For purposes of this study it is critically significant to understand the application of systems thinking. The main purpose of this study is to examine how principals have applied systems thinking approaches in school development initiatives. According to Churchman (1968) problematic situation in a system needs to be clarified explicitly. The environment determines in part how a system performs its goals and functions (Ackoff, 1971). Thirdly, the resources are the means used to achieve the objectives of the system (Jackson & Keys, 1984). The management of a system has to deal with the generation of plans for the system. These will off-course include setting the overall goals for the system, defining the environment, the utilisation of resources and the division of the system into components (Churchman, 1968).
The thinking that prevailed during the era of Churchman (1968) has been challenged, as new ideas emerged regarding the complexity of systems. Kay and Foster (1999) consider the
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specific structures and processes that connect the whole system into a hierarchy of systems and way these need to be analysed. With the emergence of new thinking regarding how complex system is, the simplistic and linear approaches to systems have been critiqued.
The unique characteristic that systems are intertwined is the main motivation for using a systems approach to problematic situations. Ackoff (1974) argues that the previous reductionist way of thinking fostered an analysis which favoured the breaking apart of the problematic issues. Bertalanffy (1968) shifted the thinking towards integration and the promotion of an interdisciplinary approach amongst the disciplines. Midgley (2000) in his in-depth study summarised the evolution in systems thinking to the first and second wave. In this analysis Midgely (2000) was showing how the thinking shifted from the first wave which focussed on modelling reality, hence its criticism for its failure to bring the subjective element of reality. With the second wave, the thinking shifted towards considering the role of human activity, with emphasis on dialogue, mutual appreciation of and inter-subjective construction of reality (Midgely, 2000). With these developments, there also emerged different systems of methodologies which were applied across a wide spectrum of disciplines.
The application of systems thinking to other disciplines and fields is very broad. Churchman (1968) and Ackoff (1974) shifted the boundaries in terms of the application of systems approaches to a diverse problematic social issue. The wide acceptance of systems thinking across disciplines shows how systems thinkers attribute to it the empowerment to tackle multifaceted problems (Haines, 2000). The successful application of systems thinking as a generic approach has been evident through its application in various fields and disciplines.
Amongst the fields in which it is applied are environmental conflict management (Elias, 2008), community development (Midgley & Ochoa-Arias, 2004), business (Bashiri &
Tabrizi, 2010), health (Lee, 2009), agricultural production systems (Wilson, 2004), education (Hung, 2008), decision making (Maani & Maharraj, 2004), human resource management (Quatro, Waldman & Galvin, 2007), innovation (Galanakis, 2006), social theory and management (Mingers, 2006), in construction industry (Maqsood & Finegan, 2009), food security and population policy (Keegan & Nguyen, 2011). Davis (2009) used the soft systems methodology to develop lean supply in construction projects.
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This perspective enables the systems thinkers to bridge the gap between theory and practice.
Practitioners are overwhelmed by the complex task of working in their complex fields and find an alternative to approaching problematic situations. The systems thinking lens holds the promise for cutting through this complexity that they might more effectively manage the systems that lead to better disciplines (Jackson, 2003; Senge, 2014). The practitioners come to realise the root causes in the way people think about problems and in turn develop solutions that create unintended consequences (Beer & Eisenstat, 2000). The abundance of literatures attests to the faith that has been put on systems thinking to offer hope to the underlying cause of many of the problems in different disciplines and fields. The approach can be applied to a number of systems methodologies, disciplines, sciences, fields and theories to mention a few (Flood & Carson, 2013). Literature notes that there are disciplines and fields which can be considered as early adopters. Observations in the literatures show that the health field is far ahead as compared to education in terms of adopting systems thinking as a framework. It is observed in the education field that there are few scholars who have lately adopted the systems thinking as a theoretical framework (Green, 2013; Mntambo, 2009; Togo; 2009; Mchunu, 2006). The above cited studies have been using systems thinking as a framework to research diverse focus areas in the education and school system.
There is an observed steady growth which shows that systems thinking is used as conceptual framework in various studies in education and determine the set of methodologies, approaches and theories (Barnard, 2013; Prestige, 2013; Green, 2013; Mpungose, 2011;
Mntambo, 2009; Togo; 2009; Cabrera et al., 2008; Mchunu, 2006; Sterling, 2003).
