Unit Outline

This unit takes an interdisciplinary approach to understanding complex adaptive systems and developing practical skills in systems thinking. It is structured into five inter-related modules, beginning and ending with philosophical reflection on the human capacity to think about systems. Students are introduced to the history, concepts and tools of systems thinking, including methods such as causal loop diagrams, and explore case studies in natural systems, human health and the economy before examining different leverage points for intervening in complex systems. By critically engaging with ‘wicked’ sustainability challenges, students develop the mindset, skills and humility required to manage complexity - abilities that are widely applicable and transformative, fostering new ways of thinking, decision-making and leadership across disciplines and professions. The unit will be delivered online, combining interactive presentations, guided activities, and live collaborative workshops to create an engaging and supportive learning environment.

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

This unit has been progressively modified in response to formal and informal student feedback. A key change from last year involved restructuring the philosophy content to better support student understanding by integrating philosophical concepts more explicitly with practical systems thinking concepts and applications.

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:	Presentation	See the MyLO site for the due date	30 %	LO1, LO2, LO3
Assessment Task 2:	Philosophical reflection journal	Refer to Assessment Description	20 %	LO1, LO2, LO3
Assessment Task 3:	System description report	Refer to Assessment Description	22.5 %	LO1, LO3
Assessment Task 4:	System model and intervention presentation	Refer to Assessment Description	27.5 %	LO1, LO2, LO3

Assessment details

Assessment Task 1: Presentation

Task Description:

This collaborative task introduces students to applying systems thinking in practice. Working in teams, students will select a sustainability problem (different from their individual case study topics) and explore it using systems thinking tools and approaches. Groups will: 1) describe the system by defining its boundaries (spatial, temporal, and thematic), and identifying key components, processes, services, and relevant hierarchies; 2) create a visual model of the system (e.g. causal loop diagram or similar) to recognise and organise complexity; 3) identify and justify at least three leverage points for intervention, showing how these could work together to enhance sustainability and resilience.

Each group will deliver a 15 minute oral presentation, supported by slides, diagrams, and references. Groups may also use supplementary slides with notes to further explain their system model and interventions. Working in teams allows students to see and represent aspects of the system not visible individually, while preparing them for their individual case study tasks.

All team members are expected to contribute to research, team work, consensus building, and compiling outputs for the final presentation. Peer assessment will be used to evaluate individual contributions and to moderate final marks.

Task Length:

The oral presentation will be 15 minutes in length, supported by up to 15 main slides (roughly one slide per minute). This excludes reference slides and any supplementary slides with notes, which may be used to further explain the system model and interventions. There is no limit on the number of infographics or diagrams, provided they are clear, purposeful, and created by the group. Presentations must include appropriate referencing and a reference slide(s).

Due Date:

See the MyLO site for the due date

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Define and analyse system boundaries, components, processes, services, and hierarchies	LO1
2	Create and explain a visual system model (e.g. CLD) that represents system complexity, flows, feedbacks, and delays	LO1
3	Identify and justify at least three diverse leverage points, showing how they enhance sustainability and resilience	LO2
4	Collaborate to prepare and deliver a clear, well-structured 15-minute group presentation with supporting visuals	LO1, LO2, LO3
5	Communicate ideas effectively and reference sources accurately using appropriate academic conventions	LO1, LO2, LO3

Assessment Task 2: Philosophical reflection journal

Task Description:

In this task, students will engage with the philosophical content of the unit by completing a series of guided learning activities and recording their reflections throughout the semester. At the end of semester, these reflections will be compiled into a single document, edited, and submitted as a piece of academic work.

The journal is designed to support ongoing engagement and personal reflection, encouraging students to critically examine key ideas from the unit and demonstrate philosophical understanding and independent thinking. Philosophy is central to systems thinking and to science more broadly, as it shapes how we question, interpret, and respond to complexity.

