2026-04-17T06:17:03Zhttps://recercat.cat/oai/requestoai:recercat.cat:2445/1929122025-12-05T10:40:44Zcom_2072_1057col_2072_478811col_2072_478917
RECERCAT
author
Armstrong, Ryan
author
Jiménez Rodriguez, Guillermo
2023-02-01T13:00:58Z2023-02-01T13:00:58Z2022-03-182023-02-01T13:00:58Z
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.
cc by (c) Armstrong et al., 2022 http://creativecommons.org/licenses/by/3.0/es/ info:eu-repo/semantics/openAccess
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
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion