The purpose of this module is to provide students with a succinct overview and familiarisation of the key concepts of systems theory which must then be applied from a systemic problem (dis)solving and strategy development, organisational development and change management perspective.

By taking a systems concept view of organisations as constantly interacting with their environment, the module focus is on the practical applicability of systems thinking to influencing the future of an organisation within its environmental and societal contexts. In essence, students will need to take an active systems practitioner approach to demonstrate an ability to manage and lead in a more synergistic manner leading towards improvements in both personal and organisational performance.

Topics covered in the module will be drawn from: overview of systems and systems thinking; general systems theory (GST); complex organisational environments; measures of environmental heterogeneity; self-organising systems; learning organisations; system dynamics; iterative systems design; systems approaches in different fields and contexts; complex adaptive systems (learning & innovation); transformational models of organisational change; chaos, complexity, organisations & strategy;

The learning strategies will require participants to commit 300 learning hours of which 88 hours will consist of contact time.

Learning time takes two forms:

Mandatory: (Input Days delivered in Country)
Sessions will `normally' comprise the following activity types;
- seminars and workshops to generate learning conversations, discussion, reflection and exchange of ideas;
- practical workshops for the analysis and discussion of issues, documents and materials;
- live and simulated case-scenario activities to establish connections between the workplace and issues raised by the programme;
- critical feedback from peers and tutors on presentations, workplace experiences and standpoints taken on issues raised in taught sessions;
- work related learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- support from the peer group through collaborative learning activities
- lectures and presentations by the tutor;

Mandatory Personalised: 212 Hours of learning as determined by personalised action plan.
This learning will `normally' comprise the following activity types;
- Guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates;
- Individual telephone / web based tutorials to support development of understanding;
- Case-study activities to establish connections between the workplace and issues raised by the programme;
- Work Related Learning - e.g.; professional dialogue, attendance at network meetings, which provide the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches
- VLE (Blackboard) will be used to facilitate exchange of ideas and access to specific resources and activities. Participants will be required to use word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies

University e-resources
Award resources on VLE
Award resources on netbooks
Award resources - hard copy of core module resources held in Addis Ababa

Moon, J. (2008) Critical Thinking: An exploration of theory and practice. London: Routledge.
Wallace, M. and Wray, A. (2006) Critical Reading and Writing for Postgraduates. London: Sage.
Ackoff, R. (1999) Ackoff's best: his classic writings on management; Wiley.
Ackoff, R. (1999) Re-creating the corporation: a design for organisations for the 21st century; OUP
Beers, S (1994) Diagnosing the system for organisations; Wiley
De Geus, A. (1999) The living company; Longview Publishing
Espejo, R (1992) The viable systems model; Wiley
Flanigan, E (1996) Process improvement: how to enhance your organisation's effectiveness; Kogan Page

An essay (2500 words) to assess learning outcomes 1 & 3 (50% weighting)
A systems analysis/modelling assignment based on a specific organisational context (2500 words) to assess learning outcomes 2 & 4 (50% weighting)

Students must have completed the Certificate Stage modules before enrolling onto this module.