This dissertation builds on work that has applied complex systems thinking to socio-ecological systems as well as on research that explores critical and reflective approaches to planning. A broad, interdisciplinary literature review was undertaken to explore the implications of complex and critical systems thinking and critical social epistemology for environmental management, planning and policy research, governance and social learning. Building on the insights from this review, one of the key contributions of this research is a conceptual framework that explicitly integrates knowledge and learning into an understanding of socio-ecological systems. It is argued that in the highly complex and uncertain realm of environmental policy, planning and governance, we should begin to discuss such systems as socio-ecological-epistemological (SEE) systems. This research addresses the complexity, uncertainty, high decision stakes, power relations and plurality of knowledges involved in the process of social learning in environmental planning and governance. The SEE systems conceptual framework for research and intervention was developed in the form of descriptive (Co-Evolution, Reflexive Uncertainty, Cross-scalar Considerations) and prescriptive (Critical Awareness, Pluralism, Power) principles. Based upon these principles, a critical systems-based approach to planning and policy research was developed and applied to two case studies of innovative, integrated environmental planning and governance: the Oak Ridges Moraine and the Long Point World Biosphere Reserve. A conceptual model for describing and refining the contributions of environmental movement organizations to social learning in the context of environmental governance emerged. The model describes the requirements of social learning as defined along three axes: typology of knowledge; levels of critical reflection; and, a scale axis from individual agent to larger social structures (institutions). Through this work, it is evident that insights from complex and critical systems understanding have influenced thinking in environmental management, planning, governance and social learning. Through the exploratory application of the SEE systems approach to complex environmental planning and governance systems, the SEE systems principles appear to resonate strongly with the experience of environmental movement organizations. In particular, three key findings emerged from the two exploratory, empirical case studies. First, interviewees and workshop attendees in both case study contexts described the importance of various types of knowledge, especially scientific, local technical and governance knowledge in initiating policy change. Second, research participants stressed the importance of understanding the cross-scalar dynamics that affect their ability to influence policy as well as the need to develop policy and governance structures appropriate to the scale of the issue of interest. And finally, the need for individual as well as organizational critical reflection upon policy tools and implementation, policy goals as well as the power differentials embodied in certain policy and governance structures was also highlighted in the qualitative, empirical data generated through interviews and workshops. This research reaffirms the importance of the collaboration and the collective contribution of academic researchers, civil servants and volunteer members of environmental movement organizations to fostering social learning for sustainability in the context of complex SEE systems.

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The collapse of subprime loan markets in the United States in 2007 sparked a global financial crisis. With the fallout of subprime loan storm, the global economy has been in serious recession. In addition to the financial stagnation, other industries have been also affected. According to the estimation by International Labor Organization (ILO), the global unemployment population in 2009 will be more than 200 millions. The continued rising of misery index and losing confidence among the public become the motivation for inspiring the researcher to explore this issue. The research aims to understand the financial storm and explore the cause of the subprime financial storm through the reviews and reorganization of literature. In light of the cyclical and repetitive nature of financial crisis, if we could find the leverage solution to the subprime loan storm, it will be a useful reference for dealing with possible financial crises in future. This research adopted literature analysis method and history study to collect data and explain the feedback viewpoint of the operation of the subprime loan storm through casual loop diagram (CLD). Through the reorganization of related literature, this research found the historical cause of the subprime loan storm. We also constructed a causal feedback diagram of the formation of subprime loan storm by the archetypes. Furthermore, we found out the leverage solution that might effectively curb subprime loan storm in the causal feedback diagram. This research presents three conclusions: 1) three reasons for the formation of the structure of subprime loan storm: a. the building-up of Black-Scholes Model; b. the regulations on the capital adequacy rates and commodity derivatives in Basel Agreement; c. the domination of performance; 2) the policy factors for the formation of the structure of subprime loan storm: the over-adjustment of rate policy by Fed; 3) the implicit factors for the formation of the structure of subprime loan storm: the effects of moral decline. In the last part, the research recommends six fundamental solutions for the subprime loan problem according to the leverage solution to the subprime loan storm: 1) the de-leverage of commodity derivatives; 2) the strict self-management of internal control and audit system in banks; 3) the adjustment of performance-dominated culture; 4) the promotion of moral education; 5) the pace of adjustment of rate policy by Fed should be slowed down; 6) the governments should adopt fiscal policy as much as they can.

