Building on the first systems thinking module in the autumn of Year 1, the aim of this module is to use systems theories and frameworks to continue to explore the detailed problem context, but now with a view to the specific design and development of an effective and systemic intervention into that problem context. The module will engage deeply with well established theories and models regarding systemic intervention, but also with emerging perspectives regarding time, temporality, temporal ecologies, futures studies across a wider range of disciplinary perspectives, and the challenges of implementing systemic intervention via cross-sectoral and partnership models.

The syllabus will draw on the content of the first systems module but from the perspective of now using the seminal systems theories and models to propose and design a systemic intervention. The proposed intervention will then be critically examined from the perspective of problematising time/temporality, anticipated futures, organising architectures and evaluation.

On successful completion of this module, students will be able to: Apply the leverage points lens to specific organisational and societal problems in order to identify points of leverage. Problematise time and temporality in their professional practice and organisational context by analysing cultural norms, values and beliefs at both surface and deep structural levels. Evidence development of a critical engagement with the political, moral, psychological and systemic dimensions of the temporal ecologies in which they are embedded. Synthesise the emerging scholarship on futures and foresight from anthropological, sociological, political science and sustainability science perspectives in order to systematically evidence how these perspectives converge and diverge conceptually and philosophically. Critically evaluate models for cross-sectoral organising and partnership models as architectures for organising. Generate a multi-methodological intervention based on Critical Systems Thinking Practice and other best practices systems frameworks and theories.

On successful completion of this module, students will be able to: N/A

On successful completion of this module, students will be able to: N/A

The approach to learning, teaching, and assessment across the programme is meticulously designed to align with the programme's objectives, the doctoral level of study, and the profile of the candidates, carefully scaffolding a progressively challenging learning experience that fosters engagement and the achievement of the University's graduate attributes. As one of the knowledge frontiers and foundation pillars of the taught element of the programme, this is the second module with a focus on systemic thinking, on this occasion with an orientation to developing an effective systemic intervention into a problem context. It will be delivered in a highly interactive manner, focused on an inquiry and problem centred curriculum, designed to continue to develop a systemic sensibility, on this occasion with more of a future oriented and intervention focus. Thus responsibility is an important aspect of our graduate attributes that will be developed, in that decisions affecting futures are of significant consequence for not just ourselves, but our broader ecosystems and across broader temporal horizons. In addition, interventions can produce unintended consequences which responsible consideration will take into account. Agility and curiousity are developed in considering multiple alternative futures and multiple possible interventions into problem contexts with a view to producing desirable outcomes. Graduate capacities to be articulate will also be developed through the development and presentation of the interventions designed.