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Showing papers in "Systems Research and Behavioral Science in 2001"


Journal ArticleDOI
TL;DR: In this article, the authors try to answer the question from the perspective of critical systems thinking, that is, through an approach that aims to promote reflective research and practice, and encourage a wide readership of research students, researchers and professio nals in these and other fields of practice who wish to clarify their personal notion of competence.
Abstract: How can we develop competence in research and professional practice? This essay tries to answer the question from the perspective of critical systems thinking, that is, through an approach that aims to promote reflective research and practice. The paper originated in discussions on the nature of research, with research students and professionals from different fields – among these the domains of business and public management, operational research and management science, social planning and evaluation research, public healt h, poverty research, social work and social policy, environmental research, city and regional planning, adult education and civic studies. With its publication the author hopes to encourage a wide readership of research students, researchers, and professio nals in these and other fields of practice who wish to clarify their personal notion of competence. The essay addresses them in a direct and personal way.

124 citations



Journal ArticleDOI
TL;DR: It is claimed that a continued and integrative application of the models outlined can trace the path towards excelling organizational intelligence more effectively than merely punctual uses of one or more of them.
Abstract: The purpose of this paper is to demonstrate how cybernetic theories open new paths towards organizational intelligence. This is illustrated by means of three theoretical models from organizational cybernetics. These models are integrated into a framework for a virtuous design, (self-)control and (self-)transformation of organizations. It is proposed that changes in activities, structure and behaviour-three of the dimensions of this framework-have to be synchronized among one another, and aligned with a fourth dimension: fundamental parameters such as organizational identity, ethos and vision. It is also claimed that a continued and integrative application of the models outlined can trace the path towards excelling organizational intelligence more effectively than merely punctual uses of one or more of them.

111 citations


Journal ArticleDOI
TL;DR: In this paper, the authors explore how management scientists can address these patterns of governance and propose a framework that may be used to help the new organizational arrangements achieve effective governance, and also propose a management science can be employed to find a clear balance between good governance and effective management.
Abstract: Recently, many claims have been made that new models of organization are emerging in the public and voluntary sector. These are partnerships, alliances, fora and consortia, to mention but a few, and they encompass both active participation of their members and/or users and the governance of their activities. The patterns of governance emerging, in my view, offer a different set of problems for the management sciences. Policy, strategy and accountability are now being developed within a complex network of different organizations drawn from the public and voluntary sector, aiming to govern or regulate the public sphere. This paper will explore how management scientists can address these patterns of governance. It will be argued that, if governance has supplanted management as an issue for the management sciences in this context, a new or different language is needed to ‘re-present’ the problems. In particular, it will be shown that management science can be employed to find a clear balance between good governance and effective management. This paper will also propose a framework that may be used to help the new organizational arrangements achieve effective governance. Copyright © 2001 John Wiley & Sons, Ltd.

66 citations


Journal ArticleDOI
TL;DR: In this paper, a new "frame" for discussion based on the establishment of a working ontology for organizations is proposed, which is based on Maturana and Varela's (1980) theory translated from Spanish into English in the early 1980s.
Abstract: Discussion and debate over the application of autopoiesis to social systems has been enthusiastic since Maturana and Varela's (1980) theory was translated from Spanish into English in the early 1980s. In this paper I will examine the debate so far, in order to propose a new ‘frame’ for discussion based upon the establishment of a working ontology for organizations. Copyright © 2001 John Wiley & Sons, Ltd.

58 citations


Journal ArticleDOI
TL;DR: The aim of the paper is to address critical comments made towards SSM by incorporating a concept called qualifying function as a conceptual tool for modelling and design that provides an alternative technique for model validation by relating the root definition and the conceptual model closer together.
Abstract: Soft Systems Methodology (SSM) has been criticized for its tendency to result in regulatory, rather than radical, agendas for change. It has also been argued that when stressing the difference between different Weltanschauungs SSM takes them at face value and does not investigate the similarities between them or seek an explanation for this in terms of the structure of society. The aim of the paper is to address these critical comments made towards SSM by incorporating a concept called qualifying function as a conceptual tool for modelling and design. The concept has the potential to help people in a particular problem situation to view the situation from new and different perspectives. It also has the potential to enrich the conceptual models by directing the transformation process. Finally, it provides an alternative technique for model validation by relating the root definition and the conceptual model closer together. Copyright © 2001 John Wiley & Sons, Ltd.

54 citations


Journal ArticleDOI
TL;DR: In this article, it was shown that the universe was a machine that had been created by God to do His work, and that it could be seen as a part of a larger system.
Abstract: Every system has one or more functions in one or more larger systems of which it is a part. For example, an automobile is part of a transportation system and its function is to carry people from one place to another. When Newton asserted that the universe, which contains everything, was a mechanical system,he as faced with an apparent paradox: How could everything be a part of something larger? This was not a problem for the genius of Newton. For him the universe was a machine that had been created by God to do His work.

44 citations


Journal ArticleDOI
TL;DR: In this paper, a three-dimensional change model and narrative inquiry are used to identify symbolic boundaries that exist within an educational organization, and the authors address the question: How can the stories embedded in the history context and culture of a school inform the change process?
Abstract: Narrative inquiry, as a component of systems design, provides a method of exploring systemic change and the design of educational systems from the perspectives of the facilitator of the change process, the invested participant in the change process, and the resistive participant in the change process. Systems design furnishes the construct within which to consider change, while narrative inquiry facilitates the design conversations that develop the processes, pathways and patterns that lead to the unfolding idealized school as a socially constructed reality of the participants. Rather than deal with discrete events individually, the personal stories that evolve in narrative inquiry allow people to build larger frames of reference and examine underlying assumptions and beliefs that guide our actions. Stories recreate experience in ways that allow the personal, cultural, and historical ground to remain present. As a relationship method, it emphasizes the human connections consistent with the interrelatedness found within members of a school. Using a three-dimensional change model and narrative inquiry, this paper addresses the question: How can the stories embedded in the history context and culture of a school inform the change process? How can narrative inquiry mediate the process of moving across boundaries to the educational future? How can narrative inquiry identify symbolic boundaries that exist within an educational organization? Copyright © 2001 John Wiley & Sons, Ltd.

43 citations


Journal ArticleDOI
TL;DR: A 19th systems taxonomies/hierarchies is proposed, which aims at displaying a number of clear-cut levels sufficient to correspond to the succeeding levels of an enterprise problematique, each new type of interactions defining a new level.
Abstract: In this paper, 18 systems taxonomies/hierarchies are presented and commented upon, from Boulding's ‘system of systems’ (1956) to Glasl and Lievegoed's ‘seven essential elements of any organization’ (1993). A 19th is proposed, which aims at displaying a number of clear-cut levels sufficient to correspond to the succeeding levels of an enterprise problematique, each new type of interactions defining a new level. The 19 schemes are classified into two groups, ‘General’ and ‘Managerial’, mainly according to their immediate applicability to management. Each group was split into two subgroups, respectively stressing complexity, system–milieu interactions, decision levels and, finally, intrasystem and system environment interactions. A comparative analysis of the whole set is summarized, converging towards three hierarchies seen as more adequate: Beer's, Jantsch's and the one proposed in this paper. Copyright © 2001 John Wiley & Sons, Ltd.

40 citations


Journal ArticleDOI
TL;DR: In this paper, the CogniScope System has been used for 200 applications in various organizations, and three principles of transforming leadership have been identified through the application of the system, based on the works of Burns (1978) and Rost (1991).
Abstract: To prepare for post-industrial leadership in the twenty-first century, we must transcend the circular journey of leadership studies of the twentieth century which is rooted in the industrial paradigm of organizations. The post-industrial era of knowledge workers requires a group-based, interactive framework of leadership. Based on the works of Burns (1978) and Rost (1991), the authors propose a definition of transforming leadership discovered through their systems design work. Three principles of transforming leadership are identified through the application of the CogniScope System. From 200 applications of the CogniScope System in various organizations, the phenomenon of transforming leadership has emerged as an important possibility. Observations from multiple applications of the CogniScope System have led to the codification of three principles that fit the context, content, and process of systems design work. The three principles are illustrated through excerpts of a case study. Using the case study, the authors identify specific events or group products to validate the claim that transforming leadership did occur. The authors identify a need for research by other emancipatory systems thinking methodologies to further our understanding of transforming leadership. The authors speculate on the emergence of transforming leaders/managers in new organizational structures that will support transforming leadership. Copyright © 2001 John Wiley & Sons, Ltd.

