scholarly journals A Systems Thinking Approach to Address the Complexity of Agribusiness for Sustainable Development in Africa: A Case Study in Ghana

2014 ◽  
Vol 32 (6) ◽  
pp. 672-688 ◽  
Author(s):  
Kwamina E. Banson ◽  
Nam C. Nguyen ◽  
Ockie J. H. Bosch ◽  
Thich V. Nguyen
Keyword(s):  
Sustainable Development ◽  
Systems Thinking ◽  
Systems Thinking Approach

scholarly journals Silanes for Building Protection: A Case Study in Systems Thinking Approach to Materials Science Education

2020 ◽  
Vol 10 (7) ◽  
pp. 171
Author(s):  
Rosaria Ciriminna ◽  
Yael Albo ◽  
Alexandra Fidalgo ◽  
Laura Ilharco ◽  
Mario Pagliaro
Keyword(s):  
Systems Thinking ◽  
Doctoral Programs ◽  
Materials Science ◽  
Vapor Condensation ◽  
Microbiological Contamination ◽  
Research Topics ◽  
Water Vapor Condensation ◽  
Organically Modified ◽  
Systems Thinking Approach

Silanes, and organically modified silanes in particular, are commercially used to protect the built environment from deterioration and, in indoor applications, to minimize water vapor condensation and microbiological contamination. Increasing their uptake, we argue in this study, includes the need to adopt a systems-thinking view of this green chemistry technology. After identifying the key advantages of these coatings, we highlight important educational consequences to undergraduate courses and doctoral programs in chemistry and materials science which are common in many research topics, well beyond nanocoating science and technology.

A systems thinking approach to water trade: Finding leverage for sustainable development

2019 ◽  
Vol 82 ◽  
pp. 595-608 ◽  
Author(s):  
Thanh Mai ◽  
Shahbaz Mushtaq ◽  
Adam Loch ◽  
K. Reardon-Smith ◽  
Duc-Anh An-Vo
Keyword(s):  
Sustainable Development ◽  
Systems Thinking ◽  
Systems Thinking Approach

scholarly journals A systems thinking approach for eliciting mental models from visual boundary objects in hydropolitical contexts: a case study from the Pilcomayo River Basin

2019 ◽  
Vol 24 (2) ◽  
Author(s):  
Riveraine S. Walters ◽  
Erin S. Kenzie ◽  
Alexander E. Metzger ◽  
William Jesse Baltutis ◽  
Kakali B. Chakrabarti ◽  
...  
Keyword(s):  
Mental Models ◽  
River Basin ◽  
Systems Thinking ◽  
Boundary Objects ◽  
Visual Boundary ◽  
Systems Thinking Approach

scholarly journals Education for Sustainability at a Montessori Primary School: From Silos to Systems Thinking

2012 ◽  
Vol 28 (2) ◽  
pp. 162-164 ◽  
Author(s):  
Elaine Lewis ◽  
Simone Volet ◽  
Catherine Baudains ◽  
Caroline Mansfield
Keyword(s):  
Teacher Perceptions ◽  
Systems Thinking ◽  
Professional Learning ◽  
Community Involvement ◽  
Education For Sustainability ◽  
Longitudinal Case Study ◽  
Whole School ◽  
Systems Thinking Approach ◽  
Whole Systems

AbstractThis research investigated Education for Sustainability (EfS) at an independent Montessori primary school, located in the Perth metropolitan area of Western Australia. A longitudinal case study involving analysis of data from a 20-year period was conducted to determine the effectiveness of EfS. Historical information about EfS at the school from 1990 to 2005 was examined, with the main focus of the study being on the impact of the Australian Sustainable Schools Initiative (AuSSI) between 2005 and 2009. AuSSI promotes a whole school, whole systems thinking approach to EfS.Three school-based issues in EfS were studied. First, the research aimed to determine what elements of EfS were in operation in the school prior to involvement in AuSSI. Second, student outcomes including engagement with whole systems thinking, attitudes and values, knowledge and understandings, and skills and behaviours related to EfS, were investigated during the first 5 years of participation in AuSSI. Third, teacher perceptions of the EfS program, including engagement with whole systems thinking, were examined during this same time period.A case study approach was employed to enable in-depth investigation of EfS in the life of the school prior to, during and post implementation of AuSSI. This approach facilitated revelation of participants’ lived experiences, their perceptions and understandings of EfS, as well as detailed information about student outcomes in EfS. Case study methodology was also compatible with the culture and processes of the participating school and provided an opportunity for utilising a whole systems thinking approach. Data was gathered from a range of sources, through surveys, interviews, observation and document analysis over a 5-year period. The total participants included 11 teachers and 75 students.The research identified particular antecedents of EfS in the Montessori method of education that existed in the school prior to AuSSI, including the whole child approach, together with the Montessori learning environment, curriculum and values. Following participation in AuSSI, student attitudes and values, knowledge and understandings, and skills and behaviours related to EfS were enhanced for all year levels. However, after 3 years, when specific EfS actions and projects ceased, student EfS outcomes were limited. Furthermore, students’ thinking and behaviour indicated a ‘silo’, rather than whole systems thinking approach to EfS. Teachers perceived the EfS program as highly effective in the initial 3 years after joining AuSSI. Key elements that enhanced EfS included EfS staff champions who had access to EfS networks, leadership support, and active school community involvement in all EfS processes. However, after 3 years of being an AuSSI school, the culmination of reduced leadership support for EfS, lack of staff training, vague designation of staff with EfS responsibilities and inadequate community involvement, resulted in cessation of the EfS program. Teacher perceptions on whole systems thinking revealed alignment between Montessori philosophy, EfS and whole system thinking was more in theory than in practice.Through an in-depth longitudinal case study of a school this research highlighted the importance of whole school EfS professional learning, embedding EfS and whole systems thinking across the curriculum at all year levels, whole school support, and the usefulness of a sustainability continuum that recognises the complex, dynamic interplay of issues involved in a school's EfS journey. It is strongly recommended that improvements to pre-service teacher education in EfS are implemented, and a review of the AuSSI toolkit is conducted to refine EfS evaluation processes and to target the specific EfS needs of teachers at different stages of schooling, as well as to enhance understanding and implementation of the whole systems thinking approach. Finally, EfS professional learning for all school staff in all schools is warranted to enhance depth of EfS engagement.

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