The Application of FMA to Automation Research

Process automation is a field of study which is rapidly emerging due to it’s rate of adoption across the world. With the rapid adoption rate, more research energy is being focused within the automation space. Due to the challenges that process automation aims to solve, the use of soft systems methodology (SSM), which focuses on understanding a problem situation, is a suitable approach to understanding the environment in which automation is being researched. Along with SSM, the FMA model (which helps researchers identify area of interest, methodology and framework of ideas) can be generalised enough to be used as a methodology within any automation-orientated research

A critical systems approach to conference organisation

The problem this research addresses is organising an academic conference to cater for stakeholders with various worldviews participants successfully. The task of organising the conference is often placed on an academic with a specific worldview who may fail to consider the limitations they impose on the conference direction. Churchmann's systems approach widens the conference organiser's perspective to ensure all stakeholders are considered. A holistic view of components and how they interact and influence each other is taken by modelling the conference organisation as an open system. The distinction between the 'involved' and the 'affected,' as proposed by Ulrich, is central to this work, requiring a witness to represent the conditioned reality of the affected. Conference organisers are challenged to review their assumptions and those of others involved to identify limitations and opportunities that may have been overlooked. Minimising the uncertainty surrounding the dynamic changes in different conference streams can ensure a conference's survival and growth. The research is practically demonstrated by analysing the objectives and components of the SAICSIT 2023 and ISSS 2023 conferences. Overall, this research highlights the importance of adopting a systems thinking approach to conference organisation to successfully incorporate many perspectives into their conference planning activity to cater to all participants

EXPLORING THE TRANSFORMATIVE POWER OF VISUAL ART: A PRACTITIONER-RESEARCHER'S JOURNEY TOWARDS SELF-REFLECTION

This paper explores how visual art can be utilised as a tool for reflection in the transformative learning process of the practitioner-researcher in chemistry education. It aims to explore the use of visual art as a means of self-reflection and self-transformation by the practitioner-researcher. The goal of this study was to explore the potential use of visual art as a complementary tool for facilitating personal growth and transformation, with a focus on a practitioner-researcher’s self-reflection and self-transformation in the context of chemistry education. The researcher used imaginative teaching practices in chemistry as a means of driving self-transformative learning. The study was guided by critical social theory, interpretivism, and a living theory approach within an action research methodology. As part of the reflective process, the researcher made use of pen and ink sketching as a means of self-reflection in her reflective visual diary. By conceptualising emotions and feelings in the form of detailed pen and ink artwork, the researcher was able to express, and visually represent thoughts and emotions in a more tangible and meaningful way. The process of sketching allowed the researcher to explore her inner world and to externalise inner dialogue in a way that traditional writing or verbal expression may not have allowed. Through this process, the researcher was able to better understand her own emotions and thought patterns, and in doing so, was able to drive her self-transformation. The detailed artwork in the reflective visual diary served as a visual reminder of the researcher’s growth and transformation throughout the study, providing a tangible representation of progress and a source of motivation to continue the journey towards self-improvement. Data was collected through two main action cycles, with sub-cycles addressing imaginative teaching, transformative learning, and personal reflection. The study highlights the potential of visual art as a complementary tool for facilitating personal growth and transformation, specifically in terms of the transformative learning theory as proposed by Jack Mezirow

Using Dooyeweerd's 15 Modal Aspects to Diagnose Challenges in Action Research: None

When an interactive action research process is followed, the first of five phases encompassing problem diagnosis, action planning, action implementation, evaluation of action taken, and the identification of learning outcomes, requires the practitioner to attain a comprehensive understanding of a complex situation. Within the critical social theory paradigm, a diagnosis serves to pinpoint issues requiring attention in the subsequent phases. This aids the progression of the entity being researched by suggesting enhancements to current circumstances that is suboptimal. Given the paramount role of accurate problem diagnosis, particularly with the aim of critical social theory being toward participant emancipation, a holistic and sound comprehension of the issue under study is crucial. Limited guidance is provided in terms of how a researcher may structure the diagnosis phase. In an earlier action research study, the five considerations developed by Churchman was used to guide the diagnoses. The approach investigated here, accredited to Dooyeweerd, is also examined within the context of critical social theory, specifically in systems theory—a multidisciplinary exploration of systems. The five Churchman considerations are used to guide the investigation. The aim is to demonstrate the comparative efficacy of the modalities in structuring the diagnostic phase of action research. Dooyeweerd's fifteen model aspects, which address various facets of human experience, are framed as questions for comprehending a system holistically. This approach extends beyond mere insight, striving to unveil power structures

ISSS 2023 Program Booklet

This file contains the Program Booklet for all activities and speakers at the ISSS2023 Conference

Framing Semantic Data Warehousing from a Systems Perspective

The challenge associated with data warehousing has escalated in the era of big data with masses of fast-moving heterogeneous data sources. As organisations attempt to exploit an ever-growing complex and dynamic datasphere, traditional data warehousing practices seem to produce systems that are inflexible and unable to scale. In a dynamic world of flux and change, systemic process thinking provides an alternative paradigm from which to approach the data warehousing challenge. This paper provides a framing of semantic data warehousing from such a systems perspective. Semantic data warehousing involves data semantification – enriching data with its context and meaning – to achieve higher levels of automation and adaptability. The framing elucidates the inherent systems approach of incorporating semantic technologies and automated dimensionalisation in data warehousing. It provides a case for the data management community to appreciate and accept complexity and multiple perspectives, and to incorporate systemic process thinking and semantic relativism into data management practices