40 citations


Journal ArticleDOI
TL;DR: The Evolutionary Systems Design (ESD) is a praxis that draws on General Evolution Theory and Social Systems Design methodology, in addition to Critical Systems Theory, to engage in lifelong learning and human development in partnership with Earth.
Abstract: This paper presents the genesis of Evolutionary Systems Design (ESD) as a praxis that draws on General Evolution Theory and Social Systems Design methodology, in addition to Critical Systems Theory, to engage in lifelong learning and human development in partnership with Earth. The origins and foundation of ESD are portrayed as providing the basis for a framework that bridges evolutionary consciousness and evolutionary action. The roots of ESD are traced back to General Evolution Theory on the one hand and to the notions of evolutionary stewardship that grew out of the action—inquiry encounters fostered by the International Systems Institute on the other. It is described how these notions were given operational viability through the methodology of Social Systems Design. The fundamental tenets of ESD are presented and discussed by way of a four-stage evolutionary learning framework. Finally, the vehicle of Evolutionary Learning Community through which ESD operates is shown to embody the potential for individuals and groups to think, live, and act in harmony with the dynamics of which they are a part as a means to guide the conscious creation of sustainability. Copyright © 2001 John Wiley & Sons, Ltd.

Journal ArticleDOI
Abstract: In the health and social care sectors of European countries the number of regional interorganizational networks of providers is growing. Since facilitating development of such networks for the purpose of multi-agency working increasingly becomes an issue, theories must be drawn up to understand network development, possible absence of development included. We have taken up the challenge. Based on empirical data and elaborating on the work of authoritative authors we formulated a sociological systems theory on interorganizational network development. Here we present the theory, which is the result of a case study in the Dutch care sector. In our theory, we consider interorganizational networks as social systems. Therefore, we used knowledge from social system theory. However, we added knowledge from interactionism, especially the concept of ‘meaning’. It is argued that the combination of both perspectives into one theory allows a better understanding of network development. The concept of ‘steering’ is the junction where the perspectives meet. Copyright © 2001 John Wiley & Sons, Ltd.

Journal ArticleDOI
TL;DR: It is found that although neutral terms are often adopted, concept exportation meets resistance in both the origin and destination disciplines, and seven recommendations for the future are offered.
Abstract: Unified science is one goal of systems science, but can only be achieved through a standardized, unified terminology. The practice of transporting concepts to other disciplines is widespread, but often lacks coherent planning, and thus fails to achieve terminological unification. The purpose of this paper is to explore ways that such unified terminology can be developed. Past trends in concept exportation are reviewed for a number of disciplines, showing that concept degradation is common. Four possible outcomes of concept exportation are presented. Next, strategies for terminological unification are identified. The last portion of the paper illustrates concept exportation by focusing on autopoiesis, cybernetics, and entropy. It is found that although neutral terms are often adopted, concept exportation meets resistance in both the origin and destination disciplines. Frequently prefixes are utilized to designate various applications of a term. In conclusion, an evaluation of the current state of terminological unification is offered, along with seven recommendations for the future. Copyright © 2001 John Wiley & Sons, Ltd.