Task Length:

The journal will be 1500 words (±10%) compiled at the end of semester. Students are expected to make reflection entries periodically during workshops and online activities, which will form the basis of the final submission. The compiled document should show evidence of progressive engagement and editing into a coherent piece of academic work.

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	LO2, LO3
3	Evaluate the limitations of a single perspective to provide solutions for complex societal problems	LO2, LO3
4	Critically reflect on the limitations of systems thinking and the human impact of prescribing the boundaries of a system	LO1, LO3
5	Critically reflect on the ability of an individual to fully understand spatially, temporally and socially dynamic systems	LO1, LO3

Assessment Task 3: System description report

Task Description:

Students will individually select a system of their choice (e.g. a local food system, healthcare system, or conservation system) to use as a case study, and prepare a 1200-word written report. Using systems thinking tools and skills, students will: 1) define system boundaries - spatial (where the system operates), temporal (over what timeframe), and thematic (which aspects or domains are in focus); 2) identify components, processes, services and relevant hierarchies, and; 3) explain why a systems thinking approach is useful in both understanding and addressing systemic problems.

To support originality and application, students may include up to two figures and one table. These must be created by the student as a way of recognising and organising complexity, and for visually communicating their analysis.

In completing the report, students should clearly identify what sustainability means in the context of their chosen system, and critically evaluate the limitations of simple solutions when applied to complex or systemic problems. This task enables students to employ systems thinking as an alternative way to understand, map/visualise, and engage with complex societal challenges.

Task Length:

The written report can be upto 1200 words. Students may include up to two figures and one table. Figures and tables must be created by the student and are intended to help recognise and organise complexity. Figure and table contents are not included in the word count, but captions are.

Due Date:

Refer to Assessment Description

Weight:

22.5 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Define and justify spatial (where the system operates), temporal (over what timeframe), and thematic (which aspects or domains are in focus) boundaries.	LO1
2	Identify, describe and analyse components, processes, services, and relevant hierarchies, showing how they interconnect.	LO1
3	Explain and evaluate why a systems thinking approach is useful in both understanding and addressing systemic problems.	LO1, LO3
4	Write and present ideas with clarity, coherence, structure, appropriate academic style and referencing, and within the word limit.	LO1, LO3

Assessment Task 4: System model and intervention presentation

Task Description:

Using the system description developed in your individual report, you will create a visual model of your system. This may be a causal loop diagram (CLD) or another appropriate systems modelling approach, produced either by hand or using software. In your presentation, you will apply systems thinking concepts and language to clearly visualise your system, systematically identifying, organising and representing its components, flows, directionality, feedbacks, and delays where appropriate.

You will then identify at least three diverse intervention or leverage points within the system and make a clear case for their selection, demonstrating how these interventions work together to enhance sustainability and resilience in the context of your case study.

High-quality presentations will show excellent judgement in incorporating and organising detail while preserving clarity and readability.

Task Length:

The presentation will be 12 minutes, supported by approximately 8–10 main slides. Students may include additional supplementary slides with explanatory notes to help clarify their causal loop diagram (CLD) or other system model, as well as the proposed interventions. There are no limits on the number of infographics or diagrams, provided they are clear, purposeful, and student-created. Presentations must include appropriate referencing and a reference slide(s) at the end.

Due Date:

Refer to Assessment Description

Weight:

27.5 %

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, LO3
3	Demonstrate skills in written/oral and graphical/visual communication, and referencing	LO2, LO3

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. Of note, some assessment activities are designated as Lane 1 Assurance of Learning tasks and are used to verify that you have met the core learning outcomes of the unit.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

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.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

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.

Required Resources

Required reading materials

The required text for this unit is:

Meadows, D. (2008). Thinking in Systems: A Primer. Chelsea Green Publishing.

This text is available as an ebook through the UTAS Library. In addition, other required reading materials (journal articles, book chapters, reports) and audiovisual resources (videos, podcasts, etc.) will be provided fortnightly as part of the weekly webpage.