STORY TELLING TO FOSTER EMOTIONAL INTELLIGENCE , DISTRIBUTIVE LEADERSHSHIP AND MULTISPECIES RELATIONSHIPS

McIntyre-Mills J.J.[i]  with  Makaulule, M[ii]., Lethole, P[iii]., Pitsoane, E[iv]., Mabunda, B[v],  Romm, N. [vi]   [i] Adjunct Prof Extraordinarius, University of South Africa and Adjunct Visiting Researcher, Adelaide University [email protected] [ii] Univen (M.A) student, Leader: Dzomo ḽa Mupo Makaulule Mphaṱheleni <[email protected]> [iii] "Lethole, Pat" <[email protected]> University of South Africa [iv] "Pitsoane, Enid" <[email protected]> [v] "Butshabelo Mabunda" <[email protected]>PGSA PGS body is PGS SAhttps://www.pgssa.org.za/ [vi] University of South Africa, Prof. Extraordinarius. [email protected] The paper addresses a multispecies systemic approach to uniting indigenous knowledge systems with earth jurisprudence and wild law using a systemic approach to storytelling and a range of mixed methods to develop rapport and relationships with participants who are members of an ongoing community of practice. The focus of this paper is on process and the space we have co-created through relationality. Our members pool diverse ways of knowing and being to focus on social, economic and environmental praxis to support multiple species. Ontologically and epistemologically we apply co-leaning to our praxis, and axiologically we assume that all transformative interventions should enhance fairness, transparency, and accountability as a basis for our case studies on risk reduction and the enhancement of wellbeing. The problem we are exploring in a forthcoming volume is whether pilot projects that put in place the principles of earth jurisprudence and organic farming (in partnership with members of PGS and the Wild Law institute) can make a difference to social and environmental justice. Our multidisciplinary and cross cultural team draws on indigenous knowledge systems as well as many other  ways of learning and knowing through respectful dialogue to address our area of concern. Success is bench marked in terms of  establishing  a co-operative, the growing number of social enterprises striving to comply with organic farming principles, tree planting, seed collections for an organic seed bank and the perceived social, economic and environmental indicators of wellbeing. Our relational methodology applies participatory action research and  storytelling to draw out themes which are mapped to assess progress towards re-generative living . Turning points for the better are  indicated by a revised version of the UNSDG  with a focus not on growth but on creating a cyclical economy that protects people and their shared multispecies habitat. To date our community of practice has managed to grow the number of participants and partners and our next goal is to set up two seed banks, one at the coast and one inland in South Africa in two case study areas in the Cape and Limpopo.  This paper reflects on the process and methodology

PROMOTING SYSTEMIC CHANGE IN OUR EDUCATIONAL INSTITUTIONS THROUGH METACOMPETENCIES THAT DEVELOP TRANSFORMATIVE QUALITIES OF BEING AND AGENCY

Education systems in Australia are currently in a state of flux and disruption, with student mental health and engagement at crisis levels. This contribution examines how systems awareness and self-awareness in education cannot be separated from the rest of the curricula for students living with impact of global systems changes including COVID-19 and climate disruption. Moreover, in this context, educators are struggling to keep students engaged and provide skills and competencies needed to navigate uncertain and unsustainable futures. Addressing this challenge, our study examines a proposed set of metacompetencies (or systemic competencies) required for a systems reboot within our educational institutions – including agency, adaptability, creativity, compassion, interbeing, self-awareness and reflexivity – described elsewhere as a Curriculum for Being. Findings of this study have demonstrated systemic metacompetencies have served to build student agency for these times of transition – providing social and emotional learning that helps students develop awareness of self in relation to others and systems. This study analyses the application of these metacompetencies for transformative resilience or transilience in both a secondary school and higher education systems setting. Using methodologies of participatory action research and awareness-based systems change it proposes interventions for a much-flawed current educational paradigm that prioritises individuality and competition over connectedness. The interventions described were prototyped, tested and iterated with students in schools as well as undergraduate students at university, with evidence demonstrating that agency, self-awareness and systems awareness can combine to engage students in profound ways to create a new generation of systemic changemakers. &nbsp

A GENDER SENSITIVE APPROACH TO UNITING INDIGENOUS VIEWS ON NATURAL LAW WITH RELATIONAL GOVERNANCE FOR PROTECTING THE COMMONS