The detrimental environmental effects associated with fashion production and consumption are increasingly recognised, and strategies in place. However, these are production-focused, top-down strategies, which do not reach where the impact is highest - the user phase, or where the scope for improvement is utmost - the design phase. A growing body of academic research, and a niche representation of practitioners have responded by developing lifecycle and whole systems approaches. This PhD thesis seeks to expand on and bring this knowledge to the unexplored domain of the highest impact – the fashion industry’s mass-market segment. Trend-forecasting is integral to the fashion design process, and supports the organisation’s commercial endeavours. This thesis explores the potential of trend-forecasting as a positive agent of change for environmental improvement at systemic level in the fashion industry’s mass-market segment. The first empirical study, Stage 1, is diagnostic and exploratory, mapping the interactions that currently exist between trend-forecasting, fashion design and environmental work. The findings and emergent theories formed the basis for a novel methodology compatible with trend-forecasting methods, processes in fashion design, and the inclusive and transformative processes implicit in sustainability. Stage 2 applies this methodology in an experimental study - a series of creative workshops with mixed fashion industry stakeholder groups in the UK and Sweden. Set in 2026, the workshops explore how the underlying proposition “what if fashion and sustainability were compatible or even synergistic?” could affect attitudinal change, and what its generative potential could be. The study shows that a richer knowledge ecology can foster proactive discussions in the realm of sustainability and fashion. It also reveals how a futures perspective and creative approach can unleash the application of fashion professionals’ skills at strategic and systemic levels. The research resulted in recommendations for the application of the new trend-forecasting methodology on a larger scale.

This thesis begins by considering the nature of research in Operations Management, the methods that are employed and the types of problems it addresses. We contend that as the discipline matures and it extends its boundaries the research challenges become more complex and the reductionist techniques of Operations Research become less appropriate. To explore this issue we use the concept of wicked problems. Wicked problems were developed by Rittel and Webber during the 1970’s. They suggest the existence of a class of problems which could not be solved using the techniques of Operations Research. They describe Wicked Problems using ten properties or characteristics, which, after a thorough review of their descriptions, we have condensed to six themes. We consider the current state of the “Wicked Problem” literature and have identified the paucity relating to Operations Management. Thus we develop our research question: “what are the characteristics of wicked operational problems?” We investigate this question using a single extended case study of an operation experiencing significant unresolved performance issues. We analyse the case using the tenets of systems thinking, structure and behaviour, and extend the empirical literature on wicked problems to identify the characteristics of wicked operational problems. The research indicates that elements of wicked problems exist at an operational level. The significance of this finding is that reductionist techniques to problem solving e.g. lean and six sigma may not be applicable to the challenges facing operational managers when confronted with the characteristics of a wicked operational problem.

The evidence from the literature suggests that Information Technology adoption (IT) governance in organisations is still a challenge. The diversity of application and the ever-increasing use of IT results in making decisions on IT adoption a major challenge for organisations. The decision about using a particular technology from an organisational perspective is problematic since individual users have different worldviews. The implicit assumption in IT adoption literature is that stakeholders always reach consensus during IT adoption decision making in organisations. This study explored the existing models and frameworks in order to develop a preliminary improved IT adoption governance framework. This study used a case study sequential explanatory mixed methods research approach to validate the preliminary IT adoption governance framework. The first validation phase of the framework was done using a quantitative approach followed by the second validation phase based on qualitative interviews. The last validation was done after integrating the quantitative and qualitative results to produce the refined framework. The results suggest that the developed framework may improve IT adoption governance in organisations. The results showed that the framework components facilitate IT adoption governance in organisations. The results also suggest that the components have an association with each other except for the Technology Acceptance Model component. The results indicate that stakeholder participation and hard systems thinking components have a strong predictive impact on IT governance framework component perception in organisations. The study results suggest that IT adoption decision makers need to balance different stakeholders’ demands during IT adoption decision making in organisations. The framework helps in that regard by reconciling different stakeholders’ demands through collective IT adoption decision making. The strength of the framework is its integration of theories from various disciplines in understanding stakeholder expectations. On that basis the framework is in a better position to offer more insight into understanding challenges of IT adoption decision making than existing frameworks and models. The framework offers a potentially valuable basis for future research in IT adoption decision making in organisations. The results suggest that the framework may facilitate IT adoption in organisations using different components. / Information Science / D. Litt. et Phil. (Information systems)

