Designing, facilitating, and participating in learning for systems change - Dr Natalie Foster

Transcript

1. Designing, facilitating and participating in learning for systems change Dr Natalie Foster IES Dialogue Between Disciplines Conference 22 September 2026
2. Learning for systems change “The word ‘learning’ undoubtedly denotes change of some kind. To say what kind of change is a delicate matter.” - Gregory Bateson (1972, p. 283) Source: Ison (2010) 2
3. Introduction How can we do things better (improvements)? How can we do better things (transformations)? I am committed to making a positive change in my lifetime. then… …now 3
4. Some relevant research projects For almost two decades, researchers from the Open University have been working with Government bodies, NGOs, consultants, water industry, academics, and others to improve understandings and practices in relation to environmental governance in the UK and elsewhere, including (but not limited to): 2001 – 2004 SLIM (Social learning for the integrated management and sustainable use of water at catchment scale) 2012 – 2016 CADWAGO (Climate change adaptation and water governance: reconciling food security, renewable energy and the provision of multiple ecosystem services) 2014 – 2020 WaterCoG (Water Co-governance for sustainable ecosystems) 2018 Natural Course (UK pilot evaluation and synthesis work) 4
5. What is systems thinking? A mindset, as well as a set of methods, tools and techniques to consciously (re-)consider a situation as a system. Systems thinking provided me with a means to better understand what I was seeing and experiencing, and to share those understandings with others. Source: The Open University (2006) 5
6. What situations are relevant to systems thinking? “I know I’ve got a problem, but I don’t know what the problem is…” “I know what the problem is, but there’s no single, ‘right’ solution…” These situations may be described as: complex, messy, wicked, and so on. Source: Ison (2010) 6
7. What is systems thinking in practice? • Engaging with multiple perspectives. • Making and reflecting on boundary judgements. • Understanding interrelationships. Systems thinking in practice means being both systemic (seeing the ‘bigger picture’) and systematic (taking a stepby-step approach). Source: Ison (2010) 7
8. Engaging with multiple perspectives It’s only when we engage with the perspectives of others that we develop systemic awareness about a situation. “Systems thinking begins when first you see the world through the eyes of another” - C. West Churchman (1971) Source: Rowley, in Lonsdale (2013) 8
9. Engaging with multiple perspectives: rich picturing Rich picture of the current water governance situation (at that time) in England drawn by a group of workshop participants (redrawn from the version created at the workshop) Source: Foster et al. (2016) 9
10. Engaging with multiple perspectives: conversation mapping Conversation map of ‘our experiences of water governance’ drawn by a group of workshop participants (redrawn from the version created at the workshop) Source: Foster et al. (2014) 10
11. Making and reflecting on boundary judgements Making intentional choices about who and what is relevant in a situation (and can be changed) and what is not. 11
12. Making boundary judgements in practice: systems mapping A systems map of the current water governance situation (at the time) in England constructed by a group of workshop participants. (redrawn from the versions created at the workshop) Source: Foster et al. (2016) 12
13. Making boundary judgements in practice: BATWOVE and RD BATWOVE and root definition applied to an ‘ideal’ water governance situation by the workshop participants. (redrawn from the versions created at the workshop) Source: Foster et al. (2016) 13
14. Understanding interrelationships Understanding how causes and effects can be related in various non-linear ways, for instance: • interconnections • counter-intuitive effects • unintended consequences. Source: Ison (2010) 14
15. Understanding interrelationships in practice: conceptual modelling Conceptual model constructed by the workshop participants representing the sequence of activities that would have to be undertaken if the ‘ideal’ water governance system was to function in the real-world. (redrawn from the versions created at the workshop) Source: Foster et al. (2016) 15
16. Situation vs system → Source: Ison (2010) Source: The Open University (2006) 16
17. Framework for environmental decision making A range of systems thinking techniques can be used together in a comprehensive, structured process of inquiry, leading to new insights and/or avenues of exploration. Source: The Open University (2006) 17
18. What is social learning? Learning from each other and with each other, leading to shared understandings and shared goals. It is about learning the way forwards together. Social learning about water governance in the UK (© Foster, 2014) 18
19. Social learning: changes in understandings and practices Source: adapted from Foster (2014, 2018) 19
20. Social learning: changes in understandings and practices changes in the situation Social learning: a process of socially constructing an issue by actors in which their understandings and practices change, leading to transformation of the situation through concerted action. Source: adapted from Ison et al. (2004) 20
