Abstract
Implementing the sustainable development goals (SDGs) adopted at the UN Summit in September 2015 specifically invites the creation of “an integrated, holistic, multi-stakeholder approach”. This implies the need for systems thinking in practice, a tradition that draws on systems theories, tools and techniques able to facilitate better conversation and cooperation between agencies. As an approach it goes beyond development of competencies through formal education programmes. This paper focuses on SDG 17—the means of implementation—and the role of systems thinking in practice for supporting both competence and SDG implementation capability. Two inter-linked initiatives led by systems thinking practitioners in the field of sustainability science are reported; one is an action research inquiry exploring the praxis (theory-informed-action) challenges of applying systems thinking in practice in contemporary workplaces ranging from in-field development projects to government administrations and business ventures, and another which built on the findings from this inquiry—a proposal for developing an action-learning platform for SDG implementation. Experience suggests that implementing SDGs requires not only competence in systems thinking but a capability of putting systems thinking into practice in a dynamic way, as praxis. The proposed action-learning platform can also be regarded as a learning laboratory in the sense that it will offer learning support and a chance to collaborate and experiment. This platform aims to be co-designed with multi-agency practitioners from international development, government planning, business/social enterprise and NGOs. The proposed platform draws on open-source resources, and ideas of social learning, developmental evaluation and systems thinking in practice traditions.
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Notes
- 1.
For particular references see for example the following chapters: Chapter 2, Learning for Walking the Change: Eco-Social Innovation through Sustainability-oriented Higher Education Arjen E.J. Wals, Valentina C. Tassone, Gary P. Hampson and Jonathan Reams; Chapter 6. Understanding Approaches to ESD Research on Teaching and Learning in Higher Education Stephen Sterling, Paul Warwick and Lynne Wyness; Chapter 16, Operationalising Competencies in Higher Education for Sustainable Development Arnim Wiek, Michael J. Bernstein, Rider Foley, Matthew Cohen, Nigel Forrest, Christopher Kuzdas, Braden Kay and Lauren Withycombe Keeler; and Chapter 17, Individual Change: Researching Educational Outcomes Achieved by Higher Education for Sustainable Development Kerry Shephard.
- 2.
STiP is the namesake of a Postgraduate suite of qualifications (Certificate, Diploma, and Masters) offered to part-time students at the UK-based Open University. The acronym as used in this manuscript refers to both the postgraduate programme and the wider praxis notion of systems thinking.
- 3.
Content details of the two modules (OU codes TU811 and TU812, respectively) can be found on The Open University website http://www.open.ac.uk/choose/ou/systemsthinking.
- 4.
‘You Can’t Grow Roses in Concrete’ is the title of an action research report using systems thinking ideas on organisational reform to support high quality safe practice for child care services in UK (Munro et al. 2016). The title epitomises the need for focussing on developing appropriate institutional creative space. In my reading of the report, the ‘roses’ can refer immediately to the Children of child care services and to the multitude of professionals responsible in different ways to support the children. Nurturing a culture of care is as relevant for professionals as those for whom professionals may serve.
- 5.
An example of a design turn was evident at the eSTEeM workshop in London, 2015. At one stage the conversation was reframed by participants from one which focuses on how the OU could improve its offering for students to instead focus on the question of how the OU can support alumni and employers to develop systems practice in their own context, building self-sustaining communities of practice.
- 6.
Applied Systems Thinking in Practice Group.
- 7.
The proposal was to view the University as constituting three pillars of activity—(i) designing and implementing inter- and transdisciplinary research with academics, (ii) building capacity of Monash students in addressing sustainability challenges, and (iii) support for the public and private sectors in ‘silo busting’ for improved governance (Ison et al. 2016).
- 8.
Owned by The Open University and launched in December 2012, FutureLearn is an internationally recognised social learning platform, designed to deliver academic courses with conversation between learners core to the experience. It delivers courses with over 50 partner universities.
- 9.
Participants can join existing cohorts of OU students for assessed 30 credit modules, each lasting 6 months of part-time study (approx. 10 h/week). It may also be possible to make specified groupings of students in tutor groups so that they can share particular conversations around SDG implementation on a virtual basis during the module presentation. The 30 postgraduate credits of each module can count towards accredited UK postgraduate qualifications at Certificate (60 credit), Diploma (120 credit) or Masters (180 credit) levels.
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Acknowledgements
Appreciation is given to copyright owner The Open University (UK) for permission to reproduce Figs. 2, 3 and 6
The action research inquiry—Enhancing Systems Thinking in Practice at the Workplace—was funded by eSTEeM—The Open University Centre for promoting STEM (science, technology, engineering, and maths) Pedagogy. eSTEeM is continuing to fund the development of a competency framework arising from this inquiry.
Appreciation is extended to academic practitioners Seanna Davidson, Ray Ison, and Phil Wallis, on the Systemic Governance Research Program (SGRP) at the Monash Sustainability Institute (Monash University, Australia) for their permission to use material including Fig. 4 in this manuscript, from their original concept note Proposal to create a ‘Learning Laboratory’ (Ison et al. 2016).
The learning laboratory initiative—Facilitating effective implementation of Global Goals for Sustainable Development through Applied Systems Thinking—has involved active collaboration with the following colleagues to whom I’m indebted: Valérie Amato (Independent Consultant), Richard Pinder (OU Qualifications Director, Development Policy and Practice), and Ellen Scott (OU Senior Project Manager, International Development Office).
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Reynolds, M., Blackmore, C., Ison, R., Shah, R., Wedlock, E. (2018). The Role of Systems Thinking in the Practice of Implementing Sustainable Development Goals. In: Leal Filho, W. (eds) Handbook of Sustainability Science and Research. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-319-63007-6_42
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