Two decades ago Ramo and St. Clair (1998) proposed that the systems approach needs to be developed fully, to be applied widely, to be effective in pointing the way toward action, to assist in clarifying goals, and to guide us to organisational modifications in our social structure so as to make full use of the powers of science and common sense. Ackoff (1993) believed that systems thinking had a practical value and was being used increasingly to look at the systemic nature of work. James and Connolly (2000) consider one of the benefits of systems thinking is to provide a useful lens through which it looks at the institution as a whole. Furthermore, James and Connolly (2000) contend that systems thinking provides a useful framework upon which to base management action.
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The above cited studies have been using systems thinking as a framework to improve organisations, corporates and education systems and schools. Mcllvain (1999) used the framework of systems thinking to study one elementary school in the context of the emerging learning community. Taylor (1999) employed Senge‘s (2000) disciplines of systems thinking and shared leadership to examine staff development at a public school district.
There is also increasing interest in South African Universities to systems thinking as evidenced by the dissertations and thesis conducted from a systems theory and systems thinking perspective (Keller, 2000; Andrew, 2001; Banathy, 2001; Sterling, 2003; Mchunu, 2006; Snow, 2008; Mntambo, 2009; Togo, 2009; Dzirikure, 2012; Green, 2013). Systems theory and systems thinking provides a conceptual framework for a number of studies that have been conducted in the field of education as well as other fields which were considered to be areas with complexity and human activity (Flood & Carson, 2013). Systems thinking has become an influential mode of thinking that remains the commonly held view of what systems has to offer in different complex fields. Studies began to argue from a systems perspective how complex issues can be approached from this perspective (Andrew, 2001;
Banathy, 2001;Keller, 2003; Sterling, 2003; Mchunu, 2006; Snow, 2008; Mntambo, 2009;
Togo, 2009; Dzirikure, 2012; Green, 2013). Soft systems thinking provides the conceptual framework in studies conducted by means of methodologies relevant to action research (Mchunu, 2006; Mntambo; 2009). Prestige (2013) used the systems thinking tools to argue for school improvement. Systems thinking offers a new perspective and specialised language of engagement and a set of tools to examine the root causes to problems in an insightful and informative manner (Mchunu, 2006; Mntambo, 2009; Green, 2013). Studies conducted from this perspective are shaped by the use of various methodologies and tools in order to investigate the unit of analysis (Togo, 2009; Joseph, 2010; Dzirikure, 2012; Green, 2013).
Steele (2014) emphasised the importance of systems thinking, or a systems approach, which was used as to promote Literacy Collaborative and improve literacy instruction and reading, writing and language skills at primary to secondary school level by means of professional learning communities.
Jones, Bosch, Drack, Horiuchi & Ramage (2009) in their paper propose a tool called Systems Education Matrix (SEM) for use in informing the work of developers of systems-oriented
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curricula at colleges and universities around the world. Flood (2010) in his paper investigates the relationship between systems thinking to action research by reviewing the main developments in systems thinking and relating these to action research.
There is value in the work that is done at the centres that promote systems thinking and also the journals that are written from this perspective. The centres are established and funded for research purposes and also to keep the ideas of systems thinkers and scholars who contribute invaluably to the research in this discipline. The Centres play a pivotal role in giving the platform for the systems thinkers to nurture and raise other systems thinkers and also to serve as a global network. The conferences accommodate the debates and contributions of scholars who deliver papers in Systems Thinking Conferences, thus maturing the research in this field.
Think Works was founded by Derek Cabrera as an organisation dedicated to teaching thinking skills to children, adults and corporations (Cabrera, Colossi & Lobdell, 2008). A paper was written for purposes of teaching practitioners to teach systems thinking and associated capacity building for a team of professionals and managers from Vietnam. In another paper the co-authors presented the key elements of the programme included group learning and the commitment by senior managers in support of the application of systems approaches in the workplace (Nguyen, Graham, Ross, Maani & Bosch, 2011). In the light of the study we will also summarily look at the different forms of systems thinking, which is important for this study as the principals were introduced to one of the strands, which is soft systems methodology.