Journal ArticleDOI
TL;DR: The authors examined the mediational importance of conversation in the design of human activity systems that are educative and intentioned as learning systems, and deconstructed design conversation to create an understanding of how this type of discourse draws from other genres or types of discourse such as dialogue, discussion, dialectic, ethical and critical discourse.
Abstract: Educational systems design, largely communicative in nature, depends on discourse as a semiotic tool for mediation within the cognitive, cultural, and creative activities essential to overcoming deep sociohistorical patterns woven into the fabric of society. The use of activity theory as a framework for understanding the mediational importance of conversation in educational systems design represents a sociocultural and inquiry-oriented perspective that illuminates the relationship of design as a human activity system and the sociocultural context in which the design activity unfolds. As in Banathy's idealized concept of social systems design the importance of conversation is acknowledged in activity theory. Likewise, the importance of language as a symbol-based mediational tool connects systems design and activity theory. Essential to the design of human activity systems, such as educational systems, is the ability of participants to acknowledge the dialectical contradictions that have emerged in their past or present activity system(s), while also acknowledging the importance of creating dialogical relationships toward the goal of designing new systems. Design conversation and systems language underlie the socially constructed process of educational systems design. The framework of activity theory suggests that mediational artifacts such as language and discourse do not exist inside or outside of individual consciousness; rather they reside on the borderline between oneself as designer and the others who are also designers and users. From this perspective one has to take and use cultural artifacts (i.e., design conversation and systems language), to appropriate these artifacts with the intentions of the designer and the design community. This paper will examine the mediational importance of conversation in the design of human activity systems that are educative and intentioned as learning systems. The paper will first examine activity theory and human activity systems, seeking to make connections between the systemic nature of activity theory as drawn from sociocultural learning theory and human activity systems grounded in social systems design. The paper will then examine educational systems design, viewing design as post-epistemological in nature. Design conversation is then deconstructed to create an understanding of how this type of discourse draws from other genres or types of discourse such as dialogue, discussion, dialectic, ethical and critical discourse. The paper will then elaborate on design conversation as activity through an activity theory framework, demonstrating the dynamic relationship between participants, purpose, mediational artifacts, community, design work, and sociocultural rules governing design. The author will conclude with reflections on the mediational importance of design conversation in transcending dualisms that challenge social change. Copyright © 2001 John Wiley & Sons, Ltd.

Journal ArticleDOI
TL;DR: The inquiry involved a theoretical exploration that was enriched with the experiences and perspectives of a group of individuals—who are involved in areas of work relevant for the design of ELC, such as systems design, community development, educational change, and environmental sustainability—who engaged with the author and principal researcher in learning conversations.
Abstract: This paper presents the results of an inquiring process conceived as learning for action. The focus of the inquiry was the creation of some initial conditions considered necessary for the design of Evolutionary Learning Community (ELC)—an ideal alternative learning system that seeks to catalyze the purposeful creation of sustainable and evolutionary futures. These conditions included: (1) an idealized operational definition of ELC; (2) a description of the personal attributes of the potential designers of ELC; and (3) the design of a learning framework for empowering designers of ELC. The particular approach used was Evolutionary Systems Design: a systemic heuristic based on social systems design and complemented with an evolutionary and critical systems perspectives. The inquiry involved a theoretical exploration that was enriched with the experiences and perspectives of a group of individuals—who are involved in areas of work relevant for the design of ELC, such as systems design, community development, educational change, and environmental sustainability—who engaged with the author and principal researcher in learning conversations. Copyright © 2001 International Society for the Systems Sciences.

Journal ArticleDOI
TL;DR: The article identifies that the understanding of organizational learning from learning as adaptation to information processing and knowledge creation systems capable of generating a wide range of response patterns exhibits an underlying link of increasing complexity.
Abstract: A brief survey of organizational learning literature shows that understanding of how organizations learn has proceeded along two streams: one based on progress function or learning/experience curve effect, and the other as a process facilitating organizational adaptation and growth, and development and sustenance of competitiveness. This latter stream presents three phases of evolution: initially it considered learning as adaptation through search and problem solving, followed by attempts at conceptualization of learning as an organization-wide, holistic phenomenon, and finally focusing on development of systems, processes, training tools, capabilities, etc., for building learning organizations. Learning is now understood as the development of organizational generative capabilities with a wide response range. The article identifies that the understanding of organizational learning from learning as adaptation to information processing and knowledge creation systems capable of generating a wide range of response patterns exhibits an underlying link of increasing complexity. This in turn holds an interesting correspondence to Boulding's hierarchy of systems. The article discusses the implications of this correspondence for research and practice. Copyright © 2001 John Wiley & Sons, Ltd.

