatory, reflective processes, students develop crucial skills for facilitating collective territorial development efforts. Despite limitations related to geographic context and the course structure, the insights gained offer valuable implications for applying Levin’s legacy in other contexts.

This perspective article highlights the significance of systems-theoretical approaches within family business research. Extant systems-theoretical literature in the field of family business research is reviewed to outline potential research gaps and avenues. The article highlights the fundamental differences between organisational decision communication and intimate family communication. At the same time, it shows that both organisations and families as addressable social systems that may be characterised by the specific ways in which these systems refer to and manage expectations represented by the function systems of society. The article demonstrates how the key family business research areas of boundary management, succession planning, and family-business paradoxes could benefit from leveraging systems theory.

This study presents a Viable System Model diagnosis of the academic structure in the form of Knowledge Environment focusing on digital transformation. Data has been collected through interviews complemented with document analysis. This research has identified several challenges mainly in terms of structural alignment between two recursive levels. In addition, we discuss how the viability of the Knowledge Environment can be strengthened by redefining roles and responsibilities of different systems. This research contributes to the scholarly work on the Viable System Model application to academic institutions. The case in focus cuts across several faculties and departments raising known challenges as identified in related research and new challenges found through the diagnosis. In this research we apply a soft systems lens combining two systems approaches, Rich Picture from Soft Systems Methodology and Viable System Model to diagnose and discuss the complexity of the dynamic knowledge environment, as well as to explore initial ideas for further enhancing its viability.

In pursuit of global sustainable value creation, the conceptual ambiguity inherent in sustainability poses a challenge for goal-seeking problem-solvers. This paper addresses this challenge by introducing a typology for distinguishing among nine types of sustainability challenges that could be faced in systemic intervention. To navigate the complexity and vagueness inherent in sustainability, the Space of Challenges (SOC) is utilized as a tool for second-order systems thinking, grounded in the fundamentals of critical systems thinking. The paper aims to support system thinkers seeking to organise a systemic intervention for improved sustainability performance of systems. The support is developed to contribute to the alignment of sustainability challenges with suitable systems methodologies in multimethodological systemic interventions. A typology is proposed to differentiate sustainability challenges, and then integrated with the Cynefin sense-making framework to categorise challenges as simple, complicated or complex. The Space of Challenges framework is then applied to a case of sustainable housing in East Africa exploring alternative binders in block-based building, to highlight the differences among the nine types of proposed sustainability challenges.

In phenomenographic studies, the use of reflection is not commonly reported. Drawing on the different schools of thought and reported frameworks, this paper introduces the Reflective Practice Framework for phenomenographic data analysis. The article describes theoretical stances and constituent elements of the framework, which consist of the two levels and five steps of reflection. The application of the framework allows for a systemic account of situational factors and personal influences during the process of phenomenographic data analysis. The framework provides a clear-cut guideline for novice phenomenographers on how to maintain reflection when working on the analysis of unstructured phenomenographic data and considering assumptions, biases, and alternative perspectives.