Systems thinking for service operations design: facilitating double loop learning in Vietnamese tourism companies during COVID-19

This study attempts to examine the impact of applying systems thinking approach for service operations design on operationalizing “double loop” learning in Vietnamese tourism companies as COVID-19 exit strategy. A case study was conducted in a leading cruise group company in Vietnam. Data were collected through in-depth interviews with 27 key informants and through archival documents collection. Results confirmed that systems thinking activated double loop learning by promoting three different drivers: systematic judges and acts, problem-based task force teams, and service innovation. This study provides several new insights and contributions to tourism research on how to deal with uncertain environments

Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

Crime reduction through design: insights from ecodesign

The recognition for humankind to act in more sustainable ways has evolved new theory and practice within design. This new type of design is commonly described as ecodesign. This paper describes the different approaches to ecodesign and places them within a framework illustrating a broad range of initiatives. Approaches to crime are explored in relation to the ecodesign framework and conceptual links are made between these two fields of study. To ascertain how such initiatives may inform design and development in decreasing the number of crime and disorder events, an overview of ecodesign policies, tools and drivers is presented, and the transferability of these discussed

Framing professional competencies for systems thinking in practice: final report of an action research eSTEeM inquiry

The Open University eSTEeM project (The OU Centre for STEM Pedagogy) was a 12-month inquiry beginning March 2017 building on an initial eSTEeM project (2014-2016) entitled ‘Enhancing Systems Thinking in Practice in the Workplace’ reported on in Reynolds et al (2016). The initial report highlighted the challenges of enacting systems thinking in practice (STiP) in the workplace after qualifying with STiP core modules at The OU. Expressions of interest were manifest amongst systems thinking practitioners and employers for having some kind of formalised externally validated ‘competency framework’ for professional recognition of systems thinking in practice. The primary aim of the inquiry was to provide STiP alumni with externally recognised institutionalised professional backing for their newly acquired skill-sets associated with systems thinking. The project aimed to design a learning system – through the idea of an action learning lab – for developing a competency framework associated with systems thinking in practice. The project was carried out by a core team of three academics – Reynolds, Shah, and van Ameijde, associated with the Applied Systems Thinking in Practice (ASTiP) Group in the School of Engineering and Innovation, along with advice and support from other ASTiP colleagues – most notably Ray Ison and Chris Blackmore. The inquiry comprised some desktop research on competency framings, a series of online interviews, the drafting of an interim report, a video recording of employee/ employer interaction regarding application of STiP competencies in the workplace, a workshop held in London Regional Office in June 2017, and follow-up reporting and conversations arising from the workshop. One significant outcome from this activity led to ideas and consultations with Employer representatives, professional bodies and the Institute for Apprenticeships to initiate a Trailblazing Committee for a new Systems Thinking Practitioner apprenticeship Standard

Developing professional recognition of systems thinking in practice: an interim report

The interim report on developing a competency framework for systems thinking in practice (STiP) provides a step towards possibly developing professional recognition of STiP. The report provides feedback to initial co-respondents involved with phase 1 of this wider inquiry, and provides a platform to a wider audience for initiating a second phase of the inquiry. The phase 1 study had the following objectives: 1. To scope relevant examples of work aimed at giving professional recognition to systems thinking 2. To capture some perspectives on the challenges and opportunities facing the task of giving profession recognition to systems thinking. Phase 2 of the wider inquiry aims to firstly consolidate the findings from phase 1 but also to focus more on moves towards collaborative modelling of a STiP competency framework. The research is carried out by members of the Applied Systems Thinking in Practice (ASTiP) Group at The Open University (UK) with funding from OU eSTEeM (OU Centre for STEM Pedagogy). The research team for phase 1 comprised of Rupesh Shah (Associate Lecturer), who carried out the core research activities, in collaboration with Martin Reynolds (Senior Lecturer) who is overseeing both phases of the wider inquiry, including support for reporting on research outcomes. The findings reported in sections 4, 5 and 6 remain largely unrefined and in sketch (bullet) form at this interim stage of reporting. The interim report comprises a brief background to the wider inquiry before outlining the approach taken to the phase 1 study. The findings are reported in relation to each of the two study objectives. Three themes arising from the study as identified by Rupesh are then discussed. Finally, some concluding ideas are presented for taking forward the outcomes from this study towards a second phase of the inquiry

Framing systems thinking in practice competencies: report on systems thinking in practice competencies workshop 10 June 2017

On 10 June 2017, fourteen stakeholders from across the UK came together in Camden, London to engage in a collaborative inquiry on the framing of Systems Thinking in Practice (STiP) competencies as part of ongoing work that seeks to better support professional and institutional recognition of STiP skill-sets and capabilities. Phase 1 of this current inquiry comprised a series of online conversations with six prominent systems thinking practitioners. Phase 2 sought to extend the inquiry with a selective invitation to engage with a one-day workshop in London. Phase 3 will seek to deepen and widen the conversations on framing STiP competencies and capabilities with a view towards developing and enacting a platform for managing systems thinking in practice capabilities through ongoing development of competency frameworks associated with STiP. During the workshop reported on in this paper, stakeholders examined several existing and emerging competency frameworks in the systems thinking domain and explored issues of mutual interest and concern, whilst envisaging how to co-operate over the framing and enactment of competencies and capabilities in STiP

Open University Submission : House of Commons International Development Select Committee : Inquiry into Health System Strengthening

DFID’s support for health systems strengthening (HSS) in low income countries (LICs) is welcomed. Our response addresses the following aspects of Committee’s questions concerning the effectiveness of DFID's current approach to HSS: DFID's support for the six building blocks of health system strengthening; DFID's role in ensuring better balance between rural and urban healthcare; and the UK's work with other development agencies, partner governments, communities and civil society on health system strengthening