Systemic Practice and Action Research最新文献

Action research provides fertile grounds for co-generation of knowledge in complex contexts and to be present in the becoming of the process. Time and temporality warrant explanation and distinction, and in retrospective a process can be described with temporal phases, such as planning, observation, action, reflection, evaluation, and modification. Such a description may appear rational, sequential, and linear. However, an action research process is not that! This paper explores the various positionalities of the action researcher, as an insider in a process of becoming, showing how time and temporality can be made explicit in the evolution of an action research process. Our contributions to the action research literature concerning co-generation of knowledge when addressing territorial complexity are: (1) an explicit awareness of temporality provides the opportunity for research on evolvement of processes from the inside, (2) presence in the becoming of a process means there is a unique possibility for reflection and iteration, (3) research in the present tense allows for insight into unexpected developments that create the foundation for future action, as an alternative to retrospective process evaluation, and (4) modelling the process creates a narrative which tells the story of evolution of the process over time.

Learning the art of any professional practice like engineering design or computer programming is a challenge for students and adds to the complexity of teaching such a technical discipline. Institutional regulations, along with industry expectations, increase the burden on the educator to develop a successful instructional environment. Critical systems thinking provides practitioners, in general, with a framework for understanding interrelation and complexities in a variety of problem situations. The art of systems thinking requires discourse on both the interdependencies, and multiple perspectives present in a problem situation. However, little guidance exists for educators in applying the concepts of critical systems thinking in their everyday practice of teaching a professional practice module at university level. This paper suggests a methodology based on action research and critical systems thinking concepts, to incorporate the art of systems thinking in the teaching of a professional practice module. The phases of action research are described from the critical systems perspective of Ulrich, in order to provide guidelines for an educator to embrace the complexity of professional practice education. Programming is used as a demonstration of the proposed methodology. The methodology incorporates systems thinking aspects such as the totality of conditioned realities, boundary critique, and acting as a witness sensitive to polemical argumentation on behalf of the affected. It demonstrates how Ulrich's approach involves - and respects - all stakeholders in a system and guides the individual educator to excel in teaching a professional practice module. By making a conscious effort to listen to the affected and to incorporate as many conditioned realities as possible, the educator should be able to improve student engagement, resulting in better skills. We provide a demonstration of the art of teaching a professional practice module methodology which enables the educator to develop the programming skills of students in a complex environment.

This article aimed to observe the efforts of Indonesia and the problems faced in fighting the COVID-19 pandemic regarding the indecisive public policy and the reluctance of people from all walks of life to comply with the Health Protocols (HP) from the perspective of sociological institutionalism (Nee 2003; Nee and Opper 2015). A two-step variant of SSM-based multi method by Muhammaditya et al. (2021) was applied by inserting (1) Textual Network Analysis by Segev (2020) at stage 1 of SSM to obtain an insightful understanding of the problem situation and to enrich the rich picture, and (2) Social Network Analysis at stage 5 of SSM to expand a skillful discussion on the reality. The research novelty was elaborated in four main empirical facts: First, government policies had initially faltered in dealing with the pandemic, reflected by the dissonance in the statements made by high-ranking state officials. Second, there was a great number of people disregarding HP and pandemic mitigation policies, particularly during annual rites, the end of year celebration, and Eid Al-Fitr. Third, the government encountered a dilemma in issuing policies, whether to remain encouraging economic growth, guarantee the continuity of economic activities, or end the spread of COVID-19. Fourth, the direct involvement of the president in handling COVID-19 had a significant impact in reducing active cases that no province was declared as alert areas in October 2021. Meanwhile, the methodological novelty reflected in broader data and analysis through SNA and TNA methods had enriched the practice of SSM in finding sharper conclusions.