Systemic Methodologies
for Future Higher Education in the UK
A.O. Moscardini
University of Sunderland, UK
This paper begins by using the CATWOE mnemonic from the Soft Systems methodology of Peter
Checkland to identify the problem of Education in the UK today. This reveals an enlarged student base
with attendant problems in entry standards, paradigm shifts in many subjects (e.g., mathematics and
computing), different pedagogic methodologies, a rapidly changing employment environment and
governmental interference in the whole process. Two major manifestations of this are modularisation
which dictates a reductionist approach to knowledge acquisition and availability of more intelligent
educational software.
Three major branches of systemic thinking are addressed as responses to these challenges:
Systems Dynamics is an ideal vehicle for providing an holistic alternative. Using causal loop models
allows one to retain the complexity and mess that is inherent in modern problems whilst still identifying
the major feedback loops. Analyses of these loops reveal not only the short term but more importantly
long term behaviour. Using such methods allows the students to see the whole picture, the full power of
their subject and thus to make sense of different modules they will be asked to study. The concept of
archetypes is also a powerful tool which demonstrates fundamental patterns of behaviour and thus further
integrates different spheres of knowledge.
The Soft Systems Methodology can also be used to provide an integrating strand to the educational
process. In particular, the Rich Picture approach suggested by Checkland can be used as a first step
towards an influence diagram and hence a causal model. The diagrammatic portrayal of the methodology
is discussed and is found to be extremely useful as it unites many aspects including cultural and subjective
viewpoints. The CATWOE tool also is a useful way of portraying the subject.
The Viable Systems Method of Stafford Beer is an attempt to ensure that the variety of the environment is
matched by the system in question. By applying such methodology to the pedagogic system, the
instructors can ensure that the variety of the teaching and the variety in the modules will provide a rich
and useful educational experience.
The paper concludes with an appeal for these approaches to be considered by future educators. Too often,
in the UK, such approaches are dismissed as fringe subjects and not seriously considered. The tradition is
to cram students with hard facts and techniques. The products of such an approach make good workers
but lack the vision, creativity and imagination that is needed for the entrepreneurs and innovators of the
21st century.
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