1. Taking a Soft approach to Hard Dissertations
Paul Fynn
Learning Technologist
Faculty of Science and Technology

2. Adapted from Hieronymi (2013)
Finger Lakes NY
Riesling Grape
Festival Concept
Wine Community
Harvesters
Understanding Systems Science: A Visual
and Integrative Approach
Andreas Hieronymi*
University of St. Gallen, Switzerland

3. Adapted from Hieronymi (2013)
Understanding Systems Science: A Visual
and Integrative Approach
Andreas Hieronymi*
University of St. Gallen, Switzerland

4. From systems observed to systems of observation Hard Systems Thinking
From systems observed to systems of observation Hard Systems Thinking. vs. Soft Systems Thinking
‘I spy systems which I can engineer’
‘I spy complexity and confusion, which I can explore as a learning system’

5. Soft Systems Methodology
Peter Checkland
Lancaster University

6. Checkland on Methodology
As the structure of the word indicates, methodology, properly considered, is ‘the logos of method’, the principles of method.
…if the methodological principles are well thought out and clearly expressed, then a repertoire of regularly used methods which are found to work will emerge over time as experience is gained.

7. 1. Use of Rich Pictures (and other Visual Graphic Organisers) to represent a problem or situation
‘A picture ……
paints a thousand words’
shows relationships, boundaries
is both holistic and partial
uses a different part of the brain
invokes different responses
can represent everything a student knows about a topic on a single sheet of A4

8. Students’ Rich Pictures

9. Students’ Formal Diagrams

10. Students’ Visual Graphic Organisers Powerpoint. Poster

11. 2. Select relevant models/purposes (PQR Approach)
Do This
Like This
To achieve This
Investigate learning gain.
Measure pre & post dissertation performance
Quantify the contribution of dissertations
Identify antecedents of dissertation success
Review the literature
Propose interventions with final year students
Support innovation in learning and teaching
Design student practices
Improve students learning & achievement
Improve collaboration & co-operation in classes
Evaluate use of cognitive tools
Illuminate the value of peer to peer support
Increase assessment variety
Demonstrating alternative approaches to pedagogy
Transform learning & teaching

12. The Research Fruit Machine
Produces 5 x 5 x 5 verb sets
= 75 possible combinations
Each column is interchangeable with the other columns
Students choose two different (but not overlapping) sets of purposes

13. Spin the Research Fruit Machine
Do This
Like This
To achieve This
Investigate learning gain.
Measure pre & post dissertation performance
Quantify the contribution of dissertations
Identify antecedents of dissertation success
Review the literature
Propose interventions with final year students
Improve collaboration & co-operation in classes
Evaluate use of cognitive tools
Illuminate the value of peer to peer support
Design student practices
Increase assessment variety
improve students learning & achievement
Demonstrate alternative approaches to pedagogy
Support innovation in learning and teaching
Transform learning & teaching
Do This
Like This
To achieve This
Investigate learning gain.
Measure pre & post dissertation performance
Quantify the contribution of dissertations
Identify antecedents of dissertation success
Review the literature
Propose interventions with final year students
Support innovation in learning and teaching
Design student practices
Improve students learning & achievement
Improve collaboration & co-operation in classes
By evaluating use of cognitive tools
Illuminate the value of peer to peer support
Increase assessment variety
Demonstrate alternative approaches to pedagogy
Transform learning & teaching

14. 3. Model…compare…create agenda for debate
Demonstrate alternative approaches to pedagogy
Are these alternative ?
Can they be considered an approach ?
Does it constitute pedagogy?
How does it support LTA?
Is it transformative?
How can we measure changes in learning & teaching?
Does it achieve the purpose (aim)?
Support innovation
in learning and teaching
Transform learning
& teaching

15. Concluding with Checkland’s FMA
To have employed a methodology, then at the end you should know more about three things
The Framework of Ideas at the start
The Methodology that has been applied
The Area of Concern addressed

16. Further Reading
Checkland, P. & Scholes, J. (1999) Soft Systems Methodology in Action. John Wiley and Sons Ltd. Chichester UK. Checkland, P., Holwell, S.E. (1997) Information, Systems and Information Systems. John Wiley and Sons Ltd. Chichester UK. Checkland, P., Poulter, J. (2006) Learning for Action: A Short Definitive Account of Soft Systems Methodology and its Use, for Practitioners, Teachers and Students. John Wiley and Sons Ltd. Chichester UK. Hieronymi, A. (2013) Understanding Systems Science: A Visual and Integrative Approach Special Issue: Service Systems, Natural Systems ‐ Sciences in synthesis Vol 5 Iss 30 p