Journal ArticleDOI
TL;DR: In this article, a holistic and systemic approach in six steps is designed with the ambition to handle competence development in that way, and practical experiences from applying the developed methodology in a number of SMEs show that those basic assumptions at large have been correct.
Abstract: Pragmatically seeing competence as a combination of a person's knowledge, experiences and abilities, it is concluded that it is not possible to directly develop another person's competence. It is just possible to set the scene, to provide the tools and act like a catalyst. A holistic and systemic approach in six steps is designed with the ambition to handle competence development in that way. Practical experiences from applying the developed methodology in a number of SMEs show that those basic assumptions at large have been correct. A method of cooperation between a university department and a practice-oriented consultant is also developed within the project. Copyright © 2001 John Wiley & Sons, Ltd.

Journal ArticleDOI
TL;DR: In this article, the authors examine the ethical problems that can arise for a systems analyst, discuss potential sources of ethical guidance for systems analysts, and outline a framework for analysing ethical issues in information technology projects.
Abstract: For a systems analyst there can be many ethical questions related to the activities of systems analysis and systems design. In this paper we examine the ethical problems that can arise for a systems analyst, discuss potential sources of ethical guidance for systems analysts, and outline a framework for analysing ethical issues in information technology projects. A case study is examined in a large insurance company which demonstrates how analysis of ethical issues can be embedded in a proprietary methodology such as SSADM. Copyright © 2001 John Wiley & Sons, Ltd.

Journal ArticleDOI
TL;DR: This exercise shows that the employed theory is a powerful tool for construction of multi-perspective models; it provides plausible intelligibility for why unexpected consequences emerged and generated some heuristics for future systems modelling, analysis and design.
Abstract: Multi-modal systems thinking (MST) has emerged in recent years as an alternative scientific paradigm to the more established ones, founded on positivistic, hermeneutic and critical bases, respectively. Among others, MST offers a system researcher and practitioner the multi-modal theory as an analysis and design tool. An attempt to use this is presented in this article. More specifically, a situation where an implementation of a new business process, supported by a new computerized information system, has taken place causing some unpredicted and unwanted consequences is presented. This case is analysed with the help of multi-modal theory, leading to an identification of system design shortcomings. This exercise shows that the employed theory is a powerful tool for construction of multi-perspective models; it provides plausible intelligibility for why unexpected consequences emerged. Further, its use generated some heuristics for future systems modelling, analysis and design. The study also shows that the theory is ambiguous in its application; this in turn calls for its further development and operationalization. Copyright © 2001 John Wiley & Sons, Ltd.

Journal ArticleDOI
TL;DR: In this paper, the relationship between cybernetics and the social sciences is reviewed, and the distinction between first and second (in general, higher) order forms of cyber-netics is introduced to characterize three approaches to the study of social systems.
Abstract: Cybernetics was formulated by its founders as a metadiscipline with the aim not only of fostering collaboration between disciplines (interdisciplinarity), but also of sharing knowledge across disciplines (transdisciplinarity). In this paper the relationship between cybernetics and the social sciences is reviewed. The distinction between first and second (in general, higher) order forms of cybernetics is introduced to characterize three approaches to the study of social systems. The three approaches are described as ideal types; it is acknowledged that in practice investigators may draw on more than one of the approaches and that there are contexts in which the distinctions between them become fuzzy. The three approaches are: studies of social systems and social behaviour that adopt classical scientific modes of investigation; studies that investigate the interactions of social actors; approaches that attempt to characterise social systems as distinct forms of autonomous whole. Pask's conversation theory, with its concept of the ‘psychological individual’, is introduced as a theory that is explicitly designed to build a bridge between the second and third approaches. Copyright © 2001 International Society for the Systems Sciences.