21. Social learning in practice Some examples of how we have enabled and engaged in social learning: Same time Same place Different time Presentations Workshops Symposiums Theatre performances (local youth group telling the story of our research from their perspective) ‘La Rasgioni’ (a traditional reconciliation process) Field trips Posters Systemic co-inquiry Different place Teams / Zoom calls Online whiteboards Virtual field trips Emails Online discussion forums Blogs Table adapted from: Ellis et al. (1991) in Ramage (2018) 21
22. Systemic (co-)inquiry as a means for enabling systems thinking and social learning in practice • Co-operative (or collaborative) inquiry was proposed by John Heron in 1971 and subsequently developed with Peter Reason (Heron and Reason, 2001). • It involves researching with people, rather than on people. Thus, participants are able to be involved as co-researchers, and may contribute to the design, implementation, monitoring and evaluation of the research. • Systemic co-inquiry is a specific type of co-inquiry which draws on systems theories, • methodologies and techniques. • The way we use it, systemic co-inquiry is a mode of investigation that is open to changing situations, pursuing new directions, and engaging with new or different theoretical/methodological frameworks. • The inquiry focuses on processes of social learning and the emergence of opportunities, rather than on pre-defined timelines and outputs. 22
23. Collaborative actions Effective, concerted actions by stakeholders with shared responsibilities. Orchestrating a performance. Working together to achieve shared goals. Credit: Meredith Bell (Flickr CC BY-SA 2.0) 23
24. Collaborative actions in practice Source: Foster et al. (2018) 24
25. Reflections on my experiences of designing, facilitating and participating in learning for systems change Who says what stays here! Checking out your understandings Finishing on time Meeting people where they are… ….Talking with people about what interests them Providing others with experience of being listened to Appreciating diversity of perspectives We all take responsibility for monitoring our behaviours Seeing accommodations of perspectives (not consensus) ‘I don’t know’ is a valid answer Being open to new ideas and ways of working Permission to publish outputs in an anonymous format Sharing your experiences Recognising that co-designing can feel difficult for some people Embracing uncertainty! 25
26. So what? The concept of sustainable development emerged in the 1970s from a growing awareness that ‘through ignorance or indifference, we can do massive and irreversible harm to the earthly environment on which our life and wellbeing depend’(United Nations, 1972). In 1982, the Brundtland Report report expressed the belief that sustainable development can be achieved by balancing social development, economic development and environmental protection (WCED, 1987). But more than four decades later, there is still much to do to achieve sustainable development. Source: Foster et al. (2018) 26
27. Redefining the pillars of sustainable development Focus on the process of ‘doing’ sustainable development (including systems thinking, social learning, collaborative action) rather than the outcomes (social and economic development, environmental protection). Source: Foster et al. (2018) 27
28. What next? To what extent are you doing systems thinking, social learning, and collaborative actions? And in what kind of governance structure? 28
29. What next? Seek improvements (doing things better) and transformations (doing better things) which keep as many doors or pathways open as possible. Source: Ison (2010) 29
30. References • Bateson, G. (1972) Steps to an Ecology of Mind. New York, Ballantine Books. • Foster, N. (2014) Towards understanding and improving decision-making for the conservation and sustainable use of intertidal mudflats and saltmarshes. University of Southampton, PhD thesis. https://eprints.soton.ac.uk/365716/ • Foster, N., Blackmore, C., Collins, K., and Ison, R. (2014) CADWAGO governance learning workshop report. Milton Keynes: The Open University • Foster, N., Collins, K., Ison, K. and Blackmore, C. (2016) Water governance in England: Improving understanding and practices through systemic co-inquiry. Water 8, 540. http://www.mdpi.com/2073-4441/8/11/540 • Foster, N., Ison, R., Blackmore, C. and Collins, K. (2018) Partnerships for Action in River Catchment Governance. A Case Study in the Irwell, UK. Milton Keynes: The Open University. http://oro.open.ac.uk/54030/ • Ison et al. (2004) Social Learning for the Integrated Management and Sustainable Use of Water at Catchment Scale. Final report. Milton Keynes: The Open University. https://oro.open.ac.uk/2839/ • Ison, R. L. (2010) Systems Practice: How to Act in a Climate-Change World. London, Springer. New version: https://www.springer.com/gp/book/9781447173502 • Lonsdale, K. (2013) CADWAGO Work Package 3 cross-case report. The Open University, Milton Keynes. • Ramage, M. (2018), TM255 Communication and information technologies: Block 2 Interacting and collaborating, Milton Keynes: Open University • The Open University (2006) T863 Environmental decision-making: a systems approach. Book 4. Milton Keynes: The Open University • West Churchman, C. (1971) The Design of Inquiring Systems. New York: Basic Books. • Orchestra image: Meredith Bell. May Orchestra. Available at: https://www.flickr.com/photos/meredithb91/7238670880 30
31. Thank you natalie.foster@open.ac.uk