Unit Outline

This unit takes an interdisciplinary approach to understanding complex adaptive systems and developing skills in systems thinking. This unit helps students to develop a systems thinking mindset and the skills and tools to apply that mindset to complex socioecological problems and coupled human and natural systems. Students will learn to critically evaluate the complexity of the ‘wicked’ sustainability problems of today and the humility with which we must approach those challenges. The systems thinking skills and techniques students develop in this unit will strengthen student’s ability to understand and manage complexity – a skill immediately applicable to and attractive for a range of disciplines or vocations. This unit will be delivered online through an interactive series of presentations, activities and live collaborative workshops.

KGA207 Systems Thinking is structured into five inter-related modules:

Module 1: Thinking about thinking

Module 2: The systems zoo

Module 3: Complex systems

Module 4: Intervening in systems

Module 5: Re-thinking about thinking

The unit is bookended by philosophical reflection. Modules 1 and 5 examine (some of) the larger philosophical questions relating to the human capacity for thinking. Module 1 introduces some of these questions.

In Module 2, we visit the ‘systems zoo’ where we learn about the history of systems thinking, key concepts and language used in systems thinking, and some daily habits and tools to practice systems thinking.

In Module 3, we then begin to explore complex systems. We use three case studies – natural systems, human health, and the economic system – to map and understand these systems, how they work, why they work the way they work, their outputs and consequences.

In Module 4, with the foundation laid in Modules 1-3, we now seek to intervene in systems. As all interventions are not created equally, we learn diverse ways to change systems, their usefulness, applicability, and effectiveness.

In Module 5, we conclude by returning to our philosophical reflection on the human capacity to think about systems.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1.	Describe the characteristics of systems across scales using appropriate tools and skills for a given system challenge
2.	Apply systems thinking to societal problems to identify leverage points for transformative change
3.	Critically reflect upon the strengths and limitations of systems thinking to solve complex problems in society

Alterations as a result of student feedback

As a relatively new unit, in its third year of delivery, KGA207 has benefitted from both formal and informal student feedback. Alterations made for the current delivery as a result of student feedback include: 1) changes to assessment tasks in terms of due dates; 2) increased weighting and word length for an assessment task; 3) reshaping the delivery of the philosophy modules.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Journal	Refer to Assessment Description	20 %	LO1, LO3
Assessment Task 2:	System description report	Refer to Assessment Description	20 %	LO1, LO2, LO3
Assessment Task 3:	System model and intervention report	Refer to Assessment Description	25 %	LO1, LO2
Assessment Task 4:	Presentation	Refer to Assessment Description	35 %	LO1, LO2

Assessment details

Assessment Task 1: Journal

Task Description:

Description: In this AT students will undertake a series of learning activities and record their reflections upon these learning activities throughout semester. At the end of semester students will compile their reflections in one document, edit that document such that it is suitable for submission as a piece of academic work and then submit that document. The exact details of the activities will be provided throughout semester with questions that address topics related to:
- One: Describing a systems thinking mindset
- Two: Synthesizing the strengths of systems thinking to support problem solving in complex systems
- Three: Evaluating the limitations of a single perspective to provide solutions for complex societal problems
- Four: A critical analysis of using systems thinking to address ‘wicked’ problems

Due: after Module 4 (but to be undertaken throughout semester)

Task Length:

1500 words (plus or minus 10%)

Due Date:

Refer to Assessment Description

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Explain the systems thinking perspective, its history and evolution	LO1
2	Synthesize the strengths of systems thinking to support an individual’s ability to engage with problem solving in complex systems	LO3
3	Evaluate the limitations of a single perspective to provide solutions for complex societal problems	LO3
4	Critically reflect on the limitations of systems thinking and the human impact of prescribing the boundaries of a system	LO3
5	Critically reflect on the ability of an individual to fully understand spatially, temporally and socially dynamic systems	LO3

Assessment Task 2: System description report

Task Description:

Description: Students will be able to select a system as a case study for this AT (e.g. local food system, healthcare system, conservation system). In a 1200-word written assignment, students will use Systems Thinking tools and skills to: define system boundaries (spatial and temporal), identify the components, processes, services and relevant hierarchies of the system, map the human stakeholders, and describe why a systems thinking approach might be useful in both understanding and addressing systemic problems.
Through this task, Systems Thinking is employed as a different approach to understand, map/visualise, and address societal problems.

Due: after Module 2

Task Length:

1200-word written assignment

Due Date:

Refer to Assessment Description

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Apply systems thinking tools and skills to describe complex systems (e.g. components, boundaries, stakeholders) across scales	LO1
2	Use systems thinking to explain why simple solutions are often insufficient for complex problems (in other words, describe why a systems thinking approach might be useful in both understanding and addressing systemic problems)	LO3
3	Demonstrate written communication skills in academic writing and referencing	LO2

Assessment Task 3: System model and intervention report

Task Description:

Description: Using the same case study and drawing from their system description (AT3), students will create an intervention report which includes visual representations of the system (e.g. an infographic or diagram) and to identify at least three leverage points across scales and domains. The report will includes a 800-word explanation of how the identified intervention points could be leveraged to lead to transformative change.

Due: after Module 3

Task Length:

Infographic(s) + 800 words

Due Date:

Refer to Assessment Description

Weight:

25 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Apply systems thinking concepts and language to visualise and model complex systems	LO1
2	Identify potential intervention points across scales and domains of a complex system	LO2
3	Demonstrate skills in written and graphical/visual communication, and referencing	LO2

Assessment Task 4: Presentation

Task Description:

Description: This is a collaborative group project with a capstone (oral) presentation. In this AT, students will identify a sustainability problem in society and select an appropriate tool, such as visual mapping, to define the nature/scale of the problem. By engaging with existing government and NGO documents, policies and media statements, students will describe the system and identify the diversity of interventions proposed by multiple stakeholders. Drawing on a systems-thinking perspective, students will then critically analyse these proposed interventions and present an argument for those deemed to be more effective. Student may draw on historical precedent, practical or scientific frameworks to support their argument. Students can also reflect on how the proposed interventions/solutions may advance or detract from the Sustainable Development Goals. It is expected that all team members will contribute to and participate in the presentation. Peer assessment will be used to evaluate individual contribution and applied as a multiplier on all assessment criteria in the task.

As part of this AT, there will be four on-line quizzes that provide students an opportunity to check your understanding and learning along the way. Quizzes 1, 2 and 3 relate to the content of Modules 2, 3 and 4 respectively. Quiz 4 relates to group presentations. Correct answers will be released once the quiz is closed.

Due: Group presentation after Module 4.

Task Length:

10-20 minute group (oral) presentation

Due Date:

Refer to Assessment Description

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Apply systems thinking tools and skills to describe complex systems (e.g. components, boundaries, stakeholders) across scales	LO1
2	Use systems thinking to explain why simple solutions are often insufficient for complex problems	LO1
3	Apply systems thinking tools and skills to identify and critique intervention points that can be used to change complex systems	LO2
4	Identify potential intervention points across scales and domains of a complex system	LO2

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.