Journal ArticleDOI
TL;DR: In this article, the authors propose two models of educational systems with empirical examples from the Finnish higher education system, which are based on the long-accepted theory that there is a hidden curriculum behind the explicit curriculum in higher education.
Abstract: The concept of an open society is based on the idea that even with imperfect information and knowledge people can still act. We find this preferable to the more common presumption that leaders have special access to the truth and thus should lead. We instead look to the history of science to remind ourselves that, since no one is in possession of the actual truth, it seems better to at least distribute responsibility along with information so individuals can seek their own truths. Standing in the way of this are long-standing traditions, such as the very important one found in higher education. This tradition is where the faculty, administration and accreditation authorities design curriculum structures for students and create learning environments for universities with a presumption that there is truth, that they know what it is, and that it is sufficiently fixed to be institutionalized. This idea of truth supports and exists within a relatively closed system, and assumes that the actors can also behave as if they are closed. Unfortunately, those that design and administer a university have the most to gain if they can keep the system fixed and closed, and those who are excluded from the management are those with the most to lose if the current managers are wrong. The current system operates with impunity. The administrative emphasis can be on finding and following educational standards that presume stability, not in creating learning environments that can accommodate change. This is consistent with the long-accepted theory that there is a ‘hidden curriculum’ behind the explicit curriculum in higher education. It is set up to give strong messages about power, authority, control, obedience, hierarchy and related behaviors. Herein we are concerned with how this reflects upon our current and future society, and how we might experiment with alternative educational systems that can perform better. Within the pessimism there are significant opportunities for creative improvement, but to realize such innovation educational systems need to be able to enhance cooperation and realignment between different disciplines and stakeholders. It is widely accepted that a flexible, customized curriculum that can be dynamic and accept decision-making involvement by students is desirable. Generally it gets rejected as being too expensive, requiring too much administration and ‘being unfair to students’. The tendency is to stay with the tradition of ‘standardized and controlled’ education. Major organizational changes will be needed within the formal university to be able to address alternative agendas. Accreditation activities could be instrumental in setting the stage for these. They could address the limits in maintaining barriers between various stakeholders, and impediments for change, the ignoring of quality management and the distress of those who have the most to lose from participation in a defective educational system. Accreditation activities should, on the other hand, foster and enhance developmental improvement in higher education. In this light, the paper proposes two models of educational systems with empirical examples from the Finnish higher education system. Copyright © 2001 John Wiley & Sons, Ltd.

Journal ArticleDOI
TL;DR: An effective validation and feedback system for the product and service designs were created using CID participants for the second time in tandem with focus groups, individual in-depth interviews and test marketing.
Abstract: Innovative products and services were created using a combination of consumer-idealized design (CID) and market research. CID played a significant role by providing out-of-box thinking, with new design concepts and ideas. Stakeholder participation and input from the first CID session and the application of field research helped with developing knowledge and understanding regarding stakeholder needs and desires. This in turn provided guidelines to perfect concepts and more advantageously to position and promote new product and service offerings. In addition, an effective validation and feedback system for the product and service designs were created using CID participants for the second time in tandem with focus groups, individual in-depth interviews and test marketing. Copyright © 2001 John Wiley & Sons, Ltd.

Journal ArticleDOI
TL;DR: It will be pointed out that in the future video-based information networks will be an important multimedia communication platform for creating new regional-level virtual communities to further regional invigoration and that video IT will be able to create new virtual multimedia applications in medical and educational fields.
Abstract: Against the backdrop of recent developments in multimedia and information technology (IT), video-based information networks being constructed on a platform chiefly composed of the two core technologies of video terminals and integrated services digital network (ISDN) are gaining worldwide recognition through the deployment of videophones, videoconferencing systems and digital network ISDN technology. New forms of virtual community based on interactive, virtual communication continue to be fashioned, particularly in relation to the promotion of IT in regions of Japan. The paper will point out that in the future video-based information networks will be an important multimedia communication platform for creating new regional-level virtual communities to further regional invigoration, and also point out that video IT will be able to create new virtual multimedia applications in medical and educational fields. Copyright © 2001 John Wiley & Sons, Ltd.

Journal ArticleDOI
TL;DR: In this article, the necessity of designing new systems of learning and human development that are in-sync with the new realities of the information/knowledge age and are capable of co-evolving with the emerging society of the new century is brought into focus.
Abstract: Recognizing that the current system of schooling is grounded in – and was designed for – the industrial machine age of the nineteenth century, this paper brings into focus the necessity of designing new systems of learning and human development that are in-sync with the new realities of the information/knowledge age and are capable to co-evolve with the emerging society of the new century. The paper offers an approach to the design and self-organization of these new systems. In closing, two educational images are projected; one stands for ‘the new story of education’, the other depicts ‘the old story.’ Copyright © 2001 John Wiley & Sons, Ltd.

