Using Critical Systems Thinking to Improve Student Performance in Networking
This paper explores how Critical Systems Thinking and Action Research can be used to improve student performance in Networking. When describing a system from a systems thinking perspective, the following aspects can be identified: the total system performance, the systems environment, the resources, the components and the management of the system. Following the history of system thinking we observe three emerged methodologies namely, hard systems, soft systems, and critical systems. This paper uses Critical Systems Thinking (CST) which describes systems in terms of contradictions and conflict. It demonstrates how CST can be used in an Action Research (AR) project to improve the performance of students. Intervention in terms of student assessment is discussed and the impact of the intervention is discussed.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1327525Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 2121
 C. W. Churchman, The systems approach New York: Dell, 1968
 l. Von Bertalanffy, General system theory: Foundations, development, applications, Revised ed., New York: Gearge Braziller, 1968.
 R. L. Baskerville. "Investigating information systems with action research," 18 September 2011 http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.37.2608&rep= rep1&type=pdf
 P. Checkland, "Autobiographical retrospectives: Learning your way to ÔÇÿaction to improve- : The development of soft system thinking and soft systems methodology," International journal of general systems, vol. 40(5), pp. 487-512 2011.
 M. C. Jackson, System methodology for the management sciences, New York: Plenum, 1991.
 R. L. Flood, and M. C. Jackson, Critical system thinking, New York: Wiley, 1999.
 B. Dahlbom, and L. Mathiassen, Computers in context: The philosophy and practice of system design, Oxford: Blackwell, 1995.
 W. Ulrich, "Critical heuristics of social systems design," Critical system thinking: Directed readings, R. L. Flood and M. C. Jackson, eds., pp. 103-116, Chichester: Wiley, 1987.