McIntyre-Mills J.J.[i] , Makaulule, M[ii]., Lethole, P[iii]., Pitsoane, E[iv]. Mabunda, B[v],  Mbodi, T.C.[vi] , Romm, N. [vii] Luxomo, V[viii]. Mothudi, H[ix] , Makahane,F[x]., Ṋetshandama, V.[xi]    [i] Adjunct Prof Extraordinarius, University of South Africa and Adjunct Visiting Researcher, Adelaide University [email protected] [ii] Univen (M.A) student, Leader: Dzomo ḽa Mupo Makaulule Mphaṱheleni <[email protected]> [iii] "Lethole, Pat" <[email protected]> University of South Africa [iv] "Pitsoane, Enid" <[email protected]> [v] "Butshabelo Mabunda" <[email protected]>PGSA PGS body is PGS SAhttps://www.pgssa.org.za/ [vi]  Constance Mbodi   [email protected] PGSA PGS body is PGS SAhttps://www.pgssa.org.za/  [vii] University of South Africa, Professor Extraordinarius. [email protected] [viii] University of South Africa"Luxomo, Viwe" <[email protected]> [ix] "Mothudi, Hector" <[email protected]> University of South Africa [x] "Makahane, Fhaṱuwani" <[email protected]> [xi] "Vhonani Ṋetshandama" <Vhonani.Ṋ[email protected]> University of Venḓa The key theme of this paper is that climate change, high costs of living and movement to the cities threaten food security but this  does not mean that small farmers should be threatened by the corporatisation of food production or factory farms. Localisation and food sovereignty is about owning the  means of production of the food cycle and preventing the monopolisation of seed. The paper discusses learning within nature’s classroom in the Limpopo region of South Africa, through on line and face to face facilitation supported by University of South Africa, the University of Venda, Adelaide University and PGS[i] ( an organic farmers network). This research aims to contribute to the literature by uniting indigenous views on natural law with earth jurisprudence and Wild Law to protect the commons and habitat for multiple species. Law is first and foremost a construct according to Peter Burdon . Firstly, we make  a case for systemic principles and a systemic approach  to protecting multiple co-dependent species and a shared habitat that supports living systems. Jurisprudence, rights and wild law concepts underpin the discussion which also addresses land rights, dispossession, displacement and the dangers of land claims by mining companies . Secondly, we make  a contribution to the discussion on the draft policy on South Africa’s Biodiversity, Conservation and Sustainable Use . Thirdly, we explore ways in which principles could be applied through education and  community governance to protect living systems. Fourthly, we discuss the activities of a ( growing) community of practice that supports  intergenerational earning, learning and growing a future by protecting people and the environment through social enterprises to support growing food in ways that protect and nurtures people, community and the natural environment.  We are building on the established networks of the team members who are pooling our knowledge and resources. Members of the community recently reported on how much we have learned from one another already and how many enterprises they have set up and that are continuing to grow. Meanwhile we have also benefitted from the involvement of PGS (learning about organic farming and drawing also on traditional wisdom regarding this). In this way we have focused on avoiding a green washing approach which suggests that growth can be sustained or that commodifying every step of the food production process is justifiable. Sustainable Development Goal no 8 stresses Decent work and economic growth, but growth  is the issue which William Rees , who coined the ‘ecological footprint’ warns us  against (2021, 2022) when he stresses that overshoot is more than a problem associated with climate change. It is a problem linked with human-centred thinking. Vandana Shiva ( 2022 a,b) stresses the importance of working with young people  and empowering women farmers (Shiva, 1989) so that the soil and communities remain healthy. By protecting  business as usual, monocultures (Shiva 2012,2016)  and destruction of small farmers through setting up agro industries that destroy multiple species  – we will destroy the cycle of life which depends on photosynthesis to make oxygen out of carbon and to create the molecules of life. The commodification of seeds, the use of chemical fertilisers and the promotion of fake food will only hasten desertification through destroying the soil as stressed in the launch of ‘growing life’ at the International Food Summit in 2022 and at the Feminist Food Summit in 2023.   [i] PGS body is PGS SAhttps://www.pgssa.org.za/&nbsp

REFLECTIONS ON THE INFORMATION TECHNOLOGY HONOURS PROGRAM USING A SYSTEMS APPROACH

In the South African context, most universities offer a three-year undergraduate degree followed by a further year of study to obtain an honours degree. Programmes in computing, such as information technology and other programmes with computer science majors (collectively IT), follow this same format. The high demand from students and constrained institutional resources for this further year of study necessitate the implementation of a student selection process, all the while being mindful of, among others, the expectations of students, the industry’s demand for graduates, and the university’s own academic requirements and financial constraints. There is also a rapidly changing IT environment that all role-players need to be cognizant of. This results in different perspectives on the honours programme and the handling thereof. This complexity, therefore, demands a critical reflection on the honours programme from different stakeholder perspectives to identify different problems and pressures. Therefore, the problem to be addressed in this research is effectively managing the IT honours programme and training lifecycle. Subsequently, the aim of this paper is to present a systematic reflection to diagnose the problems and posing questions with IT honours students’ training lifecycle, based on the methodology of Churchman’s systems approach: A problem can be referenced in terms of its objectives, sub-systems or elements, environment, resources, and management or coordination of all these. The three questions of Kant on reason are used to guide the process. Results anticipated from this study are the identification of the problems and arising questions within the IT Honours programme as well as the environment in which it functions. This is to be followed up with action research to do further reflective practice to improve the recognised problems. This will be done by examining the programme from several perspectives