This dissertation advances the understanding and teaching of systems thinking by integrating it with the Direction, Alignment, and Commitment model of leadership.
Reframing systems thinking through the lens of leadership offers an important innovation and focus to the theory of systems thinking, and to the pedagogy of building the competencies sustainability professionals need. Chapter 1 offers a case study for teaching specific systems thinking competencies that promote leadership for systems change. It uses leadership as a novel way to identify and organize systems thinking competencies that are important for successful multi-stakeholder collaborations. Qualitative and quantitative approaches were used to assess learning outcomes across four cohorts of graduate students from 2017 to 2020. The study examined a one-month-long assignment, out of a year-long program, that focuses on systems leadership for climate change.
Findings demonstrate that higher education programs can successfully build these competencies in sustainability students and professionals.
Chapter 2 is a case study which illustrates how systems thinking and leadership practices were applied within Eileen Fisher, Inc. as the company reimagined its approach to sustainability starting in 2012. Eileen Fisher's efforts to promote sustainability provide a known example of leadership for systems change. The purpose of the case study is to determine whether the theory of systems leadership developed in Chapter 1 can explain the systems change that occurred in Eileen Fisher, Inc.; to help readers envision, extend, and apply this theory to their own situations; and, to support a case that can be used in classrooms to teach systems thinking and systems leadership. The case study demonstrates that substantive, systemic, organizational change resulted because of an intentional and specific set of practices put in place to promote systems thinking and sustainability. Chapter 3 explains the attributes and pedagogy of teaching cases, and Chapter 4 offers a teaching case for use by educators and workshop moderators interested in teaching systems thinking and systems leadership. / Doctor of Philosophy / This dissertation advances the understanding and teaching of systems thinking by integrating it with the Direction, Alignment, and Commitment model of leadership.
Reframing systems thinking through the lens of leadership offers an important innovation and focus to the theory of systems thinking. Systems thinking is the ability to understand the nature of systems, whether natural or socially constructed, including how various components of systems interact with one another and impact the behavior of the system as a whole. A system is any set of things working together in concert. Systems leadership is the ability of humans to apply systems thinking and leadership competencies while working across boundaries to engage others in the advancement of complex change.
One theory that is particularly well suited to the advancement of systems leadership focuses on a continual cycle of achieving Direction, Alignment and Commitment (DAC) among diverse stakeholders. Direction is achieved by defining a shared vision, mission and overarching goals based on a level of agreement among members of a collaborative about both the aim of the collective effort as well as its value. Alignment pertains to how knowledge, strategies and associated tasks within a collaborative endeavor are identified, organized and coordinated, both at the outset and over time as conditions evolve.
Commitment is the willingness of collaborators to embrace common goals and dedicate time, energy and resources to advancing associated tasks. In addition to DAC, it is important for stakeholders to develop a shared understanding of systems, issues, strategies, diverse perspectives and the impacts of interventions over time.
Chapter 1 offers a case study for teaching specific systems thinking competencies that promote leadership for systems change. It uses leadership as a novel way to identify and organize systems thinking competencies that are important for successful multistakeholder collaborations. Findings demonstrate that higher education programs can successfully build these competencies in sustainability students and professionals.
Chapter 2 is a case study which illustrates how systems thinking and leadership practices were applied within Eileen Fisher, Inc. as the company reimagined its approach to sustainability starting in 2012. Eileen Fisher's efforts to promote sustainability provide a known example of leadership for systems change. Chapter 3 explains the attributes and pedagogy of teaching cases, and Chapter 4 offers a teaching case for use by educators and workshop moderators interested in teaching systems thinking and systems leadership.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/117202 |
| Date | 14 December 2023 |
| Creators | Talley, Emily Katherine |
| Contributors | Forest Resources and Environmental Conservation, Hull, Robert B., Sullivan, Bradley J., Perkins, Kathleen Miller, Gordon, Mikhail Malcolm |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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