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Around 2011, hybrid learning became an official delivery modality for education. Hybrid learning is defined as the blend of online and face-to-face learning. The ratio of that blend, however, is often defined by state and higher education standards. At Virginia Tech, ALCE 3624: Communicating Agriculture in Writing is a hybrid delivery undergraduate writing course. The purpose of this study was to explore the system of hybrid learning in this course at a land grant university. This research used a qualitative methodology with a case study approach. Data was collected via four different measures: cognitive maps, cognitive map narrations, fieldnotes, and a survey. These measures collected data regarding the role of the teacher, student, and technology within ALCE 3624: Comm Ag in Writing. This study found that the student experience of learning was affected by noteworthy course content and face-to-face interactions. Further, students connected the course content and interactions to future implications of the coursework, appreciating how differentiation of learning affect the overall experience. Further, the study found that intentional course design was critical in hybrid learning. Within course design, the value of face-to-face interactions, online learning, and the blend of online and face-to-face learning were key factors. Additionally, the importance of teacher relationships and feedback and implications for the future were also significant. Finally, the dynamics between the teacher and student were found to be influential to student growth, the learning process, and face-to-face interactions. These findings are expected to be helpful in furthering the understanding of hybrid learning as a delivery modality. Specifically, the implications for practice are helpful to understanding hybrid learning in higher education, especially regarding course design, relationship building, differentiation of materials and practices, and technology use and accessibility. The implications for research show that higher education needs a better understanding of the future of hybrid learning, delving into the complexities of the delivery across all subject matters. Further, there is a need for training for teaching hybrid learning courses. / Ph.D. / In recent history, there are two common course delivery methods in higher education: face-to-face and online. More recently, a third course delivery method called hybrid learning has developed. This delivery is defined as the blend of online and face-to-face learning. There are different rules about the ratio of the blend, depending upon the state and institution rules. At Virginia Tech, there is a course titled ALCE 3624: Comm Ag in Writing. This undergraduate writing course uses the hybrid delivery method. The purpose of this study was to better understand hybrid learning at a land grant university. This research used a qualitative methodology with a case study approach. Data was collected via four different measures: cognitive maps (drawing a response to a prompt), cognitive map narrations (providing a spoken explanation of the cognitive map content), fieldnotes (weekly reflections from the teachers of the course), and a survey (ten open-ended, free response questions aimed at understanding the student experience in the course). These measures collected data regarding the role of the teacher, student, and technology within ALCE 3624: Comm Ag in Writing. This study found that the student experience of learning was affected by coursework they found to be meaningful, face-to-face interactions during class, the future applications of what was being learning, and different ways of learning. Course design was also highlighted as a critical aspect of hybrid learning. Results showed that face-to-face interactions, online learning, and the blend of online and face-to-face learning were important to effectively designing a hybrid learning course. Additionally, the importance of positive relationships with the teacher, regular feedback on completed assignments, and implications for the future were noted. Finally, the dynamics between the teacher and student were found to be influential to students in their understanding of course content. These findings are expected to be helpful in furthering the understanding of hybrid learning as a delivery modality in higher education. Specifically, the implications for practice are helpful to understanding how hybrid learning can be used in higher education, especially regarding course design, relationship building, different types of materials and practices, and technology use and accessibility. The implications for research can help to provide a better understanding of the future of hybrid learning in higher education and land grants, as well as training for hybrid learning courses.

The diploma thesis deals with the indispensability of the systems thinking and its testing. Theoretical analysis of the subject as the first part of the thesis points to show the importance of the systems thinking in everyday life, the definition of essential skills within the systems thinking and typical mistakes we commit in the thinking processes. The theoretical analysis puts the accent on justification of the systems thinking importance in the scope of information management. Another part of the thesis is focused on globally used examples in testing processes of the systems thinking which are supplied with newly arised questions in this thesis. The last part of the thesis contains a detailed analysis of the systems thinking skills among students of Information Management. Their results are compared with two other result samples gained from testing of other students of the University of Economics.

This thesis deals with the critical systems thinking (CST) and its necessity and usability within a commercial company. Critical systems thinking is defined and explained from different perspectives, first as a specific way of approaching a problem, but as a tool for problem solving as well. The thesis also details the specific skills of critical systems thinking and systems archetypes and identifies some interrelations between CST and a specific commercial company with its needs. The practical part is focused on the process of solving specific problems using critical systems thinking, it also discusses the benefits and limitations and evaluates the overall necessity of CST for a commercial company.