Journal ArticleDOI
TL;DR: In this paper, the authors have argued that neither pan-informational and pan-semiotic paradigms makes sense in isolation from the other, and the reductionistic and totalitarian paradigm in cybernetics, information science and semiotics are then abandoned.
Abstract: In the attempt to construct foundations for information science (FIS) both pan-informational and pan-semiotic paradigms have been developed. In my work I have argued that neither paradigm makes sense in isolation from the other. The reductionistic and totalitarian paradigms in cybernetics, information science and semiotics are then abandoned. Instead, paradigms of second order cybernetics and autopoiesis, on the one hand, and Peirce's semiotics on the other (understood as biosemiotics) are investigated. These are non-dualistic and have pragmatic, evolutionary, self-organizing views on systems, including their closure and cognition. Since these views are found to be second order, the necessary work is done to unite them into the non-reductionistic framework of cybersemiotics. This is suggested as a new FIS. Copyright © 2001 International Society for the Systems Sciences.

Journal ArticleDOI
TL;DR: A model, Syntegrity-4, for competence development in small and medium-seized enterprises (SMEs) is designed, which builds on the assumptions that competence development is a continuous activ ...
Abstract: A model, Syntegrity-4, for competence development in small and medium-seized enterprises (SMEs) is designed. Syntegrity-4 builds on the assumptions that competence development is a continuous activ ...

Journal ArticleDOI
TL;DR: The authors look at two central feminist ideas, sexuality and equality, as a spirit of feminism to forge a link between feminisms and systems theory and show up several areas of common ground between feminism and a general systems theory approach to the benefit of both.
Abstract: General systems theory is compatible with the spirit of feminist thought. The unnecessary association of systems theory with hierarchy and status quo-oriented proponents has formed a limited impression of what it can offer to feminisms. Looking at a fuller range of systems-oriented work shows up that, like feminisms, systems theory has been radical in its rejection of traditional ways of analytic thinking. This paper looks at two central feminist ideas, sexuality and equality, as a spirit of feminism to forge a link between feminisms and systems theory. This shows up several areas of common ground between feminisms and a general systems theory approach to the benefit of both. The idea that action and inaction and equally causal derives from cybernetics and echoes a cell to action for social change in feminisms. Cybernetic causality reflects notions of discourse and fluid identities, allowing analysts to move beyond blame and dichotomous units. The idea that systems of logic are parallel relates closely to standpoint feminism. Systems focus on different outcomes to the same stimuli provides a way to capture emotion as a property of human interaction. Copyright © 2001 John Wiley & Sons, Ltd.


Journal ArticleDOI
TL;DR: It is found that systemic models, methods and approaches have a great deal to offer in the field of competence development in SMEs, but they need to be further empirically tested and adapted to practical use.
Abstract: In critically analysing eight research papers about competence development in organizations, it is found that systemic models, methods and approaches have a great deal to offer in the field of competence development in SMEs. However, the proposed methods and approaches are still rather tentative and theoretically based. Hence, they need to be further empirically tested and adapted to practical use. It is also desirable to further develop and elaborate all the ideas raised in the papers in order to bring them to full maturity. Finally, in order to meet all the requirements in the European Commission's ADAPT programme, further research and development is needed concerning how to combine and extend the original methods discussed in this analysis. Copyright © 2001 John Wiley & Sons, Ltd.

Journal ArticleDOI
TL;DR: The primary emphasis of the methodology is on organization design rather than on information system design, and it is applied to a Japanese manufacturing company to acquire theoretical and practical findings as well as validate its efficiency and effectiveness.
Abstract: The purpose of the present paper is to propose a methodology for initiating effective organization design by information system development. The primary emphasis of our methodology is on organization design rather than on information system design. We also apply it to a Japanese manufacturing company to acquire theoretical and practical findings as well as validate its efficiency and effectiveness. Although many business companies have information systems developed and implemented so far in an attempt to enhance work efficiency, most of them have not necessarily been evaluated. The present study first reviews several well-known methodologies for information system development in terms of organization design, which include the waterfall methodology and Soft Systems Methodology (SSM). After examining them carefully according to the experience of one of the authors at a food manufacturing company in Japan, we propose our original methodology based on them. We also validate its effectiveness in terms of Japanese organization culture. Copyright © 2001 John Wiley & Sons, Ltd.