2026-04-17T06:59:59Zhttps://recercat.cat/oai/request

oai:recercat.cat:2445/1929122025-12-05T10:40:44Zcom_2072_1057col_2072_478811col_2072_478917

00925njm 22002777a 4500 dc Armstrong, Ryan author Jiménez Rodriguez, Guillermo author 2023-02-01T13:00:58Z 2023-02-01T13:00:58Z 2022-03-18 2023-02-01T13:00:58Z Soft Systems Methodology (SSM) holds promise as an effective approach to addressing real-world problem situations. However, new learners of SSM can expect a number of challenges in learning the approach: its ambiguity and complexity, the number of likely unfamiliar concepts, its focus on rational analysis over emotion, and the demanding environment in which it is applied. This paper furthers the discussion of the teaching and learning of SSM in undergraduate education by considering SSM and its components from a skills-based perspective. We suggest that attention to critical, underlying component behaviors that make up SSM and an increased consideration of emotional issues in its application are key to improving learning outcomes for initial learners. We explore challenges and an approach for address these through an illustrative case involving an undergraduate dissertation project. Finally, we offer a number of recommendations and possible future lines of research which could support SSM's more widespread adoption in education and practice. Competències bàsiques en educació Educació superior Avaluació de sistemes educatius Competency based education Higher education Educational systems evaluation Micro-Skills for learning Soft Systems Methodology? Challenges and opportunities in an undergraduate dissertation project